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'Failure dances to the tune of insecurity': affective issues in the assessment and evaluation of access learning

This paper reports on the curriculum design of an Access program in Dumfries and Galloway which has taken 23 per ce ... Show more
This paper reports on the curriculum design of an Access program in Dumfries and Galloway which has taken 23 per cent of its intake of disadvantaged adults successfully into FE [further education] and/or HE [higher education], and many others into employment. The nature of the assessment, summative and formative, which was incorporated in the integrated curriculum design, was critical to creating confidence, a positive attitude to education, and thence to successful engagement with cognitive demands. Data from the program demonstrates the importance of addressing such students' affective agendas, and how facilitated self-assessment in particular is a vehicle for 'mainstreaming' students from the isolation of disadvantage into successful educational progress.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: George, Judith; Cowan, John; Hewitt, Lindsay; Cannell, Pete

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Article

Journal title: Journal of access policy and practice

Subjects: Assessment; Employment; Disadvantaged ... [+] Show more
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Articulation and credit transfer in Scotland: taking the academic highroad or a sideways step in a ghetto?

Scotland’s higher education [HE] system is characterised by a high level of participation in courses offered throug ... Show more
Scotland’s higher education [HE] system is characterised by a high level of participation in courses offered through further education [FE] colleges. Current Scottish Executive policy is based on the assumption that there is at least 50 per cent participation in higher education, which is seen as a consequence of the growth of HE in further education. Closer investigation suggests that while the initial entry rate may be around 50 per cent, those who enter HE in further education are disproportionately likely to leave without achieving a qualification; few who achieve an HE qualification in further education subsequently progress to degree level study; those who do progress to a degree course mainly enter lower-status institutions. Current Scottish policy, therefore, makes only a limited contribution to increased social mobility for students from less advantaged backgrounds. While some progress is being made on articulation between FE and HE, little has been done to reduce attrition and improve achievement within FE, and as a result, the claim for a 50 per cent participation rate disguises deep and entrenched educational inequalities.
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Authors: Field, John

Date: 2004

Geographic subjects: Europe; Scotland; Great Britain

Resource type: Article

Journal title: Journal of access policy and practice

Subjects: Lifelong learning; Equity; Pathways ... [+] Show more
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Australia: twenty years of higher education expansion

In 1986 an estimated 11% of Australian 18 to 24-year-olds were enrolled in higher education (Dawkins, 1987b, p 109) ... Show more
In 1986 an estimated 11% of Australian 18 to 24-year-olds were enrolled in higher education (Dawkins, 1987b, p 109). By 2005 just under 20% of 18 to 24-year-olds were enrolled in higher education. In 1986 Australia had a structure but not the financing to support mass higher education in Trow’s (1974) terms; 20 years later it has the financing but no longer the structure to support mass higher education. Another big and distinctive change in Australian higher education over the last two decades has been the growth of international students, from 4% of total enrolments in 1988 to 25% of enrolments in 2005. This article reports on how Australia made these changes, the strengths and weaknesses of Australia’s approach and the issues these may raise for other countries. It argues that the main motive for Australia’s expansion of higher education for both domestic and international students was to expand its contribution to the country’s economic development; equity and student access remained an incidental consideration, increasingly overlooked as the period under review progressed.
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Authors: Moodie, Gavin

Date: 2008

Geographic subjects: Oceania; Australia

Resource type: Article

Journal title: Journal of access policy and practice

Subjects: International education; Students; Providers of education and training ... [+] Show more
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Opening the door to opportunity: adult guidance holds the key

This paper is based on a keynote talk ‘Opportunity: adult guidance in Ireland’ given at the conference of the Adult ... Show more
This paper is based on a keynote talk ‘Opportunity: adult guidance in Ireland’ given at the conference of the Adult Educational Guidance Association of Ireland in 2003. The paper considers three questions: What is the distinctive nature of work with adults in the arena of education, training and work?; What are the barriers to participation for adults in transition?; What is the nature of guidance. The paper concludes with a postscript on the English Policy Framework for Information, Advice and Guidance (IAG).
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Authors: Brown, Jonathan

Corporate authors: National Institute of Adult Continuing Education (England and Wales) (NIACE)

Conference name: Adult Educational Guidance Association National Conference

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Article

Journal title: Journal of access policy and practice

Subjects: Policy; Lifelong learning; Students ... [+] Show more

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'Failure dances to the tune of insecurity': affective issues in the assessment and evaluation of access learning

Articulation and credit transfer in Scotland: taking the academic highroad or a sideways step in a ghetto?

Australia: twenty years of higher education expansion

Opening the door to opportunity: adult guidance holds the key