The Action Group on Access to Third Level was established by the Minister for Education and Science, Mr. Michael Woods, T.D. in 2000. The brief of this group was to advise the Government on a framework to promote participation at third level of three students groups in particular: (i) students with disabilities (ii) students from disadvantaged backgrounds and (iii) mature students. The HEEU made oral and written submissions to this group.
The HEEU’s submissions to the Action Group on Third Level Education late in 2000 focused mainly on recommendations regarding Barriers to Adult and Mature Students at Third Level. These submissions sought to highlight the manner in which historically constructed norms and structures may serve to create barriers to inclusion and to participation in third level education by those not within the narrow definition of what is viewed as the traditional student body. It brought attention to the manner in which inclusion of mature students at third level necessarily raises questions about these assumptions and requires that the institutionalisation of education adjust to reflect the realities of a broader and more diverse student body. A full copy of our written submission is available to view at our website: www.ucc.ie/equality. However the main thrust of the report is summarised below:
We focused on the manner in which student financial assistance is constructed with an assumption of the student as someone who has dependent status. Such underlying assumptions present barriers to a range of potential students, who for one reason or another, fall outside of current eligibility criteria. For instance, the potential mature student may be on a low income, may not be considered independently because of family/relationship status, or may have high outgoings, all of which will affect their ability to participate in further education.
We examined barriers to participation at third level at a number of levels and highlighted the manner in which obstacles are faced by students from pre-entry level right through to completion of formal higher-level studies.
We emphasised the importance of addressing possible prior negative experiences of education, which serve to distance adults from education, as well as the lack of information often available to adults who have little daily contact with education.
We highlighted the need for support for students who may not have engaged in formal education for a number of years and issues of confidence that may go hand in hand.
We also pointed to the challenge there now is for institutions and their representative bodies to look beyond participation and to become proactive in addressing the needs of a diverse student body. For example, this may require a broadening of student social encounters, the development of comprehensive support mechanisms and flexibility in course delivery to cater for a broad range of needs and circumstances.
While acknowledging that much has been done to recognise existing barriers to access and participation in higher-level education we also stressed the need to move forward and act on recommendations already developed. Our submission included a series of recommendations on Mature Students, which the HEEU has already developed in conjunction with an advisory group on Mature Students in Higher Education. This advisory group was made up of a number of mature students, including those from disadvantaged communities, adult education teachers and lobbyists, researchers, lecturers and administrators. The recommendations seek to address barriers adults may encounter in participating in higher-level education and are addressed to Government, the Higher Education Authority and to colleges themselves.
Our submissions also addressed the development of a National Access Office. We welcomed such a development and proposed the establishment of a number of networked and integrated offices/officers located in different regions of the country. We stressed that in establishing National Access Office Network that it should:
Table of Contents of Newsletter 10