ucd access & lifelong learning · ucd access and lifelong learning works with a number of...
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UCD Access & Lifelong Learning
Study visit, 12 June 2018, International Delegation
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Agenda
Initial welcome
9:00 – 9:15
IUA and sectoral perspective (Lewis Purser)
9:15 – 9:45
From sector to institution Leadership skills/ processes and vison
(Anna Kelly)
9:45 – 10:00
Video Accessing the institution –pathways, including transitions from Level 5-7
(Fiona Sweeney)
10:00 – 10:15
Solving problems in communities – case study on working with Irish travelers (Thomond Coogan)
10:15 – 10:30
Cultural partnerships – using civic spaces for lifelong learning
10:30 – 10:40
Open Learning: An example of change processes, enablers and impediments (Bairbre Fleming)
10:40 – 11:00
11.-11.45 Tour of campus
11:45
Departure
11:45
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Drivers of Change
Inclusive education systems
Alignment of HE system
MainstreamingChanged institutional practice
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Under-represented
Student Groups
• Students with a disability
• Students from a background of socio-economic disadvantage
• Mature students
• Irish Travellers
• Part-time students
• Additional identified groups– Lone parents
– Refugees, asylum seekers and those who have leave to remain
– Ethnic minorities
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University Challenge“It is not simply a question of the preparedness of students for the HE experience, though clearly many are not prepared for the demands of a still largely inflexible system, but it is also the degree to which institutions respond to the challenges of diversity”.(Osborne, Gallacher and Crossan (2007, p. 10)
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Launch of University for All Initiative
Open, belonging, welcoming
HE an option for all
fulfilling potential.
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What is “University for
All”?
The University for All initiative seeks to mainstream access and widening participation, weaving it in to the fabric of the institution at every level.
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University for All
Access incorporates both entry to andaccess to inclusive learning environment, designed for full range of students, rather than a perceived notion of a typical, average or so-called ‘traditional’ student
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Educational experience encompasses-
curriculum, teaching, learning, assessment, student supports and services, built and technological environments, are designed for all, embedded and integrated and everyone’s business
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University for All Principles
Mainstreaming inclusion is the job of the entire University community and is the responsibility of all
Everyone has the right
to equal participation
and engagement
We must reflect the
diversity the global
population
All students should be
able to access,
progress and succeed
We must engage all
stakeholders
Excellence is achieved through diversity
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What does an inclusive HEI look like?
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Strategic Approach & Organisation Vision: “a preeminent diverse
and inclusive scholarly
community…”
Goal: “attract and retain an
excellent and diverse cohort of
students…”
Data: tracking/collection
KPIs: by 2020 33% of u/grads
from equity groups
Established oversight
committee
Reviewed academic
governance
Reconfigured part-time
education
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Pillar 1 – Programme Design, Teaching &
Learning
• Curriculum review
process
• Published Case Studies
on embedding of inclusive
practice at programme/
curriculum design level
• Professional Certificate
and Diploma in University
Teaching
• Developing Case Studies
of inclusive assessment
• Promoting reward and
recognition processes
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Pillar 2 – Student Supports & Services
• Mainstreaming student
supports and services
• Supplementary suite of
post-entry supports
• Multiple entry pathways
• Intergenerational
community outreach
• Scholarships/support
Guidelines/training on
accessible oral, written,
digital communicationss
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Pillar 3 – Physical Campus & Built Environment
• Appointed Campus
Accessibility Officer
• Campus accessibility
audit identified
/prioritised existing built
infrastructure
• Funding stream
identified
• Programme of work
• Student accommodation
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Pillar 4 – IT Systems & Infrastructure
• Move “person supports” to
technology, which can be
used independently and
carried forward in to the
workplace
• Virtual learning
environment
• Entry, progression and
success data
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UCD IN NUMBERS –OUR ACHIEVEMENT IN ATTRACTING TARGET
EQUITY GROUPS
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Our Achievements – Widening Participation Students on
Undergraduate Programmes (Certificates, Diplomas and
Degrees)
29%
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Next Steps:
Programme Level
Data
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•National policy level• Financial constraints• Inadequate student financial
support• Some policy disconnect, e.g.
part-time, outreach
•Institutional level• Access only one priority in HE• Navigating space between
academic autonomy and inclusive practice
• Inclusion can be seen as “supplementary”
• Success takes time
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Paths to access UCD
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Paths to UCD
UCD Mature Years
Access
HEAR & DARE
QQI-FETMature Years
Open Learning
Lifelong Learning
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Solving problems in communities – case study on working with Irish Travellers
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Irish Travellers have been documented as being part of Irish society for centuries.Travellers have a long shared history, traditions, language, culture and customs.The distinctive Traveller identity and culture, based on a nomadic tradition, sets Travellers apart from the sedentary population or ‘settled people’.
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Days long gone
- Traveller Trailer project
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Background
It’s A Cultural Thing –
Or Is It?
Michael Collins
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Number of Travellers – 30,987
Dublin County 6,006
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Completing post primary education nationally - 13%
Number in higher education 35 (0.1%)National target 80 (National Access Plan 2015)
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Background
Adhoc Activities
◦ Visiting Teachers for Travellers
◦ Sports Activities with Youth groups
Emerging Community Outreach Strategy
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Traveller Access to Third Level Seminar in Cork Cork 2016
Traveller-specific scholarships and the ring-fencing of places on specific third-level courses for members of the Traveller communityThe provision of clear, accessible information on the range of available finance, crèche, and library supports which are available
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Pavee Point recommendations
Clarification of and promoting the awareness of routes into third level
More proactive measures to be taken by universities to engage with local Traveller groups and culture
Peer-to-peer mentoring and support
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Emerging Initiatives
Our focus ◦ Build relationship with Traveller Families
◦ Develop Activities that complements STAG’s work
Work with STAG’s 3 Key Groups ◦ Youth Group – 10-16
◦ TASK (Employment Skills Programme) 16 - 34
◦ Primary Health Care Workers – Families
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Welcome Day
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Cultural Partnerships
Challenge of space for LLL
Need to attract
numbers
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CULTURAL PARTNERSHIPSUCD Access and Lifelong Learning works with a number of cultural institutions in Dublin city centre.
The National Library of Ireland on Kildare Street, the Dublin City Gallery The Hugh Lane, and Dublin City Libraries host a variety of UCD Lifelong Learning courses.
These courses provide students with access to the rich resources and exhibitions of these organisations.
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Open Learning: An example of change processes, enablers and impediments (Bairbre Fleming)
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Conclusion
UCD moving access from margins to mainstream
Complex task, broad and challenging agenda
Factors that support process:◦ Institutional priority◦ Support of senior leaders◦ Shared understanding to help persuade and develop buy-in◦ Articulation of benefits for all students◦ Evidence and data◦ Sharing good practice◦ Build/maintain momentum◦ Fit-for-purpose processes/structures◦ Access expertise
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