SUPPORTING ACCESS TO HIGHER EDUCATION FOR MATURE STUDENTS – The PORTUGUESE case

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Sandra Valadas

António Almeida

Carla Vilhena

Célio Conceição

SUPPORTING ACCESS TO HIGHER EDUCATION FOR MATURE

STUDENTS – The PORTUGUESE case

MULTIPLIER CONFERENCESofia, 8/10/2013

Project ‘Lost in Transition Europe’ (LiTE)Lifelong Learning Programme, Sub-Programme Erasmus

ERASMUS Multilateral Project no: 517705-LLP-1-2011-1-UK-ERASMUS-ESIN

The Project

understand current national strategies which support the transition from non-compulsory or mature learners to HEd

transition from high school to university is simultaneously a challenge and a threat due either to the access constraints to higher education, but also to the gap between the two education grades in Portugal

Structures, policies, strategies, models and pedagogies in Portugal in what concernsaccess/transition from secondary to Hed for traditional and non traditional students

Examples of good practices, strenghts and weaknesses


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Research

Concept of transition

Studentretention, difficulties

and dropout

Adjustment

Lifelonglearning

Mature student

Ruptures


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Portuguese education system is divided into six sequential levels

Preschool education

Compulsory education (that includes Educação

Básica/Basic education, divided into 3 cycles; and

Secondary education)

Higher education

In all levels schools can be public, private or cooperative


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Figure 1. Portuguese educational system organization


Mature student

‘non-traditional student’: useful for describing different groups of students that are in some way underrepresented in HE

participation in HE is constrained by structural factors

disabled or mature students, women, first generation students, working-class or specific ethnic groups who do not fit the so-called ‘traditional’ major group

commence their studies over the age of 21 sometimes been considered ‘mature students’; others confine the category to those embarking on HE over the age of 23 (the case of the official Portuguese definition) or even 25 (the official definition in Spain, for instance)


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National/institutional policies and practices

universities have a certain degree of autonomy but they are not autonomous in the selection of the students

national competition (lead by the general direction of higher education) for students arriving from secondary education who present between one and six different choices of degrees and universities

several specific competitions for recruiting new students: students who want to change of degree, to change of university, to come back to university, who already have a degree, who come from former Portuguese colonies, who are children of diplomacy staff, etc

All follow the national rules even if in some cases there is some

autonomy in the decision and in the procedures.

Disabled students have also specific regimes.


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specific competition for mature students

prepared according to national rules but the criteria of selection are local/institutional

more than 23 years (“Maiores de 23”) and who did not finish secondary education (12 years ofeducation in Portugal) but want to enroll in a university degree

to pass an exam, to submit their curriculum for evaluation and to make an interview with ajury

at the University of Algarve the exam has two parts: one of Portuguese language and culture -20% of the final mark – and another of the specific discipline of the degree the student wants toenroll – 80% of the final mark)


National measures or strategies to support transitions

Local level: almost all the institutions have specific strategies to support the transition

a) visibility of the higher education institution (HEI) and its life: marketing to attract new students (open day, visits to schools with professors and students; a catalogue of conferences presented by university professors that can be demanded by each school according to their curricular plans; summer courses for secondary students , etc.)

b) help in the preparation to exams to enter: specific courses/disciplines (“Anozero”, “Maiores de 23”; ECTS accreditation, etc.)

c) internal organization to support students once they are enrolled: courses on studying strategies and autonomous work; tutors; course director; reception days/activities; specific sessions on evaluation system, ECTS, the university campus library, use of on-line resources, etc ;

special activities to support foreign and mobility students (reception week, Portuguese language courses, etc.) and psychological support for all students provided at an institutional level, not only for clinical needs but also for vocational or organisational reasons


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WORKING STUDENTS

special legal status:

study without been required to attend classes;

harnessing school year with the approval of at least half the number of subjects to which they are registered (usually 6 per semester)

classes of compensation or pedagogical support

supportive measures as they aim at facilitating the students transition, as well as their maintenance in the system

Table 1 – Emplacements, exams and students enrolled through “Maiores de 23” access into Higher Education, by subsystem, in 2012/13

Subsystem

Emplacement Exams Entries

General

entrance> 23 % Entries

Performed

all the exams% Aproved %

Oct

2012

Prevision

of other

entries

Total entries

(prevision)%

Public 53 000 3 831 7% 11 646 6 983 60% 5 924 85% 3 513 422 3 935 66%

Universities 30 433 1 986 7% 5 315 3 009 57% 2 306 77% 1 466 405 1 871 81%

Polytechnics 22 567 1 845 8% 6 331 3 974 63% 3 618 91% 2 047 17 2 064 57%

Private 28 887 3 289 11% 3 504 3 177 91% 3 027 95% 2 408 229 2 637 87%

Universities 19 044 2 147 11% 2 319 2 099 91% 1 973 94% 1 589 114 1 703 86%

Polytechnics 9 843 1 142 12% 1 185 1 078 91% 1 054 98% 819 115 934 89%

TOTAL 81 887 7 120 9% 15 150 20 320134

%8 951 44% 5 921 651 6 572 73%

Source: DGEEC/MEC (2013)


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Act

ua

lity

Significant effort to improve the qualifications of the Portuguese

population in order to recover from a historical backwardness

Despite progress, the economic and social situation and the developments in relation to qualifications remain far below the

levels of more developed countries

In addition to the low levels of competences of the workforce in general, there are also the high numbers of school dropouts and

early school leavers

It became essential to find innovative increasing solutions in relation to objectives, organization and methods to overcome difficulties and

achieve rapid and sustained improvements


Most of the Portuguese HEI have now special measures to support

student maintenance in the system

Most of the Portuguese HEI have now special measures to support

student maintenance in the system

e-learning and b-learning coursese-learning and b-learning courses

possibility to become/apply as a part-time student

possibility to become/apply as a part-time student

fees payment can be renegotiated with the institution

(economical reasons)

fees payment can be renegotiated with the institution

(economical reasons)

lifelong learning courseslifelong learning courses

delineate institutional strategies that allow root widening access to new audiences and lifelong

learning

delineate institutional strategies that allow root widening access to new audiences and lifelong

learning

offer education and training to a diversified population

offer education and training to a diversified population

implement new ways of recognizing non-formal learning

implement new ways of recognizing non-formal learning


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Development of the framework of support strategiesand model of implementation

NATIONAL LEVEL

STAFF - INDIVIDUAL LEVEL

INSTITUTIONAL LEVEL


Mature students in Higher Education – increasing participation

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National level:

1. Awareness-raising initiatives

2. Support for mature/disabled/disadvantaged students/underrepresented groups of students

3. Monitoring mature student transition and enrolment

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1.1. Researching and disseminating quality practices

1.2. Experimenting alternative selection procedures and systems

2.1. Experimenting alternative selection and enrolment procedures and systems

2.2. Making available dedicated information and support packs

3.1. Implementing research oriented projects/tasks to critically supervise strategies

3.2. National monitoring and reporting


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Mature students in Higher Education – increasing participationF

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Institutional level:

1. Institutional climate(flexible to accommodate multiple learner identities and learning styles)

- Support staff in pro-mature student attitudes

- Minimize institutional barriers

2. Early support for mature/disabled/disadvantaged areas students/underrepresented groups of students integration and transition and create a sense of belonging/ avoid social isolation/marginalization

- Focus on aspirations (clarity) and expectations

- Maintain and develop consciousness of studying, independence and responsibility of students, sense of integrity

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1.1. To enhance different teaching styles and evaluation/assessment procedures

• Staff training, including self-efficacy training

1.3. Developing an image & ethos which is welcoming of mature students

1.4. Friendly hours of work offices, tutorials for students in convenient form and time

1.5. Creating a 1-stop-shop system for working students

2.1. Including these students in publicity materials and events, and establishing pre-entry peer mentoring schemes

2.2. Organizing courses to encourage experimentation with APEL systems

2.3. Promoting Academic advice

2.4. Supporting these students in meeting commonly faced challenges


Framework of support strategies – HE staff level

1. Staff involvement in social and academic integration to enhance

students’ awareness of institutional norms and rules

2. Management of students’ expectations of workload and the university experience to enhance

students’ awareness of course structures, study methods and

learning outcomes

3. Creation of an approachable orientation towards

mature/disabled/disadvantaged areas students/underrepresented groups of

students through targeted tutorial support

4. Accreditation of professional experience

5. Development of students skills (e.g. autonomy, social skills, study skills)

Standards and guidelines for staff implementation

1.1. Organizing preparation courses before accessing the HEI

1.2. Promoting informative sessions about the institution and the course

2.1. Organizing informative sessions about the students identity, transitions, self-regulated learning, autonomy,

adjustment into HE, expectations and HE demands

2.2. Promoting the active participation of the Students Union on receiving new students

2.3. Accessing mentoring services

3.1. Adapting tutorial materials

3.2. Maintaining regular contacts, including long-distance contacts (online platforms, e-learning)

3.3. Promoting regular contact and tutorials with tutor/course director (central role in Portugal)

4.1. Carrying system of valuating professional skills as a part of non-formal learning

5.1. Promoting peer learning communities and problem-based learning strategies

5.2. Carrying model of autonomous work group and individual work in studying

5.3. Creating contexts for self-regulated learning

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ILLUSTRATIVE EXAMPLES OF GOOD PRACTICES

Projeto Educação pelos Pares (Peer Counselling/Support project) – Social Welfare

Services of University of Coimbra: improvement of students’ social skills, and promote the

development of stress management strategies (prevention, reduction and coping) through

peer counseling; tutors receive support from Social Welfare Services (e.g. training courses on

counseling basic skills and strategies aimed at tutors are promoted, as well as workshops on

study methods, stress management strategies, and development of personal, social and

academic skills).

Support of academic (mentoring) and professional integration – Faculty of Psychology and Educational Sciences of Oporto University: peer mentoring to new students (a mentor (2nd

or 3rd year student) is assigned to each 1st year student enrolled in the program)

Tutoring (Tutorias de Acompanhamento) –Office for the Promotion of Academic Success of University of Évora: transition to university, development of study skills, time management, and stress management; students can choose between two types of tutoring: (1) Teacher tutoring, and (2) Peer tutoring.

Integration kit – Social Welfare Services of Oporto University: Guide for Academic Integration, maps and city guides and is available on the Website of the University.

Flash Estudante – Oporto University:

Online database that provides information about university services and social welfare benefits aimed at students.

Peer mentoring - foster the integration of students in academic life. A mentor (2nd or 3rd

year student) is assigned to each 1st year student enrolled in the program.


BOLOGNA PROCESSsignificant changes in the

higher education system in Portugal

the whole system of He gaineda new flexibility in its structuresand procedures

Recognise and validateprior learning

academic continuumsbetween their past trainingand professionalexperience and the newlearning identities

“Ano zero”: “transitional year”

variety of non-graduate different paths that can

give access to HE

Technological Specialization Courses (TSC)

changes printed to HE made access touniversity studies easier, bringing more non-traditional students

mature students are the most important group, in the sense they

have been noticeably excluded from HE in the past) to HEI


Relevance and impact

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Conclusions

recent national changes can contribute, not only to a further democratization of knowledge and learning in HEI, as it is possible that some of these changes affect positively transition in its version of menace and risk

access is easier in Portugal nowadays, especially for mature students

attention to the underlying nature of an institution’s teaching and learning environment, the manner in which this environment influences student non-completion and student perceptions and expectations (Laing and Robinson, 2003)

number of factors than can influence student’s transition to HE – and some of these factors do depend of HEI policy, management, academic bodies, evaluation rules, pedagogy, etc


Conclusions

national measures and national strategies in HE are important and we could argue that some of them can have an eventual positive impact over transition

But a substantial part of the problems and menaces that arise during transition depends not on this macro-level of educational policy and HEI specific policy, but rather in the global learning environments provided by HEI to their students

attention to the underlying nature of an institution’s teaching and learning environment, the manner in which this environment influences student non-completion and student perceptions and expectations (Laing and Robinson, 2003)

some solutions in order to make student’s transition easier: basically, by changing academic rules and procedures towards a bigger flexibility, adequate to the HEI context and its students. In this sense, flexibility seems of outmost importance for a number of groups that fit the designation of non-traditional students or, especially, mature students.


SUPPORTING ACCESS TO HIGHER EDUCATION FOR MATURE STUDENTS – The PORTUGUESE case

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