Outreach Activity. 4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work4 with under-represented groups is the most effective way of encouraging participation in higher education5. The finding is echoed in the HEFCE and OFFA reports which identify its effectiveness when it is a progressive, sustained programme of activity and engagement over time.6
Outreach Activity. The University has a long-term commitment to access and widening participation and has consistently surpassed its benchmarks in national HEFCE performance indicators for the recruitment of full-time undergraduate entrants from poor socio/economic groups and ethnic minorities (see Section 6 – Milestones and Objectives). The University will build on its aspiration building activities during the period covered by this Access Agreement through the Collaborative Framework for schools and colleges and the continuing work of the Education Partnerships Division. Schools and colleges can choose from three different levels of engagement with the University: First level: Aspiration raising; introduction to University life; master classes; tasters. Second level: HE modules taught in schools; vocational equivalents – especially in areas corresponding to the new Diplomas. Third level: Discrete and bespoke curriculum development, with a focus on diploma developments, driven by local need and context; bespoke CPD for staff; resource creation to support delivery. The attached table, included under Milestones and Objectives, is illustrative of the range, reach and nature of activity within the Collaborative Framework. Further information has been provided in the University's Widening Participation Strategic Assessment.
Outreach Activity. The University has a long-term commitment to access and widening participation and has consistently surpassed its benchmarks in national HEFCE performance indicators for the recruitment of full-time undergraduate entrants from poor socio/economic groups and ethnic minorities (see Section 6 – Milestones and Objectives). In its institutional audit report on the University, published by the Quality Assurance Agency in March 2004, particular attention was given to the ways in which the University had responded to, and continues to respond to, the challenges of Widening Participation (Thematic Enquiry pp 29-31). The QAA report states that: “The solutions generated and areas identified for future enhancements may contain lessons for the higher education sector as a whole. Of particular note is…. the pro-active way the University has worked with its regional education partners and regional agencies to raise aspirations and facilitate entry into higher education….” (Institutional Audit Report p.31 para 240) The University will maintain and further extend its aspiration building activities during the period covered by its Access Agreement, building upon the programme of events and initiatives detailed in its current HEFCE Annual Monitoring Statement under ‘Widening Access and Participation’. The attached table, included under Milestones and Objectives, is illustrative of the range and nature of Outreach activity undertaken (existing and new), and provides information on the groups targeted and the reach of specific initiatives. The briefing of advisers and influencers on changing national and University specific financial support arrangements is seen as a vital element of Outreach work. There is, therefore, a cross-referencing of activities categorised under Outreach work and those detailed under Section 4, the ‘provision of information to students’.
Outreach Activity. 4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work1 with under-represented groups is the most effective way of
Outreach Activity. 4.1 Keele is proud of its nationally recognised reputation for widening participation. Keele has received awards for the quality of its new media and other outreach packages.
Outreach Activity. 4.1.1 There is considerable evidence which suggests that strong and targeted outreach work with under-represented groups is the most effective way of encouraging participation in higher education. The University College is committed to developing and extending its existing outreach provision, which includes taking institutional responsibility for work previously delivered through services such as Aimhigher.
Outreach Activity. 6.1 Keele will invest some of its additional fee income in outreach activity, concentrating in particular those groups who would ultimately be eligible for a Keele bursary.
Outreach Activity. The University appreciates the need for outreach activities to be sustained and to prioritise planned programmes rather than one-off activities. For this reason, it will maintain and further target its work with compact schools/colleges and selected primary schools and continue to offer its very successful residential and mentoring programmes. We will update the graduate advocate scheme in 2018/19 to focus on both access and attainment. The University will bring together a programme to attract a wider range of students from BME backgrounds and to begin targeting white disadvantaged boys, potentially using subject specialists to deliver inspiring talks and activities. As national figures suggest, the University has also seen a general reduction in the profile of mature students; a reduction in applications and despite strong conversion in comparison to the general enrolment population we have seen a higher percentage of mature students who have secured their place fail to enrol. Enrolment figures also show a turbulent couple of years, especially since the introduction of higher fees. The University will explore ways in which activities or support could be increased to attract more mature learners to apply and enrol. This will include sessions at open days, additional skills based support prior to applying and before enrolment as well as mentoring through the conversion period. The University will continue to: Work with at least one primary school per academic year in a xxxx classified as 1 or 2 under the POLAR3 methodology. Although this activity is difficult to track in terms of achieving general access, this represents a significant aspiration-raising opportunity and indicators of success show that this is valued by partner schools. Work within the compact scheme to ensure schools and colleges with higher concentrations of widening participation students have continued access to interventions and activities to raise aspirations to HE. Work closely with FE Colleges where the University provides collaborative HE provision to build strong relationships for both outreach work and for progression opportunities, including our new Strategic Alliance partner Bath College. Build on the strong student ambassador scheme. Students who would not normally gain employment will be given opportunities to gain key skills as well as a programme of activities to help them reflect on the skills gained to promote themselves more positively to gain future employment.
Outreach Activity. As recruitment is strong from the University’s own undergraduate programmes it is expected that our broad programme of outreach will contribute and feed through to postgraduate ITT recruitment. In addition to this we will focus £50k investment annually on activities to encourage traditionally under-represented groups into both primary and secondary teacher training and support their needs throughout their studies. As stated above, the activity will focus on increasing: representation of students from a low socio-economic background representation of students from a black and minority ethnic background the number of high-achieving men into primary teaching, the number of high-achieving women into secondary Mathematics/Science teaching. Activities to achieve these aims are: Enhance links with the University’s BA in Childhood Studies programme from which the School has been historically successful in attracting graduates to progress onto our primary PGCE programme. The BA in Childhood Studies recruits well from lower socio-economic groups. We will invest resource in enhancing the links between the programmes to ensure similar students continue to be supported to progress successfully on to the PGCE primary programme. Student volunteering and placements - We typically place c300 undergraduate students on placement within schools or other educational environments either Annex A through our volunteering programme or through ‘Students into Schools’ modules. This programme is critical in two ways: o it is often the first contact a young person will have with a student and the University of Leeds and its potential for aspiration and achievement raising successes is set out within our Access Agreement o It gives existing students considering a career in teaching in-depth, supported experience of the secondary school environment to inform their subsequent decisions to study a PGCE. Additional support provided for potential applicants from minority ethnic communities to obtain work experience placement in our partnership schools prior to making their application for the PGCE programmes.
Outreach Activity. Doncaster College Children’s University established in 2007 provide a variety of activities for primary children in the borough. 2013-14 2014-15 Number of primary schools involved 23 30 Number of e-passports activated 19 24 Total number of children registered (7-12years) Just over 3,000 4,500 Total learning hours this academic year to date 14.300 61,305 CU certificates issues this year academic year to date 471 1,469 Numbers of children graduated last year 535 705 College workshops for children this academic year 25 21 The above data clearly demonstrates the impact the CU is having on making children from primary level upwards aware of how they can aspire to Higher Education. From 2016-17 we will be monitoring enrolments onto our FE programmes to see which of these students participated in CU activities and in 2017-18 we will also request this information on enrolment from HE students We also provided workshops and aspire to HE activities for our local secondary schools. However we recognised that our current outreach work with secondary local schools was patchy and we did not have an effective infrastructure to see the longitudinal effects of this work. Therefore we recruited a student intern in January 2015 who has worked with the Student Experience Officer in partnership with a local WP primary and secondary school to develop and pilot a series of events at various key stages (year 6,9,10/11) to help their pupils to aspire to higher education. An appropriate infrastructure is now in place to enable monitoring, evaluation and impact of these long, medium and short term interventions. As stated in our 2016-17 Access Agreement we have developed student mentor training to help in the development of outreach activity materials and to ensure that students feel valued when participating in these activities. To date we have 8 trained mentors and we intend to use some of the Access Agreement monies to provide students with meal and coffee vouchers as payment in kind for participating in such activities. We plan to train a minimum of 8 further new mentors in 2017-18
