TRANSITION DIFFICULTIES FROM FE TO HE

TRANSITION DIFFICULTIES
FROM FE TO HE
What is the situation and what can we do about it?
Cheryl Voake
Research Associate
School of
Mathematics
Cardiff University
MASH Co-ordinator
Learning and Teaching
Enhancement Office
University of Bath
Rob Wilson
Lisa Taylor
Director of Learning and Teaching
/ Maths Support Co-ordinator
School of Mathematics
Cardiff University
Postgraduate student
School of Mathematics
Cardiff University
Why?
The well documented
“gap” in FE/HE study
includes:
• Developing
independent learning
• Self-responsibility
• Modes of delivery
• . . . life!
How?
Who
11-18
11-18
16+
What
Result
How?
Who
11-18
11-18
16+
What
Result
Results: Feedback
100% of students felt that learning advice was
important on their returned assignments, but. . .
teachers reported interest is only in marks!
Understanding and
acting upon are quite
different
Discussion point
How do we enhance engagement with feedback?
Results: Feedback
100% of students felt that learning advice was
important on their returned assignments, but. . .
teachers reported interest is only in marks!
Understanding and
acting upon are quite
different
Discussion point
How do we enhance engagement with feedback?
Results: Feedback
100% of students felt that learning advice was
important on their returned assignments, but. . .
teachers reported interest is only in marks!
Understanding and
acting upon are quite
different
Discussion point
How do we enhance engagement with feedback?
Results: Preparedness
92% of students stated that they felt ready
to be responsible for their own learning at
university, but . . .
teachers suggested there is
considerable scope for improvement!
We are not creating
independent learners
Discussion point
Teachers face increased
pressure to prepare
pupils to pass exams and
this always takes priority
over preparation for HE
How do we effectively support students to
become independent learners?
Results: Preparedness
92% of students stated that they felt ready
to be responsible for their own learning at
university, but . . .
teachers suggested there is
considerable scope for improvement!
We are not creating
independent learners
Discussion point
Teachers face increased
pressure to prepare
pupils to pass exams and
this always takes priority
over preparation for HE
How do we effectively support students to
become independent learners?
Results: Preparedness
92% of students stated that they felt ready
to be responsible for their own learning at
university, but . . .
teachers suggested there is
considerable scope for improvement!
We are not creating
independent learners
Discussion point
Teachers face increased
pressure to prepare
pupils to pass exams and
this always takes priority
over preparation for HE
How do we effectively support students to
become independent learners?
Results: Support
Focus group discussions highlighted
concerns regarding the (perceived)
reduced levels of support available at
university in comparison to Schools.
Students can struggle
to prioritise university
work without
parent/teacher
supervision
Discussion point
How do we encourage (the right) students to
engage with support provision?
Results: Support
Focus group discussions highlighted
concerns regarding the (perceived)
reduced levels of support available at
university in comparison to Schools.
Students can struggle
to prioritise university
work without
parent/teacher
supervision
Discussion point
How do we encourage (the right) students to
engage with support provision?
Results: Support
Focus group discussions highlighted
concerns regarding the (perceived)
reduced levels of support available at
university in comparison to Schools.
Students can struggle
to prioritise university
work without
parent/teacher
supervision
Discussion point
How do we encourage (the right) students to
engage with support provision?
Results: Careers
80% of students stated that they knew
of the career options available through
studying Mathematics, but . . .
only 23% of teachers agreed.
They are aware of the
obvious choices
Discussion point
To what extent should careers be included at
FE/HE?
Results: Careers
80% of students stated that they knew
of the career options available through
studying Mathematics, but . . .
only 23% of teachers agreed.
They are aware of the
obvious choices
Discussion point
To what extent should careers be included at
FE/HE?
Results: Careers
80% of students stated that they knew
of the career options available through
studying Mathematics, but . . .
only 23% of teachers agreed.
They are aware of the
obvious choices
Discussion point
To what extent should careers be included at
FE/HE?
Results: Other
Translation
/ bilingual
materials
Discussion point
Dedicated
time
Better
information
What is the anticipated future impact of fees
changes on transition?
Results: Other
Translation
/ bilingual
materials
Discussion point
Dedicated
time
Better
information
What is the anticipated future impact of fees
changes on transition?
Results: Other
Translation
/ bilingual
materials
Discussion point
Dedicated
time
Better
information
What is the anticipated future impact of fees
changes on transition?
Discussion
How do we enhance engagement with
feedback?
How do we effectively support students to
become independent learners?
How do we encourage (the right) students to
engage with support provision?
To what extent should careers be included at
FE/HE?
What will be the future impact of fees on the
FE/HE transition?
MSOR Connections (2013), 3 (2) 6-14
DOI: 10.11120/msor.2013.00014
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