Standing Up and Being Counted A commentary on the impact of certain adult continuing education cours

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Standing Up and Being Counted A
commentary on the impact of certain adult
continuing education courses on the personal and
professional development of recent mature
students returning to education Dr
Rosarii Griffin
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Background

• The Learning Age Towards a Europe of Knowledge
  OECD UNESCO G8 European Commission
• Learning for Life White Paper on Adult Education
  (July 2000)
• Social Background of
• Ageing population
• Increase in social problems
• Knowledge economy
• Growing IT and Service sectors

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Partnerships

• The advancement of partnerships to promote social
  cohesion and gain mutual benefit
• Within the Irish Context
• Within the Cork Context
• CACE and CCP

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• Cork City Partnership (1996)
• Centre for Adult Continuing Education
• NDP Cork City Partnership - (area development
  management)
• Certificate in Non-Formal Guidance
• Diploma in Community Based Guidance and Support
  Studies

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Cork City Partnership

• Set up in 1996
• The companys brief is to to support
  individuals and groups that have benefited least
  from Irelands recent prosperity by addressing
  the multiple causes of social exclusion
• The overall aim of the partnership is to counter
  disadvantage, promote equality and foster social
  and economic inclusion through supporting
  communities that work collectively to meet local
  needs and who are committed to maximising the
  potential of their areas

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Foundation of the Courses

• 1st funded in 1998 through a pilot scheme (3
  locations) that were located in local
  marginalised communities.
• Now running in UCC since 2000, aimed at
  upskilling those working in these areas.
• Course numbers quite small initially, but since
  the courses have gained so much recognition in
  the meanwhile that the class size has doubled
  since 2000.
• Interviewed 112 this year for 80 places

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CCP have found that

• Those that have completed Cert and Diploma, we
  are finding they are being linked directly to the
  local drugs prevention groups, sitting on local
  management committees, advising and directing the
  work of those projects
• Aoife Ni Chonchuir (community Development worker,
  CCP) in conversation 07/07/2005

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Target Group

• Lower socio-economic group
• Poor education background
• Designated disadvantaged areas
• Courses fully funded
• To educate significant adults in the community
  to become knowledgeable re social services,
  adolescent issues and drug awareness
• Predominantly women/carers

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Evaluation of Courses

• Aim to evaluate, as best one can, the courses
  impact on the individual participant as well as
  to gain an insight into their impact on the
  community particularly in respect of drugs
  awareness issues.

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Research Methods

• Surveyed students since academic year 2000/2001
  (4 yrs x 2 cohorts)
• 150 questionnaires
• 45 returned
• 24 valid return rate (approx. one quarter return
  rate)
• Successful Students

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Ethical Concerns

• Confidentiality Anonymity
• Conflict of interest (between coordinator and
  evaluator)

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Why enrol in the course?

• 36 to increase work related skills/knowledge
• 31 Personal Reasons
• 14 to work as a volunteer in the community
• 11 to lead onto further education courses
• 67 increase knowledge and skills personal
  development.

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How was the course useful in achieving your
primary objective?

• increase work skills and knowledge
• personal growth
• lead on to further education
• (reflects top reasons for enrolling on the
  course)
• Nobody ticked the option that the course did not
  help the course participant achieve their
  individual primary objective

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Which aspects of the course were most helpful?

• In order of priority
• course content (61)
• and then all of the above (14) which included
• Lecturers support
• Tutors support
• Support from other students
• Library support, and
• Course content

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Outcomes for the Students

• Increase in self-confidence (31)
• had more skills to offer employer (19) and
• could communicate better with others (19)
• more informed about work/area (14)
• No missing cases

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What have you done since you left the course?

• Enrolled in another adult ed course (39)
• I became a volunteer (or a more active one)
  (33)
• Stayed the same as I was (11)
• 8 were promoted within current employment or
  went on for further education (degree courses)

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What were you doing before you went on the course?

• 33 waged/salaried
• 31 home-makers
• 25 working as a volunteer
• categories not mutually exclusive but put as
  priority

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What did you do after the course?

• Waged/Salaried and went on for further
  education (28)
• 22 got involved/more involved in voluntary work
• Home-makers were 17

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Had the course a big, small or no impact on your
life?

• 81 reported the course(s) had a big impact on
  their lives
• 19 reported the courses had a small impact on
  their lives
• Nobody claimed that the courses had no impact on
  their lives
• (refer to pgs 16-19 of report for detail)

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How would you like to see the courses improved?

• 1) Course content more on drugs awareness at the
  Certificate level and throughout the courses
• 2) Course structure assignments spread out more
  not to break up modules more practical input
• 3) Course resources library opening hours
• 4) Other suggestions more time for discussions
  further educational opportunities

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Other Outcomes

• 75 claimed that they have become more involved
  in voluntary work and 50 of these became more
  involved in drugs-prevention community groups.
• Those who werent involved in drugs related
  groups were involved in other community groups.
  Eg. ISPCC, Cura.
• All the respondents were involved in some
  capacity in the Community

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Could CACE have been more help?

• 40 No
• 31 Maybe
• 27 Yes
• No couldnt be more helpful
• Yes structural difficulties (times of office and
  library hours) would like more follow-on courses
  to be available.
• Maybe more info on progression funding for such
  financial constraints (childminding, etc.)

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Were there progression routes open to you as a
result of following this course?

• 64 Yes
• 27 Maybe
• 6 No
• Yes made aware of other courses
• Maybe aware there were options but unsure of
  what they were
• No courses not recognised

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Profile of Course participants

• 45-55 predominant age bracket
• Next majority group in 30s
• Final group in 60s
• Least group in 20s
• 89 Female, 11 Male
• 97 English speaking
• Educational level, secondary.

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Final Comments by Students

• Extremely positive and affirming comments
  relating to their own feeling of heightened
  self-esteem, self-efficacy in respect of their
  own contribution to both their families and
  communities alike. (Pgs 33-36)
• This was confirmed when 78 said they would do
  the courses again the remainder did not answer
  the question, and nobody said they would not
  pursue the course(s) again given the opportunity.

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To Conclude

• Overall, it is fair to say that the courses had a
  positive and meaningful impact on the course
  participant lives, both in a professional and
  personal capacity. Therefore, the courses appear
  to be achieving their aims and objectives and
  that CACE should continue to provide such
  courses, whilst taking into cognisance some minor
  changes to achieve an even higher satisfaction
  rating.

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CCP have found that

• Those that have completed Cert and Diploma, we
  are finding they are being linked directly to the
  local drugs prevention groups, sitting on local
  management committees, advising and directing the
  work of those projects
• Aoife Ni Chonchuir (community Development worker,
  CCP) in conversation 07/07/2005

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To Conclude

• The partnership is working well
• More consideration should be given to
• A) financing other such courses for designated
  target groups
• B) ensuring there are many progression routes for
  those who wish to continue (i.e. part-time degree
  courses which are fee-free and evening based)