Nuts and bolts session

Title: Pathways to University: A Scholarship Programme to Facilitate the Transition of Second Chance Learners to the First Year of Higher Education

Jane Terrell

Abstract

“Pathways to University” is a government-funded scholarship programme designed to assist a targeted group of second chance learners to make the transition to university. “Second chance” in that they are returning to education after their schooling failed to provide them with academic qualifications, under the terms of the scholarship these learners must follow normal interviewing procedures to be accepted on their own merits onto the course of their choice. They are then “mainstreamed”, participating fully in normal university classes. The scholarship programme was piloted from July to December 2002 and received further funding for the year starting January 2003. It covers tuition and course fees for up to one year (two semesters) of study at Auckland University of Technology, and aims to provide learners with pastoral care and administrative support that gives them the best possible chance of succeeding in university education.

In order to be eligible for the programme, learners must be recommended by their tutors after they have completed successfully a Training Opportunities (TO) course provided by a Private Training Establishment (PTE). TO education and training is government-funded and workplace-focused, targeted at improving the educational and employment prospects of disadvantaged groups including long-term unemployed with low school qualifications. PTEs are educational establishments characterised by a highly focused, vocationally oriented curriculum and small classes. For many of their learners, PTEs provide a second chance at education, an alternative to a secondary school system that failed to provide them with qualifications. NZ studies (AC Nielsen, 1999; Kerr, 1999; Lucas, Fitzsimons, & Beckford, 1997; Terrell, 2000) show that these learners consistently report the differences between PTEs and school as significant factors in their educational success, particularly the vocationally focused curriculum, small classes and personal approach. They attribute their educational success to the relationship with their tutors as well as with the others in the class.

Such findings mirror those of international studies of retention and helping strategies for students who are academically needy, and vulnerable to negative and dysfunctional self-talk. Concepts such as the learning community (Tinto, 1998), invitational theory (Purkey, 2003) and intentionality (Hockaday, Purkey, & Davis, 2001) underpin studies which highlight the significance of a nurturing environment for such students. Such an environment is characterised by more opportunities for individualised attention than are typical in mainstream educational institutions (Sadowski, 2003).

Aware of the importance of this personal approach in the success of TO learners, AUT staffed the programme with personnel familiar with the PTE environment and with second chance learners. Three staff provided individual, relationship-based administrative support and pastoral care similar to that provided by PTEs and supported by research.