Exploring historical trends in widening
participation: what can we learn from data
on the uptake of OU courses in deprived
areas of the UK
Dr Terry Di Paolo
Dr Jonathan Hughes
CWP Conference June 2010
1
Purpose of research
• The OU needs to have a better understanding of the
context and impact of its own WP work
– Part of the Open University’s activity centred on
Eccleshill
• Explore ways in which OU could learn more about the:
– Impact of WP work
– Aspirations in the community
– Agents/networks influencing aspiration and access
• Look at ways in which we can better understand the
local (in particular the OU) effect
2
Eccleshill
• 1 of 30 wards in
Metropolitan
District of Bradford
• 2001 Census
population 16, 769
• 95% White
• 40% aged 16+
have no formal
qualifications
Figure 1: Ward boundaries in Bradford Metropolitan District
with Eccleshill highlighted.
© Crown Copyright Ordnance Survey. All rights reserved.
Source: Bradford Metropolitan District Council.
3
Exploring local deprivation
• Use the Indices of Multiple
Deprivation (2007)
• Offers comparison across
England using government
data
• IMD segments England
into 32, 428 LSOAs
• Reports on seven
deprivation domains
Figure: Overall deprivation in Eccleshill from IMD 2007
© Crown Copyright Ordnance Survey. All rights reserved.
Source: Bradford Metropolitan District Council.
–
–
–
–
–
–
–
income
employment
health and disability
education, skills and training
barriers to housing and services
crime
4
living environment
Eccleshill in the context of England
Rank of overall deprivation score
Rank of education, training and skills
deprivation score
LSOA
National Rank
LSOA
National Rank
Ravenscliffe
433
Ravenscliffe
58
Upper Fagley
797
Greengates
169
Greengates
905
Eccleshill Village (Stonegate)
1024
Eccleshill Village (Stonegate)
1983
Upper Fagley
1199
Greengates and Thorpedge
3229
Greengates and Thorpedge
1878
Eccleshill Village (Victoria
Road)
6143
Eccleshill Village (Victoria
Road)
4479
Fagley South
9648
Eccleshill Village (The Mount)
5620
Eccleshill Village (The Mount)
10324
Fagley North
6119
Fagley North
11651
Eccleshill (the Delph)
9131
Eccleshill (the Delph)
12167
Fagley South
9377
Eccleshill Village (Pullan
Avenue)
17832
Eccleshill Village (Pullan
Avenue)
12348
5
Partner Closeout Meeting Feb 2010
av
en
sc
Ec
li f
fe
cl
es
G
re
hi
en
ll
Vi
ga
ll a
te
ge
s
(S
to
ne
ga
G
te
re
U
)
pp
en
e
ga
rF
Ec
te
ag
cl
s
es
an
le
hi
y
d
ll
T
Vi
ho
ll a
rp
ge
Ec
ed
ge
(V
cl
es
ic
to
hi
ria
ll
Vi
R
ll a
oa
ge
d)
(T
he
M
ou
nt
Fa
)
gl
ey
Ec
cl
N
es
or
hi
th
ll
(th
Ec
e
D
cl
el
es
ph
hi
Fa
)
ll
Vi
gl
ey
ll a
ge
So
(P
ut
h
ul
la
n
A
ve
nu
e)
R
IMD 2007 data
No HE
Adults (25-54) No/Low Quals
100
90
80
70
60
50
40
30
20
10
0
6
Engagement with the OU
• 207 “students” in total
since 1971
• 60% female
• Mean age approx 30
• 20% at least 1 A-level or
equivalent
• 10% have past HE
experience
7
Student recruitment since the 1970’s
8
A closer look at recruitment
• 43% - 90 students did not progress past registration or reservation
on a module.
• 14% - 30 students failed or did not achieve a pass on the first
course they studied and subsequently ended their studies.
• 28 completed two or more modules – less than half continuing
• 38 students completed and at least one module but only 10
students appeared to be continuing with their studies.
• 8 students ended their studies when they experienced their first
fail
• 7 Graduates
9
Active students
• Total students
Active students
10
Graduates mapped
• Total
• Graduates
11
Interviews with adults –exploring
the ‘now’
• Informants included
– 3 Openings Students
– 3 non-Openings
Students.
– One informal group
interview with 8 nonOpenings Students
taking an adult literacy
class
• All those interviewed were
female
12
Adults: an overview of the
findings
• Deprivation linked to not going on to higher education
and no/low formal qualifications
• The Open University is making a difference – but why do
so few complete their studies with a degree?
• A few are uncomfortable about going into colleges –
preferring more familiar places.
• Families help and hinder learning. Their encouragement
and support, financial and emotional is vital.
• Openings courses are for people with no qualifications.
The level is still too high for people who left school at the
age of 16 with no qualifications.
13
Two key questions
Is there value in looking at local historical trends?
• Provides useful insights
• Builds on anecdotal evidence
What are the challenges of trend analysis?
On-going work
• Joint work COBE/CWP
• Blackburn and London
• Focus on what effects OU partnership working has on
local communities
• And what effect this has on the OU