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Enhancing Higher Education Access for Non-Traditional Students: A Strategic Two-Year Program

This program aims to break down barriers faced by non-traditional students entering higher education. Drawing on insights from key research papers, such as Bowl's exploration of barriers and Reay's analysis of mature working-class women students, the initiative will focus on understanding participation and constructing learning identities. By implementing the Framework for Children’s Learning and strategies from the Welsh Assembly Government, the program seeks to provide inclusive pathways to education, ensuring equitable access and support for diverse learners.

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Enhancing Higher Education Access for Non-Traditional Students: A Strategic Two-Year Program

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  1. Developing a 2 year programme

  2. References Bowl, M. ‘Experiencing the Barriers: Non Traditional Students Entering Higher Education’, Research Papers in Education, Volume 16, Issue 2, pp. 141-160. Crossan, B., Field, J., Gallacher, J. and Merrill, B. (2003) ‘Understanding Participation in Learning for Non-traditional Adult Learners: Learning Careers and the Construction of Learning Identities’ , British Journal of Sociology of Education, Volume 24, Issue 1, pp. 55-67. DCELLS (2008) Framework for Children’s Learning for 3 to 7 year olds in Wales. Cardiff: WAG. Reay, D. (2003) ‘A Risky Business? Mature Working-class Women Students and Access to Higher Education’, Gender and Education, Volume 15, Issue 3, pp.301-317. WAG (2011) Nurturing Children Supporting Families Welsh Assembly Government Policy Statement , No 046/2011. Cardiff: WAG. WAG (2005) A Fair Future for our Children The Strategy of the Welsh Assembly Government for Tackling Child Poverty. Cardiff : WAG. Watt, S. and Paterson, L.C. (2000) ‘Pathways and Partnerships: Widening Access to Higher Education’, Journal of Further and Higher Education, Volume 24, Issue 1, pp. 107-116.

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