Background
Exeter College wanted to offer learners the chance to study modules of higher technical qualifications (HTQs) through the modular acceleration programme (MAP).
This programme was a pilot for the Lifelong Learning Entitlement (LLE).
Issues faced by the college
Being located in a relatively rural area, Exeter College found it difficult to raise awareness of modular study and recruit learners. In rural areas, demand for modular learning is not necessarily responsive to usual recruitment methods.
The college also found that
- before starting the programme, they did not know who the main target audience for modular learning would be
- learners were not aware of the course and how it worked, so the potential to withdraw was high – and they were initially worried that this would lead to dropouts and a waste of college resources
- modular learners may have learning support needs that are difficult to put in place for the short duration of a single module
- local employers were not aware of modular learning or how it might work
What the college did
Raising awareness
The college raised awareness of the MAP by
- creating dedicated website pages for modular learning
- briefing the advice and guidance team on the modular offer and its differences from other forms of learning, such as part-time
- advertising through social media and local radio
- interviewing all MAP learners before enrolling them (where possible)
- using the existing communications channels they use for promoting apprenticeships
Exeter College said, “We did a lot of work making sure that our advice and guidance team were fully aware of it.”
On marketing in a rural area “We do a lot of social media and we find it works for the marketing team. But also, if we have a specific course in mind that a team wants to put on, we do find the local radio works well with the adult learners.”
On employer awareness-raising “We’ve got employers that we work closely with through apprenticeships, so we used those channels.”
Understanding the target audience
Exeter College recognised that
- their main target audience for modular learning is mostly adult learners
- local radio adverts worked well to reach this audience
Support tailored to modular learners
The enquiries that the college receives about modular learning are now handled by a better-informed advice and guidance team.
The modular learners that were enrolled were fully aware of the learning environment and requirements before beginning their studies, increasing completion.
The college understands that modular learners may have additional support needs that are difficult to put in place for the short period of time of a single module.
Relating learning back to the workplace
Adult modular learners were able to add value to the learning experience of the younger full-time learners by describing real-life examples of the application of learning in the workplace.
On infilling adult modular learners with younger cohorts “They were in with a lot of younger students but, actually, for them it worked really well and it was really good for the younger students to have the ‘this is how I use it in my workplace’ bit.”
In-work modular learners can recognise the value of their module back in their workplace and inspire others to do the same.
The college said of one successful MAP learner “One of the learners who succeeded has been back in contact with us because she’d like to look at it for her own staff’s upskilling.”
Outcome
Exeter College successfully participated in the MAP, delivering modules in information technology. The college now better understands how to
- recruit learners
- support the needs of modular learners
Overcoming obstacles
Exeter College’s tips to overcoming potential obstacles include
- understand who your best target audience is for modular learning
- try awareness-raising through adverts on local radio, as well as social media, if your college is in a rural area
- make sure that the college staff who are the first points of contact for enquiries are fully informed about modular learning
- interview modular learners before enrolment if you can, as this can help with retention
- use existing lines of communication with local employers to raise awareness
- make sure that any additional learning support needs can be offered in the shorter timescale, for instance, Disabled Students’ Allowance (DSA) takes time to get approved and may be tricky for shorter modules
- if adult modular learners are infilled with full-time younger learners, consider using them to give real-world examples of the value of this learning
