Why students drop out of further education
Why students drop out of further education
Keywords Colleges, Continuing education,Students, Young people
A Further Education Development Agency report highlights some of the reasons students opt to give up their college courses.
The report, based on a survey of some 9,000 students and staff in 31 further-education colleges, shows that students are more likely to drop out if they:
do not feel they have been placed on the most appropriate course;
applied to college late;
find it difficult to make friends;
have difficulty settling in at the start of their course;
are less satisfied (than current students) that their course is interesting;
are less satisfied with the quality of teaching;
are less satisfied with their course timetable;
are less satisfied with help either to get a job or to go to university;
are male;
have difficult financial or family circumstances;
have their fees waived or reduced.
The report shows, however,that these factors do not operate in isolation. Students continually weigh the costs and benefits of completion in a process which starts even before they enrol. If the scales tip too far towards the costs, they will withdraw.
The research demonstrates that there are substantial differences between colleges. What will be an issue at one college may not be at another.
The report provides substantial evidence to challenge widely held beliefs that:
drop-out is largely caused by the personal circumstances of students;
initial student expectations of college are good predictors of persistence or drop-out;
early withdrawal is strongly linked to the quality of college facilities and equipment;
students mainly leave college to take up employment.
The report concludes that measures to improve curriculum design, teaching methods and teacher-student and student-student relationships will have a greater impact on retention than measures to improve accommodation or equipment.
More attention needs to be paid to analysis, interpretation and research of colleges' own circumstances. Local research will benefit from comparisons both within the college itself, and between colleges.
Many student-evaluation procedures will not provide useful information to improve retention. Less precise but more action-oriented mechanisms for making early evaluations will be a more useful basis for improvement.
The report supports the view that reforms in the child-benefit system should be looked at to offer means-tested grants to students aged 16-19.
Ursula Howard, Further Education Development Agency director of research and information, commented:"It is clear from this research that the biggest issue for colleges is ensuring that students are on the right programme.
"Effective admissions systems and specialist staff can make a crucial difference. Guidance interviews can help a student to understand the nature of the course and the self-discipline they need to complete it.
"But support for students should not end at enrolment. Students need to be guided through their college career and offered help with the next steps. The service students get from their college should be of the best possible quality."
According to Chris Hughes,Further Education Development Agency chief executive: "Recruitment-led price slashing in further education can distort retention rates. Piling 'em high and price wars are not the way forward for lifelong learning.
"Students benefit most from solid and sustained financial support which is different from arbitrary fee reduction or waiving. Grants, awards and loans cannot meet all the financial needs of students.
"The funds available should be focused on barriers to access and success in the world of education and training, including transport, fees and equipment costs."
