Every year, from September, thousands of 18 to 19 year old’s in the UK face one of the biggest and most daunting chapters of their lives: the transition from Post-16 to further education. Whether students chooses an apprenticeship or work, university or collage, it’s the job of the further education and the higher education institutes to encourage students to aim high by giving support, advice and personal recommendations. In 2001, the Department of Education and Skills (DfES) started the ‘Aimhigher: Excellence Program’ to encourage students to ‘aim high’ and inspire them to attend higher education through funded activities in partnership with schools, colleges of further education and higher education institutes. These activities were mainly aimed for students who possess high learning abilities but who came from disadvantaged backgrounds. This set up is one of the many ways education systems have attempted to assist students in these important times. But are they truly affective and are they helping students?
An anonymous student, who has recently started studies at a local art university, has allowed me to interview her on her transition from six-form to university and the support she received. First and foremost, I asked what her experiences were like in the transition and if it was an easy road. She replied ‘No, there have been loads of deadlines on top of school work. We had to look at university open days, fairs, applications, personal statements and preparing for interviews whilst also keeping up to date with schoolwork. But once your there, it’s worth it.’ When asked if she received the help so critical at this time, she responded ‘Yes. My head of six-form and six-form coordinator were there to help me, along with the art teachers and even the tutors. They’re there if you want to look through things like portfolio advice and interview tips.’ She also added, when asked if other students shared similar assistant experiences ‘Yes, but they applied for UCAS [an independent organisation assisting students with information, advise and admission services] and I went directly to the universities but the same support was provided.’
She said that University life was different to six-form because there is ‘More independence and it is more like a working environment. They treat you like an adult.’ Interestingly, when asked if both institutes highlighted these changes to the students, her response was ‘My secondary school didn’t explain these changes but it was sort of highlighted by the university. You naturally get into the scheme of things.’ Advice she would give for students taking this important plunge was ‘Don’t leave everything to the last minute. Get applications early and be organised. If you’re thinking about applying for an art course degree then apply for a foundation first because I wanted to do scenic art but ended up doing fashion.’ From the position of a newly transitioned student, it’s clear that there is still room for improvement to help students settle into their new educational life.
Liam Malcolm, Welling School
