People take the decision to return to education at all times of life and for all sorts of reasons. They may wish to re-train and/or gain a new skill or qualification if they’re planning on changing career direction, or they may simply want to refresh their knowledge and skills following a career break.
Alternatively, they might wish to do so for their own self interest and/or self esteem, or perhaps for personal development reasons.
The decision may be taken in order to keep in touch with developments in their current field, and to show a degree of commitment and self motivation.
With colleges and learning providers now expanding their portfolios of courses and pioneering more flexible learning options, the opportunities available to the learner are many and varied.
Whatever the reason for returning to education, though, it’s important the individual carefully considers what challenges will be faced such that they might be tackled up front, and mechanisms built in to ensure success.
Challenges facing the returning learner
Time, money, childcare, confidence… The list of concerns around going back into education can feel endless. However, most potential barriers may be broken down with a bit of planning and organisation.
For example, many potential students have family and work commitments. They can be managed by viewing education as something that may fit around existing responsibilities.
Selecting the right course (and for the right reasons) and setting aside time to work will all be instrumental in maintaining motivation at a high level.
There are many flexible options for studying, including part-time courses, evening classes and online learning systems that help students to arrange course commitments around their existing routine.
Lack of confidence is a key barrier to returning to education. Some people feel that they’re too old, have been out of the education system for too long and/or that they don’t have the right qualifications to ensure they can access the course(s) they want.
It may be of interest to know, therefore, that DirectGov reports 60% of undergraduates are now mature students. Furthermore, traditional qualifications aren’t always necessary as some learning providers take professional qualifications and relevant work experience into account.
For instance, the University of Portsmouth assesses applications for its BSc (Honours) degree in Risk and Security Management based on individual experience and educational background.
Furthermore, The Security Institute’s Diploma in Security Management (delivered by Perpetuity Training) is formally recognised as contributing credits towards the completion of the course.
Thus it’s clear that some institutions actively build flexibility into their courses to ensure they’re accessible to a wide range of people without adversely impacting educational standards.
Feelings of isolation online
Another concern for potential students is that they will feel isolated, particularly if they choose to complete their course online.
Interaction with other students can prompt useful discussions about the course material, and students may feel they’re missing out.
There may also be a lack of incentive or motivation to work to deadlines without the support of fellow students.
In some cases, signing up to a course with a friend or colleague can help ensure motivation remains high throughout the course. However, this is not always possible as different people have different learning needs and reasons for returning to education.
It can be challenging to work alone. However, many institutions provide support for students (for example in the form of mentoring and online forums) which can help negate feelings of isolation.
How to make it work?
There are a number of actions that can be taken to ensure returning to education is a positive experience for all…
First and foremost, it’s important to select the appropriate course. The course has to meet the aims and objectives of returning to education as well as be practicable (eg timing of the course, location of the course, method of delivery, etc).
It’s important that the qualification matches the aims and objectives of returning to study. For example, if a student is returning to education to gain a qualification in order to increase their chances of promotion, it’s important to ensure the qualification is recognised as valuable by their organisation.
Furthermore, there’s no reason to think that it’s necessary to go straight into a higher qualification. Foundation degrees and certificate or diploma courses are quicker to complete than traditional degrees and can often be ‘topped up’ at a later date.
On some courses, students can build up credits at their own pace until they have enough for a formal qualification.
Many people like courses that are delivered face-to-face as these provide maximum opportunities to interact with the teacher and other students. However, it’s worth considering part time and/or online learning as these courses can be easier to slot in around existing commitments.
It’s highly likely everyone has attended a training course at some time or another that wasn’t very applicable once they returned to the office. Focusing on developing ‘real world’ skills and knowledge will ensure students obtain the most benefit from their course.
Be clear about the level of commitment needed to complete the course. This includes assignment obligations, the need to ensure deadlines are met and creating sufficient time in which to work.
Allocating dedicated time to work on the course is crucial to its successful completion.
It’s important to take time out and relax so that you avoid ‘burn out’. This will also help to keep motivation levels high.
What’s the bottom line?
Returning to education can be a challenge, but with more and more courses and study options available to learners it’s fair to say that education is more accessible than ever before.
As stated, DirectGov reports that 60% of undergraduates are mature students and that around 40% of higher education students are studying part-time or on flexible courses, in turn dispelling some of the myths around who education is for and how it’s delivered.
If you’re thinking about returning to education, take a step forward and take the plunge.
Ken Livingstone (managing director) and Amy Burrell (training consultant) are with Perpetuity Training
Further information about… Perpetuity Training
Perpetuity Training offers a range of short courses, including Level 4 professional awards in Managing Security Surveys and Security Management.
All of the company’s short courses can be adapted to meet the needs of individual businesses. Bespoke training services are also available.
Perpetuity Training is proud to be associated with The Security Institute and to be the provider of the Institute’s two membership qualifications: the Certificate in Security Management (Level 3 Advanced Certificate) and the Diploma in Security Management (Level 5 Professional Diploma).
For further information telephone 0116-222 5550 or e-mail: [email protected]
