C.Ward: Distance Learning in the Further Education Sector in the United Kingdom

Distance Learning in the Further Education Sector in the United Kingdom Christine Ward

Figures supplied by the relevant government departments and agencies for the Voctade project show that open and distance learning (ODL) is firmly established as a part of further education in the United Kingdom, although it remains small in relation to total enrolments. In 1995-6 total enrolments on ODL in the four countries of the UK were 143,895. ODL as a percentage of total enrolments ranged from 0.6% in Northern Ireland to 8.4% in Scotland, averaging just under 3.5%.

Based on an average fee of £52.50 in England, the total market volume is estimated as £7.55 million. This figure excludes government funding for courses which meet the funding criteria. Enrolment figures also slightly under-estimate the true position, for example they would not include students overseas who are registered with a further education college in the UK.

The available figures also show an overall rise in the take-up of ODL. Student numbers on ODL in England rose by 30% between 1994/5 and 1995/6 and in Scotland by 43%. In Wales student numbers rose by 72% between 1995/6 and 1996/7. In Northern Ireland, by contrast, enrolments figures remained static.

Figures for students studying by open and distance learning also include students registered on flexible and drop-in provision. Overall this category includes:

distance learning, where students work on learning material prepared or provided by the college, with tutorial support by post, telephone or e-mail and little or no attendance at the college
open learning, where the students similarly work on learning material but may attend group or individual tutorials at the college, and may also use college workshops and libraries
drop-in provision, where much of the study is undertaken in a study centre, IT workshop or practical workshop, but with the student attending at times to suit him/herself and working mainly on self study material.
'flexible learning' which may include any or all of these.

The range of subjects which can be studied by open and distance learning is extremely wide. The most popular are those which require little or no access to specialist equipment or workshops, such as traditional academic subjects and management subjects. The full range, however, includes food hygiene, occupational health and safety, engineering, travel subjects, textiles and clothing, and printing subjects with some less usual topics such as pig production.

Drop-in provision is especially popular for computing and information technology subjects; many colleges have resource centres where students can learn to use specific software packages or gain an overall understanding of information technology. Drop-in workshops are also used for communication and language support, including English as a Foreign Language, and for mathematics.

The scale of tutorial support may vary according to the nature of the course and the requirements of the individual student. A number of colleges offer students the option of buying learning material without tutorial support and may offer a variable pricing structure, allowing students to select their preferred level of support. Other colleges charge a 'price for the course' which includes materials and open-ended tutorial support.

Colleges vary in what they see as their catchment area. Some serve mainly the local community and concentrate on drop-in provision or on open learning with face-to-face tutorials. Others offer courses nationally or internationally by distance learning. Those which have developed their own materials, especially in specialist areas of the curriculum, may franchise them to other colleges and establish national networks of tutorial support. Examples are Plymouth College of Further Education which produces materials for engineering, South Tyneside College which has expertise in shipbuilding and naval architecture and West Herts College which has a range of materials in printing and publishing subjects.

The UK government and the Education and Employment Departments have consistently encouraged the extension of open and flexible learning during the 1980s and 1990s. This forms part of an overall trend towards making educational provision more accessible and increasing the take-up. It also forms part of a trend to put the emphasis on outcomes (ie the skills and knowledge obtained) rather than processes (ie attendance at a course of a fixed length and at an approved institution). Consequently there has been a greatly increased emphasis on the attainment of qualifications and open and distance learning have shared in this trend. Much ODL is now designed to lead to a recognised qualification or a unit of a qualification. Even very short courses and drop-in provision are often designed to lead to a certificate.

Students taking courses by ODL can achieve many of the same certificates as are available through more traditional courses. There is therefore no disadvantage on the job market for a student who has obtained a certificate by this route.