Services for young people

Memorandum submitted by youth and community work lecturers, Leeds Metropolitan University

The following submission of written evidence to the Education Committee inquiry into the provision of services for young people (and communities) is submitted on behalf of the team of lecturers working on the range of vocational courses in youth and community work at Leeds Metropolitan University.

In the attached submission we address point 5: the training and development needs of the sector and wish to note our particular concerns about

The removal of banded funding from vocational and practice-based courses such as our own

The impact of substantially increased fees and subsequent high level of debt on widening participation – for which our courses have gained a notable reputation

The importance, to the building of active communities in the future, of the considerable body of knowledge and skills that our courses have built up in this field

5.1 Training and Development Needs of the Sector

Training in youth and community work has a number of unique and important characteristics that are likely to be severely damaged by proposed changes in the funding of university teaching. We would particularly note:

5.1.1 That the proportion of non-traditional students, from a wider range of backgrounds (in terms of family income, ethnicity, first time entrants into Higher Education) is notably higher in youth and community work courses.

5.1.2 That youth and community work courses are clearly, and successfully vocational (we have high success rates in employment post-qualification) and also based on a high proportion (at least 1/3 of study time) of practice based learning with employers, on placement.

5.1.3 That we, as staff, and our students have substantial experience of both voluntary and paid work in communities and with young people, and have accumulated a significant and valuable body of knowledge and skills in precisely the area which is currently seen as an important underpinning of building active and engaged communities. The majority of our students take up our courses as a progression from having been volunteers, and active in their own communities. They see our courses as strengthening, and making more effective, the contribution that they are able to make to local activities, voluntary organisations and professional support for this work.

5.1.4 Currently, students have no access to bursaries, and no national funding is available for work placement agencies, making professional youth work training at Universities entirely dependent on HEFCE funding and student contributions. One in three of our students is studying part-time, many are doing employment-based study and are on low income. The case for more support rather than less, for this group of students, has been evident to us for some time.

5.1.5 Youth and community work courses are at the forefront of widening participation within our University, in particular our part-time programme. The majority of our students are from "non-traditional" backgrounds and our courses have a longstanding record of success in achieving access into higher education, and into the labour market.

5.1.6 The government’s plans for programmes involving communities and young people require people with precisely the skills developed by students who have completed degrees in youth and community work.

5.1.7 Professionally qualified youth and community workers have accumulated substantial knowledge and skill in the training and support of volunteers to work with young people and communities and training has developed within a well-established and robust framework which ensures both higher education and employment standards are monitored and maintained

5.2 Recommendations for Action

5.2.1 The specific position of youth and community work degree courses and postgraduate courses within Higher Education needs to be considered, evidence has already been considered by a previous Select Committee looking at ELQ funding.

5.2.2 A new ‘band’ for HEFCE funding is needed for students studying for vocational qualifications, taking account of the role of courses which specifically, and successfully, directly prepare students for employment and which are built on both taught and practice based learning.

5.2.3 A bursary system is needed to ensure that the record of success in youth and community work courses in widening participation can continue.

5.2.4 Core funding should be made available to all professional qualifying courses to support and maintain high quality student placements, and remove the financial disparity that exists between youth and community work courses in relation to Social work, Nursing and Teaching.

December 2010