Traveller and Roma Access Officer

Main idea

The key objective is to enable Higher Education Institutes (HEIs) to put in place an infrastructure to increase the participation of Traveller and Roma students in Higher Education. This project takes a collaborative approach among 3 higher education institutions, our community partners, and our student partners. Together, we have co-created and co-delivered activities to widen participation for Traveller and Roma students in higher education.

Outline

PATH 5 – Traveller & Roma Access Officer: The main purpose of the project is to increase the participation of Traveller and Roma students in Higher Education. 

The project focuses on three strands: Pre-entry and Outreach, Post-entry Support, and Building Institutional Readiness.

PATH 5 was announced as a key component of the new National Access Plan (2022-2028) which was launched in August 2022.

The project is a three-year project 2024 – 2027.

The target group is students from the Traveller and Roma Communities.

The Traveller & Roma Access Officer is over the operational side of the project but the PATH 5 Advisory Group which was set up oversees the work carried out. Membership of the PATH 5 Advisory Group is made up of HEI representatives, community partners, and student partners.

Goals

• Evidence that students from Traveller and Roma backgrounds feel welcome, belong and are valued in the HEIs.
• Increase the rate of participation by students from Traveller and Roma backgrounds in UCD & TCD, with an initial target of 5 students from the Traveller community.
• Evidence of sustainable partnerships with Traveller and Roma communities.
• Strengthen community capacity through a community leader development programme.
• Evidence of mainstream inclusive practices and cultural awareness in University College Dublin and Trinity College Dublin. 

Target group

• Students experiencing obstacles based on ethnic-cultural differences
• Students from other communities

Obstacles targetted:

• Social obstacles
• Cultural differences
• Economic obstacles
• Educational difficulties
• Migrant background obstacle

Students involvement

Students are involved through our  Traveller and Roma Student Partner Programme is for students who are attending one of the participating higher education institutions in the Leinster Pillar 1 cluster who wish to be involved in highlighting the needs and barriers faced by Traveller and Roma students and evaluating the current student supports available to its students. The student partners work in partnership with the Traveller & Roma Access and Outreach Officer in striving to create a learning environment that encourages increased inclusion and participation of Traveller and Roma students in higher education.

The main extent of the student partner work will include participating in student partner meetings, and the student partners will also join our Path 5 advisory group. The Path 5 Advisory Group oversees and advises on the Path 5 work of the Traveller and Roma Outreach and Access Officer, and will support the higher education institutions in enhancing institutional readiness and awareness.

As a student partner, there is also be additional paid opportunities to engage with different types of outreach and post-entry support work fostering the ‘See One to Be One’ role model approach to increase Traveller and Roma visibility in HEIs. This can include work across the university, or with school groups, or local and/or national Traveller and Roma organisations and community groups to promote accessing higher education.

Inspiration and evidence

The project plans for this PATH 5 initiative were informed by an initial research phase, which was conducted by Dr Hannagh McGinley. Dr McGinley’s research is titled “Hand the Shame Back”: A Qualitative Study of Traveller Experiences Across the Education Continuum- Enabling a University for All.

“Hand the Shame Back”: A Qualitative Study of Traveller Experiences Across the Education Continuum- Enabling a University for All by Dr Hannagh McGinley

Success criteria

The project metrics include an increased rate of participation of prospective Traveller and Roma students in outreach activities, evidence of sustainable partnership with Traveller and Roma community organisations,  evidence of strengthened community capacity through community leadership, evidence of increased rate of students participating in the HEIs and evidence of mainstream inclusive practices.  

What elements make this project successful?

• We recognise the significant barriers Traveller and Roma communities face in accessing HE. There is an understanding that the pace of change is gradual to build trust and partnerships and that it also takes time to develop meaningful change and community capacity.
• This work is grounded in community development principles and it has been crucial to build community engagement at the project’s outset.
• Having a designated point of contact is valuable, as often the Access Officer serves as the first point of reference for students, for pre-entry or post-entry and can signpost to the existing support or services available. Additionally, it allows the Access Officer to create a baseline of data and track progression of students.

Effectiveness

We evaluate each initiative based on engagement numbers and feedback.

Do you feel you can effectively provide the support that students require?

We do agree.

Would you recommend this to other institutions?

strongly agree

Evaluation

Yes

The overall project is essentially evaluated through evidence of increased participation of Traveller and Roma students attending the HEIs.

Every year, we report the project to our funders, documenting our engagement with the target group, the feedback received, and key learnings that will guide the following year’s project.

Communication

• Social Media 
• Webpage 
• Communication with relevant stakeholders 
• Information sessions
• Conference and event submission
• Direct email campaigns
• Newsletters, etc.

Timing

Students can engage with the Traveller & Roma Access Officer at any stage of their studies including pre-entry.

Day information

During regular ‘school’ hours.

Resources

• Staff
• Time
• Communication & promotion of activities
• Money for outreach activities, financial support for students

Quite easily transferable 

Yes, it is informed by a universal design approach.