Just got back to this interesting debate!
Iestyn,
You say that financial circumstances may be a genuine reason but not
mitigating circumstances. In your next message you accept that out of
all genuine reasons some may be mitigating circs whereas others you say
are not. This means that you are using a criterion other than that of
whether the circs affect ability to study to separate mitigating from
non-mitigating circumstances. The criterion you suggest is that
non-mitigating circs have arisen is "by choice".
Two points. Firstly surely this is a very difficult criterion to use?
Can we really say that the number of hours a student works is always "by
choice"? eg is it always possible to simply "face severe debt"? -
creditors tend to be pretty pressing and body and soul must be kept
together
Secondly even if this could be said the options between which to choose
ie relieving the pressure by seeking employment or facing severe debt
equally affect financial performance as anyone who has studied whilst in
debt will testify so the choice is between different ways in which
performance is affected. Is this actually a real choice?
Of course sometimes it may be a real choice as there are some students
who may be needlessly in debt. All I am saying is that there are other
times when there is no real choice and so the circumstances are
mitigating.
I take Bryan's point about not applying inappropriate solutions but
unlike Bryan I don't link this debate entirely with the funding
difficulties and think the point could equally be applied to other
genuinely mitigating circumstances. 

Wendy
HENSON I.G. wrote:
> 
> Wendy,
> The point Bryan is making is that whilst genuine financial pressures, of
> whatever nature, are of concern, they cannot be 'mitigating
> circumstances' which account for failure.  Circumstances? yes, of
> course.  Mitigating? No.  Simply, they are reasons for failure, not
> excuses.  I've heard it said in a Review Board meeting: there is no
> point in 'working through college' if the student doesn't/can't keep the
> academic side of the contract to which she or he is committed.
> 
> MY answers to your questions:
> 
> > But what is your solution if a student simply cannot earn sufficient
> > in the hours left after educational needs are met?
> >
> Answer: a fully flexible study pattern which makes the phrase 'hours
> left after educational needs are met' redundant.  A reduction (where
> appropriate) in the commitment demanded by the institution, thereby
> lengthening the duration of study for an award, but increasing the
> earning capacity of the individual. True lifelong learning, if you wish,
> in which education is not 'time out' from reality, but an intrinsic part
> of it.
> 
> > Secondly this is exacerbated where a student is not receiving their
> > parental contribution. What do you do there?
> >
> Difficult one this, but my answer, as uncomfortable as it would have
> made me, is that parental contribution should be removed from the
> equation.  Parents who wish to give their offspring financial help
> always will, but I would rather see the assessment of parental income
> removed.  Students from different economic backgrounds will never be
> equal, but it doesn't mean we shouldn't treat them as such.
> 
> > Thirdly not everyone can manage their money. The inability to do so
> > apparently has nothing to do with academic ability or with level of
> > income or status in society or with being free thinking and
> > intelligent
> > etc. What do you do with a very able student who cannot manage money?
> >
>         You initiate, alongside your other Key Skills and Employability
> modules, a programme of financial management options which look at the
> practicalities of personal financial management, the management of
> budgets for student societies, earnings, investment and pensions
> information, and anything else you might like to throw in.
> 
>         Whilst we look at these things from different angles, we all
> agree that because the environment is changing, we need to adapt the way
> in which we do things.  I am keen to win the flexible learning and key
> skills debates on their academic merit rather than because of financial
> imperatives. With respect to parental income, I suspect that the further
> we move towards funding regimes based on credit, and of course, true
> lifelong learning, the more incongruous 'parental contribution' will
> become.
> 
> I also agree with John Sander that well run Student Employment Services
> are become necessary.  At Swansea, the Director of Careers Services is a
> member of the Learning and Teaching Committee and his input is
> invaluable.
> 
> Best wishes
> 
> Iestyn
> ------------------------------------------------------------------------
> -------------------------------------
> Iestyn G Henson
> Administrative Assistant
> University of Wales Swansea
> Singleton Park                              Tel: 01792 295875
> SWANSEA                                   Fax: 01792 295157
> SA2 8PP                                       Email:
> [log in to unmask]
> ------------------------------------------------------------------------
> ------------------------------------

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  Wendy Shaw
  Welfare Information
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