Join us for an exclusive Q&A with Danny Rawling, who successfully transitioned from a student to a tutor at Nottingham College. Nottingham College is a member of the Skills and Education Group, and Danny was a panel guest at our Annual Conference 2024, which means he offers a unique perspective on the transformative power of education. Here, Danny shares his insights into how education can shape lives and impact communities.

Welcome, Danny. Can you start by introducing yourself and telling us about your experience of moving from student to tutor at Nottingham College?

Hi, I’m Danny Rawling, a 35-year-old Foundation Learning Tutor at Nottingham College. As a recent FE student, I have first-hand experience of the challenges of adult education, juggling working and studying at the same time.

I grew up in social housing and the closest relationship I had to education was my Dad working as a school caretaker. I left school with three GCSEs and never imagined a career in education. If you had told me I would be working in Education even 5 years ago I would have laughed, but life takes unexpected turns.

I have always been passionate about social mobility and frustrated by the disparity in opportunities for individuals. Growing up I discussed this with friends but lacked the direction to make a meaningful difference. Although it was my dream to become a social worker, the route to getting there was hampered by uncertainty about the role and the type of work available. So, I never pursued it, and I drifted around various jobs from kitchens to the corporate world.

Then lockdown happened and it provided me with the opportunity to pause and reflect. I acknowledged that my imposter syndrome due to my lack of qualifications was holding me back, but I had newfound clarity and decided it was time to take the plunge to become a Social Worker.

What is your experience of studying for an Access to HE Diploma?

At 31, the traditional route to university seemed daunting and involved taking a Level 3 course before going to university. The prospect of 5 years of study only compounded my fear of making this change. But then I discovered the Access to HE Diploma in Social Work. It was a game changer, not only would I gain the skills and knowledge for my desired role, but it would only take one year!

I thoroughly enjoyed the Access course. Although the legal modules were a bit boring, I understood their importance in building a holistic understanding of the course. However, I thrived in Sociology and Psychology and am a passionate advocate for them, and philosophy, being a fundamental part of curriculums from a young age. While they may seem intimidating, they are a great leveller academically and give individuals the language and confidence to discuss complex ideas and foster critical thinking.

Sitting in a room full of adult learners was a completely different dynamic from my previous experience of education. Everyone had their own story, and it was both inspiring and humbling to hear the challenges people face and overcome to achieve their goals. Furthermore, given people’s lived experience the lessons became more of a self-taught discussion. The tutors would deliver theory and bring their own experience and knowledge to the classroom but given the breadth of students in the room, we were all able to contribute. It felt like I had a support network within the classroom as we all worked together to pass the course.

How do Access to HE Diplomas serve as a pathway to higher education for individuals from disadvantaged backgrounds?

Learning is a journey and there are so many challenges along the way. Education can’t be a linear system that only allows for one opportunity at your future. Access to HE Diplomas provide a lifeline, a place of second chances and new futures. It’s incredibly rewarding and exciting to be part of such a transformative process. I believe in the power of Access education and hope to see it expanded to support a wider range of career paths. I was lucky that I wanted to work in a public-facing role, something Access courses support well, but I would love to see adults given the possibility and funding to upskill or retrain in a wide range of roles. By investing in adult learners, we’re investing in the future of our communities.

When we discuss Social Mobility, the idea is fundamentally about movement. We need to create a culture that empowers individuals to change and grow within their lives. Social Mobility is often wrongly defined as being solely about exceptional outliers. True social mobility is about creating a society where lifelong learning is accessible to everyone. I advocate strongly for increased investment in Access programs to achieve this vision. We have a rapidly changing job market that demands a skilled workforce, and adult learning is the quickest way to respond to bridge the gap between unemployment and in-demand skills.

Alongside many of my peers, I achieved Distinction grades on my Access to HE Diploma while also juggling a full-time job. I was then offered a place at the University of Nottingham, a prestigious Russell Group University and one of the best in the world. The Access course’s unique focus equips students with a strong foundation, and several people have suggested that Access graduates may even be better prepared for certain academic challenges than traditional A-Level students.

Even before completing the course, I felt confident applying my new skills to a role supporting people. Inspired by the FE environment, I secured a Behaviour Mentor position at Nottingham College. This role allowed me to put my newfound knowledge into practice. Then, a Pastoral Tutor opportunity arose, offering a chance to combine education with student support. Drawing on my Access course knowledge, I successfully secured this position, deferring my university place to fully immerse myself in the FE sector. While my original path was social work, this unexpected opportunity has been incredibly rewarding. I’ve discovered a fulfilling career supporting others within the FE environment.

What role does FE have on students’ lives and communities?

Working in FE, I sometimes stop and just look around at this vibrant hub of learning and take it all in. The energy of these institutions is something to behold. A diverse range of people of all ages teaching and learning really should be more celebrated as the beating heart of the community, both within Nottingham and beyond. I speak for many in the sector when I say that we need increased government investment, stronger industry partnerships, and a broader recognition of the vital role that FE plays in our economy.

What is the link between Skills and Education Group and Nottingham College and your role there?

My first experience with Skills and Education Group was game-changing. An email about Foundation Grants made its way into my inbox; it seemed to be too good to be true. The organisation was proactively seeking to provide financial support to those most in need. No red tape, no specialist bid writing needed! I applied for a grant on behalf of a student, struggling with financial hardship, despite his academic potential and determination. He faced significant challenges including no internet access and caregiving responsibilities. To my astonishment the Skills and Education Group approved the grant, inspiring both the student and myself. This vital support enabled him to complete his course, an outcome that would have been impossible without their help. Whilst this would have been a huge success on its own, of course, this student was one of many.

My next experience of working with the Skills and Education Group was on the Emerging Leaders course. Inspired by my positive grant experience, I applied and was fortunate to be selected. I knew the ambition and genuine care that they had for advancing those within FE, both staff and students and it was an experience of the highest standard. The training and support significantly expanded my understanding of the sector. I am eager to apply these learnings to a strategic leadership role in the future.

Nottingham College has a strong relationship with the organisation as a member, and this was only cemented by the amount of people who attended the exciting annual conference. The event brought together diverse perspectives and expertise to drive innovation and progress in FE.

To summarise

My journey is a testament to the power of second chances. I’m passionate about helping others overcome obstacles and achieve their goals, just like I did. But, until the full buy-in comes from the government we all need to operate closely to give all students the right to invest in themselves. At whatever age, and with whatever obstacles they face. If we can create a culture of mobility, for everyone we will have a thriving sector, economy and society.