We are talking to the volunteers of " Skills for an Introduction to University at Secondary School: preventing social exclusion", the winning proposal of the first edition of the Universitària Solidària Social Responsibility Projects Competition organized by the Board of Trustees and the Office of the Vice-rector for Social Responsibility and Promotion of UPF.

The aim is to promote the University's social commitment and, in this case, to extend the number of University reference points of sixth formers at Institut d'Educació Secundària Milà i Fontanals secondary school, located in the Raval district.

Laia Hofland, a student of the bachelor's degree in Criminology and Public Prevention Policies, David Moragas, a student of the bachelor's degree in Audiovisual Communication, Irene Llorente, a student of the bachelor's degree in Advertising and Public Relations, and Emma Pons, a student of the bachelor's degree in Journalism, are the four volunteers who, after prior training given by UPF, explain to the students their personal experiences and clear up any doubts they may have.

 - What does university skills i n secondary school volunteering consist of?

David: Once a week we go to a secondary school in the Raval district and explain to the students, in a fun, dynamic way, what university is and how to find information to do research. The most important thing is that all of this has its background, which is that we, with our personal experiences, become their university references.

- What made you join?

Irene: The fact that our experience will be a useful reference to someone. We would also have been grateful for this help since when we were in their situation, we were not aware of how many options we had after finishing high school and neither did we have that many contacts who could explain them all to us.

- How do you apply the training you have received to the sessions?

Emma: In the first classes, we explained to them what university is with the help of the material that we were given on the training course. To talk about research, the explanations that were given to us about catalogues and search engines are really useful for us. During the following sessions, however, we have been adapting the contents to what we see is of greatest interest to them. We decide where we put the emphasis to make the classes more participative and entertaining.

"We would also have been grateful for this help since when we were in tehir situation"

- What qualities does a good university reference have to have?

Laia: When the students see it is someone of roughly the same age who explains things, their attitude changes. They are more predisposed to ask questions and act differently than with their teachers. That's why the project coordinators were looking for someone who was close to the students, who would convey trust and, in part, would have good rhetorical qualities.

- What vision did the students have of university before talking to you?

Irene: As soon as we arrived, we asked them what they knew about it. They all replied basically the same: you have to study a lot, there is not much practice and you have to pass a very difficult entrance exam. But, above all, what they said is that it costs a lot of money.

- So they didn't consider it a real option?

David: More than the financial cost, which also influences, I think that what stops many students from entering university is the huge lack of references. They told us that they weren't thinking of going because it is super expensive, but they didn't even know that there were scholarships. By getting a distinction at high school, for example, they would get the first year of their degree free and they didn't know that.

Laia: That is why we have to give the tools to decide, so that they don't just say "no" straight away. It's really surprising that the lack of information is one of the biggest barriers of this university which we are making so accessible.

"It's really surprinsing that the lack of information is one of the biggest barriers of this university which we are making so accessible"

- Of everything you explain to them, what most grabs their attention?

Irene: A lot of things! From the alternatives to the university entrance exam ("selectivitat"), to the fact that university allows you to develop a critical sense, to get to know a lot of people and open doors to work in the field you like. They are also surprised by the number of degrees there are and the parties and activities that are held. When they see that there is such a range of things going on they realize that despite the fact that it is demanding, university is also a place where you can have fun.

- What impact would the rise in university students have in neighbourhoods like el Raval?

Emma: It would be a great benefit. Currently, of the forty-plus students in a class, only one or two end up at university. These figures hardly encourage the rest to follow their example. Conversely, if out of fifty students thirty entered, studying a degree would be seen as a normal thing to do. And the fact of more people completing advanced academic studies would certainly have an effect on the economic situation of the neighbourhood.

- Do you see these boys and girls walking around the campus in two years' time?

Laia: Maybe not all, but quite a few, yes. They seemed very interested. It wasn't at all difficult to keep them paying attention to the class! They even had questions ready to ask and they put them to us straight and focused. In the last session, they even asked how they could combine two degrees, what the cut-off marks are, and so on.

- In view of the success of the project, do you think it will be repeated in future academic years?

David: We hope so. In fact, even though in the end they chose us four, in total fourteen students went in for the selection process. The organization was not expecting such participation or the reactions of the boys and girls. It would be great if next year they increased both the number of volunteers and the number of schools.