chris millward
TRANSCRIPT
What are the key widening
participation challenges for
Higher Education and how might
they be addressed?
Chris Millward
Director (Policy)
13th July 2016
Teaching income to HEIs – 2010-17
Teaching Income to HEIs
HE expenditure on widening participation
Trends in young participation by POLAR3
Young participation rates in England by POLAR3
Source: HEFCE 2013/28 – ‘Trends in young participation’. Projections based on Figure 69 from ‘UCAS End of Cycle Report 2015’, www.ucas.com
BME entry rates
Source: Figure 88 from ‘UCAS End of Cycle Report 2015’, www.ucas.com
Entry rates for English 18 year old state school pupils by ethnic group
Trends in young participation by gender
Young participation rates in England by gender
Source: HEFCE 2013/28 – ‘Trends in young participation’. Projections based on Figure 80 from ‘UCAS End of Cycle Report 2015’, www.ucas.com
Accounting for qualificationscloses the gender gap in HE participationThis example looks at HE participation of pupils with at least 3 A-levels (2010-11):
Source: HEFCE 2015/03 ‘Young participation in higher education – A-levels and similar qualifications
Part-time and full-time entrants, undergraduate and postgraduate
Source: HEFCE analysis of HESES/HEIFES data
UK and other EU entrants to English institutions 2008-09 to 2015-16
Gaps in young participation: LiverpoolYoung participation: Liverpool
BME A-level Analysis2013-14 graduates by ethnicity, entry qualification and degree classification
Source: HEFCE September 2015, Differences in degree outcomes: The effect of subject and student characteristics
Student background and NSS
Source: HEFCE 11 year analysis of NSS data
Intentions After Graduation vs Actual Progression to PG study
Employment outcomes by disability status
Unexplained percentage point difference in employment rates, by employment rate measure and disability status
Source: HEFCE 2015/23 ‘Differences in employment outcomes – Equality and diversity characteristics’
Employment outcomes by ethnic group
Unexplained percentage point difference in employment rates, by employment rate measure and ethnicity
Source: HEFCE 2015/23 ‘Differences in employment outcomes – Equality and diversity characteristics’
• White working class males throughout the lifecycle
• BME outcomes within and beyond HE
• Outcomes for students reporting disabilities within and beyond HE
• Cold spots for HE participation (absolute and relative to attainment)
• Postgraduate progression
• Mature students and lifetime learning
• Young full-time access to HE is important, but social mobility requires a much broader focus
• We need to continue to improve the evidence informing our work and evaluating its impact
Some priorities from the evidence
Teaching excellence, social mobility and student choice
• Eligibility requirement for Access and Participation agreement or equivalent
• Benchmarked core metrics split by student characteristics
• Specific criteria and guidance to consider performance re: positive outcomes for students from disadvantaged groups
• DoFA to consider ‘gaming’ in TEF
TEF and Widening Participation
• OfS statutory duty to cover equality of opportunity across the whole lifecycle for disadvantaged students
• Transparency duty, requiring information by gender, ethnicity and social background at subject level
• Discrete role / appointment for Director of Fair Access & Participation
• Flexible, innovative and lifetime learning, including Degree Apprenticeships
• New approaches to:
• loan finance – Master’s and Doctoral, STEM ELQ, part-time maintenance, nursing / allied, DSA.
• teaching grant – collaborative outreach; student premium; inclusive models of support for disabled students.
Widening participation in UK HER Bill
How to find out more
e-mail [email protected]
Twitter http://twitter.com/hefce
web-site www.hefce.ac.uk
governance-hefce e-mail distribution list
HEFCE update, our monthly e-newsletter
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