debates in he ass 3. [email protected] aims to describe development of he post- war to analyse...
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Debates in HE
ASS 3
Aims
• To describe development of HE post-war
• To analyse the “widening participation” debate
History
• Robbins Report 1963– 216,000 students 1962/3– 390,000 students 1973/4– 560,000 students 1980/1– 2,480,145 students 2004/5
• Rejected limited pool of ability– HE needed for economic growth– good society requires equal ops
Dearing Report (NCIHE)
• Reported 1997• Summary of last 20 years
– number of students more than doubled– public funding for HE up by 45%– unit of funding per student down by
40%– public funding for HE, as% of GDP,
same
Leitch Report 2006
• http://www.dfes.gov.uk/furthereducation/index.cfm?fuseaction=content.view&CategoryID=21&ContentID=37
• role of FE• Emphasis on skills
Stakeholders
• Government– DfES– Treasury
• Employers• Parents• Students• Academics
Implications of figures
• Low rate of participation– age– gender– class– ethnicity
• There has been growth– 1950 5% of relevant age group in HE– 1996 70% of school leavers go to
FE/HE– 1999 30% of age group in HE in
England– 45% of age group in Scotland
• Government aim is 50%
Problems
• 1997 31% of 18-21s entered HE (UK)• SEGs 1, 2 & 3 49% into HE• SEGs 4 & 5 18.4% into HE• SEG 1 80% into HE• SEG 5 14% into HE• 1990 SEG 5 6% but SEGs 1-3 36.7%
Policy Issues
• Definition of “widening participation”• Participation in what
– for how long– in what way– in what institution
• Widened– not just increase numbers– diversity - non traditional students
Equality
• WP not just about enrolling need to look at achievement, outcomes & involvement in HE including teaching and research
• Not equal opps re access but re OUTCOME
Policies
• Access courses– non-traditional pathway to traditional HE
• Just increase numbers– misses excluded groups
• Limit expansion to excluded groups– problem of equity
• Aim Higher http://www.aimhigher.ac.uk/home/index.cfm
Barriers to participation & retention
• Risks• Resistance• Cultural factors• Structural inequalities• Money & time• HE culture
Facilitating factors
• Knowing someone• Student composition• Alternative entry routes
Conclusion
• Archer (2001) -Govt assumptions wrong
• underestimate complexity of issue• FORMAL equality insufficient• Need effective targeting