Today, Universities UK (UUK), the Sutton Trust and UCAS announce further action to support talented individuals from disadvantaged backgrounds on their path to university to level the playing field across the country and create a stronger pipeline of talent into the future workforce.
New guidance for universities will ensure that contextual admissions continue to be evidence-led and used responsibly and transparently across the sector. The guidance comes as leaders warn of a ‘lost generation’ of NEETs, with numbers increasing and, at the same time, a need for more skilled graduates to grow the economy. The country needs more than 11 million additional graduates to fill high-skilled jobs between 2020 and 2035. The guidance aims to make sure England makes the most of its talented young people, whatever their background.
The guidance, connected to UUK and GuildHE’s existing Fair Admissions Code, sets out how institutions in England can use contextual admissions to widen access to university in a responsible and fair way, and is part of UUK, UCAS and Sutton Trust’s joint Access to Success project, announced last year.
Universities will be advised to ensure their practices do not compromise on quality, and that all students admitted with contextual offers are provided with adequate support to help them succeed. The guidance says that the benefits of a learning environment with students from all walks of life will be felt by other students and universities.
The guidance will advise universities in England to ensure their criteria for students who can benefit from contextual admissions is built on strong and consistent evidence. It will emphasise universities’ responsibility to provide proper support for students who are admitted through these routes when they get to university to ensure graduates are set up for success when they eventually join the workforce.
The guidance for universities is published alongside a new body of evidence compiled by the Sutton Trust which showcases the impact of contextual admissions on driving social mobility across the country, and the systemic barriers many face throughout their education. There is good evidence that shows contextual admissions can effectively widen participation without undermining academic standards, as has been shown by the progress in increasing the proportion of students from deprived areas in Scotland going to university since the implementation of the Framework for Fair Access.
Contextual admissions are the practice of universities considering a student’s individual circumstances and background in the admissions process to recognise the barriers they may have faced throughout their education. For example, offering guaranteed interviews to care-experienced students or giving a pupil on free school meals a slightly lower grade offer than standard entry requirements. They are already commonplace across the sector and have been crucial to widening access and creating lifechanging opportunities for thousands. Often students do not lack the ability to succeed at university; they have overcome significant adversity having missed out on the basic support that most students receive throughout their education.
Data shows that university can be particularly beneficial for students from disadvantaged backgrounds. For those on Free School Meals, average graduate earnings growth is 75% compared to 26% for non-graduates. But up until now, there has been no clear guidance for how they can be best used across the sector in England.
The guidance will also recommend that universities in England make information on contextual admissions clear and accessible, so no student feels a course is out of their reach through a lack of information.
Talented people can be held back by the circumstances they face rather than by a lack of ability. Contextual admissions help universities recognise potential alongside attainment and ensure that students with the ability to succeed are not overlooked.
“This addition to the Fair Admissions Code of Practice provides clear, evidence-based guidance on how contextual admissions can be used consistently, transparently, and fairly across the sector. It is about understanding achievement in context and ensuring that those with the talent and potential to thrive are given a fair opportunity to do so.
“At a time when concerns are growing about a lost generation and rising numbers of young people who are not in education, employment, or training, we cannot afford to waste talent. Universities can help people develop skills, fulfil their potential and contribute to society and the economy. Contextual admissions are one practical way of ensuring that opportunity is not determined by circumstance and that talent, wherever it is found, has the chance to flourish.
Professor Malcolm Press CBE DL
President of Universities UK
Talent is spread evenly across this country. Opportunity isn't.
“By the time young people leave school, too many students from low-income backgrounds have been held back, not because they lack ability, but because they haven't had the same opportunities and support as their peers.
“University isn't the right choice for everyone. But for those with the ability and ambition to go, we shouldn't let their background stand in the way. Contextual admissions are about unlocking overlooked talent by recognising potential as well as attainment, and giving young people a fair chance to succeed.
“This isn't about lowering standards, it's about making sure young people don't miss out on life-changing opportunities, universities don't miss out on brilliant students, and the country doesn't miss out on the talent it needs to thrive.
Nick Harrison
Chief Executive of the Sutton Trust
Many of the most talented people in the country will not have received the best education or opportunities early in life, and this is clear from the strong correlation between socioeconomic background and school achievement.
Giving disadvantaged students a better chance to show their potential and create a better future for themselves can help us rectify the imbalance of opportunity that exists across the country.
Professor Karen O’Brien FRSA
Vice Chancellor and Warden of Durham University and chair of the advisory group
From my time as a school leader, I’ve seen first-hand the transformative impact higher education can have on a young person’s future. Despite progress across the last two decades, too many students from disadvantaged backgrounds miss out on this opportunity to reach their full potential.
"Every year, UCAS helps hundreds of thousands of students find a place in higher education. Ensuring they understand how universities and colleges consider their individual circumstances and backgrounds is essential to breaking down barriers to participation.
"As the provider of the national shared admissions service, UCAS is pleased to be supporting this initiative to widen access and improve student success, so that all those who could benefit from higher education, have the opportunity to do so.
Dr Jo Saxton CBE
Chief Executive of UCAS