For the UK to thrive, we need to deploy all the talent available to us. That’s why a university education should be a realistic option for everyone with the potential to succeed, regardless of background and geography.
Chapter summary
This chapter sets out the evidence of inequalities in access to higher education, which varies significantly according to personal characteristics and geography. It also examines differences in outcomes for students from different backgrounds, and inequalities in progression beyond university.
These challenges cannot be addressed by universities acting alone. We must work with schools and colleges too. We argue for a system-wide effort to increase access, and to improve student success and progression into the labour market.
Our recommendations
A whole-of-tertiary sector participation target of 70% of the population aged 25 studying at level 4 or above by 2040, with a particular focus on increasing access in low participation neighbourhoods.
A Tertiary Education Opportunity Fund to support collaborative programmes to respond to the needs of learners in low participation areas.
Action by universities and government toincrease teacher supply and extend the National Tutoring Programme.
Reinstate maintenance grants for students from the most disadvantaged backgrounds, and increase maintenance loans in line with inflation.
A moreconsistent approach by universities to contextual admissions, and a more consistent offer of support to students and graduates across the sector, including five years’ access to careers services, post-graduation.
The expansion of higher education in recent decades has enabled access to universities to be widened significantly. However, part-time and mature participation has fallen, maintenance support has been eroded, and social class and other inequalities persist in access, achievement and graduate employment.
In the future, expansion should focus on tertiary education, with opportunities opened up across the country, maintenance grants should be restored, and better support made available to students with mental health and other needs. In a democracy, it is important for social integration and equality to educate people from diverse backgrounds together in our institutions of higher learning.
Professor Nick Pearce, FAcSS HFRIBA
Director of the Institute for Policy Research, University of Bath
