1 00:00:02,020 --> 00:00:09,440 This you up to stop this. 2 00:00:09,440 --> 00:00:18,140 Public discussion online, free of charge, I. 3 00:00:18,140 --> 00:00:44,830 I want to welcome you to the intelligence analysis of students access to the schools that has been organised by Joe, this conversations. 4 00:00:44,830 --> 00:00:53,060 It's been six months again and the this. 5 00:00:53,060 --> 00:01:07,340 Well, I think just from the size of the supporters, which is the large people across the University of St. Andrews, 6 00:01:07,340 --> 00:01:17,300 access to universities in general in particular is very public policy. 7 00:01:17,300 --> 00:01:28,160 Steve, actually the conversation I get the press conference or Oxford, they come every day. 8 00:01:28,160 --> 00:01:42,540 Any reference whatsoever, anywhere in the media. But I don't think to tell you, I've read some on someone or some rural counties, 9 00:01:42,540 --> 00:01:57,300 some that have access to the rescue and in particular to to obfuscate is certainly high on the government's agenda. 10 00:01:57,300 --> 00:02:13,650 I I'm only out of the forthcoming book a review of the state legislature due to the fact that social mobility in the post like to education roads. 11 00:02:13,650 --> 00:02:25,900 Just not sure it is a matter to which the government is paying a serious tax. 12 00:02:25,900 --> 00:02:34,870 Access to, obviously. Is it is important? 13 00:02:34,870 --> 00:02:42,420 It's the Border Patrol, the. The future of our country. 14 00:02:42,420 --> 00:02:48,550 Of course, for perspective. Students. 15 00:02:48,550 --> 00:02:59,200 Half of it is due to. But the focus of today's discussion is going to be obsolete, 16 00:02:59,200 --> 00:03:10,840 the is for people to have access to particular access for those from disadvantaged backgrounds for time or another. 17 00:03:10,840 --> 00:03:23,230 I know that the aim of the organising committee senator was that. 18 00:03:23,230 --> 00:03:31,890 Presentations emerged. The discussion that we have should be research based and it is based. 19 00:03:31,890 --> 00:03:45,490 Reasonably safe decision to make a change to a great culture, she fans access. 20 00:03:45,490 --> 00:03:55,370 And let me introduce our. It's just working now. 21 00:03:55,370 --> 00:04:21,660 We. Mark World is seeking to confirm you are on the scene in Jerusalem and call this a longtime member of the executive, 22 00:04:21,660 --> 00:04:33,310 as well as the visitors committed to make statements about the respective issues. 23 00:04:33,310 --> 00:04:37,900 Clothing is. 24 00:04:37,900 --> 00:04:47,040 Based in shooter, who is based in Moscow, the college perspective involved. 25 00:04:47,040 --> 00:04:53,450 Something about the practise race, which. 26 00:04:53,450 --> 00:05:14,960 And by some. Well, I'm not sure I give you the time to experience a lot of stuff. 27 00:05:14,960 --> 00:05:36,910 Everything. Right next to the running out of order for the Iraq. 28 00:05:36,910 --> 00:05:51,050 We're. And trying to find the the party. 29 00:05:51,050 --> 00:06:08,380 Then we will hear Alison Jones share admissions committee and spin the university. 30 00:06:08,380 --> 00:06:32,160 Initiatives. Designed to be a much more long distance from the office for students this year, this is somebody might have told you about some of the. 31 00:06:32,160 --> 00:06:43,690 From. No. 32 00:06:43,690 --> 00:06:56,380 Is. To do research on some of these artichokes for science. 33 00:06:56,380 --> 00:06:59,200 So as you can see, the troops are busy college, 34 00:06:59,200 --> 00:07:05,560 most also the admissions coordinator on the periphery and have been for four years my professor of medicine. 35 00:07:05,560 --> 00:07:10,690 I've been asked to give you a little brief introduction for those who are not familiar with the admissions results, 36 00:07:10,690 --> 00:07:19,840 but before I move on to the full mental strength of where we are right now. 37 00:07:19,840 --> 00:07:25,870 So what we do is to start with the leading position of operating on the when it 38 00:07:25,870 --> 00:07:30,250 comes to admissions have been making decisions about individual applicants, 39 00:07:30,250 --> 00:07:39,070 colleges, all the legal difficulties, just the colleges which are responsible to make sure that the admissions process is correct with those offers, 40 00:07:39,070 --> 00:07:41,680 the colleges which are legally vulnerable, 41 00:07:41,680 --> 00:07:52,030 and they also need to be liable for any action to reduce those types of investment opportunities to share in the admissions process. 42 00:07:52,030 --> 00:08:01,900 So I believe we think that the agreement would offer amounts to the Office of Students on access to focus on the university, 43 00:08:01,900 --> 00:08:05,860 and they hope the university not to, which is accountable for funds. 44 00:08:05,860 --> 00:08:12,010 So we have two different things which we are going to be accountable for and different people are involved. 45 00:08:12,010 --> 00:08:15,280 Of course, as soon as the politicians have a press conference, 46 00:08:15,280 --> 00:08:24,220 I will discuss so both colleges and the university over time for everything I'm doing wrong. 47 00:08:24,220 --> 00:08:31,180 It's quite interesting that given the situation, the legal position as far as the admissions process at the university is, 48 00:08:31,180 --> 00:08:34,840 we're playing a larger and larger and larger role in most colleges, 49 00:08:34,840 --> 00:08:40,090 which leads to the progressive politics, whereas on the handset side is actually the other way around. 50 00:08:40,090 --> 00:08:48,680 Colleges trying to organise a role, even though it is the university that ActionScript is accountable for those sorts 51 00:08:48,680 --> 00:08:56,110 of targets in terms of the university's position on admissions and his policies. 52 00:08:56,110 --> 00:08:59,100 This was established in the Winchester report, 53 00:08:59,100 --> 00:09:09,730 and I'll say that we will do our part to ensure the safety and well-being of a few recipes and provisions protecting the socioeconomic national 54 00:09:09,730 --> 00:09:16,650 origin and thing to ensure that applicants are selected for admission to the basis of their local authority and have the most potential. 55 00:09:16,650 --> 00:09:22,120 So my training courses. So that's what we as individuals are offering. 56 00:09:22,120 --> 00:09:30,120 The kinds of colleges and thinking and we're admitting students is a fairly interesting way of such a great example. 57 00:09:30,120 --> 00:09:37,870 It clearly has a sharp divide between access and the admissions process. 58 00:09:37,870 --> 00:09:40,400 It also informs the way that we play and judge ourselves. 59 00:09:40,400 --> 00:09:46,750 So when we're actually looking at the metric to decide whether we're doing the right thing on the access list, 60 00:09:46,750 --> 00:09:55,840 obviously we are looking to see how we attract to those with the most people only attracting people from all sorts of economically, 61 00:09:55,840 --> 00:09:59,320 nationally groups on the admissions side. 62 00:09:59,320 --> 00:10:07,280 We are not judging ourselves by the protests of people that we have met or judging ourselves by their ability to explore the measures, 63 00:10:07,280 --> 00:10:17,140 of course, to study. So what that means to the admissions side is that we judge out what we can look at to achieve outcomes of students. 64 00:10:17,140 --> 00:10:23,800 And if there is a particular group where the outcome is on average points, I'm going to no group. 65 00:10:23,800 --> 00:10:30,820 That means that effectively we are setting a high bar to recruit. And so we all have been built the US against them. 66 00:10:30,820 --> 00:10:38,080 And so we're using only 20 percent to judge the efficacy of our admissions processes. 67 00:10:38,080 --> 00:10:42,820 I also thought that this was the university's strategic plan in 2018. 68 00:10:42,820 --> 00:10:50,590 So this is the very first commitment to transparency, miscues and backgrounds, mouse 1975's ability to benefit from security. 69 00:10:50,590 --> 00:10:52,490 So much the same thing. 70 00:10:52,490 --> 00:11:00,730 I think the interesting thing is this people's benefit from not so education, because it's the first time I see anything where a youth, 71 00:11:00,730 --> 00:11:06,880 which suggests the university might consider a value added measure, 72 00:11:06,880 --> 00:11:18,840 rather than an absolute measure where somebody with more benefits, more ability to benefit might actually be given preference. 73 00:11:18,840 --> 00:11:24,130 So going to support them? This is really just a confusing terminology. 74 00:11:24,130 --> 00:11:29,840 So we had to keep records of admissions processes in 2005, which was a wonderful report. 75 00:11:29,840 --> 00:11:35,770 Bottom line on the study framework and also I listened to the second the Chronicle 76 00:11:35,770 --> 00:11:41,740 Sports Report was to ensure parts of Mississippi Oxford University were fair, 77 00:11:41,740 --> 00:11:45,690 independent of college. The people of the. And so. 78 00:11:45,690 --> 00:11:54,790 Very much about the transition process. I got a couple of years ago proposed, of course, the major review, which focussed very much access on average, 79 00:11:54,790 --> 00:12:00,840 and would we be reached for something that we would be discussing myself with over? 80 00:12:00,840 --> 00:12:05,150 So just moving on and trying to see how this affects the Commons, 81 00:12:05,150 --> 00:12:13,210 the common framework really was trying to socialise to some degree admissions to get almost 82 00:12:13,210 --> 00:12:19,380 exactly a much larger role in admissions and security to ensure that decisions were made, 83 00:12:19,380 --> 00:12:26,550 which were independent college within the school system, which could be made. 84 00:12:26,550 --> 00:12:32,070 So actually, the role of for those who has been established for the framework, 85 00:12:32,070 --> 00:12:39,360 but it really comes time for all pilots in these police departments and faculties to generate processes, 86 00:12:39,360 --> 00:12:46,840 which would then be common across all colleges. I think the best framework is a range of subjects, 87 00:12:46,840 --> 00:12:56,140 both very tightly centralised systems where the admissions process is now all independent of the colleges in the decision making process. 88 00:12:56,140 --> 00:13:01,680 It is certainly true to what chemistry will come and precisely what it has done, 89 00:13:01,680 --> 00:13:07,680 because this is a large subject to develop very, very different processes. 90 00:13:07,680 --> 00:13:17,820 So we now have a huge range of processes between when you look across the different subjects, depending on what they are, how they use information. 91 00:13:17,820 --> 00:13:24,100 But there a little like some underpinning of the features set off some fireworks electrodes, 92 00:13:24,100 --> 00:13:35,790 which they are interviewing around about three applicants for a place kind of a particular common use of contextual bias in all of these processes. 93 00:13:35,790 --> 00:13:46,170 So with respect to family home, I want to say this we want to see how many people are trying to figure out what the a 94 00:13:46,170 --> 00:13:52,980 point of having colleges at home involved in admissions is from a department of expertise. 95 00:13:52,980 --> 00:14:01,470 And actually, from my perspective, the main effect of this is this on have a really reliable, 96 00:14:01,470 --> 00:14:10,740 committed workforce involving almost all of the members and the staff and the staff who get involved in admissions. 97 00:14:10,740 --> 00:14:18,330 Because first of all, everybody 100 Polish university students post is going to be involved in the process. 98 00:14:18,330 --> 00:14:25,270 So compared to some of my friends in other universities where you have to go around the state, you find two or three academics to be involved here. 99 00:14:25,270 --> 00:14:29,640 I've got a huge workforce involved. 100 00:14:29,640 --> 00:14:33,630 This does create problems because you've got a lot of people that do very 101 00:14:33,630 --> 00:14:39,150 similar who might have different viewpoints to might make different decisions. It also, if you like, 102 00:14:39,150 --> 00:14:42,930 it's an advantage because you have a couple of points on all of those different 103 00:14:42,930 --> 00:14:49,770 academic perspectives to bring to bear on the problems of previous thought. 104 00:14:49,770 --> 00:14:58,720 And so I think the key thing to manage in this discussion, but you then have to have decisions which are made in discussion amongst all of the chiefs. 105 00:14:58,720 --> 00:15:06,050 There's pool of the meeting people and then you can actually make use of that chief workforce apart from one once. 106 00:15:06,050 --> 00:15:09,990 I think actually the existence of the colleges has pretty little background. 107 00:15:09,990 --> 00:15:14,190 We do. We have centralised shortlisting processes. 108 00:15:14,190 --> 00:15:20,580 We have socially organised interviews, 354 interviews. 109 00:15:20,580 --> 00:15:25,740 We have selection made by a collective pool participation. 110 00:15:25,740 --> 00:15:30,420 I look to say this is true of all colleges and I saw in some cases of the disease, 111 00:15:30,420 --> 00:15:36,570 but there is nothing practical for you who actually prevents you from doing that. 112 00:15:36,570 --> 00:15:45,930 So I think that's my message for WHO framework is. It gives us the flexibility to have friends in university admissions if we want it. 113 00:15:45,930 --> 00:16:02,700 But it comes down to individual subjects somehow falling for something that's not good for those things and we're going to get. 114 00:16:02,700 --> 00:16:06,800 It's really OK, thanks very much for coming along. 115 00:16:06,800 --> 00:16:16,080 I've been ill actually sending text, so I don't get everything, but that was kind of like, you can hear me. 116 00:16:16,080 --> 00:16:20,820 All right. Well, look, first thing is that the economy is really popular amongst Catholics, especially popular. 117 00:16:20,820 --> 00:16:25,080 Think again because they're more popular. Nobody has to choose a college. 118 00:16:25,080 --> 00:16:29,540 You could make notification that there is not any that. 119 00:16:29,540 --> 00:16:35,610 I mean, these applications have risen and have gone up 50 percent, which is one of the 20000 back in 2016. 120 00:16:35,610 --> 00:16:42,950 And of course, under 23 and a half thousand that take a proportion of excuse to make an instant application is this come down? 121 00:16:42,950 --> 00:16:50,930 If you look at the actual candidates, very few of them make it a complication that would be paid by the expansion overall. 122 00:16:50,930 --> 00:17:00,930 I, you just get 60 percent didn't choose college. ACORN is the type of information that continues to fight for areas of the oppression. 123 00:17:00,930 --> 00:17:08,940 Many access by just 13 percent, which is the measure I would suggest using those index of multiple deprivation because 124 00:17:08,940 --> 00:17:16,200 even the affluent with the most deprived and that's going round in this little bit. 125 00:17:16,200 --> 00:17:23,110 This makes you think the most affluent group will more likely to make an application than the most deprived. 126 00:17:23,110 --> 00:17:29,940 And this is a very significant difference between the two. So the colleges? 127 00:17:29,940 --> 00:17:32,670 OK. Why not? Well, I'll tell you why. 128 00:17:32,670 --> 00:17:40,640 Because the average office is very incredibly professional and that for the most undervalued groups in the whole university. 129 00:17:40,640 --> 00:17:46,200 And they should really be reliable. How can these people not be medications, people? 130 00:17:46,200 --> 00:17:57,780 And if they look for some of the leading brands, they would be on big money. I think this is the demographic you applications and 18 19 year olds. 131 00:17:57,780 --> 00:18:00,810 And it's we're on that kind of downward trajectory. 132 00:18:00,810 --> 00:18:12,900 Well, applications to Oxford failed every single year between 2010 and 2014, and manufacturing went down over a thousand applicants after 2014. 133 00:18:12,900 --> 00:18:17,760 Doubling from applications are going up 2600. 134 00:18:17,760 --> 00:18:22,920 And the reason every single year since 2014 bucking the demographic trend. 135 00:18:22,920 --> 00:18:28,460 If you look at the you know, what is the role of the market and what are the average offices? 136 00:18:28,460 --> 00:18:32,670 Richard Knox said many other colleges trying to reach well look at the group, 137 00:18:32,670 --> 00:18:38,830 but actually got three A's for their own course in the first year at a UK university. 138 00:18:38,830 --> 00:18:46,200 And assuming that Cambridge gets the same number as Oxford, we think it's somewhere in the region of 70 per cent actually applied. 139 00:18:46,200 --> 00:18:53,350 And according to ongoing research, we look at the overall quintile one like it's the Oxford Study Group. 140 00:18:53,350 --> 00:18:59,600 It turns out it attracts up to 95 per cent that actually applied to Oxbridge. 141 00:18:59,600 --> 00:19:04,500 Now you can find other friends, you know, that are targeting these demographic. 142 00:19:04,500 --> 00:19:11,730 The most successful one is Facebook, with a 75 percent market share not getting any that's between them. 143 00:19:11,730 --> 00:19:19,530 I've got a 30 percent market share. So these guys work in outcomes beyond money. 144 00:19:19,530 --> 00:19:23,730 So, you know, the key thing for the university point of view is the value of what we do. 145 00:19:23,730 --> 00:19:28,740 I don't see how you look at doing a lot of ways that one of the things you can look at is the 146 00:19:28,740 --> 00:19:34,470 grading metrics and whether it adequately reflects the value of these people that to the university. 147 00:19:34,470 --> 00:19:42,570 And I would suggest that, you know, we went from there. OK, we're done well. 148 00:19:42,570 --> 00:19:55,950 OK, so and very often, you know, candidates concepts trade as like a hopeless consumer and paralysed by all these college choices is too much choice, 149 00:19:55,950 --> 00:20:00,300 which make it simpler for them. And it's just like, you know, one choice of Title IX. 150 00:20:00,300 --> 00:20:06,120 But rather than, you know, applying to the colleges, I mean, we've already seen a lot of progress in that argument. 151 00:20:06,120 --> 00:20:13,230 I mean, simply because, you know, most people can actually decide to apply to college and they could simply apply for the university through 152 00:20:13,230 --> 00:20:20,250 an application through a season before an increasing number of people actually find the target group. 153 00:20:20,250 --> 00:20:28,750 But I mean, the basic argument is this is sort of, you know, complex argument, and it says it's better to give consumers a limited amount of choice. 154 00:20:28,750 --> 00:20:32,760 Let's say one, and I'm six and all I could find the time. 155 00:20:32,760 --> 00:20:41,430 And if you give them the opportunity to taste 24 to 30 pounds, which is because nobody's ever talked about this, 156 00:20:41,430 --> 00:20:46,620 for me, the question does actually emphasised I didn't have choice but not to have choice. 157 00:20:46,620 --> 00:20:51,300 And of course, the conundrum that the students face is to say you have sex with a husband and they have 158 00:20:51,300 --> 00:20:58,160 to choose between one hundred and thirty university and you have to pay by the end of. 159 00:20:58,160 --> 00:21:04,020 And these studies anyway say that the consumers that are confronted with the 160 00:21:04,020 --> 00:21:09,000 greatest amount of choice the 20 or 30 can and they invest in the process. 161 00:21:09,000 --> 00:21:19,260 They didn't actually use simplified mechanisms. They make an attempt to choose that outcome, which is best kind. 162 00:21:19,260 --> 00:21:22,290 The actual metrics. Which people confuse colleges. 163 00:21:22,290 --> 00:21:29,220 They probably are anyway selecting from a a very sort of new choice to an unbelievably good on premises colleges. 164 00:21:29,220 --> 00:21:40,000 You pick one. They may limit the opportunity for you to accept the reality of college education and outreach and how successful that is. 165 00:21:40,000 --> 00:21:49,860 And very often people talk about the colleges as a problem. And I'm very reluctant to label any aspects of an Oxford admissions as a problem. 166 00:21:49,860 --> 00:21:55,410 But if you were going to do that, you could make just as compelling an argument for the Department for Science. 167 00:21:55,410 --> 00:21:57,690 I mean, one of the great challenges with the college, 168 00:21:57,690 --> 00:22:04,440 I'm pretty sure this is great for some people is to explain all of the different systems that the departments 169 00:22:04,440 --> 00:22:11,450 have and the relative importance of GCSE and the relative importance of emissions tests to the rest of it. 170 00:22:11,450 --> 00:22:12,130 If colleges, 171 00:22:12,130 --> 00:22:21,640 essentially especially with the same basic money with the knowledge of application we invite them to if we reach means if we give them the upper hand. 172 00:22:21,640 --> 00:22:26,460 But most of the complications of department was specific. 173 00:22:26,460 --> 00:22:34,820 And of course, if you happen to pick. College fit is popular. You can be reallocated to another college if you have to pick a choice. 174 00:22:34,820 --> 00:22:41,450 Of course that is. But then you know the scope to move an applicant from one place to another is motivated because 175 00:22:41,450 --> 00:22:46,360 the Romneys common philosophy is that people can be selected into and then subsequently, 176 00:22:46,360 --> 00:22:51,980 they can decide that we can decide to help decide which ones they actually do. 177 00:22:51,980 --> 00:23:01,520 So, you know, probably three feet deep of mental complexity that presents the issue as opposed to the so-called coalition flexibility. 178 00:23:01,520 --> 00:23:07,250 Must be going on this trip. You know, this young people, not reality. 179 00:23:07,250 --> 00:23:09,910 It is just not right on the debate. 180 00:23:09,910 --> 00:23:16,670 And some of us can conceive, which is a very, you know, from the same view of applicants as they're confused by choice. 181 00:23:16,670 --> 00:23:24,580 But luckily enough for Asian, I turned off Oxford. And so it's just not the case. 182 00:23:24,580 --> 00:23:32,870 These is totally consistent with the patient understanding earlier. And so for me, the key thing is the timing there. 183 00:23:32,870 --> 00:23:41,930 And the British government can take more than 26 billion pounds of public expenditure for the resilience in the schools budget. 184 00:23:41,930 --> 00:23:47,750 The inputs, the attainment gap May seven and the output is the attainment gap. 185 00:23:47,750 --> 00:23:52,660 Page 16 and it's six months ago at age 16. 186 00:23:52,660 --> 00:24:01,160 It's a massive engine and social inequality, and that's what that's what some of the facts of the comparable study. 187 00:24:01,160 --> 00:24:06,170 And I encourage you to read both these papers by Harrison Wallace. They surveyed people. 188 00:24:06,170 --> 00:24:14,750 They found aspirations amongst young people wishing to enter high medication, one of those who was very visible difference in aspiration. 189 00:24:14,750 --> 00:24:20,450 If you looked at 10 different social groups and it was differences in school attainment in most, 190 00:24:20,450 --> 00:24:33,710 if the participation of the direction of causation was was really happy to see people decide people's aspirations exceeded what it was, 191 00:24:33,710 --> 00:24:39,320 we were actually able to do because it was their qualifications that set limits to their licence, 192 00:24:39,320 --> 00:24:42,500 and they lowered their expectations based on what they thought would happen if 193 00:24:42,500 --> 00:24:46,490 they point to various institutional plans informed by their qualifications, 194 00:24:46,490 --> 00:24:54,470 by the attainment gap reinforced by the very realistic advice they were receiving from from their teachers. 195 00:24:54,470 --> 00:24:58,850 And so, you know, you have to address the gap, 196 00:24:58,850 --> 00:25:07,880 and a lot of the effort is directed towards trying to solve what is probably a nonexistent aspiration gap. 197 00:25:07,880 --> 00:25:38,550 And it's very much. Or or likely? 198 00:25:38,550 --> 00:25:42,870 OK, so it was us to speak about the the very foundation, yeah, 199 00:25:42,870 --> 00:25:49,830 and I start from the premise that one of the things about Observe is that you've got so many colleges, 200 00:25:49,830 --> 00:25:53,520 you can't have this kind of experimentation on little scales. 201 00:25:53,520 --> 00:25:59,010 I just got one. I got one on the with others and we can all learn from each other. 202 00:25:59,010 --> 00:26:05,880 We started asking scheme. The idea came to us in 2015 and 2016, 203 00:26:05,880 --> 00:26:13,780 and I think there were three things that occurred to us at the time and which one or we mentioned, which is the attainment gap. 204 00:26:13,780 --> 00:26:23,340 The English education system is very unequal on the between what you Panopto your days and you with your school and selected or not. 205 00:26:23,340 --> 00:26:30,270 So that presents difficulties for people who are trying to compare people at the time of commissions. 206 00:26:30,270 --> 00:26:33,390 The second is again, something I think we all know this from. 207 00:26:33,390 --> 00:26:41,940 The young people from disadvantaged backgrounds have to overcome multiple obstacles, which one apply to the better off contemporaries. 208 00:26:41,940 --> 00:26:47,460 And the third is that Oxford has tried to devise systems that are rich. 209 00:26:47,460 --> 00:26:54,090 That takes a lot of submissions to compensate for this social engineering and economic advantage and work. 210 00:26:54,090 --> 00:27:04,530 But I think some of those might say that we've been only modestly successful enough to have just one target that accepted itself in 2019, 211 00:27:04,530 --> 00:27:11,910 which is that the 5000 so-called acorn high students with the minimum grades rocks that we've heard from, 212 00:27:11,910 --> 00:27:23,790 from the success rate and application of the actual target for admitting an additional people from those 10000. 213 00:27:23,790 --> 00:27:30,190 And that's 12 per cent of the population of the target was 23 additional students out of 214 00:27:30,190 --> 00:27:36,510 the first seven years of trying to reach that figure of twenty three that we failed in. 215 00:27:36,510 --> 00:27:42,640 We managed to reach that already twice, I think an uncle, a modest achievement. 216 00:27:42,640 --> 00:27:51,810 Now suppose two more things. Suppose the way that we select people, it's unlikely to change the country in the near future, I suppose. 217 00:27:51,810 --> 00:28:01,830 And again, I hope this is true that we think that as a university, we do have a duty or obligation or responsibility to have a more diverse intake. 218 00:28:01,830 --> 00:28:11,310 Then I think you can consider bridging the gap between the ascertainment of students produced by this unequal system and the potential. 219 00:28:11,310 --> 00:28:16,050 So not a virgin who's going to happen what we try to do. 220 00:28:16,050 --> 00:28:21,870 So that's what we've done in our way out of which I was opposed to abortion in 2016 17. 221 00:28:21,870 --> 00:28:25,210 Each year, we've taken up to 12 students a year. 222 00:28:25,210 --> 00:28:35,910 So this is a sweet numbers, but it's about 10 percent of our undergraduates who have not received the greatest APR of traditionally demand. 223 00:28:35,910 --> 00:28:41,970 But when you look at the obstacles that they have faced in comparison with their more fortunate contemporaries, 224 00:28:41,970 --> 00:28:49,500 our response is often not when they get the grades, but how on earth did they get good grades? 225 00:28:49,500 --> 00:29:02,670 These wonderful students of exceptional potential and really have done extraordinarily well to get to Oxford and to do as long as they have. 226 00:29:02,670 --> 00:29:11,270 We just closed the fourth round about because we had 170 eligible candidates for offices across 14 subjects. 227 00:29:11,270 --> 00:29:20,400 See, it's highly competitive to get on this course, and I'm excited that we rely on individual level data to the challenge and 228 00:29:20,400 --> 00:29:26,700 replace little reliance on postal codes and the kind of positively unreliable. 229 00:29:26,700 --> 00:29:31,560 And this issue about how you contextualise the differences in France and Britain, 230 00:29:31,560 --> 00:29:36,780 which comes to mind quite a nerdy issue, exactly core to how do you do that? 231 00:29:36,780 --> 00:29:45,390 You should be focussing so much on. I just want to use two examples from the people who have recently applied for the the full scope. 232 00:29:45,390 --> 00:30:00,120 So if we have used to these ideas, I then submit that one person could say about this, given what is holding on to a thousand lives in Atlanta. 233 00:30:00,120 --> 00:30:08,730 Director of business and that of us agree from the nation's two percent free school meals is a very competitive one. 234 00:30:08,730 --> 00:30:19,610 So this looks like a disadvantage and that they would not be 100 years from now chocolate flying under the federal system. 235 00:30:19,610 --> 00:30:26,910 I mean, what is the student here who's looking for those 40000 who is eligible for free school meals, 236 00:30:26,910 --> 00:30:34,790 tuition assistance and medical education for parents to fend for? 237 00:30:34,790 --> 00:30:39,630 And that makes us for so wouldn't it like so. 238 00:30:39,630 --> 00:30:47,710 And when we look across the street as officials don't do the analysis that 70 percent favour, 239 00:30:47,710 --> 00:30:59,740 that's a huge variance between the people that no and in the face of the current system of characterisation of of students. 240 00:30:59,740 --> 00:31:10,720 And we also know that the the the Africans of foundation, we have to tend to be much more representative of schools and their constituents in GCSE. 241 00:31:10,720 --> 00:31:20,090 And that's the future. Looks good. The country from the picture of all of these people, the people trying to do. 242 00:31:20,090 --> 00:31:26,280 And so through carelessness, if I attended, they live amongst them graduates, you know, 243 00:31:26,280 --> 00:31:37,980 which is the foundation your students and which are some bunch of street cohorts having something on their terms and in residence and also helps them 244 00:31:37,980 --> 00:31:46,410 to just talk to them and also gives the tutors a really good look at them so they can assess how lucky they are to be well-suited to life together. 245 00:31:46,410 --> 00:31:51,990 And also and we work on whatever additional help we feel they need, whether it's maths, 246 00:31:51,990 --> 00:31:56,970 writing, speaking, studying, constructing, etc. What's going on is really have confidence. 247 00:31:56,970 --> 00:32:01,200 Are people doing that in missing bits of cultural capital? 248 00:32:01,200 --> 00:32:07,320 And so it obviously preparing the lectures. And so we have so far had 100 per cent retention. 249 00:32:07,320 --> 00:32:17,250 Of course, 100 percent received received Russell Group almost 70 per cent of the test you could travel to now studying successfully at university. 250 00:32:17,250 --> 00:32:27,150 We published what they found to be open ended suddenly and we ourselves are very basic within three years of Experiment of Turkey, 251 00:32:27,150 --> 00:32:32,730 where they have students of a database of about a thousand students who have gone 252 00:32:32,730 --> 00:32:37,710 on and have done just as well as Australia undergraduate student at the time. 253 00:32:37,710 --> 00:32:41,430 We're currently funded by alumni, an alumni. 254 00:32:41,430 --> 00:32:50,340 I really love the fact that an image has been is and it's a very motivating factor for financial support and people who have never been before. 255 00:32:50,340 --> 00:32:58,330 I think this is absolutely the original that should be done in addition to the benefits we think we bring for the students 256 00:32:58,330 --> 00:33:05,340 and even the ones who have not ended up but also have the benefit of such as people are very pleased they didn't hear. 257 00:33:05,340 --> 00:33:14,850 There are the great benefits that we feel they bring that only three and one of the first is that they make an image already look and feel different, 258 00:33:14,850 --> 00:33:20,700 living in a socially diverse community, which is really a good place to take. 259 00:33:20,700 --> 00:33:28,770 These prospective students really like that diversity that enriches deafness and not shown up in direct applications. 260 00:33:28,770 --> 00:33:33,180 The college, which are built on 87 percent of the time, will be under the course, 261 00:33:33,180 --> 00:33:41,840 and the third is that the students themselves are the most amazing advocates discount tickets for the coast and for Oxford. 262 00:33:41,840 --> 00:33:50,040 Obviously, it was a single first single first on the first cohort, which is the very YouTube channel, 263 00:33:50,040 --> 00:33:54,270 and she was responsible for recruiting nearly a third of the third year. 264 00:33:54,270 --> 00:34:02,340 So you get this amazing ripple effect from people who are at these people and say that that looks like me applying for this course. 265 00:34:02,340 --> 00:34:09,300 So we know that Cambridge has recently announced that it's going to be the idea himself as something to do. 266 00:34:09,300 --> 00:34:16,560 Both what I was doing and what we're doing. I'm just going to very briefly touch on the cost at the end. 267 00:34:16,560 --> 00:34:19,950 Some people say, Well, isn't this expensive? But yeah, it isn't cheap. 268 00:34:19,950 --> 00:34:29,040 And as a lone college cost just over £20000 for student, you know, that becomes all of the living expenses, as with education. 269 00:34:29,040 --> 00:34:35,370 If they were eligible for the sort of grants and bursaries for other low income students who 270 00:34:35,370 --> 00:34:40,740 receive most of the costs would come down to about 60000 if most colleges joined in the courses, 271 00:34:40,740 --> 00:34:48,810 you know, still. But we have seen that many of the things that Oxford currently does around access and support are more expensive. 272 00:34:48,810 --> 00:34:56,570 We live in the model of the support for the cost of finding, attracting, admitting and supporting a single visit on student to do the job talks. 273 00:34:56,570 --> 00:35:02,550 Between 2009 and 2016, it was over £100000. 274 00:35:02,550 --> 00:35:09,890 So I think it's great that Oxford continues to spend a great deal on outreach and funding for up to about 14 million pounds a year at the moment. 275 00:35:09,890 --> 00:35:17,850 That's a on lot. But I knew that some people around also think that some of that money could be targeted more closely, 276 00:35:17,850 --> 00:35:22,650 and I think it's frankly difficult to say policymakers, politicians and even alumni. 277 00:35:22,650 --> 00:35:30,540 There's not enough money in the school you year to afford experiments of this kind. 278 00:35:30,540 --> 00:35:39,930 There are several people in this room tonight who are in the driving school who know that there is a genuine moment of change in Oxford at the moment. 279 00:35:39,930 --> 00:35:46,080 And we also know that with increased transparency and the realisation of £2 to do something more ambitious 280 00:35:46,080 --> 00:35:54,580 than its modest ambitions and the past and all the signs that it wants here and never come to my life. 281 00:35:54,580 --> 00:36:03,570 And very early conference apologies conference shout out to leaders and arrive with veteran Peter Costello over to me and said this is 282 00:36:03,570 --> 00:36:11,700 the only time only the second time in six years that the subject to be discussed on astonished astonished is really being discussed. 283 00:36:11,700 --> 00:36:13,760 And also. 284 00:36:13,760 --> 00:36:21,540 And also, the lines of, hey, this is when I arrived that we've been doing, we've been trying to change those things just happen to be political. 285 00:36:21,540 --> 00:36:28,760 I think you are not doing things that are beginning to move the needle that feels to me like a very exciting moment to observe. 286 00:36:28,760 --> 00:36:35,330 And as I said before cameras, I did not, you know, the collegiate system is that we can try things, 287 00:36:35,330 --> 00:36:41,270 we can learn things and we share them and further and. 288 00:36:41,270 --> 00:36:50,450 Pretty much the same to be approved legally can be built in future. 289 00:36:50,450 --> 00:36:56,240 You mentioned the value, the change. 290 00:36:56,240 --> 00:37:08,920 One ambitious 2030 no pressure. 291 00:37:08,920 --> 00:37:14,500 OK, well, let's just start by saying that I think one of the things that Alan said is that it's really 292 00:37:14,500 --> 00:37:22,270 been useful that colleges can actually kind of creating scenes of and of scabies on the unit. 293 00:37:22,270 --> 00:37:23,580 Breaking speed is the other. 294 00:37:23,580 --> 00:37:32,080 Obviously, one of the great advantages of the critical working membership is that we can look critically at these different approaches, 295 00:37:32,080 --> 00:37:37,570 how we can adapt and build them to bring within the common framework. 296 00:37:37,570 --> 00:37:44,170 The other thing I've got to say is that I think someone else mentioned this seven your own IP choices. 297 00:37:44,170 --> 00:37:47,620 But I think also that I would note say I stand on the shoulders of those who have come 298 00:37:47,620 --> 00:37:53,170 before me and that a huge amount of work on access and talent in particular to mention 299 00:37:53,170 --> 00:37:58,480 and others who are in the market the most incredible civil service in the world in 300 00:37:58,480 --> 00:38:06,190 terms of the research and work that they do in pursuit of the university objectives. 301 00:38:06,190 --> 00:38:07,600 I'm going to step back, though, 302 00:38:07,600 --> 00:38:14,870 and talk about average consortium because we've got to be criticised about the amount of money that we spend on outreach. 303 00:38:14,870 --> 00:38:23,200 I think you just did it as I know you want to try to show you why it is important, but what would you do? 304 00:38:23,200 --> 00:38:30,700 I think it's unlikely. So why do we do outreach? Well, actually, first and foremost, because we have a moral obligation to do so. 305 00:38:30,700 --> 00:38:40,240 I think is an elite university. We have a responsibility towards social mobility and also as academics. 306 00:38:40,240 --> 00:38:45,130 Our role is to disseminate the knowledge that employers to the general public, 307 00:38:45,130 --> 00:38:54,540 but more specifically for any initiative that we have at Oxford, we will need to widen the pool of Africans from underrepresented groups. 308 00:38:54,540 --> 00:39:01,600 Another mission, which I think is very important, highlighted by the top of the table that so very early on in the school system is that we need 309 00:39:01,600 --> 00:39:07,300 through our consultant to colleges to support the mission of raising pertaining to these schools. 310 00:39:07,300 --> 00:39:10,000 And that's something I'm going to come back to. 311 00:39:10,000 --> 00:39:21,070 So what our outreach consortium, what its terms being used for colleges working together to support the Collegiate University outreach efforts. 312 00:39:21,070 --> 00:39:26,570 And we believe five colleges working together, we can maximise our regional coverage. 313 00:39:26,570 --> 00:39:31,660 So this was one of the objectives of the Wallace report. 314 00:39:31,660 --> 00:39:34,420 So colleges working together towards a common purpose, 315 00:39:34,420 --> 00:39:44,320 bringing mutual expertise and also using very much kind of strategic thinking and approach to look at 316 00:39:44,320 --> 00:39:50,290 what local needs and to ensure that in a region which can be quite a big region of a Bible college, 317 00:39:50,290 --> 00:39:55,930 that they are quite collaborative covering those needs. 318 00:39:55,930 --> 00:40:06,190 So why should we do outreach? This is a schematic of Great Britain and shows no students choosing a class have 319 00:40:06,190 --> 00:40:12,820 broken down by a nation on region and familiar appropriately with this kind of maths. 320 00:40:12,820 --> 00:40:17,140 You can see that the numbers of numbers of students attending this high level, 321 00:40:17,140 --> 00:40:23,440 which Oxford expects is much higher in London and the Southeast, and, for example, the northeast of England. 322 00:40:23,440 --> 00:40:33,550 So this is perhaps one of the reasons why our student population is biased towards the south of England, but it is certainly not the whole story. 323 00:40:33,550 --> 00:40:43,520 Why then show now is the average proportion of that college 84 who apply to Oxford by region based on three year averages and in London and Paris, 324 00:40:43,520 --> 00:40:48,920 London that's around 50 percent is about half as many. 325 00:40:48,920 --> 00:40:56,410 So this is another reason two which tells us that we need to be working more to attract more 326 00:40:56,410 --> 00:41:04,750 Africans from the stubbornly high attainment in areas which we are describing as coach spots. 327 00:41:04,750 --> 00:41:08,650 The dates are all in this table are exactly what you've just seen. 328 00:41:08,650 --> 00:41:14,320 In the first column is the number of students in the high school and in the second column. 329 00:41:14,320 --> 00:41:20,230 The percentage of the time people who are currently applying to Oxford. 330 00:41:20,230 --> 00:41:25,390 And this shows you the estimated offers as a percentage of that time playing pool, 331 00:41:25,390 --> 00:41:32,650 because these are estimates, because actually more candidates actually apply the exact same conclusion. 332 00:41:32,650 --> 00:41:39,640 The important point this study makes is that the probability of being admitted is approximately equal in the north of England, 333 00:41:39,640 --> 00:41:42,940 as it is in Greater London. So again, 334 00:41:42,940 --> 00:41:53,440 this kind of data is really important to enable colleges working together in regions to hold that outreach strategy in order to be strategic. 335 00:41:53,440 --> 00:42:01,720 So how are we going to do that? Well, first of all, I would say we have some excellent examples of colleges working in schools, 336 00:42:01,720 --> 00:42:07,010 working with the admissions offices to bring about a really. 337 00:42:07,010 --> 00:42:14,030 What's happening will be Mansfield have led the way for many, many years in attracting Africans from non-selective state schools. 338 00:42:14,030 --> 00:42:18,760 We've also heard the phrase No, I'm sorry, we didn't post this year. 339 00:42:18,760 --> 00:42:28,700 Seventy seven percent think of their offices going to such applicants, so we learn from those cultures, we learn from other cultures as well. 340 00:42:28,700 --> 00:42:35,570 And what we'll ask you to do is work across this what we call a minimum level provision. 341 00:42:35,570 --> 00:42:44,120 So some of the work is on raising aspirations and particularly advising young couples choice at the university level. 342 00:42:44,120 --> 00:42:47,390 So students are actually opting for the wrong subjects for the course they want to. 343 00:42:47,390 --> 00:42:49,400 In the end, they want to do, 344 00:42:49,400 --> 00:42:59,180 but also trying to support the conversion of applications into office by supporting the interview and the preparation for the attainment tests. 345 00:42:59,180 --> 00:43:08,300 Once an offer is made, supporting hold is also very critical and I think it's a really important aspect of the cost of outreach, 346 00:43:08,300 --> 00:43:11,060 engaging teachers and parents in a meaningful way. 347 00:43:11,060 --> 00:43:17,180 Because if we can get the message embedded in schools and embedded in communities, then actually our job is done. 348 00:43:17,180 --> 00:43:20,240 It may be expensive, but it's not something that's going to be a one off. 349 00:43:20,240 --> 00:43:27,710 It's going to last over generations and finally supporting the raising of attainment in schools. 350 00:43:27,710 --> 00:43:29,930 And this this last, well, 351 00:43:29,930 --> 00:43:39,620 this is actually really important and we envisage that it was going to come along and indeed to the office on this issue just last week. 352 00:43:39,620 --> 00:43:45,560 We are being required to demonstrate continuous improvement in relation to strategic relationship with schools, 353 00:43:45,560 --> 00:43:54,980 colleges and in raising private attainment activity. And I think the second bullet point is probably a reason for oxbridge providers who choose 354 00:43:54,980 --> 00:43:59,000 to be highly selective need to invest greater resources in strategic relationships, 355 00:43:59,000 --> 00:44:05,120 schools to support their access to higher education and thus higher education, not just Oxford. 356 00:44:05,120 --> 00:44:13,100 The good news is I think we're ahead of the curve and through a number of partnerships, which we've been developing for a number of years. 357 00:44:13,100 --> 00:44:24,680 We are developing and we are delivering professional pedagogical activities to teachers in the schools and colleges, 358 00:44:24,680 --> 00:44:32,600 in particular through initiatives like the AusNet Hubs and the Pathways programmes. 359 00:44:32,600 --> 00:44:38,270 We have already begun to develop an evidence informed theory of change, and now we're being asked to develop more. 360 00:44:38,270 --> 00:44:45,410 So we are ahead of the game, which is excellent. And of course, many colleges are also getting in on the game of raising attainment in schools, 361 00:44:45,410 --> 00:44:48,590 and some of these approaches have been going on for a number of years. 362 00:44:48,590 --> 00:44:54,740 These are just some of the examples of sustained approaches where colleges are working in 363 00:44:54,740 --> 00:45:01,340 schools to raise the attainment of the potential applicants for in year 12 and more recently, 364 00:45:01,340 --> 00:45:08,450 going back to early excellence in the in the school system to key stage three and four. 365 00:45:08,450 --> 00:45:12,560 And of course, the university also has the flagship unique programme, 366 00:45:12,560 --> 00:45:19,310 which aims to do this type of Oxbridge into university and so on, and does not have the stage. 367 00:45:19,310 --> 00:45:27,530 Let me just very briefly advertise the programme that we're developing at St. John's based on the successful pilot with Year 12, 368 00:45:27,530 --> 00:45:33,890 which has increased application for us from underrepresented groups. We are now taking this programme back with years nine, 369 00:45:33,890 --> 00:45:41,450 10 and 11 offering extra curricular activities for able students and the opportunity to come to some schools in Oxford. 370 00:45:41,450 --> 00:45:48,200 We're working with teachers offering their continued professional development and learning with parents to support and advise 371 00:45:48,200 --> 00:45:58,610 them about the benefits of attending UVA support and also reaping reciprocal benefits of working in schools for our academics. 372 00:45:58,610 --> 00:46:02,060 Understand better the needs of those pupils that we want to attract. 373 00:46:02,060 --> 00:46:07,790 So what are we going to do this while we're doing it right now and we need to be very nimble? 374 00:46:07,790 --> 00:46:12,650 We are anticipating that a consortium in the northeast and the northwest will be 375 00:46:12,650 --> 00:46:18,920 up and running by the end of this term by a consortium in the east of England. 376 00:46:18,920 --> 00:46:23,720 And the reason it's important to be doing this is that we would also be finalising the major 377 00:46:23,720 --> 00:46:30,980 initiatives that we want to develop in order to increase access for all access and participation. 378 00:46:30,980 --> 00:46:40,340 Most of you will note that the proposals are currently out for consultation, so I won't follow these in too much detail. 379 00:46:40,340 --> 00:46:51,200 But one initiative is building on the new bridging programme that would involve targeting the many students each year who who try to expand, 380 00:46:51,200 --> 00:47:00,170 either meet or exceed their grades and offering them a bridge to university fees. 381 00:47:00,170 --> 00:47:07,470 It would aim to get it to be aimed at instead of 200 students, which is many more than the 23 that. 382 00:47:07,470 --> 00:47:13,770 It was called the change eight per cent to the kinds of students from the Vatican to much more attractive. 383 00:47:13,770 --> 00:47:19,410 We were also looking at a lactation at the end of a transition year to bring it within the common framework. 384 00:47:19,410 --> 00:47:28,200 We are currently calling them to zero. And we also really wanting to convey information about existing foundation 385 00:47:28,200 --> 00:47:47,760 certificates for mature funds run by the Department of Continuing Education. 386 00:47:47,760 --> 00:48:08,250 This. OK. 387 00:48:08,250 --> 00:48:14,930 And I just want to talk a little bit about these, these major initiatives that are currently out for. 388 00:48:14,930 --> 00:48:24,630 Explanation, I think as we look back, it's worth recognising the progress that has been made and in terms of students 389 00:48:24,630 --> 00:48:30,180 who are coming in data and see how that has become increasingly dangerous, 390 00:48:30,180 --> 00:48:39,150 but also the focus that's going on. I've been a head of college for nearly two years now and I find it unimaginable. 391 00:48:39,150 --> 00:48:48,120 It's the cost of colleges that I spoke to about it rarely previously because it's probably one of the things we talk about most now. 392 00:48:48,120 --> 00:48:55,920 And so I think look, where we're at is we're recognising the good work that's going on by AP. 393 00:48:55,920 --> 00:49:03,180 Chelsea's senior chooses a missing cheaters in colleges and pushing school purchasing departments. 394 00:49:03,180 --> 00:49:10,530 This made impact, but we're impatient and we want to see more and we want to see it quicker. 395 00:49:10,530 --> 00:49:18,930 So we recognise we need to do something differently, not just more of the same work that we do want to carry on doing that. 396 00:49:18,930 --> 00:49:24,070 I hope so, and we have to address this challenge. 397 00:49:24,070 --> 00:49:32,850 I really see something different, particularly focussing on those extra students who have targets, right? 398 00:49:32,850 --> 00:49:40,500 And and I guess one of the things to recognise is that all students are not the same. 399 00:49:40,500 --> 00:49:49,710 And so that's why there's just one major initiative out for consultation at the moment and the strike in the middle from this point, 400 00:49:49,710 --> 00:49:54,060 that is what we see here as a condition. 401 00:49:54,060 --> 00:50:03,240 As Arnold says, for young people who have backgrounds, which is pretty astonishing that they're completing their level, it's not like increasing them. 402 00:50:03,240 --> 00:50:12,690 But we do need a provision to enable them get to get to the point where they can not just start across all states but can thrive, 403 00:50:12,690 --> 00:50:18,330 enjoy it and make the most of their time here. And that's because there are programmes to be about. 404 00:50:18,330 --> 00:50:25,470 But at the same time, there's also a group where we've done all this work on outreach officers, current students, 405 00:50:25,470 --> 00:50:32,250 how to send messages, convince people from non-traditional Oxbridge backgrounds to apply here. 406 00:50:32,250 --> 00:50:39,000 They apply. They jump through the hoops that we create because getting into Oxford is so competitive that 407 00:50:39,000 --> 00:50:46,950 we can't just rely on available grades or GCSE grades and then they don't get an offer. 408 00:50:46,950 --> 00:50:54,690 But they go home and set their own levels and get those A's and they start something that if they had to go north, they would have got it. 409 00:50:54,690 --> 00:51:07,190 And that's a dilemma. So for all of us, because we feel like we're missing out on some potential there and and our system of selecting people. 410 00:51:07,190 --> 00:51:12,870 I know some people looking at the last seminar, which was around contextualisation, 411 00:51:12,870 --> 00:51:19,650 we contextualising GCSEs, our tutors are understanding better the collapse that people carry. 412 00:51:19,650 --> 00:51:26,340 But it's very difficult to contextualise in a way that that will make that step change that we want. 413 00:51:26,340 --> 00:51:30,570 So that's what the that's been our challenge. 414 00:51:30,570 --> 00:51:35,550 What do we do that gives those students an opportunity to come here to Oxford, 415 00:51:35,550 --> 00:51:42,780 to Oxford if we need to give them a bit of help to make sure that both sides they sent, hopefully they're happy they have to do that. 416 00:51:42,780 --> 00:51:52,590 We're very lucky at University College and has to the scheme which does just that get opportunity programme where they increase, 417 00:51:52,590 --> 00:51:56,160 so they create an extra 10 percent. 418 00:51:56,160 --> 00:52:05,330 Prices and that programme has shown that no students can come here with an extra bit of help to cope with the cold, 419 00:52:05,330 --> 00:52:11,620 some by the time they get tired of studying. Results, as you would expect every student to have. 420 00:52:11,620 --> 00:52:18,210 So I'm not sort of bridging programme which recognised it's off consultation at the moment. 421 00:52:18,210 --> 00:52:25,960 And so colleges will be discussing it, departments will be discussing it and it will be going to Universities Council for the 422 00:52:25,960 --> 00:52:34,960 green light for it to be part of our plan that goes forward to the office to students. 423 00:52:34,960 --> 00:52:43,660 And what is different about it? I guess the thing we've done before, and I guess maybe is the part that feels pretty great, 424 00:52:43,660 --> 00:52:51,730 pretty courageous is for the 150 to 200 students from widening participation backgrounds from those 425 00:52:51,730 --> 00:52:59,470 under represented underprivileged privileged backgrounds will be getting offers and actually, 426 00:52:59,470 --> 00:53:06,170 instead of other candidates marching down. We've got limited opportunities to start a university. 427 00:53:06,170 --> 00:53:17,230 From here, it's deciding that we want to prioritise these candidates who otherwise on the basis of going through the normal process of admissions, 428 00:53:17,230 --> 00:53:25,610 tests, interviews and so would not be in some places and. 429 00:53:25,610 --> 00:53:29,730 And as I say, it's shown in the unit of those few times a glass seminar, 430 00:53:29,730 --> 00:53:37,100 you will know that there is good evidence the students have had fewer opportunities early on in their lives. 431 00:53:37,100 --> 00:53:44,630 By the time they get to the end of their degree will be doing at least as well, if not better than peers with similar financial results. 432 00:53:44,630 --> 00:53:59,840 And so I believe the gold coaching programme itself, the interventions are of rich to support students in terms of their academic confidence. 433 00:53:59,840 --> 00:54:06,710 The vast majority of students, whatever their background when they arrive to worry about whether they're affected by the. 434 00:54:06,710 --> 00:54:12,490 We see that every precious week, and it takes a while for people to sample the. 435 00:54:12,490 --> 00:54:19,580 So to help with that aspect. So you have certainly academic expectations of what's required at the university level, 436 00:54:19,580 --> 00:54:26,770 piecework compared to many levels because it is a set up to help them feel that 437 00:54:26,770 --> 00:54:33,260 they really do the whole outfit and then they go to a peer group that not on. 438 00:54:33,260 --> 00:54:39,130 And it's also an opportunity to to address directly some key academic. 439 00:54:39,130 --> 00:54:47,310 As I said, perhaps about what's university level essays or problem solving approach that it requires in some of the sciences. 440 00:54:47,310 --> 00:54:56,220 So the programme is look like this for those who receive an offer, and we with the numbers over a number of years. 441 00:54:56,220 --> 00:55:05,370 We hope that we will get to the U.S. in the next edition throughout our limited number of subjects and at least one bridging programme participation. 442 00:55:05,370 --> 00:55:12,270 And then we will build the numbers of very speaking, talking about how many should get an offer on this scheme. 443 00:55:12,270 --> 00:55:17,820 They will come to Oxford in early July for a brief inspection. 444 00:55:17,820 --> 00:55:19,980 So this after they've set up their own levels, 445 00:55:19,980 --> 00:55:27,180 we don't want to distract them from doing the work they need to do to achieve the grades that they need to be able to take up that place. 446 00:55:27,180 --> 00:55:31,830 So having sat there and also come here and get a chance to meet with each other, 447 00:55:31,830 --> 00:55:46,760 to orientate to to debate and have some input and be introduced to some online material and be given what services and support, what have you given? 448 00:55:46,760 --> 00:55:54,750 So then a couple of months over the summer to give the all school? 449 00:55:54,750 --> 00:56:00,880 Sydney will be subject to payment in mid-August right now, 450 00:56:00,880 --> 00:56:11,830 given their results have been announced by City and then come through to residential schools with the work that they've already done. 451 00:56:11,830 --> 00:56:17,560 We've got some opportunity to work with Oxford academics to get the feedback to understand where they are, 452 00:56:17,560 --> 00:56:23,170 which should be completed so that I did have a chance to go back home because your 453 00:56:23,170 --> 00:56:28,510 first 10 holes from the six all states have done the last two weeks on that and said, 454 00:56:28,510 --> 00:56:36,520 Try to prove you're right. And then we believe the students will absolutely be in as good as it's not a better position 455 00:56:36,520 --> 00:56:43,810 than their more affluent people or pharmacy shares when they arrived freshers week. 456 00:56:43,810 --> 00:56:54,430 Having already had that interaction with Oxford academics with subject material, which is something that we would expect to be working at. 457 00:56:54,430 --> 00:57:01,750 So it's really worth addressing the figures with a step change with, I think, 458 00:57:01,750 --> 00:57:15,820 part of depraved intervention and one that will enable people to come here to have that diversity and greater scale to a mix of students. 459 00:57:15,820 --> 00:57:24,400 One of the things we have to decide do is actually, this isn't just a matter of social justice, of course, it's that. 460 00:57:24,400 --> 00:57:32,590 But if we want to be the top university in the world and part of the is learning from each other, 461 00:57:32,590 --> 00:57:43,570 so the more diverse objects with the student pull, the richer and the environment it is for everybody who comes in. 462 00:57:43,570 --> 00:57:53,550 Typekit told his star during the time. 463 00:57:53,550 --> 00:58:02,800 Or. How to respond to this? 464 00:58:02,800 --> 00:58:13,850 It's fine for us to come. 465 00:58:13,850 --> 00:58:25,580 So we've heard all about all of the exciting things the coalition of the experiments with and more representative place and students, I'm very happy. 466 00:58:25,580 --> 00:58:32,540 I'm so happy to be involved with these things. I host meetings for JCI success, right? 467 00:58:32,540 --> 00:58:37,700 I mean, you can look back on the recommended age. Be proud of our nation here. 468 00:58:37,700 --> 00:58:49,970 Sir John Stevens just comes here in time for the draught and politics on the pathways, participants feedback on policies on between colleges. 469 00:58:49,970 --> 00:58:59,570 But at the same time, I think the students in Israel can be called as a critical friend to the University of Tehran, 470 00:58:59,570 --> 00:59:11,120 as well as on the seminar like this? Students can be pretty vocal on the criticisms of the universities and colleges want access 471 00:59:11,120 --> 00:59:17,180 will be critical because we believe very passionately colleges and universities can be better. 472 00:59:17,180 --> 00:59:25,530 But thousands of students volunteer every year, probably during that college T-shirt, because they love their college manacles. 473 00:59:25,530 --> 00:59:30,680 And they are critical because they want to be able to wear that college jumper home as well, 474 00:59:30,680 --> 00:59:36,270 and with pride at the university and college educated white take on access. 475 00:59:36,270 --> 00:59:39,660 And I don't think we're just there yet. 476 00:59:39,660 --> 00:59:47,480 Perhaps we will be saving it in a couple of years time with these new and I wouldn't be delivering this speech, 477 00:59:47,480 --> 00:59:51,080 but the contrast a little bit with the previous speakers here, 478 00:59:51,080 --> 00:59:57,260 because I do think the current college model around admission to Oxford Bozak to prevent 479 00:59:57,260 --> 01:00:01,740 some of the transformational change in access that students are calling out for. 480 01:00:01,740 --> 01:00:14,090 And I think we're all here in support of. We should look at what our admissions process is doing is trying to do and whether it's fit for purpose. 481 01:00:14,090 --> 01:00:24,140 And I think how is right that this is very hard to do it on to the side. But we shouldn't address it by and should be pulled from the society. 482 01:00:24,140 --> 01:00:28,040 I do think the foundation of British programme on plastic schemes. 483 01:00:28,040 --> 01:00:35,190 We do need to look at the current model for mainstream admissions and how that might stop us from meeting our ambitions. 484 01:00:35,190 --> 01:00:41,300 And I think part what you saw after week, some of our regulatory implications. 485 01:00:41,300 --> 01:00:47,450 So the universities, the focus of Societies initiative and regulatory scrutiny and Mark highlighted, 486 01:00:47,450 --> 01:00:52,040 we get school out in the press and they signed the access legislation plan. 487 01:00:52,040 --> 01:00:59,960 But the university is not as important as the colleges and colleges have different incentives to the university. 488 01:00:59,960 --> 01:01:04,100 They aren't subject to the same regulatory and national scrutiny and their small 489 01:01:04,100 --> 01:01:09,200 academic communities where an individual student struggling on their courses, 490 01:01:09,200 --> 01:01:15,560 which means that there's a mismatch here and the Central University might want for a team-mate 491 01:01:15,560 --> 01:01:22,580 to take more disadvantaged students who might need extra support to the lower courts course. 492 01:01:22,580 --> 01:01:26,690 But colleges have incentives to play things a little bit safer, 493 01:01:26,690 --> 01:01:31,250 and that's before even getting into the whole mental priorities or the incentives for individual 494 01:01:31,250 --> 01:01:38,060 academics who in many cases make the final decisions and actually teach those that they can meet. 495 01:01:38,060 --> 01:01:45,440 As Ali pointed out, the number of disruptive students the university seeks traditionally recruit hasn't always been large, 496 01:01:45,440 --> 01:01:54,230 and Joe Tutor might reasonably think that he doesn't need to get one of these three admissions places for five say, a bit more risky. 497 01:01:54,230 --> 01:02:03,830 Surely there's someone else who can pick up the slack. The 3000 students recruited every year perhaps aligning these incentives wouldn't 498 01:02:03,830 --> 01:02:09,020 be so important if we all agreed about what we're looking for in our candidates. 499 01:02:09,020 --> 01:02:13,490 We wouldn't need any centralisation if the decentralised unit can have just one. 500 01:02:13,490 --> 01:02:19,490 And that's why we have the conference. But I think it's worth going back to the former framework. 501 01:02:19,490 --> 01:02:26,330 As Mark mentioned, it begins with those three objectives admissions procedures, what consultants attracting the most academically able, 502 01:02:26,330 --> 01:02:35,480 selecting those folks potential examples and making sure the admissions choices chances aren't affected by college choice. 503 01:02:35,480 --> 01:02:43,160 But the objective of selecting based on selected success on Pool, says Mark said, surely can't be the right one, 504 01:02:43,160 --> 01:02:48,020 even if it was easy to apply in practise because we've already agreed as a university. 505 01:02:48,020 --> 01:02:57,230 But the criteria of success on course is Biden's student plan is based upon relatively long discussions on race, 506 01:02:57,230 --> 01:03:03,800 ethnicity, gender and class attainment gap, and these gaps exist when we take into account prior time. 507 01:03:03,800 --> 01:03:10,110 If we just want to know who the greatest potential to succeed, we fight admissions against women and our. 508 01:03:10,110 --> 01:03:16,520 He's the obviously illegal, and I hope we all agree, I think so. 509 01:03:16,520 --> 01:03:20,630 This procedure is a poor description for actually trying to do, 510 01:03:20,630 --> 01:03:27,320 and though it isn't illegal to bias against working class or economically disadvantaged applicants because Asia was on course, 511 01:03:27,320 --> 01:03:36,380 to make sure it's a small little state characteristic surely is unethical to just as we agree on race and gender on this abstract, 512 01:03:36,380 --> 01:03:41,870 you don't explore the actual practise of the level of admissions decisions are made, it seems to me. 513 01:03:41,870 --> 01:03:51,860 But if it seems you could also even those on, say, colleges into the exact same course considering what exactly they were doing. 514 01:03:51,860 --> 01:04:00,050 Not all shooters use some sort of interview scoring grades and on all subjects are clear certification criteria for admissions tutors, 515 01:04:00,050 --> 01:04:07,970 admissions procedures. Tests against many subjects rank the candidates the shortlist for interview against set criteria 516 01:04:07,970 --> 01:04:14,100 and many previous ranking after interview for deciding who gets the money spent by chemistry does. 517 01:04:14,100 --> 01:04:19,250 But that's not universal and in some form, in some cases, 518 01:04:19,250 --> 01:04:26,780 the the subjects leave a final making decisions she made by many different individuals and was interesting different criteria. 519 01:04:26,780 --> 01:04:32,420 So incentives are a bit messy and criteria home to always clear or consistently applied. 520 01:04:32,420 --> 01:04:36,530 But if commissions produced outcomes, we will agree to perfect. 521 01:04:36,530 --> 01:04:41,810 So when the issue doesn't reach all the way, we want to be honest, I think we got those submissions. 522 01:04:41,810 --> 01:04:49,490 That's a lot of things for students, for private advantage. I've personally been working on access for technology students. 523 01:04:49,490 --> 01:04:55,220 I see that as a university, we have offerings between white Typekit. 524 01:04:55,220 --> 01:05:01,940 Minority home applicants take into account external factors at the people's choice and higher attainment, 525 01:05:01,940 --> 01:05:10,880 but that will still exist, especially for Asian applicants. You can see from once on average and emissions tests and interviews. 526 01:05:10,880 --> 01:05:16,220 So if we took those into account sweltered the offering that might disappear. 527 01:05:16,220 --> 01:05:20,270 But it isn't clear we should take the interview or the test for granted. 528 01:05:20,270 --> 01:05:29,390 A 2017 Supreme Court case that said the Home Office sphere in this case, a civil service task was being used as a promotion, 529 01:05:29,390 --> 01:05:36,170 and I think minority applicants were more likely to fail to broadly determine that it in the Home Office to objectively 530 01:05:36,170 --> 01:05:42,980 justify their have that test to avoid a finding of unlawful indirect discrimination and those bringing the case. 531 01:05:42,980 --> 01:05:48,770 They don't need to give a reason why ethnic minorities are doing less on the test was discriminatory. 532 01:05:48,770 --> 01:05:53,820 President legislation The Equality Act 2010 is also intended to apply traditional procedures 533 01:05:53,820 --> 01:05:59,510 United States and there's clear guidance from the quartette for higher education. 534 01:05:59,510 --> 01:06:03,270 Mark has mentioned the Comprehensive Plan for Accountability. 535 01:06:03,270 --> 01:06:10,160 I do wonder who would be fooled as a result of some disgruntled Asian-American decided to test the law. 536 01:06:10,160 --> 01:06:11,510 I think they reached out of that place. 537 01:06:11,510 --> 01:06:19,940 Also spin doctors, I say, to interview or even the admission essay, which is sometimes but always to make money. 538 01:06:19,940 --> 01:06:26,240 So the current framework around mainstream admissions to colleges, honestly, I think, 539 01:06:26,240 --> 01:06:34,150 makes it difficult to make progress on access in general, and it makes it difficult to make progress in complying with all obligations. 540 01:06:34,150 --> 01:06:43,640 I think we've let 100 flowers bloom with colleges leading the access agenda, and some of them are very interesting and impressive readings indeed. 541 01:06:43,640 --> 01:06:49,410 90 analogous to that. The amazing thing is that many colleges have done. 542 01:06:49,410 --> 01:06:55,490 But I do think we need to make some changes to get to a place where we can all be proud of this universal access. 543 01:06:55,490 --> 01:07:00,710 Staff and students alike and reflects on our current gaps and successes. 544 01:07:00,710 --> 01:07:05,480 I would suggest that we really need a new shared vision of their emissions, 545 01:07:05,480 --> 01:07:10,700 which is measured to the extent it produces the High Representative student body. 546 01:07:10,700 --> 01:07:16,910 We need transparent admissions criteria, which are decided by academics and which are consistently applied to students. 547 01:07:16,910 --> 01:07:23,870 We have to produce a final ranking of every American and every subject so you can see the impact of every step of the process. 548 01:07:23,870 --> 01:07:30,860 We need a clear chain of accountability, so to decrease, but it all works out. 549 01:07:30,860 --> 01:07:39,110 Thank you very much. Right. 550 01:07:39,110 --> 01:07:48,790 Everybody has listened patiently to oral presentations. 551 01:07:48,790 --> 01:07:58,630 I think there's a reasonable amount of time between the questions and comments. 552 01:07:58,630 --> 01:08:07,684 Because I was constantly trying to remind everybody that this is a public forum.