Good afternoon, Monday, starting with because I'm.
And it's by having great pleasure to welcome you to the site in this seminar series of of the motivation that's been put together
by the head of the patient department and son of the director of the Centre for Global Indication here at Oxford University.
I think it's great to see this seminar series,
which has really brought together of some very distinguished speakers on a range of usually topics to help.
For some inside, politically sensitive subject access to higher education,
and it's great to see those seminars being very much premised on bringing the latest research to bear on what is a very thorny issue to address.
Both are also needed for a number of universities and in each of the nation.
House Speaker today is Chris Lilibeth, who is sure you all know is the director for taxes and participation.
A few weeks prior to that, he worked extensively and before that the Arts and Humanities Research Council.
So he's got a very long and distinguished record of engagement education centre.
And after he spoke, we're going to have a response briefly from Simon of.
Who is the of the 13th century, we think she did.
He joined opposition quite recently, having previously worked at U.S.A. and before that at the University of Melbourne, and he has a very strong.
Grasp and expertise in clinical issues in higher education.
Will then have some time for questions. I should note that the proceedings today are public and they're being recorded.
When we come to questions, I'll ask people just to introduce themselves before asking that question.
So without any further ado, let's head to Chris,
who's going to talk about access and participation in English higher education family opportunity rules with a very significant.
OK, thanks. Thanks, Martin, thanks for the invitation to speak today.
I think my special might be slightly different in the series because I'm a public official.
Senator, I'll give you an insight into policy what we.
In relation to policy in the last two decades and what the expectations might be in the future we do,
they're trying to draw on research conducted by departments such as this and the people who contributed to this series over the next few weeks.
We try to keep abreast of not as much as we can.
It's very challenging. We don't have a lot of time. Government decision making in the policy cycle tends to be quite short.
But it's really important that we have discussions like this so that we understand what's coming
and from the things that on the efforts to give the support counts about as quickly as we can.
And I'm going to focus on what my what I would call a policy on fighting conservation and fair access
over the last 20 years and look at what were the intentions of legislation that has been passed.
What's been achieved or what might be possible in the future?
And at the heart of this whole question of how to conceive of equality of opportunity in relation to access to the participation in higher education,
which is the duty that I think that is that we are investing in the continent, but also fair access to conservation, which doesn't mean we don't.
Beyond this and beyond the ambitions of government, what actually is the best and the right approach for a university like this to take on?
I'm often going to encourage Panopto fuel to fire of the observation mission to give back the most not particularly difficult balance.
But in all of this, I mean, it's quite a controversial sense that it's a whole system in this country as a whole.
But let's see what we can see. Humanise them all.
So let's start with let's start with Higher Education Act, which was passed before the Senate in May 2017.
It was passed. You may remember in the very small number of days between the 2017 election and indeed when home,
and this is not the year was actually the only bill to survive during that period in the Senate.
And that was because there was recognition I would on both sides of Parliament that higher education regulation on a funding bill
could not really continue in a world where a lot of the a lot of money is actually essentially being financed by student fees.
What the Act does that creates the Office of Students as a new regulator for higher education in England.
These are on general duties, which undermines at the start of the Act.
And what you asked us to do in any decision is balance these two regards to each of them and to some extent, to make McCain's speech.
And crucially, the duty is to promote.
To see an election, not just the access, but also for consultation, so that's a consideration in everything we do, but it's balanced, of course,
against the other duties, including, for example, institutional autonomy, which democracy quite clearly in relation to the works in universities.
Of course. My role is dance for better access is flushed down further down in the act, and family is an important word.
I think I'm responsible to the board and to the government and to parliament in relation to the equality of opportunity duty.
And that has a very particular element to it, which goes right through in.
And so, you know, it's basically once of both the higher undergraduate degree and access to transportation plan with the Office for Students,
which sets out what is going to do to promote equality of opportunity. What its objectives are.
And I. What's going to do it in some context?
We also have a duty which is quite distinctly to this area to promote good practise and sacred work at the centre its US practise.
It's noteworthy for me that despite quite a lot of controversy around the establishment of access regulation in 2006,
particularly the appointment of my predecessor. Dancer Barron says in 2012 this was not really contested in the passage.
Last year, there was pretty much acceptance based upon the size of parliament that this should be back.
I mean, even most of the discussion was about this, this going.
So there is what does appear to be at the moment, a degree of political consensus that there's an imperative for government to take action.
In relation to air quality. Parachute Nation, and indeed, that that has an important role in relation to fairness and justice process.
You see this thing in the kind of speeches that are made by politicians.
So this is a quote on the left. Here is the current prime minister.
So this is what she said when she launched the current review of Post 18 times, which led to a patient that was on the right is 20 years earlier.
So that's Tony Blair when he was prime minister, launching the government's ambition for.
The 50 percent participation is what's striking to me in both of these quotes is how much they focus on fairness and the pursuit of a meritocracy.
Despite the false top word being invented by anyone for going to war against social.
That defence education. Social division, if you look in detail, is with Glenn Close.
So I'm trying. With the observation of the 50 percent participation of Typekit, but for me,
set the pattern of what we've been doing in this area for nearly two decades now.
Huge amount of investment and a huge amount of activity to a in most cases who say we reach back.
And it's important in that context, I think, to look at how it concedes that mandates.
It seems to me it seems as as America as the name all students to meet the requirements of the current system,
not necessarily changing the requirements themselves.
So the question for me is to be possible to achieve that.
Has it been possible to achieve that over the last 10 years, given everything we have done and is hoping to achieve that and access?
Something that's not so. A function of social, my friend.
Is it possible to take the back? We'll follow from the from the last speech was it was a white paper in 2003.
This sets down some of the key things that were in that. So there was a set of measures to ensure access is based on merit rather than affordability.
So a higher fee, but no upfront payments on some of the grants for living costs addressing those incentives for universities in all of this.
But in terms of working actively to recruit schools, the most disadvantaged students both before and during their studies.
And then, of course, as I mentioned, already requiring for the first time an access agreement, which was such that this is going to be.
American photo opportunity, it's important to recognise all the stuff on the right hand side as well, which is absolutely essential.
Sort of like you are to do in frequency. So the assumption was that the growth.
Twisted to quite a lot. The two year degree programmes, part time learning programmes developed with employers,
more flexible models of higher education, more integrated were perhaps more focussed on the.
A couple of months after that, the activity flowed through as a result of this,
there was a review of the U.S. definitions by flying schools across France to break down a university fees,
trying to pick up the notion of merit innovations.
So it certainly didn't surprise that equality of opportunity, which of course, is the goal in the current act, is to be achieved for everyone,
regardless of their programmes, their needs, not just to be the focus on grades so interest rates, but also leads in the talents of.
Sensitive, which may not fully be done straight.
Examination results, so that means, of course, considering contextual factors as well as educational educational achievement qualifications,
reflecting the variation in those opportunities. Circumstances.
Now this looks like a very progressive agenda, and certainly, I think you see it at the time as moving on.
And I think it's still having positive bias in. Nominations.
But it does have quite a cautious qualification also, you can see, so it says the group recommends that initially.
Institutions applying ballistic assessment, which is the term I use for it to pull the line out of U.S. forces,
so it's highly qualified, perhaps suggesting. The margins.
Much of the debate about the changes that took place at that time could be seen to be a perennial set of issues,
but migration policy wasn't the of a trying time. So so how do you how do you get the system to be affordable?
Republicans at the top of the triangle? How is it going to be affordable to government and indeed students?
How do we maintain quality and quality of learning the quality of the graduates that flow through the ongoing goal of achieving the of right?
But also then how do we respond to the.
We see democracy students kind of come to enable the system still to grow and all of which are crucial for equality of opportunity,
being able to triangulate those issues is absolutely crucial for being successful.
This goes around you on Tuesday. This trilemma came very strongly about his focus on the 2008 financial crash in 2010, when I when he closed.
It's a top priority reducing the public deficit, and of course,
it was addressed by quite a radical shift in attacking spending associated with treatment and teaching grants to universities into student finance,
albeit students that pay up front. And that in itself.
The big challenge for. And buyers in the government's white paper, which you said in the of for Variety, published in 2011.
And there is more emphasis on the market being before on improving student choice driving change.
But I would argue that despite the really quite radical change in the financing available, the ultimate goal, the golden score.
Free 2004 had not really changed, so the diversity of students and provision of sustaining and indeed improving quality of learning,
experience, prejudice, conflict, free access regulation, all of this was strengthened.
Circle spending began to change, but I'm not sure that their conception of marriage.
And those in those speeches in 2003 and in the workplace bill.
So what happened in the 10 years or so since this all took place?
Well, first of all, we spent a lot of money.
And so this is direct grants to universities provided by hand to be picked up by the office and students and much needed grants.
Despite a really substantial reduction in other areas of grants, the grants in relation to widen access and improving retention.
Disabilities are actually mostly increased during the period and, of course,
the investment by universities through what they create to do through their access agreements
and access clinics with you in that every year has really substantially increased.
So it's now more than eight million pounds. There's been a shift in the spending over time.
So. So the turquoise line, the top is the cash for students, essentially bursaries as well as the wages.
Increasingly,
more money has been spent on access for Championship school students before they come in and indeed progression and successes students winning again.
So there's been some rebalancing in spending greater recognition that.
The cash up front is not necessarily. It on its own, the key issue in science is improving quality of opportunity, but overall very substantial.
Alongside this. You know, responding to that imperative to enable the system to grow.
Increasing student numbers have continued to increase in 2012.
These people came in late to avoid the higher the. And growing preference for.
Know, during the 10 years, around 2000 more, you and all the south entrance were the beginning of the decade.
And how do you balance the system is being broken?
It's also the case that we do have more students from the most underrepresented groups than we had at the start of the decade,
so many of the people who do this whole analysis always gets the population by groups who are fighting for their livelihoods,
participate in construction.
If you look at this analysis, it shows that one of the two most important groups, I think it's an increase of around 20000.
Sense of conservation energy, that's really important. This is really.
Improving opportunity for these students.
But of course, that great discussion alongside growth in the system as a whole and particularly amongst the most representative groups.
So as students in the lowest two quintiles, representing 24 percent of the UK population six twenty seven percent in 2016 17 marginal increases.
The low experience quintile sample increasing 10 percent.
And this effect is much stronger, even more mindful of my selective universities are removing consequences, the highest turned university.
So this cardboard category. Nearly a third of the Senate votes to overrule the highest tariff entry.
Requirements, if you look at this group of students in the lowest two quintiles was 17 percent of the.
The population in 2006 and 80 percent doesn't 60 compelling increase.
So Polar is a broad measure. It's an area based measure, and it used to be used carefully, it's not.
You know, isolation considerations have been. It does give you a broader picture of what I'm doing and which is.
Patient having to use different measures, you would still see. It's like based on.
The characteristics you see the parents getting. So there's quite a strong correlation still between your background where you start from,
whether you go to university and indeed which university you go into.
Although this system has expanded over this decade and you could argue it has been improved opportunity, which is important in its own terms.
And it's not to be too much of a shift in the quality of opportunity, and I would argue that's taking place in places such as these for safe haven.
Access to higher education still significantly affect future social programmes.
And I would argue again, we're still a long way from being found.
So this needs to be charged, and this is every volunteer to this stage so that these volunteers is one of the 535 universities,
and that shows you the current pattern. Distribution for students from the mothers the whole time.
So of course, what you see is very minor proportions. It's been in the past or at least the lowest amongst lower proportions in the past than Iraq,
which is the highest number of universities in the priority. Very strong correlation as far as that's concerned.
And that doesn't seem to have changed much in the last decade, it was shaping up.
Of course, all of this nonsense about young students, it's important to find out about these students.
And you might argue that this might not be as much.
Tuesday's lights remind that terrible situation has also been lost over the last decade or so, this shows it sure seems like this would be.
Six thousand 2016. Local time on Fox, I was hopeful all but can't find.
Ultimately, control. So.
Why is this happening and what do we do about it?
I'm going to start by talking about school time.
Since the crucial you know, this, so this child is from Blackpool for Lorraine is an opinion protocol and funded by friends,
the university success, which is a terrific motivator amongst those.
Some of the attacks that.
Beyond what it does show is the really weird link between the social media background and educational attainment for University of Michigan.
This is so, so it shows it looks at the socioeconomic factors in entry determination and indeed in relation to what
they like the list price state this universities provides school my parents universities are sharing,
and it shows how once you account for school retirements,
the secondary camera diminishes progressively as you go through school year to the point that.
Age 60. There is no doubt to so this argues that any relation to the system as a whole, the participation of the whole group,
I would say to just state schools, you could predict patient participation based on the system of government.
At the age of 18, there are some other gaps in certain places in my state.
Indeed, a major threat to the system is really important since the age of which predates the great,
you know, our system works on the basis of those periods. That seems to be for me.
It's perhaps no surprise that we see this in people in this building and much more expert on this than me.
But but of course, you know, a student in a school, in an area or something to teachers with parents closely involved with a family with high
expectations and strong engagement with higher education is likely to perform better.
Senator Clinton has posted a school where this kind of thing, with the exception teacher, is a real challenge.
Parents are less engaged, even giving the same ability.
And, of course, these days, it doesn't include independent schooling for.
Increases in carbon shooters and. So there are many, many participants in the.
And that means it's a really challenging. Importantly, the same were also identified, so this is quite.
To this country for at least the next three. Was there a quote out of the box to show and say, I don't do that in England?
Those are closely linked to the entire time of the year.
The admission is that universities are more academically selective and students are getting more on the basis that high achieving public practise.
So as such a hope, it can encourage down to 30 miles in England.
The social background, which is called the University of Michigan, that's based on analysis of some of the country's.
So the inequality gap, the gap in highlighting. It does seem to be significantly affected by background.
In fact, house transportation. But then there's also questions it seems to be about the University of Michigan's decision.
At that point. I'm just getting my school attainment.
Can we rely on school time to deal with this? Can we rely on work to?
Reducing the time you got to do this, so this is. Education Policy Institute, and they look at how closely.
And in summary, they say the closing, but a very slow rate.
The gap between disadvantaged 16 year olds and that is just narrowed between around three months of learning.
2016. Current trends, we estimate it would take around 50 years.
Pupils take that GCSE GCSE as. So it does seem to me that you can't necessarily rely on.
And we do need to think about the other factors that fighting. Referring to the owner's participation.
So let's look at the admissions and how they work in this.
And Sam Walton said he might be taking background room.
So the folks on the left hand side are from those interviews with admissions practitioners in highly selective universities in England.
I'll come back later on to a place in America. Same.
Provocation, what she identifies is that we focus here on finding the best demonstrated by and grace in some cases and.
Academic potential framed into. Essentially framed in terms of what you might, would you?
So that's the kind of important frame of mind for brightest, the best. Decisions that will take place.
And this doesn't just flow through to behaviour in the most selective universities.
So the folks on the right hand side, this is from the states that are in place in the Scottish.
The last year or so, they identified three types of behaviour and three types of self-identity amongst the very various including.
And socially progressive. And essentially, what they say is that if you identify.
A globally competitive or nationally selective university, you will be focussed on the.
The brightest and the best of those with the highest levels of academic attainment and self-identity and excelled under
competitive pressures that flow into it and constrains Typekit consideration of social programmes that causes some effects that.
Importantly, I think we could say that this also affects student expectations,
it affects the expectations of students when they're thinking about what has to follow,
such as the time, whether participation is because of the ban or indeed what kind of higher education is for them.
So, so these things from the social mobility parents are the latest numbers published just before Christmas.
They ask young people, How do you think opportunities for my friends and families are better off my friends
in the following areas than most pessimistic about going to the top university,
which is the. Plus, the assault on the Iraqi side and then to them going to the movies.
And expectations are important. So as a single person who and colleagues do not based there,
I think have set expectations and believe not just what a young person wants to be, but also a subjective.
Challenges and constraints,
and they correlate strongly with disadvantage and really strongly a factor which Mississippi remains on the pathways they choose to go.
So they're going to be particularly. It seems to me for what reason you can take the full range of patients.
Obviously, hurricane season. So what can we do?
So as the evidence I was looking at earlier seems to suggest,
there is some different practise in other countries and perhaps more consideration of social.
Elsewhere, and not just from the perspective of clemency, I suppose it tends to be largely here.
Mary. And the university is involved in this believe a diverse cohort is important to the quality of educational experience as part of that judgement.
But most important, just. And they're also interested in training a professional athlete that is more reflective of society as a whole.
And so so I mean, this is an example of this. I'm Chris Freeman, who was the first person.
Stellenbosch, the ideological forms of apartheid. And then subsequently, they said it becomes the.
Identified Caribbean paradise views of the 1990s in South Africa forced the in a southern.
Married. And quality of service. So what I'm saying is what matters in terms of quality is not.
He and his colleagues have a growing realisation that the joy and inspiration to achieve our standard and and well-prepared students how they can.
Just the joy and satisfaction of the people of the world to see. The opportunity.
So that's, of course, an extreme situation.
He can see similar approaches elsewhere, so in Australia and New last year announced it will look beyond the national examination and talk.
From 2020, as the vice chancellor says, we know that students will be back to school.
We also know that sometimes life comes out a bit differently for some students.
Some students come to a school missiles or cancel their family or face other challenges.
These are all important life skills, he said of his practise alongside class.
Of course, those additional factors could well be colonised by the people who were there already,
but that's an important principle here, which is the rule. Section of marriage equality.
Close to the US, there is a long time of affirmative action.
You're a diverse cohort, as I've talked about, and indeed contributions to social justice.
But some states go further than this. So in Texas, the law passed in 1997, guarantees that all Texas students who graduate in the top 10.
But they're still gaining access to a public university.
So that means now that in Texas, all students, 75 percent of the students come through, that brings a mandatory 75 percent of a cap so that they.
The facts are important facts, and it's often argued that those students knew because that was the first thing to do at this point going back to.
Also, aslongas going to dance this year to UCLA or Berkeley around the Berlin students.
My friends, I'll see you around.
For instance, if you look at the highly selective private universities, there is also an increase in the hope that someone might be able to.
So there's a culture around first generation. With practitioners and students working together to support the right to share practise.
Instead of increasing the threshold, is the ocean very close to 70 percent?
None of these approaches is that controversial.
They've been subject to legal challenge, that's obviously the challenge right now. They can be colonised by the middle classes, as I talked about,
although if you look at some of the measures around all these countries, it's a social integration in different ways.
They can be countered by regressive policies such as legacy operations.
There are concerns about changes, as we just talked about the effect on these mental.
We need to avoid. And, of course, that continue to be set against the fact that all of these places are.
These were communist economies and cultural boundaries, all of which has an effect on educational quality,
but what they are doing is taking the positive action and they can harm the opposite.
The the with an interconnected university system actually one place in year, this one, in fact,
almost the heart of this of some of the buildings that are sent out on the the closest to the
other side of the since these states and a find different conception of whole families in.
It's so, so, so so people bring this long, this comes closer and closer together, hangings paralysed by this disaster selling for.
It is no longer going to be just in the medium term.
They will make this a science. So importantly, this is the universities themselves exactly the same as their case, and I think that's crucial.
Almost which this is valuing diversity in education in terms of shifting.
Merits. So we don't see some change in this country as well.
So on Friday, every university has access across the nation to find during the course of the last year,
and I can see pretty much that contextual admissions. I think it's actually about taking this action.
Not just one thing is happening in virtually all of the universities I visit.
I've seen. His students talking about the GOP factor joined Gov. Tom Ridge financial support for re-entry programmes ambitious conceptual.
But when they go about doing that, it seems to be very powerful, something very positive.
In fact, he's building confidence with students and their families. It's also building confidence in the U.S. so they're more confident about the.
Those kind of physical states. When they get back.
Interesting to reflect on whether this is because the French feel like this is regulatory pressure will be quite a public pressure,
or whether it is embracing the value of diversity in the ways market sharing.
Scotland is a particularly striking example of the fact that the government had permission to
provide the access that has led to the to to regulation depression through outcome agreements,
which is assisted by Typekit Scotland, but importantly also University Scotland, with its relatively recent.
This is that has itself taken the lead. So this is come together to publish an entry requirements and provide clarity.
Contextual admissions policies, including indicators that are used in the way that reads and works between.
And they cheat and its promise to guarantee Senate office office.
First, students such as cabbages and you can see that he's probably these romantic.
Published last Thursday. So the effect on offer made. Scottish, she is so, so critical.
The Red Line and the climate on the line in 2016 is that the danger is the kind of operate both international.
Those groups, of course, we need to look at the squeezed middle, yeah. There, but there is really quite a dramatic impact from that combination of.
Government pressure universities. Here, also, as I talked about, I think there is much more focus on contractual obligations,
I'm sure I know because it's going to come just in a couple of weeks.
At a seminar here of UCAS has been supplying universities with what they call organised contextual admissions dates.
And this is an example of becoming a prosecutor. Explain it because it's not straightforward.
But in essence, what they're trying to do is identify students attending performance characteristics.
So combining measures like location, gender, ethnicity and income think in this example the low risk group balances.
The 70th percentile, Grace Grace EDV, would it be equivalent to crazy?
She's also essentially saying you could operate the. If you wanted to reflect the context in which there is a great.
My conversation with the U.S. suggests they don't quite know how to do what to do with this year,
so the number is about half the time you want effective time with the plastic old,
but also because the week is so great and great for me and this is the best.
That's a really important issue. And of course, there are always countervailing pressures.
But the question to me was would all be done could be done if we had a different conception of marriage equality competency.
So I'll just finish off and point suit and start to really talked about excess
and underground your access and then the next session is about as much of.
I'm not going to prevail here, but I have dealt with.
It's not really the you. But the barriers around making money and indeed what we can do.
Final settlement Cambridge, in March of his government, says he wants to talk to that.
I want to finish off a bit more by talking about not fact access by parent companies.
So what do you? After they meet, after they've been to university, because I think that's a really important part of the.
Fairness, gender inequality of opportunity.
And so this is another of his chance, where every everything is the university to split into the terrorist groups.
You know, these specialist institutions as well.
And this first one shows you the distribution of students in insisting that points three days after leaving information.
And actually, it shows it's pretty flat. You know that this time abortions the same.
Electronic institutions in media type institutions are institutions and not that much difference.
It's not that much difference between. If you shift from measure to highly skilled employment advice to the not to.
But this is one measure you start to see a steep allies and indeed more of the more of the high Typekit institutions figurines.
All right. Although still a fast bread and a lot of reasons there is that, you know, whatever the size of this institution,
the in teaching nurses, teachers, very highly skilled professions to play out very well in this.
If you ship the measure to salary, we get a very steep.
Pretty much like a curve, I showed you earlier on the proportions of this amongst the students, but the opposite.
In other words, do you at least the students from from the last couple of weeks?
Of course. Accessible to and very nice to be here and again, I don't know the really shifted much in the city, much in the last 20.
Why is this happening? Well, of course,
it's partly back to a time for a cheap access to a cheap produce designed to find grammar school attainment of the most prosperous students.
The best education.
They mostly into the veterans groups, universities, they have the strongest recognition in the labour market and they not going anything.
She's family networks, personal finance to get into lower paying jobs.
True. So not only accessible to some Americans,
a significant difference between my friends and I would argue this again doesn't affect the lives of our patients and the game.
The time this is one reason why improving fair access to risk like this is important, but we need also to remember all the other universities across.
A high proportion of your students study where they grew up and actually ultimately ended up working in those places as well,
so that part of the family is trying to find better working conditions, for example, was.
Some of this data, I think, is as recent work, and it'd be a shame.
I mean, do you see smaller inequalities in employment?
Have they narrowed? In the more prosperous areas of London and the greater.
So you could argue, well, these. Based on the way to deal with on stage, but I don't think that's fair to those students.
There are many reasons why they may not want to go across the country in the interest of the areas in which they.
Where they once to. We do know again to the same research and office that that kind of disparity can be mitigated by.
Choice, this is a photo of a nature that falls under increased workplace monitoring, the sun,
which is the extent which is integrated with employers, so that provision is not the fastest way to do this.
I think an interesting campaign, and it's worth remembering that given what I just said,
what happened to the right hand side of that 2003 white paper, which was all about having more to do because it's more.
Employers. Jewish students back Israeli flags said the curve may show for mature student consultation.
Pretty much there is the red line here, and those are part time for other undergraduate degrees, so stay tuned for this promotion increase.
Efficiency efficiency that is coming into the flexible arbitration has not happened because it's diminished.
The course of the last decade. Mean, there's a lot of the key government now is now about to be grown.
But has become long, long participation.
So let's finish off in order to achieve equality of opportunity and indeed fair equality opportunity where access comes.
Becoming less as a function of my friends. Of course, I'm arguing for the most selective universities like this to take the pulse of the American.
In relation to supporting students to get what is needed to get explosives on.
In relation to foreign nations, but other universities as well to accommodate what they're offering a provision.
That's going to be key to the secretary's. We have a very clear view of this on the offensive board.
So they asked me to be ambitious and radical.
We've announced plans in December which are focussed on making individual universities to focus on the particular changes in their own context,
giving more time than to be addressed, enabling innovation and giving more time for change, but also in return, asking university.
Touched. Through the course of the next five days, and of course, all these.
I'm a published guy. Certainly starting point.
Whatever regulatory powers we hold and whatever the point of public pressure on this,
given the independence of universities in relation to the government and what you teach,
I mean, it's crucial that you and us decide how much you're willing to change.
To address this, whether you're going to work actively. Inequality.
Or indeed. It's not in my experience. I haven't been the stronger students student.
Well, colleagues, it's a pleasure to share the seminar with you.
We're very grateful that Chris Moore has set out these challenging issues in a clear minded, informative and dispassionate manner.
At a time when policy issues are readily politicised and political symbols for something suitable, emotions quickly crowd out rational discussion.
We're fortunate that a person with Chris Gilbert's acumen, commitment and integrity is the director of Fair Access and Participation in office.
It seems to me that his task is very difficult. The access to the office must promote equality of opportunity and access.
Chris must make visible progress in a relatively short time matrix must be safe and Mason cannot wait 50 years for the achievement gap to be closed.
Yet our expectations of the community of government is out of kilter with reality.
We are undergoing a long awaited expansion at orientation level across the world,
countries move from 20 to 30 percent, participation at tertiary education level to 50, 60, 70 per cent and beyond.
And we've heard civic participation taking place at degree level five and four fifths of it worldwide.
South Korea, Finland and Canada and three of the nations that have already achieved 90 per cent
level of participation in Typekit international students out of the equation,
you guys not particularly high, you know, terms in terms of overall discretion.
Now, every large scale expansion is accompanied by the expectation that the regressive poor face of social backgrounds have been or will be abolished.
It's widely expected the true equality of opportunity in education should be achieved by one person,
one vote that it's a cause of natural condition like Rousseau said, and that any other outcome is in some sense, corrupt wrong.
And this is correct, Tyson is widely held by people who are not interested in any other kind of redistribution,
whether it becomes the property prices in elite schools, childcare establishments or cultural capital and equality of social opportunity,
education is actually very difficult to advance even in the Nordic countries, which is being pursued very vigorously for a long time.
And with European central bankers in support of solidarity and equality and our as strong as
widely felt as our British believe in the fair and purifying effects of open competition.
And in the last 30 years, there's been little improvement in social equality of access and voting systems, and it's of concern in those systems.
Now in my own research on educational equality and equality across the world,
I find that what social outcomes do vary significantly and that in itself indicates scope for being different.
There are two limits to social equality of opportunity in higher education, and the first limit is the persistence of irreducible differences.
Between families and the economic, social and cultural resources that affect learning outcomes, family inequality is inevitable in any society.
Policy can hardly compensate for economic differences, but it can't eliminate the potency of the family and cultural capital and social networks.
And no one seriously argues that choice. Do we say we should take away the go from middle class families?
We do say that we should give the books in the schools, to the children, to the other families.
But that's not. It's not going to be enough, is it? So if families with broader social advantages exist and this affects educational competition?
Those families are best placed to compete for those positions in higher education that offer the greatest
private benefits and the best place to translate educational achievement integration successes.
Chris's last set of red shirts. And as you know, the UK concentrates social events on a regional basis.
Thirty six of the 51 EU regions in the UK and Canada, per capita incomes that are below the EU average per capita income,
which includes the south of Europe and the east of Europe. So it shows how much of this country is me.
And this sets us well back in establishing equality of opportunity in the UK and
negatively means that access strategies must have a strong racial dimension.
The second limit to the calling of duty is the existence of structural reforms in education that provide opportunities for private investment.
He found the advantage to unequal systems of schooling, change systems of higher education, financial barriers to access where they exist.
Differences between fields of study and their potential for income earning and social power.
Their families with private bandages do based on educational competition that can't be affected by private investment.
Money, time and education. And cultural and social capital.
The of social backgrounds is maximise when there is a single visit to universities like the Gap account in China,
one great big open competition, one set of rules and that set of rules can be best pursued by those families with the greatest advantages.
It maximises apparent fees, but it also maximises the social stratification based.
So in a situation where we're faced with the persistence of family inequality and at least in the foreseeable future,
substantial regional inequalities appear poised to become an opportunity at regional level.
Tom, there are three main moves I think we can make towards a better educational system in terms of opportunity, equality of opportunity.
One is to realise the points of entry and the means of entry to structures whereby people could
reach the pathways we might take would be based on especially each of the elite institutions.
And Chris mentioned the example of University of California system, where you can get to Berkeley through the community colleges,
as well as through the schools in the middle Boston crowds into the community colleges in those community colleges, which selected to Berkeley.
But it's not entirely to obviate the potential of the political route still offers some people,
and this is one of the ways the perfect match is to get a third of its Panopto students coming from families generation parts of Haitian families.
The second mechanism is to modify the tertiary education hierarchy so that this mix of stocks,
socially speaking in the decisions that are made, found him exist in the U.K. I think this means strengthening further education.
But it also means elevating the resources constraints of low and middle tier institutions in harsh fashion.
And there is appetite in the country for elevating his own university roots.
That's there's a consensus that despite the fact that at the moment, there's no appetite, I can say,
for lifting the position of the lower and middle tier higher education institutions, but that's equally important regardless of anticipation.
The third mechanism is to modify it to the next election, pushing it closer to election on the basis of potential rather than priority.
And this makes contextualised admission and this crisis highlighted and this
bringing all of it was discussed in her seminar in the fourth of the series.
And this we can progress here and elsewhere in the UK.
Difficult as it is for arbitrary judgements must be made as part of that process.
And we can do that alongside the provision of more plural routes,
and it helps to give the example of the foundation of a much greater and more plural route.
So British policy missions, multilateral routes and those two mechanisms taken together can advance things.
This question comes as as Ali mentioned principle reminded us in his excellent article admissions in Oxford last year.
The question is Scott, the scale of this issue, these sorts of reforms.
You do it at the level of 25 additional students from low or social backgrounds a year, or whether you look at something larger,
it seems to me that the hard decision we have still to make is the extent to which we understand this as an
institutional matter alone and the extent to which it's a national park in which Oxford is an educational,
social and social leader, and it's part of the solution at a national level.
Chris, nobody's helped us by reminding us about the National Commission through his own.
There are national responsibilities, and Chris has set out very clearly for us what goes after him.
And we can share those responsibilities for doing that same.
Grateful to you. Thank you.