This you up to stop this.
Public discussion online, free of charge, I.
I want to welcome you to the intelligence analysis of students access to the schools that has been organised by Joe, this conversations.
It's been six months again and the this.
Well, I think just from the size of the supporters, which is the large people across the University of St. Andrews,
access to universities in general in particular is very public policy.
Steve, actually the conversation I get the press conference or Oxford, they come every day.
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,
some that have access to the rescue and in particular to to obfuscate is certainly high on the government's agenda.
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.
Just not sure it is a matter to which the government is paying a serious tax.
Access to, obviously. Is it is important?
It's the Border Patrol, the. The future of our country.
Of course, for perspective. Students.
Half of it is due to. But the focus of today's discussion is going to be obsolete,
the is for people to have access to particular access for those from disadvantaged backgrounds for time or another.
I know that the aim of the organising committee senator was that.
Presentations emerged. The discussion that we have should be research based and it is based.
Reasonably safe decision to make a change to a great culture, she fans access.
And let me introduce our. It's just working now.
We. Mark World is seeking to confirm you are on the scene in Jerusalem and call this a longtime member of the executive,
as well as the visitors committed to make statements about the respective issues.
Clothing is.
Based in shooter, who is based in Moscow, the college perspective involved.
Something about the practise race, which.
And by some. Well, I'm not sure I give you the time to experience a lot of stuff.
Everything. Right next to the running out of order for the Iraq.
We're. And trying to find the the party.
Then we will hear Alison Jones share admissions committee and spin the university.
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.
From. No.
Is. To do research on some of these artichokes for science.
So as you can see, the troops are busy college,
most also the admissions coordinator on the periphery and have been for four years my professor of medicine.
I've been asked to give you a little brief introduction for those who are not familiar with the admissions results,
but before I move on to the full mental strength of where we are right now.
So what we do is to start with the leading position of operating on the when it
comes to admissions have been making decisions about individual applicants,
colleges, all the legal difficulties, just the colleges which are responsible to make sure that the admissions process is correct with those offers,
the colleges which are legally vulnerable,
and they also need to be liable for any action to reduce those types of investment opportunities to share in the admissions process.
So I believe we think that the agreement would offer amounts to the Office of Students on access to focus on the university,
and they hope the university not to, which is accountable for funds.
So we have two different things which we are going to be accountable for and different people are involved.
Of course, as soon as the politicians have a press conference,
I will discuss so both colleges and the university over time for everything I'm doing wrong.
It's quite interesting that given the situation, the legal position as far as the admissions process at the university is,
we're playing a larger and larger and larger role in most colleges,
which leads to the progressive politics, whereas on the handset side is actually the other way around.
Colleges trying to organise a role, even though it is the university that ActionScript is accountable for those sorts
of targets in terms of the university's position on admissions and his policies.
This was established in the Winchester report,
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
origin and thing to ensure that applicants are selected for admission to the basis of their local authority and have the most potential.
So my training courses. So that's what we as individuals are offering.
The kinds of colleges and thinking and we're admitting students is a fairly interesting way of such a great example.
It clearly has a sharp divide between access and the admissions process.
It also informs the way that we play and judge ourselves.
So when we're actually looking at the metric to decide whether we're doing the right thing on the access list,
obviously we are looking to see how we attract to those with the most people only attracting people from all sorts of economically,
nationally groups on the admissions side.
We are not judging ourselves by the protests of people that we have met or judging ourselves by their ability to explore the measures,
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.
And if there is a particular group where the outcome is on average points, I'm going to no group.
That means that effectively we are setting a high bar to recruit. And so we all have been built the US against them.
And so we're using only 20 percent to judge the efficacy of our admissions processes.
I also thought that this was the university's strategic plan in 2018.
So this is the very first commitment to transparency, miscues and backgrounds, mouse 1975's ability to benefit from security.
So much the same thing.
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,
which suggests the university might consider a value added measure,
rather than an absolute measure where somebody with more benefits, more ability to benefit might actually be given preference.
So going to support them? This is really just a confusing terminology.
So we had to keep records of admissions processes in 2005, which was a wonderful report.
Bottom line on the study framework and also I listened to the second the Chronicle
Sports Report was to ensure parts of Mississippi Oxford University were fair,
independent of college. The people of the. And so.
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,
and would we be reached for something that we would be discussing myself with over?
So just moving on and trying to see how this affects the Commons,
the common framework really was trying to socialise to some degree admissions to get almost
exactly a much larger role in admissions and security to ensure that decisions were made,
which were independent college within the school system, which could be made.
So actually, the role of for those who has been established for the framework,
but it really comes time for all pilots in these police departments and faculties to generate processes,
which would then be common across all colleges. I think the best framework is a range of subjects,
both very tightly centralised systems where the admissions process is now all independent of the colleges in the decision making process.
It is certainly true to what chemistry will come and precisely what it has done,
because this is a large subject to develop very, very different processes.
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.
But there a little like some underpinning of the features set off some fireworks electrodes,
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.
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
point of having colleges at home involved in admissions is from a department of expertise.
And actually, from my perspective, the main effect of this is this on have a really reliable,
committed workforce involving almost all of the members and the staff and the staff who get involved in admissions.
Because first of all, everybody 100 Polish university students post is going to be involved in the process.
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.
I've got a huge workforce involved.
This does create problems because you've got a lot of people that do very
similar who might have different viewpoints to might make different decisions. It also, if you like,
it's an advantage because you have a couple of points on all of those different
academic perspectives to bring to bear on the problems of previous thought.
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.
There's pool of the meeting people and then you can actually make use of that chief workforce apart from one once.
I think actually the existence of the colleges has pretty little background.
We do. We have centralised shortlisting processes.
We have socially organised interviews, 354 interviews.
We have selection made by a collective pool participation.
I look to say this is true of all colleges and I saw in some cases of the disease,
but there is nothing practical for you who actually prevents you from doing that.
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.
But it comes down to individual subjects somehow falling for something that's not good for those things and we're going to get.
It's really OK, thanks very much for coming along.
I've been ill actually sending text, so I don't get everything, but that was kind of like, you can hear me.
All right. Well, look, first thing is that the economy is really popular amongst Catholics, especially popular.
Think again because they're more popular. Nobody has to choose a college.
You could make notification that there is not any that.
I mean, these applications have risen and have gone up 50 percent, which is one of the 20000 back in 2016.
And of course, under 23 and a half thousand that take a proportion of excuse to make an instant application is this come down?
If you look at the actual candidates, very few of them make it a complication that would be paid by the expansion overall.
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.
Many access by just 13 percent, which is the measure I would suggest using those index of multiple deprivation because
even the affluent with the most deprived and that's going round in this little bit.
This makes you think the most affluent group will more likely to make an application than the most deprived.
And this is a very significant difference between the two. So the colleges?
OK. Why not? Well, I'll tell you why.
Because the average office is very incredibly professional and that for the most undervalued groups in the whole university.
And they should really be reliable. How can these people not be medications, people?
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.
And it's we're on that kind of downward trajectory.
Well, applications to Oxford failed every single year between 2010 and 2014, and manufacturing went down over a thousand applicants after 2014.
Doubling from applications are going up 2600.
And the reason every single year since 2014 bucking the demographic trend.
If you look at the you know, what is the role of the market and what are the average offices?
Richard Knox said many other colleges trying to reach well look at the group,
but actually got three A's for their own course in the first year at a UK university.
And assuming that Cambridge gets the same number as Oxford, we think it's somewhere in the region of 70 per cent actually applied.
And according to ongoing research, we look at the overall quintile one like it's the Oxford Study Group.
It turns out it attracts up to 95 per cent that actually applied to Oxbridge.
Now you can find other friends, you know, that are targeting these demographic.
The most successful one is Facebook, with a 75 percent market share not getting any that's between them.
I've got a 30 percent market share. So these guys work in outcomes beyond money.
So, you know, the key thing for the university point of view is the value of what we do.
I don't see how you look at doing a lot of ways that one of the things you can look at is the
grading metrics and whether it adequately reflects the value of these people that to the university.
And I would suggest that, you know, we went from there. OK, we're done well.
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,
which make it simpler for them. And it's just like, you know, one choice of Title IX.
But rather than, you know, applying to the colleges, I mean, we've already seen a lot of progress in that argument.
I mean, simply because, you know, most people can actually decide to apply to college and they could simply apply for the university through
an application through a season before an increasing number of people actually find the target group.
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.
Let's say one, and I'm six and all I could find the time.
And if you give them the opportunity to taste 24 to 30 pounds, which is because nobody's ever talked about this,
for me, the question does actually emphasised I didn't have choice but not to have choice.
And of course, the conundrum that the students face is to say you have sex with a husband and they have
to choose between one hundred and thirty university and you have to pay by the end of.
And these studies anyway say that the consumers that are confronted with the
greatest amount of choice the 20 or 30 can and they invest in the process.
They didn't actually use simplified mechanisms. They make an attempt to choose that outcome, which is best kind.
The actual metrics. Which people confuse colleges.
They probably are anyway selecting from a a very sort of new choice to an unbelievably good on premises colleges.
You pick one. They may limit the opportunity for you to accept the reality of college education and outreach and how successful that is.
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.
But if you were going to do that, you could make just as compelling an argument for the Department for Science.
I mean, one of the great challenges with the college,
I'm pretty sure this is great for some people is to explain all of the different systems that the departments
have and the relative importance of GCSE and the relative importance of emissions tests to the rest of it.
If colleges,
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.
But most of the complications of department was specific.
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.
Of course that is. But then you know the scope to move an applicant from one place to another is motivated because
the Romneys common philosophy is that people can be selected into and then subsequently,
they can decide that we can decide to help decide which ones they actually do.
So, you know, probably three feet deep of mental complexity that presents the issue as opposed to the so-called coalition flexibility.
Must be going on this trip. You know, this young people, not reality.
It is just not right on the debate.
And some of us can conceive, which is a very, you know, from the same view of applicants as they're confused by choice.
But luckily enough for Asian, I turned off Oxford. And so it's just not the case.
These is totally consistent with the patient understanding earlier. And so for me, the key thing is the timing there.
And the British government can take more than 26 billion pounds of public expenditure for the resilience in the schools budget.
The inputs, the attainment gap May seven and the output is the attainment gap.
Page 16 and it's six months ago at age 16.
It's a massive engine and social inequality, and that's what that's what some of the facts of the comparable study.
And I encourage you to read both these papers by Harrison Wallace. They surveyed people.
They found aspirations amongst young people wishing to enter high medication, one of those who was very visible difference in aspiration.
If you looked at 10 different social groups and it was differences in school attainment in most,
if the participation of the direction of causation was was really happy to see people decide people's aspirations exceeded what it was,
we were actually able to do because it was their qualifications that set limits to their licence,
and they lowered their expectations based on what they thought would happen if
they point to various institutional plans informed by their qualifications,
by the attainment gap reinforced by the very realistic advice they were receiving from from their teachers.
And so, you know, you have to address the gap,
and a lot of the effort is directed towards trying to solve what is probably a nonexistent aspiration gap.
And it's very much. Or or likely?
OK, so it was us to speak about the the very foundation, yeah,
and I start from the premise that one of the things about Observe is that you've got so many colleges,
you can't have this kind of experimentation on little scales.
I just got one. I got one on the with others and we can all learn from each other.
We started asking scheme. The idea came to us in 2015 and 2016,
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.
The English education system is very unequal on the between what you Panopto your days and you with your school and selected or not.
So that presents difficulties for people who are trying to compare people at the time of commissions.
The second is again, something I think we all know this from.
The young people from disadvantaged backgrounds have to overcome multiple obstacles, which one apply to the better off contemporaries.
And the third is that Oxford has tried to devise systems that are rich.
That takes a lot of submissions to compensate for this social engineering and economic advantage and work.
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,
which is that the 5000 so-called acorn high students with the minimum grades rocks that we've heard from,
from the success rate and application of the actual target for admitting an additional people from those 10000.
And that's 12 per cent of the population of the target was 23 additional students out of
the first seven years of trying to reach that figure of twenty three that we failed in.
We managed to reach that already twice, I think an uncle, a modest achievement.
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.
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.
Then I think you can consider bridging the gap between the ascertainment of students produced by this unequal system and the potential.
So not a virgin who's going to happen what we try to do.
So that's what we've done in our way out of which I was opposed to abortion in 2016 17.
Each year, we've taken up to 12 students a year.
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.
But when you look at the obstacles that they have faced in comparison with their more fortunate contemporaries,
our response is often not when they get the grades, but how on earth did they get good grades?
These wonderful students of exceptional potential and really have done extraordinarily well to get to Oxford and to do as long as they have.
We just closed the fourth round about because we had 170 eligible candidates for offices across 14 subjects.
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
replace little reliance on postal codes and the kind of positively unreliable.
And this issue about how you contextualise the differences in France and Britain,
which comes to mind quite a nerdy issue, exactly core to how do you do that?
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.
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.
Director of business and that of us agree from the nation's two percent free school meals is a very competitive one.
So this looks like a disadvantage and that they would not be 100 years from now chocolate flying under the federal system.
I mean, what is the student here who's looking for those 40000 who is eligible for free school meals,
tuition assistance and medical education for parents to fend for?
And that makes us for so wouldn't it like so.
And when we look across the street as officials don't do the analysis that 70 percent favour,
that's a huge variance between the people that no and in the face of the current system of characterisation of of students.
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.
And that's the future. Looks good. The country from the picture of all of these people, the people trying to do.
And so through carelessness, if I attended, they live amongst them graduates, you know,
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
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.
And also and we work on whatever additional help we feel they need, whether it's maths,
writing, speaking, studying, constructing, etc. What's going on is really have confidence.
Are people doing that in missing bits of cultural capital?
And so it obviously preparing the lectures. And so we have so far had 100 per cent retention.
Of course, 100 percent received received Russell Group almost 70 per cent of the test you could travel to now studying successfully at university.
We published what they found to be open ended suddenly and we ourselves are very basic within three years of Experiment of Turkey,
where they have students of a database of about a thousand students who have gone
on and have done just as well as Australia undergraduate student at the time.
We're currently funded by alumni, an alumni.
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.
I think this is absolutely the original that should be done in addition to the benefits we think we bring for the students
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.
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,
living in a socially diverse community, which is really a good place to take.
These prospective students really like that diversity that enriches deafness and not shown up in direct applications.
The college, which are built on 87 percent of the time, will be under the course,
and the third is that the students themselves are the most amazing advocates discount tickets for the coast and for Oxford.
Obviously, it was a single first single first on the first cohort, which is the very YouTube channel,
and she was responsible for recruiting nearly a third of the third year.
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.
So we know that Cambridge has recently announced that it's going to be the idea himself as something to do.
Both what I was doing and what we're doing. I'm just going to very briefly touch on the cost at the end.
Some people say, Well, isn't this expensive? But yeah, it isn't cheap.
And as a lone college cost just over £20000 for student, you know, that becomes all of the living expenses, as with education.
If they were eligible for the sort of grants and bursaries for other low income students who
receive most of the costs would come down to about 60000 if most colleges joined in the courses,
you know, still. But we have seen that many of the things that Oxford currently does around access and support are more expensive.
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.
Between 2009 and 2016, it was over £100000.
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.
That's a on lot. But I knew that some people around also think that some of that money could be targeted more closely,
and I think it's frankly difficult to say policymakers, politicians and even alumni.
There's not enough money in the school you year to afford experiments of this kind.
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.
And we also know that with increased transparency and the realisation of £2 to do something more ambitious
than its modest ambitions and the past and all the signs that it wants here and never come to my life.
And very early conference apologies conference shout out to leaders and arrive with veteran Peter Costello over to me and said this is
the only time only the second time in six years that the subject to be discussed on astonished astonished is really being discussed.
And also.
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.
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.
And as I said before cameras, I did not, you know, the collegiate system is that we can try things,
we can learn things and we share them and further and.
Pretty much the same to be approved legally can be built in future.
You mentioned the value, the change.
One ambitious 2030 no pressure.
OK, well, let's just start by saying that I think one of the things that Alan said is that it's really
been useful that colleges can actually kind of creating scenes of and of scabies on the unit.
Breaking speed is the other.
Obviously, one of the great advantages of the critical working membership is that we can look critically at these different approaches,
how we can adapt and build them to bring within the common framework.
The other thing I've got to say is that I think someone else mentioned this seven your own IP choices.
But I think also that I would note say I stand on the shoulders of those who have come
before me and that a huge amount of work on access and talent in particular to mention
and others who are in the market the most incredible civil service in the world in
terms of the research and work that they do in pursuit of the university objectives.
I'm going to step back, though,
and talk about average consortium because we've got to be criticised about the amount of money that we spend on outreach.
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?
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.
I think is an elite university. We have a responsibility towards social mobility and also as academics.
Our role is to disseminate the knowledge that employers to the general public,
but more specifically for any initiative that we have at Oxford, we will need to widen the pool of Africans from underrepresented groups.
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
through our consultant to colleges to support the mission of raising pertaining to these schools.
And that's something I'm going to come back to.
So what our outreach consortium, what its terms being used for colleges working together to support the Collegiate University outreach efforts.
And we believe five colleges working together, we can maximise our regional coverage.
So this was one of the objectives of the Wallace report.
So colleges working together towards a common purpose,
bringing mutual expertise and also using very much kind of strategic thinking and approach to look at
what local needs and to ensure that in a region which can be quite a big region of a Bible college,
that they are quite collaborative covering those needs.
So why should we do outreach? This is a schematic of Great Britain and shows no students choosing a class have
broken down by a nation on region and familiar appropriately with this kind of maths.
You can see that the numbers of numbers of students attending this high level,
which Oxford expects is much higher in London and the Southeast, and, for example, the northeast of England.
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.
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,
London that's around 50 percent is about half as many.
So this is another reason two which tells us that we need to be working more to attract more
Africans from the stubbornly high attainment in areas which we are describing as coach spots.
The dates are all in this table are exactly what you've just seen.
In the first column is the number of students in the high school and in the second column.
The percentage of the time people who are currently applying to Oxford.
And this shows you the estimated offers as a percentage of that time playing pool,
because these are estimates, because actually more candidates actually apply the exact same conclusion.
The important point this study makes is that the probability of being admitted is approximately equal in the north of England,
as it is in Greater London. So again,
this kind of data is really important to enable colleges working together in regions to hold that outreach strategy in order to be strategic.
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,
working with the admissions offices to bring about a really.
What's happening will be Mansfield have led the way for many, many years in attracting Africans from non-selective state schools.
We've also heard the phrase No, I'm sorry, we didn't post this year.
Seventy seven percent think of their offices going to such applicants, so we learn from those cultures, we learn from other cultures as well.
And what we'll ask you to do is work across this what we call a minimum level provision.
So some of the work is on raising aspirations and particularly advising young couples choice at the university level.
So students are actually opting for the wrong subjects for the course they want to.
In the end, they want to do,
but also trying to support the conversion of applications into office by supporting the interview and the preparation for the attainment tests.
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,
engaging teachers and parents in a meaningful way.
Because if we can get the message embedded in schools and embedded in communities, then actually our job is done.
It may be expensive, but it's not something that's going to be a one off.
It's going to last over generations and finally supporting the raising of attainment in schools.
And this this last, well,
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.
We are being required to demonstrate continuous improvement in relation to strategic relationship with schools,
colleges and in raising private attainment activity. And I think the second bullet point is probably a reason for oxbridge providers who choose
to be highly selective need to invest greater resources in strategic relationships,
schools to support their access to higher education and thus higher education, not just Oxford.
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.
We are developing and we are delivering professional pedagogical activities to teachers in the schools and colleges,
in particular through initiatives like the AusNet Hubs and the Pathways programmes.
We have already begun to develop an evidence informed theory of change, and now we're being asked to develop more.
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,
and some of these approaches have been going on for a number of years.
These are just some of the examples of sustained approaches where colleges are working in
schools to raise the attainment of the potential applicants for in year 12 and more recently,
going back to early excellence in the in the school system to key stage three and four.
And of course, the university also has the flagship unique programme,
which aims to do this type of Oxbridge into university and so on, and does not have the stage.
Let me just very briefly advertise the programme that we're developing at St. John's based on the successful pilot with Year 12,
which has increased application for us from underrepresented groups. We are now taking this programme back with years nine,
10 and 11 offering extra curricular activities for able students and the opportunity to come to some schools in Oxford.
We're working with teachers offering their continued professional development and learning with parents to support and advise
them about the benefits of attending UVA support and also reaping reciprocal benefits of working in schools for our academics.
Understand better the needs of those pupils that we want to attract.
So what are we going to do this while we're doing it right now and we need to be very nimble?
We are anticipating that a consortium in the northeast and the northwest will be
up and running by the end of this term by a consortium in the east of England.
And the reason it's important to be doing this is that we would also be finalising the major
initiatives that we want to develop in order to increase access for all access and participation.
Most of you will note that the proposals are currently out for consultation, so I won't follow these in too much detail.
But one initiative is building on the new bridging programme that would involve targeting the many students each year who who try to expand,
either meet or exceed their grades and offering them a bridge to university fees.
It would aim to get it to be aimed at instead of 200 students, which is many more than the 23 that.
It was called the change eight per cent to the kinds of students from the Vatican to much more attractive.
We were also looking at a lactation at the end of a transition year to bring it within the common framework.
We are currently calling them to zero. And we also really wanting to convey information about existing foundation
certificates for mature funds run by the Department of Continuing Education.
This. OK.
And I just want to talk a little bit about these, these major initiatives that are currently out for.
Explanation, I think as we look back, it's worth recognising the progress that has been made and in terms of students
who are coming in data and see how that has become increasingly dangerous,
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.
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.
And so I think look, where we're at is we're recognising the good work that's going on by AP.
Chelsea's senior chooses a missing cheaters in colleges and pushing school purchasing departments.
This made impact, but we're impatient and we want to see more and we want to see it quicker.
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.
I hope so, and we have to address this challenge.
I really see something different, particularly focussing on those extra students who have targets, right?
And and I guess one of the things to recognise is that all students are not the same.
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,
that is what we see here as a condition.
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.
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,
enjoy it and make the most of their time here. And that's because there are programmes to be about.
But at the same time, there's also a group where we've done all this work on outreach officers, current students,
how to send messages, convince people from non-traditional Oxbridge backgrounds to apply here.
They apply. They jump through the hoops that we create because getting into Oxford is so competitive that
we can't just rely on available grades or GCSE grades and then they don't get an offer.
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.
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.
I know some people looking at the last seminar, which was around contextualisation,
we contextualising GCSEs, our tutors are understanding better the collapse that people carry.
But it's very difficult to contextualise in a way that that will make that step change that we want.
So that's what the that's been our challenge.
What do we do that gives those students an opportunity to come here to Oxford,
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.
We're very lucky at University College and has to the scheme which does just that get opportunity programme where they increase,
so they create an extra 10 percent.
Prices and that programme has shown that no students can come here with an extra bit of help to cope with the cold,
some by the time they get tired of studying. Results, as you would expect every student to have.
So I'm not sort of bridging programme which recognised it's off consultation at the moment.
And so colleges will be discussing it, departments will be discussing it and it will be going to Universities Council for the
green light for it to be part of our plan that goes forward to the office to students.
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,
pretty courageous is for the 150 to 200 students from widening participation backgrounds from those
under represented underprivileged privileged backgrounds will be getting offers and actually,
instead of other candidates marching down. We've got limited opportunities to start a university.
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,
tests, interviews and so would not be in some places and.
And as I say, it's shown in the unit of those few times a glass seminar,
you will know that there is good evidence the students have had fewer opportunities early on in their lives.
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.
And so I believe the gold coaching programme itself, the interventions are of rich to support students in terms of their academic confidence.
The vast majority of students, whatever their background when they arrive to worry about whether they're affected by the.
We see that every precious week, and it takes a while for people to sample the.
So to help with that aspect. So you have certainly academic expectations of what's required at the university level,
piecework compared to many levels because it is a set up to help them feel that
they really do the whole outfit and then they go to a peer group that not on.
And it's also an opportunity to to address directly some key academic.
As I said, perhaps about what's university level essays or problem solving approach that it requires in some of the sciences.
So the programme is look like this for those who receive an offer, and we with the numbers over a number of years.
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.
And then we will build the numbers of very speaking, talking about how many should get an offer on this scheme.
They will come to Oxford in early July for a brief inspection.
So this after they've set up their own levels,
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.
So having sat there and also come here and get a chance to meet with each other,
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?
So then a couple of months over the summer to give the all school?
Sydney will be subject to payment in mid-August right now,
given their results have been announced by City and then come through to residential schools with the work that they've already done.
We've got some opportunity to work with Oxford academics to get the feedback to understand where they are,
which should be completed so that I did have a chance to go back home because your
first 10 holes from the six all states have done the last two weeks on that and said,
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
than their more affluent people or pharmacy shares when they arrived freshers week.
Having already had that interaction with Oxford academics with subject material, which is something that we would expect to be working at.
So it's really worth addressing the figures with a step change with, I think,
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.
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.
But if we want to be the top university in the world and part of the is learning from each other,
so the more diverse objects with the student pull, the richer and the environment it is for everybody who comes in.
Typekit told his star during the time.
Or. How to respond to this?
It's fine for us to come.
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.
I'm so happy to be involved with these things. I host meetings for JCI success, right?
I mean, you can look back on the recommended age. Be proud of our nation here.
Sir John Stevens just comes here in time for the draught and politics on the pathways, participants feedback on policies on between colleges.
But at the same time, I think the students in Israel can be called as a critical friend to the University of Tehran,
as well as on the seminar like this? Students can be pretty vocal on the criticisms of the universities and colleges want access
will be critical because we believe very passionately colleges and universities can be better.
But thousands of students volunteer every year, probably during that college T-shirt, because they love their college manacles.
And they are critical because they want to be able to wear that college jumper home as well,
and with pride at the university and college educated white take on access.
And I don't think we're just there yet.
Perhaps we will be saving it in a couple of years time with these new and I wouldn't be delivering this speech,
but the contrast a little bit with the previous speakers here,
because I do think the current college model around admission to Oxford Bozak to prevent
some of the transformational change in access that students are calling out for.
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.
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.
I do think the foundation of British programme on plastic schemes.
We do need to look at the current model for mainstream admissions and how that might stop us from meeting our ambitions.
And I think part what you saw after week, some of our regulatory implications.
So the universities, the focus of Societies initiative and regulatory scrutiny and Mark highlighted,
we get school out in the press and they signed the access legislation plan.
But the university is not as important as the colleges and colleges have different incentives to the university.
They aren't subject to the same regulatory and national scrutiny and their small
academic communities where an individual student struggling on their courses,
which means that there's a mismatch here and the Central University might want for a team-mate
to take more disadvantaged students who might need extra support to the lower courts course.
But colleges have incentives to play things a little bit safer,
and that's before even getting into the whole mental priorities or the incentives for individual
academics who in many cases make the final decisions and actually teach those that they can meet.
As Ali pointed out, the number of disruptive students the university seeks traditionally recruit hasn't always been large,
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.
Surely there's someone else who can pick up the slack. The 3000 students recruited every year perhaps aligning these incentives wouldn't
be so important if we all agreed about what we're looking for in our candidates.
We wouldn't need any centralisation if the decentralised unit can have just one.
And that's why we have the conference. But I think it's worth going back to the former framework.
As Mark mentioned, it begins with those three objectives admissions procedures, what consultants attracting the most academically able,
selecting those folks potential examples and making sure the admissions choices chances aren't affected by college choice.
But the objective of selecting based on selected success on Pool, says Mark said, surely can't be the right one,
even if it was easy to apply in practise because we've already agreed as a university.
But the criteria of success on course is Biden's student plan is based upon relatively long discussions on race,
ethnicity, gender and class attainment gap, and these gaps exist when we take into account prior time.
If we just want to know who the greatest potential to succeed, we fight admissions against women and our.
He's the obviously illegal, and I hope we all agree, I think so.
This procedure is a poor description for actually trying to do,
and though it isn't illegal to bias against working class or economically disadvantaged applicants because Asia was on course,
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,
you don't explore the actual practise of the level of admissions decisions are made, it seems to me.
But if it seems you could also even those on, say, colleges into the exact same course considering what exactly they were doing.
Not all shooters use some sort of interview scoring grades and on all subjects are clear certification criteria for admissions tutors,
admissions procedures. Tests against many subjects rank the candidates the shortlist for interview against set criteria
and many previous ranking after interview for deciding who gets the money spent by chemistry does.
But that's not universal and in some form, in some cases,
the the subjects leave a final making decisions she made by many different individuals and was interesting different criteria.
So incentives are a bit messy and criteria home to always clear or consistently applied.
But if commissions produced outcomes, we will agree to perfect.
So when the issue doesn't reach all the way, we want to be honest, I think we got those submissions.
That's a lot of things for students, for private advantage. I've personally been working on access for technology students.
I see that as a university, we have offerings between white Typekit.
Minority home applicants take into account external factors at the people's choice and higher attainment,
but that will still exist, especially for Asian applicants. You can see from once on average and emissions tests and interviews.
So if we took those into account sweltered the offering that might disappear.
But it isn't clear we should take the interview or the test for granted.
A 2017 Supreme Court case that said the Home Office sphere in this case, a civil service task was being used as a promotion,
and I think minority applicants were more likely to fail to broadly determine that it in the Home Office to objectively
justify their have that test to avoid a finding of unlawful indirect discrimination and those bringing the case.
They don't need to give a reason why ethnic minorities are doing less on the test was discriminatory.
President legislation The Equality Act 2010 is also intended to apply traditional procedures
United States and there's clear guidance from the quartette for higher education.
Mark has mentioned the Comprehensive Plan for Accountability.
I do wonder who would be fooled as a result of some disgruntled Asian-American decided to test the law.
I think they reached out of that place.
Also spin doctors, I say, to interview or even the admission essay, which is sometimes but always to make money.
So the current framework around mainstream admissions to colleges, honestly, I think,
makes it difficult to make progress on access in general, and it makes it difficult to make progress in complying with all obligations.
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.
90 analogous to that. The amazing thing is that many colleges have done.
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.
Staff and students alike and reflects on our current gaps and successes.
I would suggest that we really need a new shared vision of their emissions,
which is measured to the extent it produces the High Representative student body.
We need transparent admissions criteria, which are decided by academics and which are consistently applied to students.
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.
We need a clear chain of accountability, so to decrease, but it all works out.
Thank you very much. Right.
Everybody has listened patiently to oral presentations.
I think there's a reasonable amount of time between the questions and comments.
Because I was constantly trying to remind everybody that this is a public forum.