Responding to WCPP’s latest publications on Understanding Inequity in Tertiary Education, in a series of thinkpieces, leading education experts have called for action to reduce inequalities during compulsory education; further assessment of the potential of contextualised admissions; and for Medr to take a whole sector leadership role in valuing all facets of tertiary education including ensuring adult learners have the support and facilities to train or retrain.
Luke Sibieta author of ‘Major Challenges for Education in Wales’ earlier this year, points to the need for intervention much earlier in the education system to reduce inequalities: “The Welsh Government and Medr should work with schools to mitigate inequalities in pre-16 attainment as a key starting point. We should be realistic about the effects of participation policies focused on over 16s. Tackling the gaping and stagnant levels of inequalities in school-level education attainment in Wales would have a much bigger effect on post-16 education and training choices.”
Professor Ellen Hazelkorn, author of the report which led to the establishment of Medr, has challenged the new body to look at some radical changes: “A single agency has many benefits; it is a one-stop-shop for everyone to have a conversation with a focus on learner success and careers. But Medr must go further. It must grasp the concept of tertiary as an opportunity to rethink how education and training, and research and innovation works for Welsh society and the economy, and those who are likely to avail of its many services and facilities throughout their lives over the coming decades.”
Joshua Miles, Wales Director of the Learning and Work Institute calls for a renewed focus on adult learning: “For Medr to achieve its duty to promote equality of opportunity, much clearer progression routes and stronger outreach and promotion efforts are needed for both 16-25 year olds and adult learners… Crucially, there needs to be a considered effort at awareness raising and promotion amongst disadvantaged groups with positive messaging tackling concerns around engaging with learning and reinforcing its benefits.”
Professor Vikki Boliver of Durham University believes there is a place for a greater value on contextualised admissions in Welsh universities: “Contextualised admissions policies are more equitable, offering reduced academic entry requirements for socio-economically disadvantaged pupils, and recognising that formal qualifications are not socially neutral measures of ability and suitability for tertiary education.”
DOWNLOAD the full thinkpieces.