Fresh approach needed to reduce inequalities across the sector, academics conclude
Household deprivation and socio-economic background are among the most significant factors affecting which post-16 pathways are followed by learners in Wales, a WCPP study shows.
The report was commissioned by the Welsh Government to support Medr, the new Commission for Tertiary Education and Research, which has responsibility for all tertiary education in Wales including a remit to increase equality of opportunity.
On top of the inequalities within Wales’ tertiary education sector, Wales also has lower participation in higher education than any other UK nation, and a higher number of 16–18-year-olds not in education, employment or training.
WCPP Research Associate Dr Jack Price said: “The data analysis highlights the scale and multi-dimensional nature of several stark disparities in terms of who accesses tertiary education in Wales – and which post-16 pathways they follow. Personal and household characteristics, especially deprivation and socio-economic background – measured in a variety of ways, still go a long way in determining whether people access tertiary education and, if they do, whether they take more ‘academic’ or ‘vocational’ pathways.
“Our evidence review shows some potential in contextualised admissions but there is a clear need for Medr to use its whole sector remit to create a quality evidence base as part of its widening participation strategy – and to coordinate a fresh approach to how all sectors of tertiary education are viewed and valued, especially as Wales navigates the challenges of a net zero labour market and ageing working population.”
The data analysis, produced by ADR Wales on behalf of WCPP, reveals significant barriers preventing equal access to tertiary education in Wales, most notably deprivation and economic background.
Findings show:
- Learners eligible for free school meals are less than half as likely to progress to higher education (HE) (19%) than those not eligible (43%) and around 50% more likely not to be in tertiary education at all.
- 50% of students whose parents hold a degree level qualification or equivalent (level 4) choose Sixth Form compared to 19% of those whose parents hold no qualifications.
- Disabled people are much less likely to participate in tertiary education, with a fifth of the most severely disabled pupils not in sixth form or further education (FE).
- 18% of learners who are limited a lot by a disability progress to higher education, compared to 27% who are limited a little and 42% who were not limited by a disability.
- Learners from households that are deprived across multiple dimensions are less likely to enter tertiary education, are more likely to undertake lower level vocational qualifications, are more likely to drop out of their courses; are least likely to attend HE; and exhibit lower levels of attainment across the board.
Scott Jenkinson rediscovered tertiary education later in life. He has since founded Youth Shedz, a charity which sees young people supporting other young people across Wales.
He said: “I fully believe in the transformative power of tertiary education having benefitted myself after periods of addiction and prison. However, unless you have the basics, such as a warm home that is conducive to studying, essential food and transport, tertiary education will remain out of reach for many. Unless we support people to meet their basic needs, they cannot even begin to access tertiary education, let alone thrive when they get there.”
Welsh Government Minister for Further and Higher Education Vikki Howells said, “Everyone should be able to access tertiary education in Wales and the Welsh Government is committed to raising participation in all forms of tertiary education.
“This work is an important step forward in identifying barriers stopping people from accessing and succeeding in tertiary education. It will also help Medr to increase participation and promote equal access to tertiary education in Wales for those from under-represented groups.”
Rhian Edwards, Executive Director for Policy at Medr, added:
“At Medr, we value research into our tertiary education system and we recognise that low participation rates are one of the major challenges that we face in Wales.
“As the new funder and regulator for tertiary education and research in Wales, Medr has an opportunity to build a more joined-up sector with clearer and more flexible pathways that allow learners to progress to, and flourish in, the tertiary education setting that works best for them.
BBC broadcaster Jason Mohammad, who has established an academy providing media industry opportunities for tertiary education students, and chaired WCPP’s event to launch the findings, understands the situation.
“Coming from Ely, and growing up in a family where no one had gone to university, higher education was never spoken about – either at school, at home, or in my community. Founding the academy and seeing young people fulfil their obvious talent purely because they have been given the chance has arguably been one of the most rewarding experiences of my career.”
For further information, contact info@wcpp.org.uk