Implementation of Widening Participation in Higher Education Policy - Essay Example

First Number 27 August Analysis and Critical Evaluation of the Implementation of Widening Participation In Higher Education Policy The United Nations’ International Covenant on Economic, Social, and Cultural Rights decreed that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education” (United Nations ICESCR Article 13). And this was as far back as in 1966. Yet, few actually go on to get that coveted college or university degree. Higher education comes expensive, and few from the lower social strata can afford to go for it. If a survey conducted by HEPI (in UK) in 2000 is anything to go by, while 48% of the higher social groups opted for improving their educational backgrounds, only 18% from the lower groups participated in the same. The gap between both the social groups was around 30%, a figure on the higher side. Some reasons that have been cited for this trend include the inability to bear the overall expenses of studying for a higher university degree, the desire to earn money rather than study, and the feeling that good institutions and good jobs are closed doors for them. Last Name 2 Furthermore, it did not help matters that the ones in control had their own views about students and higher education. It was Margaret Thatcher and her government who ushered in New Right Ideology to deal with matters concerning higher education. These were her very words, “We are going much further with education than we ever thought of doing before” (Margaret Thatcher 196). This government took control in 1987, and their agenda can be summed up to include four major changes that they brought into the system. The first one was to make all educational institutions directly responsible for their finances and budgeting. It resulted in fierce competition between schools and colleges, since those that exhibited wonderful results in external examinations would be favored with more finances. Scholarly pursuits got relegated to the background, and the focus was shifted to attracting as many students as possible to respective institutions. This had not been the old pattern of thinking. In earlier days, the bureaucracy interfered as less as possible, believing that universities and institutions were meant for intellectual development more than anything else. Advertisements for academic posts contained phrases such as—“used to introducing commercial thinking", "excellent strategic and financial skills", "naturally authoritative and decisive leader", "commercial acumen", "strong strategic awareness", "creative visionary", "energy, resilience with the ambition to drive the organization forward”—and so on. These were discovered by Professor Rosemary Deem, Lancaster University’s Department of Education Research. Managerialism had thus entered the field of education. The techniques, values and practices from the commercial sector made an entry into the higher educational arena. Though these managers did strive Last Name 3 towards excellence, they also tended to subject everything to minute scrutiny, resulting in a lot of dissatisfaction all round. Next on the agenda was governmental control over institutions offering higher education. This could be termed as the Rationalist approach. Funds would not be allocated to whoever asked for them; the government would take up “rationing of funding”. Furthermore, a national curriculum would be prepared and this had to be followed diligently. Based on how well the teachers delivered that curriculum to the students, the institution would receive its share of finances for its functioning. There were also detailed directives given as to how the curriculum was to be delivered. And no one was allowed to take liberties with it, considering that government-appointed inspectors would be making their rounds. Their final reports carried a lot of value, for higher education could not be offered without aid from the government. Sensing a Heaven-sent opportunity for themselves, businessmen and industrialists began to enter the educational community as the inspectorate. After all, inspectors had some powers of their own too. Widespread public criticism did not bother the policy makers one bit! Nationhood was next on the agenda of the Margaret Thatcher government. Schools and colleges had to inculcate a sense of nationhood in the students via subjects like Geography, History, Religion, and Modern Languages. It was but natural for ethnic minorities to feel more and more isolated in this sort of environment. There was supposed to be more focus on the nationalistic religion (a form of Protestant Christianity), as well as on nationalistic and introspective history. Here, the teacher’s conceptions concerning teaching and the methods she used to carry across her ideology to the students Last Name 4 became top priority. So it was now the turn of a phenomenological approach to education. To keep up with advancing technology and scientific developments, educational institutions were urged to bring in more computers. A labor force had to be developed that would be extremely skilled where new technology was concerned, and could be absorbed into companies as soon as they finished their education. Therefore, the individual’s productive activity was limited. It was like internal quality assurance systems had to be developed to the satisfaction of external agencies. The college culture was now moving towards an Interpretive approach. Human Resource Management took top priority over everything else. None of the four elements on the Thatcherite agenda met with appreciation from the public or the institutions themselves. There was widespread criticism, especially from those who had a communistic bent of mind. Later, of course, many changes were brought out in the policies concerning higher education, but nothing really met with complete success. A number of researches and studies were then carried out and as a result, modern educational policy makers have shifted their focus to widening participation in higher education and free access. They hope for some betterment in the system now at least! Now, what is meant by widening participation in higher education and free access? The government is going to take upon itself to aid those who come from a lower social strata (underprivileged students) to gain access to higher education. So it would lead to widening participation from members of all sections of society, leaving aside Last Name 5 social and cultural differences. More opportunities would be presented to the lower-income groups to attend courses of their choice in well-known institutions. So they would get equal opportunities to earn as well as their more privileged classmates, once their education was completed. This was termed as free access to higher education. Once the socio-economic barriers were brought down, it would naturally benefit the nation. Researchers who have conducted studies on the employment scenario in the future, have predicted that around 12 million jobs would be there for the asking right up to 2014. Who would fill up the vacant posts if more graduates were not produced each year? And considering that science brings in new developments each day, and that technology is making such great strides, it has become imperative that skill levels have to be raised. This is especially where education in UK is concerned. Otherwise, the nation faces a tough task in keeping up with its global competitors. If a certain country’s productivity trails behind others, its economy also suffers. Thus, policy makers wish to offer greater opportunities to those who are ambitious and can help in the nation’s growth. Once the individual discovers that he/she can earn more than a comfortable income with higher skill levels, he/she is bound to pay more attention to gaining higher education. After all, the difference in the pay of an average A-level student and an exceptionally talented graduate can even be as high as £100,000! A serious concern facing the world today is the rising levels of crime and violence. Most of it comes from those belonging to the lower socio-economic group, as they are frustrated with life. Since their parents earned incomes which could be Last Name 6 categorized as being within the lowest 20% percent, these students could not be expected to have money for higher education. Very few among them were likely to go in for a degree. In comparison, in households where the parents earned a sizeable income, the children were likely to opt for a university education; most of them would have a degree in their hands by the age of 23. Thus, only if the lower income strata group is given what they deserve, will they prefer to live a more civilized life and keep away from criminal activities. An example of an institution that has started on this path is the Sutton Trust. It has provided a pilot of the American Scholastic Aptitude Test, or SAT as it is commonly known, in British schools. The tests are conducted by the National Foundation for Educational Research. So far, the results have been quite promising. Therefore, SAT has proved to be a useful tool to judge potential talent. Another trend setter in this regard has been the HEFCE. They have created the OFFA or the Office for Fair Access. This is a non-departmental body that works independently. Its function is to safeguard fair access to higher education for under- represented groups. The concept of variable tuition fees was introduced in 2006. Higher educational institutions could now vary their fees from college to college and university to university. The maximum limit that has been allowed is £3,000. Of course, the OFFA peruses each document submitted by the various institutions quite thoroughly before granting approval. The additional income coming in from fees has to be utilized for getting in students from the lower income strata. In fact, the OFFA follows the guidelines advocated by the former Secretary of State for Education and Skills, Professor Steven Schwartz— Last Name 7 1. Transparency is to be practiced by every educational institution, as well as the funding body. 2. Give preference to students who have exhibited great potential to achieve goals set for them, never mind whichever income group they belong to. There should be some criteria set for selecting such students, and institutions can create their own. 3. Whatever assessment methods are utilized, they should prove to be valid and dependable. That way, students’ trust can be earned. 4. Though it is not possible to get rid of all barriers between students coming from different backgrounds, having varied IQ, etc., they could at least be minimized so that students feel comfortable about approaching higher education. 5. Finally, every institution has to promise to be professional in attitude and behavior. Appropriate structures and processes are to be put in place to enhance functioning. Mention can also be made of the University of Central Lancashire for their efforts towards widening participation in higher education and free access. As a matter of fact, it has an excellent record, considering that 50% of its student population gaining benefit from the low tuition fees, as well as the Access to Learning Fund. Here is what they say, verbatim-- “Where their tuition fees are considered, this is their declaration— From 1 August 2006, the University will charge tuition fees on the following basis: • Full time undergraduate programmes: £3,000. • Fees for programmes at partner colleges will be subject to the same fee structure as Last Name 8 those at UCLan but may have separate bursary and scholarship arrangements. Partner colleges will guarantee the minimum £300 bursary for students on full state support, although it is intended that such payments will exceed the minimum value. 1.2 The tuition fee of £3,000, together with details of bursaries and scholarships will be clearly set out in all marketing and publicity materials to ensure that all readers enquirers understand the financial implications of studying a complete programme as a full time undergraduate at this University. For sandwich programmes the fee will be 50% ie £1,500. 1.3 The higher level tuition fee will not apply to students who started their programmes of study prior to 1 September 2006. Nor will the higher level tuition fee apply to gap year students deferring entry to 2006-2007. 1.4 The UCLan student population will benefit from such a strategy as the intention is to invest the additional revenues in supporting the student body, rather than spending on administrative structures. The proposals are straight forward and simple to communicate to students when inquiries are made. And this is what UCLN has to say about Bursaries and scholarships— 2.1 After careful consideration it has been concluded that our priority will be to provide financial assistance to as many students as possible, ensuring that the impact of top up fees is minimised and that all students in need of financial support benefit from the scheme. It is intended that any student in need of financial assistance will have access to bursaries. 2.2 It is the University’s intention to ensure that students undertaking an undergraduate Last Name 9 programme leading to one of its awards may be eligible for financial assistance in the form of a £1,000 per annum bursary payment. Such bursaries will be assessed to reflect student need and be payable to those students from homes where the principal earner’s gross salary is less than £60 k per year. This approach will allocate support for those students most in need of assistance and will reduce the need for complex means testing. It is an approach that will be easily understood, simple to promote and deliver equality of opportunity. It is estimated that such an approach will benefit some 90% of our first year student intake in 2006. 2.3 The potential for adopting a more complex means tested approach to the initiative has been given serious consideration and rejected at this stage, on the basis that administration will be complex and students will not know the position relating to their eligibility for a bursary in advance of a means testing process that will be time onsuming. However, the University will review this position in line with potential developments at a national level, should the Student Loans Company agree to involvement in the assessment process via the sharing of student / LEA assessment schedules. 2.4 The University has chosen this flat rate bursary approach to minimize the use of means testing and to ensure that students can be 100% confident of securing a bursary. In the first year of the scheme, UCLan wishes to ensure that its students from less advantaged backgrounds have the certainty of a bursary. 2.5 The University has recently launched a fundraising campaign for a Harris Bursary Fund (named after one of its Founders and benefactors). This is to provide financial assistance for local students who, for financial reasons, may not be able to finance their Last Name 10 progression to Higher Education. The Fund will provide additional benefits to our student population. This initiative will make financial allocations from 2006, coinciding with the introduction of the tuition fee top up. 2.6 Students studying in general F.E. colleges that are close partners o UCLan may receive higher levels of bursary / scholarship payments to reflect the particular role played by such colleges in attracting nontraditional learners. We have a common link with such colleges where there are a very high proportion of mature students who are living at home and this group is less likely to be attracted by the deferred fee position. 2.7 The University will establish a range of Excellence Scholarships, targeting particular subject areas and Partner Company Scholarships that will develop employer / sponsor relationships that will benefit the widest possible range of students. 2.8 Excellence Scholarships will be introduced to attract a number of students with excellent pre-entry qualifications. These will be in excess of the flat rate, £1,000 value, and will be allocated to approximately 100 students. The details will be worked through and specific areas will be targeted. 2.9 Partner Company Scholarships will be introduced to strengthen our relationships with the business sector, reinforcing the message about employment and progression and the long term benefits of movement to higher education. This approach will attract students who otherwise may not consider a move to higher education. 2.10 The bursaries will be offered as a means of financial assistance to students gaining a conditional or unconditional firm accepted offer through UCAS, with signed acceptance, by a specified date. These bursary payments will be phased over the academic year to support the Last Name 11 student retention strategy, with an amount being paid on completion of enrolment, and phased payments throughout the year, with the balance being awarded on successful completion of the programme. 2.11 The bursary payments will be financial and not ‘in kind’ for discounted services such as reduced rent, although as soon as the DFES offer guidance on students in receipt of means tested benefits the University will further review this position. 2.12 The bursary / scholarship proposals are not linked to tuition fees and will not, in the first instance, apply to European Union students, although this will be reviewed. 2.13 The bursaries and scholarships will be available to new entrants in 2006 and will continue at the same value for years 2 and 3, subject to the availability of funding and other factors outside the University’s control. 2.14 The bursary and scholarship policies will be reviewed annually from 2006. 2.15 For sandwich programmes the level of fee will be 50% of £3,000, ie £1,500 and the associated bursary payments will also be made at 50% of the full value for the sandwich year. 2.16 The University will respond to advice and guidance that is awaited on the impact bursary / scholarship payments may have on students in receipt of means tested benefits such as, Child Care Allowance, Tax Credits, DFES Hardship Fund and Independent Living Fund. It is understood that the Department for Education and Skills is considering the potential impact that the bursary / scholarship schemes will have on students in receipt of such benefits and it is our intention to consider the advice that is due on this matter with a view to reducing any impact the bursaries / scholarships may have on Last Name 12 students in receipt of benefits. Over 60% of UCLan students do not pay the full tuition fee at present. It is the University’s intention that any student in receipt of benefits should not be disadvantaged by the offer of a £1,000 bursary or scholarship payments. The University will follow DFES guidance on how this may be achieved.” (copy of agreements\h-0053 University of Central Lancashire.doc) With everything stated in such clear terms, there would be no doubt left in the minds of the student or his/her parents regarding the credibility of the institution and its sincere attempt to do something beneficial for the lower income group. On a final note, a few things that have to be taken into consideration while implementing the widening participation in higher education policy include— Getting parents of students involved in the process. It is imperative that they understand the benefits of their children receiving a higher education and what it can do to their future. Of course, the higher income bracket understands the implications of gaining a university degree very well; it is the have-nots that have to be persuaded. The students themselves need to get inspired to go in for graduation. If they realize that they will be getting all the support that they need, half the battle has been won. Students need to be encouraged to aspire higher and higher. To this end, there is a national program called Aimhigher that brings schools, colleges, and universities together to participate in common programs. Those students wanting to go in for vocational courses are also informed that they can be helped. Gifted and talented children from disadvantaged backgrounds are to be Last Name 13 encouraged and prodded to utilize their skills to the maximum. Hence, should these ambitious aims have their desired effect, there would be no stopping UK students from being counted as “world-class graduates!” Works Cited Chitty, C., Towards a New Education System: The Victory of the New Right (London: Fulmer Press, 1989), 196 Reay, Diane, Davies, Jacqueline; David, Miriam; and Ball, Stephen J. (2001). Choices of Degree or Degrees of Choice? Class, ‘Race’ and the Higher Education Choice Process. Sociology, 35 , pp 855-874 doi:10.1017/S0038038501008550 UCLAN widening participation.doc Read More