As we prepare for a long winter of COVID discontent, a more complete picture of the education and employment losses suffered by young people in the first six months of the pandemic is emerging. Disruption to learning in schools and universities has been substantial. To make matters worse, young people are being disproportionately hit with job losses and lower earnings. Read More
It is fair to say that I did not expect to be writing a blog post under this title back in the early weeks and months of 2020, when the weather was terrible and we gleefully shared space and germs. But on reflection, the first part of the title ‘Evaluating online outreach’ should not be so surprising. The transposition of information and guidance for applicants to higher education from face to face settings – such as in schools, on campus or at events – to a virtual setting has been a possibility for a long time. Universities across the world have engaged in remote education practices for some time. Yet, it has taken the second part of this title ‘a global health pandemic’ to really throw university outreach into the online landscape, and in the case of 2020, to fend for itself. This has forced widening participation, outreach and recruitment teams into new and innovative – and digital – ways of working, and as a consequence has demanded that the evaluations of those activities respond in step. Read More
This blog was first published by HEPI on 16 June 2020
Written by Renata Albuquerque, Sam Dunnett, Annette Hayton, Colin McCaig & Anna Mountford-Zimdars
The authors of this blog believe that despite the difficulties we all face in the current circumstances, there are constructive ways forward that allow the post-Covid world to offer more equitable opportunities for young people to access the information they need about higher education. There are some generally acknowledged difficulties, not least, as a recent HEPI blog noted the ‘whole scale experiment in online learning’ revealed differences in engagement between synchronous (live session), blended or asynchronous online learning courses.
Young people from all social backgrounds require access to outreach activities but particularly those without a cultural tradition of higher education study. Evaluation requires re-thinking in the current conditions, but it is essential if we are to maintain and improve quality of provision, particularly of long running programmes. However, here we focus on the digital opportunities, relationships between schools, colleges and higher education institutions that can facilitate this to the greatest extent. Read More
By Anna Mountford-Zimdars and Hatice Yildirim, University of Exeter
This blog was first published by BERA (British Educational Research Association) on 8 June 2020.
‘Doing less, making learning fun and looking after everyone’s wellbeing’
Most parents of children with special education needs (SEN) were required or chose to school their children from home during the Covid-19 school closure: children with SEN but without an education, health and care plan were not eligible to staying in schools, and participation in schooling among all groups eligible to participate has been significantly lower than policy models predicted, dropping to 1 per cent of all school children in April 2020. Read More
This blog was first published on the UCL website, on 26 May 2020
Regardless of your background, access to prestigious Higher Education Institutions (HEIs) has traditionally been a relatively straight forward scenario: you meet the entry requirements, or you don’t. However, things are changing in recognition of the argument that achieving, let’s say, A-level grades BBB in the context of social or economic disadvantage and/or a significantly disrupted education is as good an indicator of academic potential as meeting entry requirements (usually somewhere in the AAB-AAA region) in the absence of disadvantage. So-called contextual offers attempt to look beyond A-level score as a ‘gold standard’ of educational promise and take a more holistic view of the applicant. Indeed, most HEIs already have some sort of contextual admissions process (Sundorph, Vasilev and Coiffait, 2017). Read More
Lee Elliot Major, Emily Tyers and Robin Chu
We believe a National Tutoring Service (NTS) could help tackle stark education gaps in the wake of the Covid-19 school closures. The NTS is a proposed coalition of tutoring organisations, universities and schools to mobilise undergraduates and graduates to help improve the achievement of disadvantaged pupils in the core subjects of English and Maths across the UK. The service would have multiple benefits: boosting volunteering among undergraduates, offering employment for graduates, and helping teachers in their efforts to level-up education’s playing field. Read More
Lee Elliot Major is Professor of Social Mobility at the University of Exeter.
A version of this blog was published by the Daily Telegraph.
It’s one of those puzzling aspects of our university system that has always caused controversy. In the UK, unlike any other country in the world, students apply for university degrees not with their actual grades, but with grades predicted by their teachers. Universities give conditional offers on the basis of these predicted grades. Offers, under normal circumstances, are then confirmed when students get their actual A-level grades. Read More
Welcome to the University of Exeter’s blog for the Centre for Social Mobility.
This is a platform for academics, researchers, students and staff to share their thoughts, research insights and innovative ideas relating to widening participation and improving social mobility at the University of Exeter. We hope that this blog inspires, engages and encourages collaborative working to help improve the educational outcomes for students from under-represented backgrounds.
We hope you enjoy reading the blogs. If you are interested in contributing to the blog, please us.