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					Widening Access to Higher Education and
     2012: How do we measure it?

          Dr. Graeme Atherton
   Aimhigher Central London Partnership
    Manager, University of Westminster
               Summary
 Access to HE – background and policy
 Drivers of Access to HE
 Evidence of impact of previous Olympics
  here
 Potential impact of Olympics
 Conclusions and questions
     Access to HE: Background and
                 Policy
   Gap by social class significant but narrowing slightly –
    Young ft entrants from IV – III 27.9% 02/03 to 29.8%
    06/07 (1)
   Several measures & definitions
   Numbers/population/geography/youth cohort survey (2)
   Significant investment by present govt
   £450m + 2006-07 National Audit Office report (3)
   Different investment streams
   Aimhigher/Lifelong Learning Networks/Postcode
    Premium/OFFA & Access Agreements (4)
         Drivers of Access to HE
   Attainment – large gap at GCSE by social class – 35%
    gap at 5 A-C highest & lowest quartiles (10)
   Aspirations – 60% 11-16 yr olds in non-work
    households want to go to HE vs 74% in where 2 parents
    work (11)
   Information, Advice and Guidance - 70% of HE
    students wanted more & better advice pre HE (12)
   Progression routes - 89% 2 A-levels+ go to HE vs
    40% Level 3 vocational qualifications (13)
   Above factors interact together
    Evidence of Impact of Previous
              Olympics
 Not significant evidence
 Sydney – increase in overall participation
  post 2000 but could be due to re-
  classification (14)
 Individual projects based around Beijing –
  featured today e.g. London Beijing
  Vocational Education Project
 Focus been on potential growth in
  international students (15)
    Potential Impact of Olympics
   Attainment
   Learning materials with Olympic theme (16)
   Integration of Olympic themes to core
    curriculum
   Achievements in sports supporting wider subject
    attainment
   Evaluation of School Sports Partnership (SSP)
    Programme suggests physical education can
    have positive impact on attainment (!&)
    Potential Impact of Olympics
 Aspirations
 Olympic themed outreach projects focused
  on:
 subjects e.g. Engineering, Languages (18)
 groups e.g. boys/those with disabilities
 HE involvement in volunteering allowing
  HE to reach new young people/adults (19)
    Potential Impact of Olympics
 Information, Advice and Guidance
 Probable relationship less here
 Need for effective IAG though in particular
  subjects to support:
 Raising of aspirations (above)
 Creation of new progression routes (below
    Potential Impact of Olympics
 Progression Routes
 New provision of Level 1/2/3 courses in
  Olympics related areas – 60,000 person
  yrs of employment (20)
 New/Adjusted/Expanded existing Level 4
  provision to allow progression (21)
 New courses co-funded with/delivered for
  employers – part time/flexible/modular
               Discussion
 As with other Olympic: societal impact
  scenarios strategic integration with current
  initiatives needed –
  Games/Education/Access
 Could theories e.g. Olympic Tourism &
  ‘leveraging’ be applied to access context?
 Widening Access benefits will not just
  ‘happen’
              Discussion
 To capture impact – concurrent mapping
  of any access:Olympics projects needed
 Tracking of participants
 Identification of where impact expected &
  measure of access
 Further research could benefit both:
 Event Legacy Theory
 Widening Access Theory
                      Contact
                         Thank You

              Full paper available as draft

   If you want to discuss any of the issues in the
              paper please contact me:

                  Dr. Graeme Atherton

                  athertg@wmin.ac.uk
                                   References
   1) Higher Education Statistical Agency (2008) Performance Indicators Cheltenham: HESA
   (2) Atherton, G. (2008) ‘Who is widening participation for? The lost case of Aimhigher Central
    London Partnership’ Paper to the Exploring learning trajectories” Conference to launch the
    Widening Participation Research Centre Edge Hill University 20/21st May 2008
   (3) National Audit Office (2008) ‘Widening participation in higher education’ London: NAO
   (4) National Audit Office (2008) as above
   (5) Atherton, G. & Hall, J. (2007) ‘Application to Higher Education amongst Different Ethnic
    Groups in Greater London: Is there no place like home?’
   (6) Atherton, G. & Hall, J. (2007) as above
   (7) HEFCE (2005) Young participation in Higher Education Bristol:HEFCE
   (8) HEFCE (2005) as above
   (9) HESA (2006) Student Tables 2005/06 Chetenham: HESA
   (10) Department of Education and Skills (2006) Social Mobility: Narrowing Social Class
    Educational Gaps – supporting materials to a speech by the Rt Hon Ruth Kelly MP Secretary of
    State for Education and Skills to the Institute for Public Policy Research London:Dfes
   (11) The Sutton Trust (2008) Ipsos MORI Young People Omnibus Survey – 2008
    http://www.suttontrust.com/reports/MORI2008.pdf
   (12) Purcell, K., Elias, P., Ellison, R., Atfield, G. , Adam, D., & Livanos, I. (2008) Applying for
    Higher Education – the diversity of career choices, plans and expectations – Findings from the
    First Futuretrack Survey of the ‘Class of 2006’ applicants for Higher Education Warwick: Warwick
    Institute of Employment Research
                               References
   (13) Department of Education and Skills (2003) Widening Participation to Higher Education
    London: Dfes
   (14) Price Waterhouse Coopers (2008) Impact of the Olympic Games on HE in the host city
    London: London Higher
   (15) Price Waterhouse Coopers (2008)
   (16) For example of materials being developed with Olympic theme go to:
   http://getset.london2012.com/home
   (17) Loughborough partnership (2008) The Impact of School Sport Partnerships on pupil
    attainment Loughborough University: Institute of Youth Sport
   (18) For information on the HEFCE funded Routes into Languages project go to:
    http://www.routesintolanguages.ac.uk/london
   (19) HEFCE (2007) The HE sector and the Olympic Games Bristol: HEFCE
   (20) Experian (2006) Employment and Skills for the 2012 Games: research and evidence London:
    Learning and Skills Council & London Development Agency
   (21) HEFCE (2007) (as above)
   (22) Higher Education Policy Institute Demand for Higher Education in 2020 and beyond
   (23) HEFCE (2008) ‘HEFCE to provide £105m to expand employer engagement courses’ 21st
    February 2008 http://www.hefce.ac.uk/news/hefce/2008/employer.htm
   (24) Thorne, D. & Atherton, G. (2008) Behind the Lines: Exploring models of HE engagement
    with 14-19 Diplomas London: Learning and Skills Council

				
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