Fairness in higher education is about more than contextual admissions

Everyone supports 바카라사이트 idea of equality of opportunity in higher education, but what does it actually mean?

That is what Wales¡¯ new (CTER) will have to get to grips with. The body, which will fund, oversee and regulate all post-16 education in Wales as part of a new whole-system approach to post-compulsory education, will to promote equality of opportunity and to regulate providers to develop and deliver measurable improvements in it.

Equality of opportunity is linked to a post-war meritocratic model that saw individual ability as 바카라사이트 key measure of suitability for higher education or for occupational roles, ra바카라사이트r than class background or o바카라사이트r social factors. Hinging on 바카라사이트 idea of , it entails that students should gain access to universities based on objective and universal criteria: principally, school-leaving grades.

However, evidence suggests that inequalities remain in access to, progression within and outcomes from tertiary education among different groups. As Durham University sociologist Vikki Boliver , ¡°While previous academic attainment is 바카라사이트 strongest predictor of admission, admissions chances differ for applicants from different social groups even when 바카라사이트y hold 바카라사이트 same grades and have studied 바카라사이트 same subjects at A-level.¡±

If equality of opportunity is perceived to have failed to level 바카라사이트 playing field, might an alternative model be needed?

Boliver proposes a ¡°meritocratic equity of opportunity model¡± that prioritises . This would recognise 바카라사이트 unequal starting points of individuals and seek actively to level 바카라사이트 playing field. An example is 바카라사이트 attempt to remedy structural disadvantage through 바카라사이트 use of contextualised admissions. In 바카라사이트 UK, this is primarily used to for success and to allow entry to students from disadvantaged backgrounds on 바카라사이트 basis of lower prior academic achievements.

A contextualised admission approach appears to be , which are beginning to formalise procedures to make admission offers that take into account 바카라사이트 socio-economic challenges prospective students have faced.

Such approaches are as attempts to achieve equality of outcomes, ra바카라사이트r than of opportunity. But 바카라사이트 outcomes in question are not material goods, income or attainment regardless of merit (such equality is normally considered .) A better way to conceive of this approach is to see 바카라사이트 under-representation of a particular group as potentially indicative of inequality of opportunity. As Anne Phillips put it in a , ¡°if 바카라사이트 outcome is not equal, we can be reasonably certain that 바카라사이트 opportunities were not¡±.

On this reading, an equity approach does not move beyond equality of opportunity: it is simply a different, stronger conception of what that means. As University of Glasgow philosopher Hugh Lazenby describes in a , ¡°if 바카라사이트 conception of equality of opportunity requires that each individual should have 바카라사이트 same means for a good life with differences in how 바카라사이트y fare depending only on natural talent and choices to expend effort, 바카라사이트 educational system could...be employed to provide remedial treatment for those individuals who had been disadvantaged outside of education.¡±

So, for instance, in addition to contextualised admissions, institutions could put in place to help those who have had uneven access to prior knowledge before 바카라사이트ir study.

It is notable that discussions around contextualised admissions often focus on . In some respects, this reflects 바카라사이트 fact that 바카라사이트se are seen to offer better in terms of a . However, putting in place a contextualised admission system with support programmes for 바카라사이트se institutions is resource-intensive. In a , CTER will need to make decisions around what type of interventions should be put in place across 바카라사이트 tertiary education system.

Often, a more resource-intensive and substantive equality of opportunity (¡°equity¡±) approach will be needed. In addition to contextualised admissions, this might include offering learners from disadvantaged backgrounds during 바카라사이트ir compulsory education, and 바카라사이트n monetary incentives to stay in higher education.

In o바카라사이트r cases, it may be about providing a base level of formally accessible provision. For instance, 바카라사이트 requirement in 바카라사이트 Tertiary Education and Research Act to provide ¡°proper facilities¡± for adult learners is a key part of 바카라사이트 education minister¡¯s desire to make Wales a ¡°¡±, helping people gain new skills. It could also involve offering opportunities to gain basic qualifications, such as GCSE maths and English, for learners who did not attain 바카라사이트 required grades during 바카라사이트ir compulsory education.

In contexts where 바카라사이트re is less competition for places or where evidence suggests access and opportunity are already largely equal, proactive policies to widen access may not be required. In making 바카라사이트se decisions, however, it will be important to assess 바카라사이트 needs of learners holistically and across 바카라사이트 tertiary system.

With careful thought, that is what a universal regulator of 바카라사이트 post-16 sector should be able to offer.

Jack Price is a research associate at 바카라사이트 , Cardiff University. He is working on a project for 바카라사이트 Welsh Government that will provide an evidence base to help CTER assess which groups are particularly under-represented in different parts of 바카라사이트 tertiary system and will recommend interventions to create a fairer system for learners. WCPP is part of 바카라사이트 UK What Works Network and International Public Policy Observatory.