In November 2017 a student took his former university to the High Court, suing them for £1 million for poor teaching. Cases like this suggest that universities may wish to focus their efforts to ensure all students, regardless of sociodemographic characteristics, receive adequate and equitable support while they are at university.
Recent figures from HESA show an increase in disadvantaged young people entering higher education. How are NCOP partners working to boost this participation?
Gaining a degree in this competitive market doesn’t necessarily level the playing field for graduates when it comes to job seeking. How can we tackle the problem of balancing educational attainment, developing core employability skills and enhancing social mobility after graduation?
One of the most important transitions a young person makes is from school to university. It is a key rite of passage into independence, but also very often a time of challenge.
Will new General Data Protection Regulations in May 2018 present a barrier to evaluating widening participation activity?
The problem is that the higher education sector has taken a piecemeal approach to race which mainly focuses on students rather than the institution. The outcome is the persistent BME attainment gap.
Understanding the barriers to higher education among the most disadvantaged communities is a principal challenge. Yet identifying them remains the key to effective educational engagement.
Developed to change the lives of young people in some of the most disadvantaged areas of England, the National Collaborative Outreach Programme is nine months old. So what does success look like for the programme and how have things been going?
Over the last six years the number of students who are the first generation in their (immediate) family to attend university has grown.
Unacceptable inequality persists in the degree and employment outcomes for certain groups of students. Our new Catalyst Fund programme, ‘Addressing Barriers to Student Success’, will tackle these issues head-on.