Closing the educational gap

The expansion of higher education from an elite to the masses, as well as a radical new funding system, raises a number of ethical concerns and dilemmas in relation to who should pay, who should go, and why such a position should be taken. Taking an ethical stance helps to evaluate the success (or otherwise) of widening participation as it raises questions such as whether the focus on specific ends and consequences runs the risk of ignoring other, perhaps inadvertent, effects and consequences of the UK higher education system based on values and not just material worth.

More young people than ever before go to university, but the expansion of higher education across the world has done little to reduce social and economic inequalities. This discussion will consider recent research on graduate employment outcomes, and the issue of access to postgraduate study. We will think about the role of universities in relation to social mobility - is this something we should be concerned about, and what should policymakers do?

The number of people displaced worldwide has surpassed Second World War levels, with over 65 million people forced to leave their home to seek protection elsewhere. Worldwide some 32% of people aged 18-25 are enrolled in higher education programmes, but only 1% of refugees have access to these opportunities. Supporting refugees and asylum-seekers to access HE in England has only recently become part of the widening participation agenda for (some) universities. While so many ‘home’ students still face barriers to university access and success, should this become a focus for more institutions?