The Office for Fair Access (OFFA) has published its Access Agreement Guidance for Universities and Colleges today, which expects ‘all institutions to set out in their 2018-19 access agreements how they will work with schools and colleges to raise attainment for those from disadvantaged and under-represented groups.’ It does not, however, require universities to sponsor schools just yet, although there is a ‘strong expectation’ that sponsoring schools will increase over the years, clearly suggesting a development stage plan for sponsorship.
OFFA wants universities to review and develop their access agreements, so they can plan to:
- Increase work to raise attainment in schools and colleges for those from disadvantaged and under-represented groups, including through outreach and/or strategic relationships;
- Further increase investment in access activity, in order to accelerate progress in the participation of higher education entrants from under-represented and disadvantaged groups;
- Ensure complementarity between access agreement plans and the National Collaborative Outreach Programme and Opportunity Areas;
- Ensure expenditure is informed by evidence, supported by appropriate evaluation and is targeted where institution most needs to improve;
- Evaluate financial support to determine its impact;
- Improve understanding of the challenges faced by different groups of students when accessing and studying at the institution, including multiple dimensions of disadvantage;
- Consider how to enhance support for:
– White males from socio-economically disadvantaged backgrounds
– Black and minority ethnic (BME) students, where disparities in access, student success and/or progression can be identified
– Students with disabilities, particularly those with mental health issues, specific learning difficulties and/or who are on the autistic spectrum
– Mature and part-time learners, particularly through alternative and flexible modes of study
Director of Fair Access to Higher Education Prof Les Ebdon has emphasised that ‘universities must work closely with schools if they are to ensure that talented people from disadvantaged backgrounds are able to secure higher education places’. He has said that the argument that students from disadvantaged areas simply do not get the grades will no longer ‘hold water’ and that universities must work towards ending this issue.