The Department for Education (DfE) in England is making changes to the way schools are evaluated, shifting away from focusing on how many students go to prestigious universities like those in the Russell Group or Oxbridge. This change aims to encourage school leavers to consider a broader range of university options as well as vocational pathways.
University leaders have welcomed this shift, as they believe that the previous criteria were leading students and parents to prioritize Russell Group universities over other institutions. Nick Hillman, director of the Higher Education Policy Institute, expressed his support for the change, emphasizing the importance of not steering individuals towards certain universities just to boost a school’s ranking.
While the updated accountability measures will no longer include the percentage of students progressing to Russell Group universities, they will still consider the proportion going to “high tariff” universities, which include Oxbridge and the 22 other members of the Russell Group. This adjustment aims to prevent duplication in data reporting while ensuring that schools are still held accountable for preparing students for higher education or apprenticeships.
The Russell Group, comprised of research-intensive universities like Warwick and Cardiff, has seen an increase in student enrollment over the years. However, there are concerns that focusing solely on these prestigious institutions could hinder efforts to improve access and diversity in higher education.
Lee Elliot Major, a professor at the University of Exeter, worries that removing the previous measures may reduce the pressure on leading universities to enhance access for students from all backgrounds. He emphasizes the importance of ensuring that highly selective universities reflect the diversity of society and provide opportunities for individuals regardless of their background.
In response to these concerns, a DfE spokesperson highlighted the government’s commitment to widening access to higher education and creating a more inclusive system. They stressed the importance of supporting various pathways to successful careers, including apprenticeships, vocational qualifications, and degree apprenticeships, in addition to traditional university routes.
Overall, the changes in the DfE’s grading criteria for English schools reflect a broader effort to promote diversity, inclusivity, and equal opportunities in the education system. By encouraging students to consider a wide range of post-secondary options, the government aims to create a more equitable and accessible higher education landscape for all individuals, regardless of their background.
