Economic background and deprivation are key factors affecting participation in tertiary education in Wales

Household deprivation and socio-economic background are among the most significant factors affecting which post-16 pathways are followed by learners in Wales, a study shows.

The report, from the Wales Centre for Public Policy (WCPP) which is based at Cardiff University, was commissioned by the Welsh Government to support Medr, the new Commission for Tertiary Education and Research, which has responsibility for all tertiary education in Wales including a remit to increase equality of access.

On top of the inequalities within Wales’ tertiary education sector, Wales also has lower participation in higher education than any other UK nation, and a higher number of 16–18-year-olds not in education, employment or training.

WCPP Research Associate Dr Jack Price said: “The data analysis highlights the scale and multi-dimensional nature of several stark disparities in terms of who accesses tertiary education in Wales – and which post-16 pathways they follow. Personal and household characteristics, especially deprivation and socio-economic background – measured in a variety of ways, still go a long way in determining whether people access tertiary education and, if they do, whether they take more ‘academic’ or ‘vocational’ pathways.

The data analysis, produced by ADR Wales on behalf of WCPP, reveals significant barriers preventing equal access to tertiary education in Wales, most notably deprivation and economic background.

Findings show:

• Learners eligible for free school meals are less than half as likely to progress to higher education (HE) (19%) than those not eligible (43%) and around 50% more likely not to be in tertiary education at all.
• 50% of students whose parents hold a degree qualification or equivalent choose Sixth Form compared to 19% of those whose parents hold no qualifications.
• Disabled people are much less likely to participate in tertiary education, with a fifth of the most severely disabled pupils not in sixth form or further education (FE).
• 18% of learners who are limited a lot by a disability progress to higher education, compared to 27% who are limited a little and 42% who were not limited by a disability.
• Learners from households that are deprived across multiple dimensions are less likely to enter tertiary education, are more likely to undertake lower level vocational qualifications, are more likely to drop out of their courses; are least likely to attend HE; and exhibit lower levels of attainment across the board.

Scott Jenkinson rediscovered tertiary education later in life. He has since founded Youth Shedz, a charity which sees young people supporting other young people across Wales.

He said: “I fully believe in the transformative power of tertiary education having benefitted myself after periods of addiction and prison. However, unless you have the basics, such as a warm home that is conducive to studying, essential food and transport, tertiary education will remain out of reach for many. Unless we support people to meet their basic needs, they cannot even begin to access tertiary education, let alone thrive when they get there.”

The Minister for Further and Higher Education Vikki Howells said: “Everyone should be able to access tertiary education in Wales and the Welsh Government is committed to raising participation in all forms of tertiary education.

“This work is an important step forward in identifying barriers stopping people from accessing and succeeding in tertiary education. It will also help Medr to increase participation and promote equal access to tertiary education in Wales for those from under-represented groups.”