Government responds to IFS research into proposed minimum eligibility requirements

Responding to the IFS research into proposed minimum eligibility requirements a Department for Education spokesperson said:

“We have more 18-year-olds from disadvantaged backgrounds going to university than ever before. Our consultation is inviting views not on how we close doors, but on how we ensure that there are many routes to improve a person’s career and life opportunities - whether that is ensuring students are best prepared for university through a foundation year or helping them pursue an apprenticeship or further education.

“It is unacceptable for students – particularly those from disadvantaged backgrounds – to be pushed onto higher education courses that do not improve their career prospects. Evidence shows that students with lower prior attainment are less likely to complete their degree and get a ‘good’ classification, and more likely to have worse employment and degree outcomes. The aim of minimum eligibility requirements is to make sure that only those who will benefit from it, go on to study at degree level, regardless of their background.”

BACKGROUND INFORMATION

• We are consulting on this proposal and no final decisions have been made yet.
• Should Ministers proceed with a MER, the extent to which groups who share particular characteristics are impacted will depend on the level of prior attainment and qualifications used to set the MER, and what exemptions, if any, are put in place. All students would be positively impacted if the MER leads them to choose different courses or education pathways which result in better outcomes.
• Incorporated in our proposal for minimum eligibility requirements is exempting certain types of students. The Department is considering the potential impact of its proposals and what appropriate exemptions might be needed. This is an open consultation and we have asked a question about whether any other exemptions should form part of the policy. We welcome views on this.
• In the HE reform consultation, we set out evidence from the Office for Students linking poor attainment and outcomes (see source 44 and 45 on page 38 of the consultation DfE command paper template (publishing.service.gov.uk).
• A university degree should not be the default choice for everyone, and evidence shows that not all students benefit from a level 6 university education. A significant number of students are being encouraged to enrol on to degree courses for which they are not yet properly equipped, but who, nonetheless, make a significant investment in an HE course. Students with poorer entry qualifications are less likely to complete their degree and get a ‘good’ classification, and more likely to have worse employment and degree outcomes.
• Evidence in the recent IFS report on lifetime returns: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/869263/The_impact_of_undergraduate_degrees_on_lifetime_earnings_research_report_ifs_dfe.pdf.
• OfS data showing that degree outcomes are worse for students with lower prior attainment: https://www.officeforstudents.org.uk/data-and-analysis/differences-in-student-outcomes/degree-outcomes-overview/.
• In 2021, 18-year olds from disadvantaged backgrounds were 82% more likely to go to university than in 2010 and we know there is more to do.
• That is why as part of these reforms we have announced proposals for a new National State Scholarship scheme for high achieving students from disadvantaged backgrounds to succeed at university, as well as proposing to slash the cost of foundation years to make these more affordable for those who need a second chance at education, to ensure that higher education remains open and accessible for all who have the ability to benefit from it.
• Everyone over 16 without English or maths GCSE or equivalent is supported and fully funded to continue studying these crucial subjects. We will consider how we can continue to support students to retake exams to reach this level of attainment where needed, at both GCSE and A-level (or equivalent).
• Any child who falls behind in maths or English will get the support they need to get back on track, as part of a pledge the Education Secretary set out at the launch of the Schools White Paper. Schools will identify children who need help, provide targeted support via a range of proven methods such as small group tuition, and keep parents informed about their child’s progress.