1) Do You Have an Oxbridge Mind?

For example, how would you answer the question; would you rather be a seedless or "non-seedless" grapefruit? (Medicine, Cambridge). Other questions and possible answers are discussed here http://www.independent.co.uk/news/education/education-news/do-you-have-an-oxbridge-mind-962402.html There have been many stories about students from schools with no tradition of sending candidates to Oxbridge who have been totally thrown by such questions. However, I think this is one of the easier things to fix. All students should be forewarned that they will be tested in this way and there should be some opportunity to practice before the interview (maybe a website?). I would see this as part of a standard preparation for an Oxbridge interview where other good tips and advice should be universally available, not just the secret knowledge of elites. http://www.timesonline.co.uk/tol/life_and_style/education/article4925057.ece

2) ITMA

The Sutton Trust has been at it again, with 2 interesting reports and accompanying press coverage.

The first report http://www.guardian.co.uk/education/2008/oct/28/education-adivce found that at least half the education and careers advice young people receive is in some way inadequate. I’m sure colleagues at The Brightside Trust would agree with this finding, and with the recommendation that sound advice about subject choices is central to raising the aspirations of disadvantaged pupils. The full report entitled Increasing higher education participation amongst disadvantaged young people and schools in poor communities can be found at http://www.suttontrust.com/reports/NCEE_interim_report.pdf I was particularly interested in the finding that disadvantaged pupils who gain A levels are just as likely to go onto higher education as their peers. This would suggest to me that the important educational battleground for the immediate future should be that of increasing the numbers of students from a disadvantaged background studying for qualifications which would then qualify them for higher education. The new diplomas should be central to this, as students could begin studying for a diploma as an end in itself, but then develop an awareness of how it could be a passport into higher education as they engaged in the program. All the more disappointing then that the implementation of the diploma program has been so pedestrian and uninspired http://news.bbc.co.uk/1/hi/education/7668045.stm http://www.guardian.co.uk/education/2008/oct/14/1419education-furthereducation1

http://www.independent.co.uk/news/education/education-news/new-diplomas-are-a-complete-flop-960328.html For a group of people who say they are driven by ‘what works’ they seem to be peculiarly unable to learn from the history of vocational education in the UK.

Another report from the Sutton Trust

As you can see, http://news.bbc.co.uk/1/hi/education/7663568.stm the emphasis of the press coverage was that Grammar schools take relatively fewer bright, poor pupils than schools that do not select by ability. The report is available at http://www.suttontrust.com/reports/GrammarsReviewSummary.pdf I know the Sutton Trust has a long-term interest in grammar schools but for me it was another discovery, that the vast majority of England's most socially selective state secondary schools are non-grammars, which trumped the findings about the grammars. This should pose some hard questions for the schools adjudicator, as it is congruent with government’s own survey, published in April, which showed a disproportionate number of faith schools broke admissions rules. The poll examined 106 voluntary-aided schools. Some 96 were found in breach of the new admissions code. Of these, 87 were faith schools. Overall, half of all school authorities in England have been said to be in breach of the new admissions code http://www.guardian.co.uk/education/2008/oct/09/schooladmissions.faithschools

3) HEFCE Speaks

A short and relatively clear statement by Kevin Whitston, head of widening participation at HEFCE, identifying what he sees as the three priorities for the coming year http://www.guardian.co.uk/education/2008/oct/14/accesstouniversity-highereducation1

4) Things Can Only Get Better

Government is claiming to have increased social mobility in the UK over the past few years http://news.bbc.co.uk/1/hi/uk_politics/7705444.stm and

http://www.guardian.co.uk/society/2008/nov/03/socialexclusion-gordonbrown-social-mobility-labour This report follows an OECD report which found that ‘The gap between rich and poor in Britain narrowed "remarkably" between 2000 and 2005” However, government has been less keen to quote the second half of the sentence “but the country remained one of the most unequal in the developed world’. I have a copy of the full report that I will put in the London Bridge library. The following article visits the main findings of the report http://www.guardian.co.uk/society/2008/oct/22/equality-wealth-uk-social-mobility In my opinion, the evidence for increased social mobility is thin. For example, much of the evidence is anecdotal http://www.timesonline.co.uk/tol/news/uk/article5063029.ece

There are at least two dimensions to this debate, which are already being confused. There is the dimension of the distribution of wealth across society and there is the dimension of social mobility i.e. the possibility of individuals moving up and down the wealth scale. This is in turn is nuanced by what is understood by class, in particular whether class categorisation is a simple relationship to personal wealth.

I think the evidence produced so far is very thin and when you read the report it is cautious in its language "These findings suggest that family background will have less of an impact…”. However, this is a debate we should welcome and look forward to the government’s White Paper.

5) The Good News Item

The numbers of students studying science and maths at university is increasing http://news.bbc.co.uk/1/hi/education/7679744.stm

6) Here’s an Interesting Experiment

http://www.independent.co.uk/news/education/education-news/antiexam-school-to-target-urban-youth-972778.html it has been argued that this type of schooling only works for well disciplined and already motivated middle class children. However, if this school were to prosper, then it would not only challenge such claims but it would also, in my opinion, put in doubt the direction of much of the educational reforms of the past 20 years; especially the national curriculum, OFSTED and standardised pupil testing.

7) Death Maps

The details of how and when you will die http://www.guardian.co.uk/society/2008/oct/19/uk-mortality-rates-socialtrends-health - well possibly

8) Sporting Chance

Might universities offer more US-style sports bursaries to help widen access? http://www.guardian.co.uk/education/2008/oct/14/universityofworcester-accesstouniversity

9) Confidence Trick

The importance of confidence in overcoming disadvantage, http://www.guardian.co.uk/society/2008/oct/15/unemployment In this instance the experience of job seekers, but perhaps by implication the need for a mentor or friend for anyone trying to overcome any disadvantage.

10) The limits of Life

The mental maps of the disadvantaged http://www.guardian.co.uk/commentisfree/2008/oct/18/young-people-rowntree and full report at http://www.jrf.org.uk/knowledge/findings/housing/2298.asp I think these mental maps are very important when trying to understand why some groups of people seem unable to take advantage of opportunities that appear to be on their doorstep.

11) A Simple Point

Education maintenance allowances seem to be important for keeping disadvantaged students in the education system http://news.bbc.co.uk/1/hi/education/7675733.stm