Browse content similar to 27/11/2012. Check below for episodes and series from the same categories and more!
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family from future problems. Much as they may want to protect them | :00:04. | :00:12. | |
from events, it may not be the decision in the event -- in the end. | :00:12. | :00:14. | |
Tonight on Newsnight Scotland, should our top universities be | :00:14. | :00:17. | |
forced to take more students from poor backgrounds? And should they | :00:17. | :00:20. | |
be fined if they don't? St Andrews says it's trying but | :00:20. | :00:23. | |
it's not prepared to lower its standards. Does the university have | :00:23. | :00:26. | |
a point? Good evening. This looks like a | :00:26. | :00:29. | |
classic conflict of right against right. The Scottish Government | :00:29. | :00:32. | |
wants more students from poor backgrounds to go to university. | :00:32. | :00:35. | |
The universities go along to an extent, but insist they can't lower | :00:35. | :00:38. | |
their standards and are suspicious of any suggestion of quotas. Today | :00:38. | :00:42. | |
St Andrews became the latest to try to square the circle. But will it | :00:42. | :00:52. | |
:00:52. | :00:53. | ||
work? Here's Seonag Mackinnon. It is sometimes referred to as | :00:53. | :00:57. | |
Scotland's Oxford, and with the future king and queen among its | :00:57. | :01:03. | |
graduates, little wonder. But even that Prince William has shown his | :01:03. | :01:07. | |
commitment to recruiting more youngsters from poorer backgrounds. | :01:07. | :01:13. | |
The appeal we are launching today aims to raise �100 million to | :01:13. | :01:17. | |
invest in people and ideas. Insuring that the brightest | :01:17. | :01:23. | |
students, that is you and me of course, come to St Andrews | :01:23. | :01:26. | |
regardless of background and circumstances. | :01:26. | :01:31. | |
Ba Miller and Christopher, who come from state schools in Fife, save | :01:31. | :01:36. | |
the reputation is overstated and should not put applicants offer. | :01:36. | :01:44. | |
When I first came, it was strange hearing all the accents. My room- | :01:44. | :01:48. | |
mate was from Chicago, and when we first met each other I was so | :01:48. | :01:52. | |
excited about seeing an American and he was so excited about seeing | :01:52. | :01:59. | |
a Scotsman, but we were not too intimidated by each other's accents. | :01:59. | :02:02. | |
St Andrews is very international, and that is one of the things I | :02:02. | :02:07. | |
like about being here. It is a bit intimidating if you come from | :02:07. | :02:12. | |
somewhere local, but it is one of the best parts of being at the | :02:12. | :02:17. | |
University. By last year's St Andrews only | :02:17. | :02:21. | |
admitted 14 from Scotland's most disadvantaged homes. Today the | :02:21. | :02:27. | |
university says it hopes to increase that to 20, set aside an | :02:27. | :02:33. | |
extra �400,000 for bursaries. Student leaders are underwhelmed. | :02:33. | :02:38. | |
By would expect a few -- a bit more ambition. It seems they are coming | :02:38. | :02:43. | |
up with excuses about what they can't do rather than saying what | :02:43. | :02:50. | |
they can do. We have seen good evidence from elsewhere but you can | :02:50. | :02:53. | |
look at offering slightly different rates depending on the type of | :02:53. | :02:58. | |
school you have been at. But the university says it makes an | :02:58. | :03:03. | |
offer to the majority of those who apply from poorer homes, and it | :03:03. | :03:07. | |
says that Vestey on campus cannot just be the responsibility of | :03:07. | :03:13. | |
university leaders. -- diversity. It is about the wider cultural of | :03:13. | :03:20. | |
attainment in Scotland. It is wrong to say it is just the point of | :03:20. | :03:24. | |
leaving secondary school and entering university. Is it down to | :03:24. | :03:30. | |
the schools that not enough students have the ambition? I think | :03:30. | :03:35. | |
it is everything, and the universities can do more to create | :03:35. | :03:40. | |
aspiration, but we also have to have engagement from everywhere | :03:40. | :03:46. | |
else in society in relation to the wider societal effort. | :03:46. | :03:53. | |
Sir is Scotland failing its poorest students? In 2011 across Scotland, | :03:53. | :03:58. | |
2.5% of them got at least three A grades in their hires. In East | :03:58. | :04:06. | |
Renfrewshire it was 5.6%. Edinburgh, just 1.4%. | :04:06. | :04:13. | |
They there are about 220 people from those backgrounds who have the | :04:13. | :04:17. | |
basic qualifications to come here, and that would be three a pass | :04:17. | :04:26. | |
higher exams. If we can take 20 from that 220, that is 10%. We did | :04:26. | :04:35. | |
not represent 10% of Scotland's capacity in Scotland's education. | :04:36. | :04:42. | |
St Andrew's say they do not want to admit... | :04:42. | :04:46. | |
The Scottish Government says it understands the dilemma and | :04:46. | :04:50. | |
commence steps forward, but warns universities it may apply more | :04:50. | :04:55. | |
pressure. Be it is a modest step forward, but it is a step forward | :04:55. | :05:00. | |
and I think sick and resistor be commended for recognising the need | :05:00. | :05:06. | |
to be admit students from elsewhere. I want to see progress on this - | :05:06. | :05:10. | |
every one of Scotland wants to see progress and progress is welcomed. | :05:10. | :05:15. | |
They are on Lake -- also right to argue they are not the only players. | :05:15. | :05:19. | |
There are ways to get children from poorer backgrounds into further and | :05:19. | :05:25. | |
higher education. Everyone agrees to few from modest | :05:25. | :05:29. | |
homes win places on campuses, but the big question is billed the | :05:30. | :05:36. | |
threat from -- of a cut from public funding UCCA any time soon, or | :05:36. | :05:39. | |
achieve a breakthrough? I'm joined now from Dundee by St | :05:39. | :05:41. | |
Andrews University's vice-principal responsible for admissions, Stephen | :05:41. | :05:44. | |
Magee. Here in Glasgow is Gerry Lyons, head teacher of St Andrews | :05:44. | :05:47. | |
secondary school in Carntyne, who's speaking on behalf of the School | :05:47. | :05:49. | |
Leaders Scotland organisation. And in Edinburgh Dr Cristina Ianelli, | :05:49. | :05:59. | |
:05:59. | :06:01. | ||
an educational sociologist specialising in social mobility. | :06:01. | :06:07. | |
21st of all explain, this document that you should today with these | :06:07. | :06:11. | |
commitments on it - what is the status of that, is that an | :06:11. | :06:18. | |
agreement you have made with the Scottish Government? Partly. Many | :06:18. | :06:23. | |
of these things which are in the statement, for example the increase | :06:23. | :06:29. | |
in bursaries, up or articulation of routes with further education | :06:29. | :06:35. | |
colleges, we are doing already. understand that, but there had been | :06:35. | :06:39. | |
some suggestions that the Scottish Government might find it | :06:39. | :06:46. | |
universities, but it was not happy we were doing enough to increase | :06:46. | :06:53. | |
intake from poorer backgrounds? the moment we are in the process of | :06:53. | :06:57. | |
negotiating outcome agreements, which is what the Cabinet Secretary | :06:57. | :07:03. | |
referred to. These have not been finalised now -- yet. So it would | :07:03. | :07:07. | |
in theory be possible for the Scottish funding council to come | :07:07. | :07:13. | |
back and say, that is not good enough? Bay would ask us by our | :07:13. | :07:17. | |
ambition is at that scale, and we have tried to explain to date why | :07:17. | :07:23. | |
we want to put in as much effort as we can't, but we are committed to | :07:23. | :07:27. | |
this absolutely. We have to get across the scale of the problem, | :07:27. | :07:32. | |
and a great deal of effort is going to have to go in to accept Bevis | :07:32. | :07:41. | |
more changes. This is you're opening bid, from what you are | :07:41. | :07:47. | |
saying? No, there was an outcome agreement last year, but this was a | :07:47. | :07:53. | |
prototype. This is part of the ongoing process of discussing a | :07:53. | :07:58. | |
widely just how complex this problem is, and showing each | :07:58. | :08:03. | |
institution's commitment to solving it. But the point is you have to | :08:03. | :08:07. | |
come to an agreement, you have not done it yet, and this is your | :08:08. | :08:12. | |
attempt to say, is that good enough? This is part of it, there | :08:12. | :08:21. | |
is more to it. Presumably, is there are thinning it in the university | :08:21. | :08:26. | |
but you are being asked to do two things but or contradictory? You | :08:26. | :08:31. | |
are in a situation where in England they now have tuition fees, so you | :08:31. | :08:38. | |
are under great pressure to keep standards up, particularly in | :08:38. | :08:43. | |
research, but on the other hand you have to take people from poorer | :08:43. | :08:48. | |
backgrounds? That is correct, there is the possibility of a | :08:48. | :08:53. | |
contradiction, but I think we can do both those things. But all of | :08:53. | :08:59. | |
this institution within which I work is committed to excellence in | :08:59. | :09:03. | |
teaching research, but also being accessible. If we want to be | :09:03. | :09:09. | |
accessible, and we want to allow young Scots to rub shoulders with | :09:09. | :09:14. | |
very bright people from the rest of the world. A commitment on you're | :09:14. | :09:20. | |
part to take six more students from poorer backgrounds is hardly | :09:20. | :09:28. | |
staggering. There are the best part of 30,000 places available in | :09:28. | :09:31. | |
Scottish Higher Education four degrees each year, in St Andrews | :09:31. | :09:37. | |
about 500. If we increase the number to 20, that 20 represents | :09:37. | :09:43. | |
quite a big number out of the hall capacity. I want to bring the other | :09:43. | :09:48. | |
people in, but a lot of people will understand your predicament as a | :09:48. | :09:52. | |
university, and many of your Ordnance may have merit. The | :09:52. | :09:58. | |
problem of this idea of we will do our bit, but it is a broader | :09:58. | :10:04. | |
societal problem, is that everybody says it is a broad problem to do | :10:04. | :10:09. | |
with society and Ben Franklin nothing happens. Up by am hoping | :10:09. | :10:13. | |
something does happen. To the evidence in the coming years will | :10:13. | :10:18. | |
show we are actually doing quite a lot. Dr Cristina Ianelli, do | :10:19. | :10:24. | |
sympathise with their predicament? I do, because I think it is a | :10:24. | :10:30. | |
complex phenomenon. So-so inequalities are starting from when | :10:30. | :10:38. | |
people on board. There is no doubt that people who experience live | :10:38. | :10:42. | |
conditions which or very disadvantaged, they bring these | :10:42. | :10:48. | |
disadvantages onwards in their life, and in the school and in the labour | :10:48. | :10:53. | |
market. There is no doubt that this is not just education, the problem | :10:53. | :11:00. | |
is more a societal problem, and in that -- inequalities which exist in | :11:00. | :11:08. | |
our society. But they have an obligation to counteract this | :11:08. | :11:18. | |
imbalance. Gerry Lyons, do you think the University of ordering | :11:18. | :11:24. | |
enough? Imagine it if you scroll, we were trying to get eight more | :11:24. | :11:30. | |
students to get better grades? Fundamentally it is about the | :11:30. | :11:36. | |
intake. I think you have to engage with the problem of and parts of | :11:36. | :11:40. | |
the problem you can impact on, and certainly in schools that is what | :11:40. | :11:45. | |
we try to do. There are a range of things we can do to counteract | :11:45. | :11:50. | |
disadvantage and give young people opportunities that perhaps might be | :11:50. | :11:54. | |
deprived -- might deprive them if it were not for the quality of the | :11:54. | :11:58. | |
work the schools do. A if you look at the statistics for Scotland in | :11:58. | :12:03. | |
general, there does not seem to be any evidence that that is happening. | :12:04. | :12:09. | |
By would dispute that. In the two schools are served in Glasgow, we | :12:09. | :12:14. | |
increased the number of people going on to universities by 11% in | :12:14. | :12:24. | |
:12:24. | :12:25. | ||
one and 6% in the other in the last How many more students do you have | :12:26. | :12:31. | |
going to university? We now have 25% of school levers going on the | :12:31. | :12:38. | |
university. My school was 1640 young people. Of those 1640, how | :12:38. | :12:41. | |
many last year got what Stephen Magee would want, and correct me if | :12:41. | :12:51. | |
:12:51. | :12:51. | ||
I am wrong, I think is three As and a B. Three As and a B. Could cha be | :12:51. | :12:55. | |
one sitting? They can come back in the sixth year. In the main one | :12:55. | :12:59. | |
sitting is to be preferred. many of your students... In one | :12:59. | :13:03. | |
sitting you would talk about 6% of that year group. That is the fourth | :13:03. | :13:08. | |
year, year group. You are talking about 25 young people. Right. In | :13:08. | :13:12. | |
fact you think you would have 25 young people coming out of your | :13:12. | :13:18. | |
school, one school, that could go to Stephen Magee's university. | :13:18. | :13:24. | |
Absolutely. Do they want do that? Interestingly, know they no they | :13:24. | :13:28. | |
don't. That is one of the issues that Steven has to address, of the | :13:28. | :13:32. | |
220 young people from deprived areas who got the necessary | :13:32. | :13:37. | |
qualification to go to St Andrews only 55 applied to go there. 34 of | :13:37. | :13:42. | |
them were offered placed and only 14 took them. There is an issue for | :13:42. | :13:46. | |
St Andrews which I am sure Steven is happy to engage with, which is | :13:46. | :13:50. | |
about how do you make St Andrews more of a viable option for young | :13:50. | :13:53. | |
people from deprived backgrounds, and challenge that perception, | :13:53. | :13:58. | |
which is that is for another group of people in our society and not | :13:58. | :14:04. | |
for us.. If I can come in, I think that is absolutely right. I would | :14:04. | :14:11. | |
dearly love to be able to persuade my fellow Glaswegians is a good | :14:11. | :14:15. | |
option. Why do you think will have a problem? It is a very ugly phrase | :14:15. | :14:19. | |
but we are least local credit union versety in Scotland. Possibly the | :14:19. | :14:23. | |
least lobg in the UK. 95% of our students don't come from this area. | :14:23. | :14:29. | |
They have to commute, they have to live here. Typically we are | :14:29. | :14:32. | |
attracting good student from a variety of schools rather than a | :14:32. | :14:36. | |
large number from a small variety as you might find in Glasgow. In | :14:36. | :14:41. | |
the case of Gerry's school... wouldn't find that in Edinburgh? | :14:41. | :14:46. | |
is a large urban population, it is not the same at all. In the case of | :14:46. | :14:49. | |
Gerry's school. We had six application in the last were to | :14:49. | :14:53. | |
three years and two entrants which I think is about pretty good | :14:53. | :14:58. | |
average, given the numbers we are talking about. We can do more. | :14:58. | :15:03. | |
you think there is a problem as it were on the other side, t it is not | :15:03. | :15:06. | |
that universities need to do more to attract people from poorer | :15:06. | :15:11. | |
background, but there is a barrier to people perceiving. Even if they | :15:11. | :15:16. | |
do have the academic results, they perceive they don't want to go? | :15:16. | :15:22. | |
agree. When I speak with a widening access with from the University of | :15:22. | :15:27. | |
Edinburgh. They complain they don't have enough applicants with lower | :15:27. | :15:33. | |
social background, so there is a perception among students from less | :15:33. | :15:37. | |
advantaged background they can't fit in in those university, in that | :15:37. | :15:44. | |
sense we can do much more, and the university can do nor show it is | :15:44. | :15:48. | |
not an elitist university. It is an elitist credit union versety | :15:48. | :15:52. | |
because it produces high quality research. This is the kind of | :15:52. | :15:55. | |
things which should attract everybody, all the student | :15:55. | :16:01. | |
population, not just the most advantaged students. What do you | :16:01. | :16:05. | |
student, the ones who get the pass, what do they say to you about why | :16:05. | :16:11. | |
they don't want to go places like St Andrews? They very much focus on, | :16:11. | :16:15. | |
I think, the local university, a lot of them apply to Glasgow, | :16:15. | :16:20. | |
Strathclyde, Glasgow Caledonian and their focus is very much there. | :16:20. | :16:23. | |
Interestingly because those universities engage directly with | :16:23. | :16:26. | |
us. Our young people have link programmes with those university, | :16:26. | :16:31. | |
they spend time in them, they are mentored by students from those | :16:31. | :16:35. | |
universities, there is a widening access programme there. Stephen | :16:35. | :16:42. | |
right, we have sent students to St Andrews but in my time I have never | :16:42. | :16:46. | |
engaged from anyone from St Andrews although I would be delight dod so. | :16:46. | :16:51. | |
I think that is an invitation. would delighted to take it up. I | :16:51. | :16:56. | |
will write to Gerry in the morning. That is excellent. There is a high | :16:57. | :17:02. | |
Newsnight Scotland commissioning fee! Of course! We can discuss | :17:02. | :17:09. | |
that! We write to every high school in Scotland. Let us they have 350. | :17:09. | :17:13. | |
We visit 100 every year. If you consider the number of students | :17:13. | :17:17. | |
that enter St Andrews in a given year from Scotland, about 500. We | :17:17. | :17:21. | |
are probably getting on average one or two kids, not from every school | :17:21. | :17:26. | |
every year, but pretty much you know, good standard of, at that | :17:26. | :17:30. | |
level. Right. OK. I think all of you agree, that there is a problem | :17:30. | :17:34. | |
here. And it is a fairly wide based problem. But the danger is, as we | :17:34. | :17:38. | |
talked about earlier, if we keep saying it is very broad based, | :17:38. | :17:44. | |
nothing gets down. I am curious, Dr Cristina Ianelli, if there were two | :17:44. | :17:48. | |
or three things we could do to address this problem of | :17:48. | :17:55. | |
underachievement, if you like, what would they be? Well, Well, some | :17:55. | :17:59. | |
international research has shown that the best way actually to | :17:59. | :18:04. | |
improve the educational attainment of people from lower social | :18:04. | :18:09. | |
backgrounds is really rising standards, not damping down the | :18:09. | :18:13. | |
standards. We wouldn't do any favour to them, or to our education | :18:13. | :18:17. | |
system. So you would agree with Stephen Magee, under no | :18:17. | :18:20. | |
circumstances should St Andrews for example, there shouldn't be a quota | :18:20. | :18:24. | |
system, they shouldn't be taking students of lesser academic | :18:24. | :18:29. | |
qualification just because they are from poor backgrounds? Well it's a | :18:29. | :18:33. | |
difficult issue, I think not always educational attainment is showing | :18:33. | :18:38. | |
the real potential of people. If you are born in a lower social | :18:38. | :18:42. | |
background with less resources in a school which is disadvantaged, you | :18:42. | :18:46. | |
have not had the same possibility to achieve highly as people from | :18:46. | :18:50. | |
other area, so in some ways I am not saying that they have to reduce | :18:50. | :18:56. | |
the standards, I am saying maybe they should consider clearly this | :18:56. | :19:03. | |
other circumstances, if, you know, they can achieve, they can accept | :19:03. | :19:07. | |
to students who have less than three As but have some other ways | :19:07. | :19:12. | |
of measures the potential, the ability of the students, I would | :19:12. | :19:17. | |
endorse that, because I still think again, that students not all | :19:17. | :19:21. | |
students have the same possibility to achieve those high standards. | :19:21. | :19:27. | |
alternative to this. What would you, Gerry, what would you suggest? | :19:27. | :19:32. | |
couple of practical suggestion, one is we consider a more sophisticated | :19:32. | :19:38. | |
approach to what other university - - what are the university admission | :19:38. | :19:42. | |
criteria. There is research going into contextualised application and | :19:42. | :19:48. | |
looking at the circumstances of a young person round gaveing five As | :19:48. | :19:53. | |
at Higher, if you are a young carer or come from a deprived background | :19:53. | :19:55. | |
or some other challenging circumstances that some young | :19:55. | :19:59. | |
people come from, is at time a greater achieve and bigger | :19:59. | :20:03. | |
challenge. The argument against that is you have to stop this at | :20:04. | :20:08. | |
some point. There is a good reason for that, because when people go | :20:08. | :20:13. | |
out into the big wide world and get a job, employers are not going to | :20:13. | :20:18. | |
say you want to be an engineer, we understand you don't really | :20:18. | :20:21. | |
understand aerodynamics very well but you come from a poor background | :20:21. | :20:26. | |
so we will take you on. Totally agree. I have no desire to lower | :20:26. | :20:31. | |
aspiration, I would like a better of what high achievement is for | :20:31. | :20:37. | |
them. The other thing about that research done by the top up | :20:37. | :20:40. | |
programme at Glasgow University showed people who went through the | :20:40. | :20:44. | |
top up programme performed better at university, than young people | :20:44. | :20:47. | |
from so-called wealthier backgrounds, by the time they left | :20:47. | :20:52. | |
university, so there is no sense those young people... Are | :20:52. | :20:55. | |
disadvantage, in fact they did better. Very brief last word to | :20:56. | :21:00. | |
Stephen Magee. Very brief. You have heard what they want from you. What, | :21:00. | :21:04. | |
one thing you would like from them? I would like to work with them to | :21:04. | :21:07. | |
encourage aspiration, that is the most important thing Welsh are | :21:07. | :21:11. | |
committed to do it. If we can raise aspiration across the piece, that | :21:11. | :21:15. | |
will help everybody. All right. We will have to leave it there. Thank | :21:15. | :21:19. | |
you very much indeed. Quick look at you very much indeed. Quick look at | :21:19. | :21:29. | |
:21:29. | :21:38. | ||
the front pages. The BBC is on the The Independent, there it is | :21:38. | :21:43. | |
supergrass who held key to Russian fraud is found dead in Surrey. | :21:43. | :21:46. | |
Ministers blame each other for low growth according to the financial | :21:46. | :21:56. | |
:21:56. | :21:59. | ||
times. That is it, I will be back Different complexion to weather in | :21:59. | :22:03. | |
the next few days, more typical of late November and December, mostly | :22:03. | :22:08. | |
dry, which has to be good news. Not quite there yet. Some showers still | :22:08. | :22:11. | |
affecting parts of North East England, I am not anticipating huge | :22:11. | :22:16. | |
amounts of rain. In fact a bit of snow developing on the North York | :22:16. | :22:19. | |
Moors. Other county eastern England are prone to one or two showers but | :22:19. | :22:24. | |
the emphasis is on dry weather, and further west there will be few if | :22:24. | :22:27. | |
any showers. Sunshine in Wales and south-west England, so the clearing | :22:27. | :22:30. | |
up operation can continue here. Cold though, the wind coming from | :22:30. | :22:33. | |
the north. Temperatures never getting that high, despite the | :22:33. | :22:37. | |
sunshine. Sicks and sevens will be the peak in most places. Up across | :22:37. | :22:40. | |
Northern Ireland, after a frosty is that right, I think it is set to be | :22:40. | :22:44. | |
a fine day, with plenty of sunshine. The risk of a shower to the north | :22:44. | :22:48. | |
coast. Across the north of Scotland there will be a few wintry showers. | :22:48. | :22:54. | |
Most of Scotland will stay dry and bright. Two or three degrees | :22:54. | :22:56. | |
through the central bout belt. Northern parts of the country, | :22:56. | :23:01. | |
bright and dry, the emphasis on frosty night, bright chilly days, | :23:01. | :23:05. | |
further south as well, most places will be dry. There is the risk of | :23:05. | :23:09. | |
one or two wintry showers as we get through Thursday, and on into | :23:09. | :23:14. | |
Friday, but there few and far between on Thursday it will be | :23:14. | :23:17. |