Do widening participation schemes work? Students share their stories

Adam Bradford, now 23, achieved 27 GCSEs. Astounding as that is, perhaps even more surprising is that, for all his academic credentials, he decided not to go to university.

Encouraged by his school in Sheffield – nicknamed ‘The Exam Factory” – and his parents, Adam completed his A levels in just one year, applied for business and IT degrees, and received offers from universities in Sheffield, Lincoln and Bradford.

Ironically, it was the universities’ attempts to sell themselves that put him off.

University of East London has a range of approaches to encouraging disadvantaged students to apply and achieve success. Its “Belong Believe Achieve” video series tells the personal stories of students who secured a university place or graduated against the odds. The hope is that prospective students will relate to people like them, and feel reassured that they too can achieve their goals.

Recent UEL graduate Mohammed Baraka Nassor, now 41, had to abandon his studies in English and maths after he arrived in the UK as a refugee from Zanzibar, Tanzania, in 1995. After working for 15 years as a chef he was granted indefinite leave to remain in the UK in 2011, and could finally access higher education to fulfil his ambition of working in education.

Without the prerequisite qualifications, he approached UEL for advice, and was soon enrolled on the New Beginnings course, which, for a small fee, helps to prepare prospective students for degree-level work. He said:

“I had no idea how higher education worked in this country. I thought I could just go and say ‘I want to study’ and they would just take me in.”

The course asked students to reflect not only on their academic aspirations, but also on the practical side of studying at university, including living costs and financial arrangements.

“For me it was really helpful. I live with five children and my wife so I couldn’t choose to study far away as it would be very hard to leave my family,” Mohammed said.

The aim of New Beginnings is not just to improve access to university, but also to ensure that students maximise their opportunities while they study and achieve success on their degree. Practical skills, such as how to reference in an essay and how to access journals, are a key focus of the scheme.

“After that, my first year it wasn’t that hard,” Mohammed said. He received a first-class degree and is now applying for PGCE courses to realise his dream of becoming a teacher. His wife is also due to start the New Beginnings course this month.

For all students who have gone through access schemes, the most fundamental factor in their success is receiving personalised attention and support. And that need certainly does not disappear once students have got into higher education. Participation at university is an ongoing process, and, at least according to students themselves, is best fulfilled by ensuring that studies match up with individual needs and aspirations.