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In England and Australia, higher education institutions are required to widen participation in higher education by including students from under-represented and non-traditional groups. Widening participation is most effective when it starts early – during compulsory education and other forms of pre-tertiary education. Higher education institutions are providers of pre-service and in-service teacher education, and therefore have the potential to ‘join the dots’ between teacher education and widening participation. Two approaches are identified: recruiting more diverse cohorts of students to teacher education through targeted, relevant and engaging pre-entry experiences in schools and communities with low rates of progression to higher education, and preparing all teachers to better support the tenets of widening participation through their professional roles in schools, colleges and communities. This paper focuses on the former, using a structural theoretical lens to understand low participation by particular groups of students. This framework is used to analyse two empirical examples, one from Australia and one from England. The paper concludes by recommending a more systemic approach to widening participation through teacher education, and makes practical suggestions informed by theory, practice and research. [ABSTRACT FROM AUTHOR]

This paper focuses on the proposals for the introduction of ‘technical degrees’ in English higher education institutions advanced by the Labour Party’s Liam Byrne in a document entitled ‘Robbins Rebooted’ which was published in August 2014 by the Social Market Foundation. The context and rationale for the proposed technical degrees is discussed, identifying assumptions and implications of the proposed policy. Drawing on studies of related workforce development and higher vocational initiatives, potential problems that could arise with the implementation of the policy are outlined. This leads on to a discussion on whether the curriculum that technical degrees would offer would be an adequate preparation for work and whether the qualifications in themselves would achieve as much credibility as alternative routes through higher education. In the event, the opportunity to introduce technical degrees in the form advanced by Byrne did not arise, as the Labour Party lost the general election in 2015 and did not return to office. [ABSTRACT FROM PUBLISHER]