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Universalism in Scotland (2):  Student Support

Universalism in Scotland (2):  Student Support. Lucy Hunter Blackburn SPIF/RSA 7 March 2014. Scotland: total living cost support (away from home) 2012-13. Scotland: total living cost support (all) 2013-14. Total living cost support: 2013-14. 2013-14 Scotland: by component. Scotland.

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Universalism in Scotland (2):  Student Support

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  1. Universalism in Scotland (2):  Student Support Lucy Hunter Blackburn SPIF/RSA 7 March 2014

  2. Scotland: total living cost support (away from home) 2012-13

  3. Scotland: total living cost support (all) 2013-14

  4. Total living cost support: 2013-14

  5. 2013-14 Scotland: by component

  6. Scotland 2012-13 2013-14

  7. England: living cost support 2013-14

  8. Northern Ireland: living cost support 2013-14

  9. Wales: living cost support 2013-14

  10. 2013-14 Scotland: loan only

  11. SAAS cash budget: fee/grant split at 2013-14 prices

  12. Scotland: tuition and living cost support (all young)

  13. Wales: tuition and living cost support (all away from home)

  14. UCAS application rate at 18: POLAR2 Q1

  15. UCAS application rate at 18: POLAR2 Q1

  16. A point about value Case supports the view that: • a value of universal benefits is to increase the interest of the middle classes; and so • means-tested benefits are more vulnerablethan universal ones to being cut or lost. • In this example, that effect is particularly clear in Scotland.

  17. Purpose • Universal benefits can serve a practical purpose in limiting how far one person is expected to depend on another, at higher incomes. • In this context, using loans may encourage those who can afford to make parental contributions to continue to do so, because loans carry a (future) cost.

  18. Limits • Availability of resources, particularly cash, sets limits. Governments always have to make choices. • The case shows that loans may be helpful in allowing governments to stretch resources. • But this case also shows that there is a risk that they come to be seen as interchangeable with grants, leading to regressive effects.

  19. Conclusion • “Mixed economy” of means-testing and universalism recognised in student support from 1962 and before. • In this case, comparing Scotland with the other devolved administrations, in particular, suggests the continuing value of hybrid systems in delivering socially just effects. • A case for being wary of taking an absolute position on universalism or means-testing. It’s how they are balanced which matters.

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