Going further. Going higher.

1. Where teachers agree, pupils will be able to drop some subjects and spend school hours on structured vocational experience from the age of 14.

2. The expansion of higher education should be suspended. There will be an emphasis on quality and the equitable allocation of places rather than on quantity. Future expansion should be concentrated i) within elite institutions and ii) in workplace-based degree programmes.

3. Top-up fees will be limited to £2000 per year and limited to only elite institutions who implement measures to broaden access. (Students from low income families will be exempt from paying tuition fees or top-up fees).

4. Promoting access to a national group of elite universities - higher grants for students from poorer backgrounds who take-up places at a defined group of elite universities. The higher grant will be designed to ensure that the poorest students, achieving the best grades, can leave home to attend the best universities anywhere in the country, taking up the places that they have earned through their exam grades.

5. Students will be able to add fees to their maintenance accounts. Their maintenance accounts will be repayable across their working lives (40+ years) using a small percentage of their income (above a certain level). There will be an incentive to make earlier lump-sum repayments.

6. Bursaries will be created for FE and HE students from low income backgrounds.

7. The system of student loan repayments to be renamed the 'Graduate Levy' emphasising the similarities to a graduate tax.

8. University places should be allocated on the basis of objective criteria. A student should be judged primarily using exam grades but also on the basis of performance relative to their secondary school and sixth form cohort (e.g. whether they are in the top 20%, 10% or 5%).

9. Where grades achieved are equal, a state school student has a stronger case than a student from a fee paying school. They have achieved equal results with fewer resources.

10. Fairer access to university can be achieved through the 'unilab' initiative where workers are able to make their workplace the focus of their academic programme. For example, a student of statistics could introduce new customer service surveys for their employer. Up to 33% of higher education places should be based within employment in this way.