Abstract
This paper presents a spatial microsimulation approach to the analysis of social and spatial inequalities in higher education attainment. The paper provides a brief review of microsimulation and spatial microsimulation, highlighting the paucity in applications aimed at the analysis of educational policy. It then briefly reviews the educational policy framework in Britain and discusses relevant application areas for spatial microsimulation. It also demonstrates how spatial microsimulation modelling can be used to generate educational policy-relevant outputs and to map and analyse social and spatial inequalities in educational attainment. The paper presents three educational policy scenarios and uses a spatial microsimulation model to assess their spatial and social impact in the region of Yorkshire and the Humber, UK. Finally, in the light of the model outputs and policy analysis scenarios, the paper discusses possible future extensions and policy applications. One of the major findings is the division in the participation of young people to higher education changes by where they live.
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