"We have a large underclass in Britain, and a fairly low standard of education. Our best universities are extremely good, but a very significant proportion of the British population that comes out of compulsory schooling with very low standards of education"

Nigel Short highlights a dual reality within the British educational landscape. On one hand, there exist prestigious universities and centers of academic excellence in Britain. These institutions represent the pinnacle of educational achievement, producing graduates who often excel internationally and contribute significantly to academic, scientific, and cultural developments. Their global reputation bolsters Britain’s image as a home to world-leading educational opportunities. However, Short draws attention to a significant societal divide; while a select fraction benefit from these elite opportunities, a much broader segment of Britain’s youth completes compulsory schooling with inadequate educational attainment.

He attributes this to the presence of a "large underclass", a portion of the population that, because of socioeconomic disadvantage, cycles of deprivation, or systemic issues in educational outreach, is left with diminished prospects and skills. This underclass faces barriers not just to higher education but also to social mobility and engagement with the broader economy. The "fairly low standard of education" suggests issues at multiple levels: under-resourced schools, insufficient support for struggling students, and possibly a curriculum that does not serve all students equitably.

Short’s remarks also touch on educational inequality, a stratification whereby only those with access to resources, supportive environments, or privileged backgrounds can fully benefit from the system. Children from poorer families or marginalized neighborhoods may lack the support and attention required to achieve basic competency in key subjects. As a result, many leave school unprepared for the demands of the workforce, further perpetuating cycles of poverty. The existence of excellent universities juxtaposed with widespread low achievement underscores a need for thoughtful reform that addresses both ends: raising baseline educational standards and addressing root causes of societal inequality.

Short’s observation is a call to acknowledge the complex challenges facing British education. It suggests that real progress lies not only in celebrating elite successes but in lifting the overall standard so that every young person has the opportunity to succeed, regardless of background.