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Tertiary education is optional and is open to anyone 18 years or older. This will be in the form of university study; tuition fees will be covered by the government for a first degree and living costs will be covered by the student with or without a student loan. This is because one of the biggest issues which cause individuals to not participate in university study is social class (Tieben and Wolbers 2009; Dearden, Fitzsimons and Wyness 2011). If a student wishes to incur fewer living costs during their degree, they can choose to stay at home, study online or take their course part-time and work alongside (Özcan and Yildirim 2018). This system will be inclusive by removing minimum entry requirements and having different ways of deciding if an applicant is successful, personal statements are already used (Goho and Blackman 2009). In order to accommodate having no minimum entry grades degree level courses will last 4 years, this allows for the first year to teach students how to learn at degree level and to allow them to decide what they wish to study especially for subjects which are not available at lower level study, further degree level study is available after a degree is completed and will require a minimum grade in the undergraduate degree, a loan will be available to cover tuition fees if necessary. Inclusion, once an individual has been accepted by a university, will come in the form of extra help for SpLDs, and any reasonable adjustments necessary to accommodate students, most universities already have policies like these in place. It is the role of the university to accommodate the individual rather than the individual to fit around the university.

Individualisation will be at its highest level at university level. At degree level, the Open University provides all accreditation levelling all universities as well as providing their own online degree course in the form of a small private online courses (Özcan and Yildirim 2018). If universities intend on standing out to potential students they must appeal to students on a non-academic level or with facilities, since academically they are worth the same and will be viewed equally. The individualisation is found in the form of picking a university and making it fit around the student rather than the student fitting around the university (Muir 2001). To make a degree fit around the individual they can: decide if they wish to attend a physical university, or do their degree online; choose to be part-time or full-time; vote democratically on subjects and choose which modules they wish to study (some will be considered core to the degree though). During adult education andragogy will be used, this means individuals will be learning more about how to learn and processes which they will use rather than actual content (Knowles 1990). This will be used in compulsory modules, because it is important that individuals learn processes but they will be able to use selected topics to explore their interests (Dultz 1999).

The final aim in the tertiary education sector is for democracy. At degree level, democracy will be similar to in the compulsory education sector. Students may vote democratically on subjects and modules as well as getting to vote on issues surrounding their university for example if a university is deciding where to prioritise their spending. Degree level study is for those aged 18+ and at this age, individuals can vote in society and therefore should be trusted with a vote on issues within their institution (Carnoy 2017). If students have been taught about democracy effectively and have practised it where possible throughout their schooling and education, they should be very comfortable with voting and democracy by the time they are 18 years old.

The tertiary sector of this alternative section is not practical in places. It will be costly to remove tuition fees for a first degree and could further increase the number of individuals embarking on degree level study, which would put a further strain on resources. This alongside having 4-year long degrees means the costs to be paid by the government are unrealistic, however, this is already done in Scotland for Scottish students (Gov.Scot 2019). Another practicality issue is the individualisation, the more individual the degree becomes the more impractical it becomes. This is because more options mean more individuals are doing different combinations for their degree and having smaller class sizes is more expensive and is more impractical (Gibbs and Jenkins 2013). Fairness is difficult to assess, while for some having no minimum entry grades required will open options for them others may excel in these areas. There is also a danger of making the role of the university too difficult, they may be discouraged from offering places to students who will use more time, resources and help. If universities are given support and training when it comes to inclusion this should not be an issue, if the overall attitude to education was changed to accommodate rather than segregate inclusion would become a natural part of education and society (Dickinson 2005; Gaona, Palikara and Castro 2019).