Further, Higher, Better?

Gareth Parry

University of Sheffield

Why divide, and does it matter?

• a long-standing feature?

• an English peculiarity?

• an issue for public policy?

Some policy history ...

1944: an FE system + the universities

1966: colleges-polytechnics + the universities

1988: FE + polytechnics + the universities

1992: FE + HE

2000: L&S + HE

Staying with sectors ...

Policy silence, except for:

• the uniqueness of HE

• the disorder of post-16

From elite to mass: the FE contribution

• England: a ‘qualifying’ rather than ‘providing’ role for FE

• Scotland: a leading role for FE in taking HE expansion

From mass to near-universal access: the FE contribution

• England: breaking the traditional pattern of demand, with dual sectors (‘the English experiment’)

• Scotland: holding at 50%, with tertiary arrangements

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Scotland HEIs

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Wales HEIs

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Figure 1: Higher education students in HEIs and FECs in the United Kingdom by country and level of study (excluding the Open University), 2001-02

Other undergraduate First degree Postgraduate

Contemporary configurations of FE and HE

• mixed economy colleges

• dual-sector universities

• cross-sector partnerships

All FECs teaching their own and franchised students for higher education and higher level qualifications in England, 2000-01 (HEFCE & ISR data)

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Further Education Colleges

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Dual-sector universities

FE:HE

TVU 60:40

Leeds Metropolitan University 45:55

University of the Arts 50:50

University of Derby 40:60

Writtle College 90:10

Birmingham CFTCS 80:20

Semi-compulsory partnerships

• for validation

• for (indirect) funding

• for (increasing & widening) participation

• for (vocational) progression: Lifelong Learning Networks, with additional funded numbers

So, do sectors matter?

• no restraint on partnerships

• functional for some

• a check on mission drift?

but:

• asymmetries of policy and power

• ‘double stratification’: social & institutional

• a common enterprise?

After 2010?

• spending review

• fee deregulation

• demographic downturn

The ESRC FurtherHigher Project

Why do the English divide?

With what effect on organisations?

With what impact on participation and equity?

k.kitchen@sheffield.ac.uk