further, higher, better?
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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 - PowerPoint PPT PresentationTRANSCRIPT
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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England HEIs
England FEIs
Scotland HEIs
Scotland FEIs
Wales HEIs
Wales FEIs
N Ireland HEIs
N Ireland FEIs
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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Franchised
Registered
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?