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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

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Further higher better

Further, Higher, Better?

Gareth Parry

University of Sheffield


Why divide and does it matter
Why divide, and does it matter?

  • a long-standing feature?

  • an English peculiarity?

  • an issue for public policy?


Some policy history
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
Staying with sectors ...

Policy silence, except for:

  • the uniqueness of HE

  • the disorder of post-16


From elite to mass the fe contribution
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
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


Contemporary configurations of fe and he
Contemporary configurations of FE and HE

  • mixed economy colleges

  • dual-sector universities

  • cross-sector partnerships


Dual sector universities
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
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
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
After 2010?

  • spending review

  • fee deregulation

  • demographic downturn


The esrc furtherhigher project
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