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Further, Higher, Better?

Explore the longstanding division between Further Education (FE) and Higher Education (HE) in England, its impact on policy, participation, and equity. Dive into historical developments, contemporary configurations, and the future outlook. Contact: k.kitchen@sheffield.ac.uk

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Further, Higher, Better?

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  1. Further, Higher, Better? Gareth Parry University of Sheffield

  2. Why divide, and does it matter? • a long-standing feature? • an English peculiarity? • an issue for public policy?

  3. 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

  4. Staying with sectors ... Policy silence, except for: • the uniqueness of HE • the disorder of post-16

  5. 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

  6. 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

  7. Contemporary configurations of FE and HE • mixed economy colleges • dual-sector universities • cross-sector partnerships

  8. 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

  9. Semi-compulsory partnerships • for validation • for (indirect) funding • for (increasing & widening) participation • for (vocational) progression: Lifelong Learning Networks, with additional funded numbers

  10. 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?

  11. After 2010? • spending review • fee deregulation • demographic downturn

  12. 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

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