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Further, Higher, Better?

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?

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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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