Achieving parity of esteem for different educational routes, be it academic or vocational, is a continual challenge.
The view that academic routes are superior is consistently reinforced by schools, employers, politicians and parents. A levels followed by a degree is almost always the pathway encouraged by schools. Any deviation from this, whether it be an apprenticeship or vocational course, is often considered as a less desirable choice for a less able student.
As the principal of a large South London college, offering both further and higher education courses, I have to challenge this view of FE and vocational education on a daily basis. Not only do we offer a wide range of high-quality degree courses (our university centre recently received a silver TEF award) we, like many other FE colleges, make HE accessible to many people who otherwise wouldn’t consider attending a university.
Whether its maintenance costs or tuition fees, attaining a traditional degree is getting increasingly expensive. A full-time, three-year degree is simply not an option for many people, either financially or due to other commitments with family and work. However, studying flexibly for a degree, perhaps part-time, while still working can make the possibility of achieving a higher-level qualification a reality.
Better for some
As our own Skills Minister Anne Milton recently said, a degree isn’t the only option for success. Indeed, there are many good jobs at levels 4 and 5. For a country facing severe technical skill shortages across many key industries, it is vital that high-quality training at these essential levels is well supported and encouraged. Apprenticeships are an important part of this mix.
Making HE accessible is crucial for social mobility, aspiration and enabling second chances. HE within FE also has additional benefits, offering a greater vocational focus, strong links with employers, and an emphasis on a career destination.
Current barriers
Despite all the clear advantages, offering successful HE provision presents a number of challenges to colleges.
Very few FE colleges have degree-awarding powers which means that they are wholly dependent on forming good relationships with partner universities. Universities are also in control when it comes to degree apprenticeships, and many FE colleges are stifled by extra layers of process to establish courses.
With a strong track record in delivering apprenticeships up to and including level 3, it is hugely frustrating when dealing with degree apprenticeships to be at the mercy of institutions which typically have far less experience of employer-led programmes delivered primarily in the workplace.
Current policies and the recent Office for Students (OfS) consultation are all focused on driving competition and bringing new entrants into the market. Little consideration is given to the importance of collaboration between FE and HE, or how to incentivise this important provision.
We now eagerly await the findings and outcome from both the level 4 and 5 review and the post-18 review. My hope is that both recognise the need for strengthened provision at these levels – as well as valuing the progression opportunities offered by FE colleges and their ability to widen participation at degree level.
With today marking the start of Colleges Week, I would urge the Department for Education to look more closely at the value of FE within the wider education system and its impact on society as a whole.
Great article. Degree awarding powers for FE colleges with a track record of HE provision would be welcome. It is an open secret that FE colleges are very well placed to deliver on widening participation at degree level.