Size, Shape and Widening Participation
Gareth ParryUniversity of Sheffield
Three comparative dimensions
1. growth trajectories2. changing shapes3. policy priorities
for widening participationfor HE in FE
(with cautions and caveats)
Higher Education Students 1980-2005: England, Scotland and Wales
0
400000
800000
1200000
1600000
2000000
1975 1980 1985 1990 1995 2000 2005 2010
Shift to Mass Levels 1985-1994: England
0
200000
400000
600000
800000
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
Shift to Mass Levels 1985-1994: Scotland
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
100000
110000
120000
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
Shift to Mass Levels 1985-1994: Wales
0
10000
20000
30000
40000
50000
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
Who Took the Peak Expansion?
23%146.6119.2FECs63%634.9389.4Polys and colleges37%409.3299.0Universities
% change19931989England
43%47.333.1FECs40%64.546.1Central institutions30%68.052.4Universities
% change19931989Scotland
-31%1.11.6FECs72%36.121.0Poly and colleges48%36.424.6University of Wales
% change19931989Wales
Renewed Growth 1995-2005: England
0
200000
400000
600000
800000
1000000
1200000
1994 1996 1998 2000 2002 2004 2006
Renewed Growth 1995-2005: Scotland
0
40000
80000
120000
160000
1994 1996 1998 2000 2002 2004 2006
Renewed Growth 1995-2005: Wales
0
40000
80000
1994 1996 1998 2000 2002 2004 2006
Changing Shape 1980-2005: England
Changing Shape 1980-2005: Scotland
Changing Shape 1980-2005: Wales
Policy push: widening access and participation
Common components:• stimulating and shaping demand• funding for access and retention• delivering in college and work settings• securing articulation and progression
Higher education: college contributions
Four functions:• qualifying (for initial entry)• providing (in their own name or on behalf
of another)• transfer (beyond the short-cycle)• returning
England: dynamic differentiation without formal stratification?
• changing and steering demand• a new exit and transfer qualification• overlapping missions and sector regimes• plural funding and assorted provision• competition and collaboration• proposed awarding powers
Scotland: tertiary collaboration with a division of labour?
• (near) separate missions• (revised) established qualifications• direct funding• critical mass• progression as transfer• joint strategies
Wales: cross-sector partnership on a single model?
• highest priority • indirect funding• old and new qualifications• small to medium pockets
Universal Access and Dual Regimes of Further and Higher Education(The FurtherHigher Project)
www.sheffield.ac.uk/furtherhigher
Rejoinders