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