size, shape and widening participation gareth parry university of sheffield
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Size, Shape and Widening Participation
Gareth ParryUniversity of Sheffield
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Three comparative dimensions
1. growth trajectories2. changing shapes3. policy priorities
for widening participationfor HE in FE
(with cautions and caveats)
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Higher Education Students 1980-2005: England, Scotland and Wales
0
400000
800000
1200000
1600000
2000000
1975 1980 1985 1990 1995 2000 2005 2010
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Shift to Mass Levels 1985-1994: England
0
200000
400000
600000
800000
1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995
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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
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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
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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
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Renewed Growth 1995-2005: England
0
200000
400000
600000
800000
1000000
1200000
1994 1996 1998 2000 2002 2004 2006
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Renewed Growth 1995-2005: Scotland
0
40000
80000
120000
160000
1994 1996 1998 2000 2002 2004 2006
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Renewed Growth 1995-2005: Wales
0
40000
80000
1994 1996 1998 2000 2002 2004 2006
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Changing Shape 1980-2005: England
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Changing Shape 1980-2005: Scotland
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Changing Shape 1980-2005: Wales
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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
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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
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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
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Scotland: tertiary collaboration with a division of labour?
• (near) separate missions• (revised) established qualifications• direct funding• critical mass• progression as transfer• joint strategies
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Wales: cross-sector partnership on a single model?
• highest priority • indirect funding• old and new qualifications• small to medium pockets
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Universal Access and Dual Regimes of Further and Higher Education(The FurtherHigher Project)
www.sheffield.ac.uk/furtherhigher
Rejoinders