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Researching the furtherhigher complex Gareth Parry University of Sheffield.

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1 Researching the furtherhigher complex Gareth Parry University of Sheffield

2 A (deceptively) simple question Why do the English divide education after school into two sectors, and does it matter?

3 Why divide? historical: a long-standing feature? comparative: an English peculiarity? sociological: social reproduction and functional differentiation? philosophical: higherness?

4 Does it matter, for whom? policy: separations? system: trajectories? organisation: configurations? pedagogy: styles? participation: transitions? equity: distributions?

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

8 Contemporary configurations of FE and HE mixed economy colleges dual-sector universities cross-sector partnerships

9

10 Dual-sector universities FE:HE Thames Valley University60:40 Leeds Metropolitan University45:55 University of the Arts50:50 University of Derby40:60 Writtle College90:10 Birmingham CFTCS80:20

11 Semi-compulsory partnerships for validation for (indirect) funding for (increasing & widening) participation for (vocational) progression: Lifelong Learning Networks, with additional funded numbers

12 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?

13 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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