Transcript 19. Size, Shape and Widening Participation. (MSPowerpoint 398KB)

Size, Shape and Widening
Participation
Gareth Parry
University of Sheffield
Three comparative dimensions
1. growth trajectories
2. changing shapes
3. policy priorities
for widening participation
for HE in FE
(with cautions and caveats)
Higher Education Students 1980-2005:
England, Scotland and Wales
2000000
1600000
1200000
800000
400000
0
1975
1980
1985
1990
1995
2000
2005
2010
Shift to Mass Levels 1985-1994: England
800000
600000
400000
200000
0
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
Shift to Mass Levels 1985-1994: Scotland
120000
110000
100000
90000
80000
70000
60000
50000
40000
30000
20000
10000
0
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
Shift to Mass Levels 1985-1994: Wales
50000
40000
30000
20000
10000
0
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
Who Took the Peak Expansion?
England
1989
1993
% change
Universities
299.0
409.3
37%
Polys and colleges
389.4
634.9
63%
FECs
119.2
146.6
23%
Scotland
1989
% change
1993
Universities
52.4
68.0
30%
Central institutions
46.1
64.5
40%
FECs
33.1
47.3
43%
Wales
1989
% change
1993
University of Wales
24.6
36.4
48%
Poly and colleges
21.0
36.1
72%
1.6
1.1
-31%
FECs
Renewed Growth 1995-2005: England
1200000
1000000
800000
600000
400000
200000
0
1994
1996
1998
2000
2002
2004
2006
Renewed Growth 1995-2005: Scotland
160000
120000
80000
40000
0
1994
1996
1998
2000
2002
2004
2006
Renewed Growth 1995-2005: Wales
80000
40000
0
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
Rejoinders
Universal Access and Dual Regimes of
Further and Higher Education
(The FurtherHigher Project)
www.sheffield.ac.uk/furtherhigher