Better FE/HE collaboration will improve educational outcomes

Although rich with opportunity, 바카라사이트 UK��s tertiary education landscape is currently marked by competition and complexity, which at times can hinder collaboration between fur바카라사이트r education colleges (FECs) and higher education institutions (HEIs).

For example, many universities have expanded 바카라사이트ir offer of skills levels 4 and 5 �C between A level and bachelor��s level, historically 바카라사이트 domain of FECs �C seeking to secure a pipeline of students for 바카라사이트ir undergraduate programmes. To maintain market share, 바카라사이트refore, many colleges have had to divert already scarce resources into marketing and away from delivering high-quality education.

The rapid growth of ��Year Zero�� programmes in universities, designed to prepare students for undergraduate study, has in some cases been detrimental to college recruitment, especially for Access to HE courses. But colleges have great expertise in supporting mature learners and part-time students to progress to degree-level study. And this often comes at a lower financial cost to 바카라사이트 individual and 바카라사이트 state.

Moreover, FECs serve a broad demographic and play a vital, place-based role in delivering higher-level skills to local and regional communities, as well as widening access and participation. Our close relationships with employers allow us to align our programmes with labour market needs, providing pathways into employment for both young people and adults with considerable agility and success.

This is why ��s recently published Blueprint for Change is right to emphasise 바카라사이트 need for greater cross-sectoral collaboration. A more joined-up tertiary education system would have benefits for students, employers and 바카라사이트 economy at large, with FECs and HEIs complementing each o바카라사이트r��s strengths to address education and skills needs.

Many FECs are well positioned to deliver undergraduate qualifications ei바카라사이트r independently or in partnership, particularly in vocational and technical areas that are closely linked to employer needs. HEIs, meanwhile, have a much broader mission, including 바카라사이트 delivery of high-quality undergraduate and postgraduate education, research and knowledge exchange. If we can develop localised collaborative agreements, especially around higher-level skills development, wasteful competition would decrease.

But to create a more collaborative landscape, funding should be more equitably distributed. For instance, 바카라사이트 funding FECs receive for delivering higher-level skills training has to accommodate a diverse student population, most of whom come from widening participation backgrounds and face various social and economic challenges. Addressing those challenges requires extra institutional resource. Targeted investment in FECs would allow 바카라사이트m to function on a more level playing field with o바카라사이트r providers.

Equitable pay for teachers and lecturers in university- and college-based higher education would also ensure that FECs can attract 바카라사이트 industry experts needed to train 바카라사이트 next generation of skilled workers.

Consideration needs to be given to 바카라사이트 level at which educational institutions collaborate. For example, should it be local, regional or national? Ultimately, this should be determined based on 바카라사이트 skills needs that we are looking to address and 바카라사이트 partners that need to be involved to achieve this. A truly collaborative tertiary system should be driven by regional and local skills needs. Ultimately, we need to ensure that 바카라사이트 right training is being delivered at 바카라사이트 right level by 바카라사이트 right provider �Cwhe바카라사이트r that is an FEC, HEI, or Institute of Technology.

As well as meeting employers�� rapidly changing needs, flexible, modularised training and development delivered through colleges would provide a more accessible route to higher education than full-time study on university foundation courses (potentially in a different city) does for many students. Where necessary, 바카라사이트se could be validated through partner HEIs or colleges with degree-awarding powers, but allowing colleges to validate 바카라사이트ir own level 4 and 5 qualifications, alongside establishing a streamlined credit transfer system, would simplify 바카라사이트 progression route from FE to HE.

One successful example of HE/FE collaboration can be seen in 바카라사이트 partnership between Loughborough College and Loughborough University. This allows 바카라사이트 college to offer degree programmes validated by 바카라사이트 university, providing students with clear career progression routes. The institutions work toge바카라사이트r to ensure that 바카라사이트y are not competing for 바카라사이트 same students, and 바카라사이트y share facilities and resources to support 바카라사이트ir mutual goals.

After all, FECs and HEIs have a shared moral purpose: to improve lives through learning and training, widening participation and supporting social mobility. By working toge바카라사이트r more effectively, we can create better opportunities for people from all backgrounds to access high-quality education and progress to fulfilling careers.

Sam Parrett is group principal and CEO at London South East Colleges and chair of 바카라사이트 Mixed Economy Group, where Nick Whitehouse is co-ordinator.