Colleges across Scotland are opening their doors from 21 to 28 March to mark the second national Big College Open Week – aka #BigCOW.
A host of exciting activities are taking place in colleges across Scotland during the week. Organised by the College Development Network (CDN) Marketing and Communications Network, the purpose of the week is to demonstrate all that colleges offer – including the wide range of learning pathways and options open to students.
Choosing to study at college is the best way to start, change or develop a new career right on your doorstep. By coming together, Scotland’s colleges will show how they are the right choice for anyone – young and not so young – who wants to start or change their careers, and for businesses looking to develop their workforce.
During the week colleges will be offering taster sessions, tours, the chance to meet course tutors and members of Students’ Associations, who will be on hand to talk about clubs, societies and support. There are taster days and open evenings, and you can ‘learn to student like a pro’ with short talks on careers, the library and admissions.
At Edinburgh College, a number of curriculum areas are showcasing their courses and facilities during open events which also allow perspective students to meet lecturers and ask any questions they may have.
The following events are taking place:
Performing Arts Studio Scotland (PASS): Monday 25 March, 2-3.30pm at Granton Campus. Information on course areas including: Acting, Costume, Dance, Make up Artistry, Musical Theatre, Technical Theatre.
Enterprise and Commerce: Wednesday 27 March, 6-7pm. This is an online event – a joining link will be emailed to attendees 24 hours before the event starts.
Childhood Practice: Wednesday 27 March, 6-7pm at Sighthill Campus. Online joining is available on request in the form below.
Social Services: Wednesday 27 March, 6-7pm at Sighthill Campus.
Photography: Thursday 28 March, 1-3pm at Sighthill Campus.
Audrey Cumberford, Edinburgh College Principal, said: “We are delighted to be taking part in this year’s Big College Open Week, which is an important campaign for Scotland’s colleges to showcase our first-class courses and facilities.
“We look forward to welcoming prospective students on to our campuses to find out more about study options we have available here at Scotland’s Capital College.”
Marie Hendry, Chief Executive, CDN, said: “We are really excited for this year’s Big College Open Week. It’s all part of the Choose College campaign and aims to highlight the incredible opportunities colleges offer.
“The week will showcase the support and expertise that has helped countless pupils, school leavers, career changers, career developers, employers, graduates and apprentices to take the next steps in their journey.
“We want to get the message out to parents, grandparents, guardians, teachers, mature students and school pupils that college is so much more than a course – it offers pathways, experiences and qualifications that lead to real careers and future success.”
Highest proportion ever in work, training or study
The number of young people in work, training or further study three months after the end of the school year has reached a record high of 95.9%.
The Attainment and Initial Leaver Destination statistics 2022-23 also show that the gap between those from the most and least deprived areas progressing after leaving school has continued to narrow and is now at a record low (3.7 percentage points).
The proportion of school leavers with one or more technical or vocational qualifications at SCQF Level 5 or better has reached a record high of 30.4%.
Education Secretary Jenny Gilruth said: “These figures show the highest proportion of Scotland’s young people are achieving positive destinations since records began and it is very encouraging to see so many people are securing work, training or further study.
“We are committed to closing the poverty-related attainment gap and ensuring all of our young people have the same opportunities to progress in life, so I’m encouraged to see that the gap in relation to positive destinations has narrowed to a record low.
“Young people experienced significant disruption to their education during the pandemic, and to see so many of them reaching positive destinations is really heartening – and is testament to their hard work and the extraordinary support provided by Scotland’s teachers.
Students and taxpayers will be better protected against rip-off degree courses that have high drop-out rates, don’t lead to good jobs and leave young people with poor pay and high debts, the Prime Minister and Education Secretary have announced.
Under the plans, the Office for Students (OfS) will be asked to limit the number of students universities can recruit onto courses that are failing to deliver good outcomes for students.
The UK has some of the world’s leading universities, but a minority of the courses on offer leave students saddled with debt, low earnings and faced with poor job prospects. The government wants to make the system fairer for them, but also for taxpayers – who make a huge investment in higher education and are liable for billions of pounds in unrecovered tuition fees if graduate earnings are low.
Figures from the Office for Students show that nearly three in ten graduates do not progress into highly skilled jobs or further study 15 months after graduating. The Institute for Fiscal Studies also estimates that one in five graduates would be better off financially if they hadn’t gone to university.
The government wants to make sure that universities and colleges are offering the same standard of high-quality provision expected in our schools, and that young people are encouraged to choose the path that is right for them – whether it’s a university degree, a higher technical qualification, or an apprenticeship.
As part of today’s announcements, the government will also reduce the maximum fee that universities can charge for classroom-based foundation year courses to £5,760 – down from £9,250 currently.
These are an additional year of study designed to help prepare students for degrees with specific entry requirements or knowledge, such as in medicine and veterinary sciences. However, research shows that too many people are encouraged to take a foundation year in some subjects like business where it is not necessary.
The Office for Students will also continue work to make it easier for students to assess the quality of each university course, including its earnings potential, so that they can make the most informed decision about where and what to study. We are asking the Office for Students to ensure that courses which fail to deliver good earnings are subject to stricter controls.
Prime Minister, Rishi Sunak, said: The UK is home to some of the best universities in the world and studying for a degree can be immensely rewarding.But too many young people are being sold a false dream and end up doing a poor-quality course at the taxpayers’ expense that doesn’t offer the prospect of a decent job at the end of it.
“That is why we are taking action to crack down on rip-off university courses, while boosting skills training and apprenticeships provision. This will help more young people to choose the path that is right to help them reach their potential and grow our economy.”
Education Secretary Gillian Keegan said: “Students and taxpayers rightly expect value for money and a good return on the significant financial investment they make in higher education.
“These new measures will crack down on higher education providers that continue to offer poor quality courses and send a clear signal that we will not allow students to be sold a false promise. Wherever they choose to study, it is vital students can gain the skills needed to get great jobs and succeed – supporting the Prime Minister’s priority to grow our economy.”
Philip Augar, chair of the independent Review of Post-18 Education and Funding, said: “This is another strong signal for universities to control such recruitment as is not in students’ best interests and I hope the sector responds constructively.
Edward Peck, Vice-Chancellor and President Nottingham Trent University and panel member of the independent Review of Post-18 Education and Funding, said: “Following careful consideration and extensive consultation, the reform agenda for higher education being pursued by Government is consistent with the approach articulated in the Augar Review.
“The alignment of the fee for Foundation Years with that of Access to HE for lower cost subjects is in the interests of students as is the proposition that the future refinement of the quality framework deployed by the Office for Students, including potential selective student number controls, should make subject appropriate use of graduate salaries.”
Baroness Alison Wolf, panel member of the independent Review of Post-18 Education and Funding, said: “I am delighted that the government has introduced reforms for foundation year courses, whose current meteoric growth is hard to justify educationally or in cost terms.
“Aligning their fees explicitly with college-based access courses should also promote the greater alignment of further and higher education to which the government is, rightly, committed.”
The government has already taken decisive steps to make sure young people and adults can access more high-quality training opportunities.
This includes rolling out new T Levels, Higher Technical Qualifications, establishing a network of 21 Institutes of Technologyand working with employers of all sizes to create more apprenticeships in a wider range of exciting roles. Plans to expand UCAS to allow students to apply for apprenticeships alongside traditional degree have also been announced so thousands more young people can benefit from a wider choice of high-quality options.
Alongside the measures announced today to boost the quality of higher education, the government is going further still to support people and employers to take advantage of the wide range of free training options available to them, helping to fill skills gaps, get people into work and support the Prime Minister’s priority of growing the economy.
This includes launching a new digital platform from the autumn where people and employers can search for everything from apprenticeships and T Levels to Skills Bootcamps and essential skills courses – all in one place.
The government is also making it easier for employers to take on apprentices. This includes by cutting the steps needed to register to take on an apprentice by a third and updating 100 apprenticeships in sectors such as construction and healthcare so they reflect the latest technological advancements and so they work better for employers and apprentices.
Anthony Impey, Chief Executive of Be The Business, said: “Small businesses are run by some of the country’s most impressive and resilient people, but they are time poor and lack the resources of their peers in much larger companies.
“So these changes will make a real difference in opening up apprenticeships at a time when small businesses are looking for all the help they can get to boost their productivity.”
FD Works, Top 50 SME apprentice employer and accountancy firm based in Bristol said: “At FD Works, we believe that the power of apprentices is unmatched. The passion and perspective they bring have been a huge part of our ongoing success, but as a small business, our time is incredibly valuable.
“The investment far outweighs the cost already, but the Department for Education is continuously improving the system with us in mind, which is clear in this latest update.
“As an innovative company, we’re really excited to see changes happening that will help us move quicker, share more opportunities, and empower even more apprentices to find a career they love.”
Jane Gratton, Head of People Policy, British Chambers of Commerce said: “Apprenticeships are key to boosting technical skills in the workforce and helping firms tackle skills shortages.
“However, many firms with great apprenticeship opportunities have found the process difficult. So it’s good to see Government taking steps in the right direction to reduce the complexity and excess bureaucracy in the apprenticeship system.
“We also need more candidates to choose the apprenticeship route to employment and so we welcome initiatives that raise awareness and help match people to the great jobs and training available in local business communities throughout the country.”
Disadvantaged students are set to take up the two-thirds of the international study and work opportunities available from September, as part of to the UK government’s flagship Turing Scheme.
Over 40,000 people across the UK will get the transformational opportunity to study or work abroad in the next academic year.
Building on the success of the previous two years, nearly two-thirds of these placements are for people from disadvantaged and underrepresented backgrounds, up from 51% last year, helping to drive social mobility in parts of the UK where historically there have been fewer opportunities to work and study abroad.
In Further Education the allocation for disadvantaged students is even higher this year, making up 71% of placements in the sector.
The Turing Scheme widens access to international opportunities in education and training, with more than 22,800 Higher Education placements, over 6,700 school placements, and more than 10,500 Further Education and Vocational Education and Training placements.
Universities, colleges and schools across the country will be awarded a share of almost £105 million to offer placements to their students, with more applications having been successful this year than ever before and a significantly higher interest in the scheme from colleges and schools, including a nearly 50% increase in the number of successful applications in the FE sector.
Minister for Skills, Apprenticeships and Higher Education Robert Halfon said: “Once again, this transformational scheme is extending the ladder of opportunity for more young people to experience other cultures and learn vital skills for life and work, regardless of their background.
“With nearly a 50% increase in the number of successful applications and around 1,800 additional learners from disadvantaged backgrounds in the FE sector compared to last year, I am delighted that this scheme is driving social mobility.
“Young people taking part will benefit from inspirational placements around the world that will build the confidence they need for their future, whilst bolstering the government’s ambition for a Global Britain.”
The scheme is open to education providers and other eligible organisations across the UK to provide international opportunities for their students.
It forms part of the government’s ambition to create a truly Global Britain. Canada, Japan and the United States are among over 160 international destinations where UK students will be funded to take up work and study placements – alongside popular European destinations like Spain and France.
A group of year 10 pupils from a school in Blackburn were offered the valuable opportunity to spend two weeks in Eswatini or Morocco in May 2022. Pupils from the Hyndburn Academy spent time in lessons with their counterparts as well as undertaking work in the local community, working with the charity All Out Africa to install drainage pipework at a care centre for local pre-school children.
Teacher Rebecca Barker-Rourke said of the experience: “The experience has developed confidence in many of the students and will give them loads of rich examples to discuss in future applications for college, university, apprenticeships and employment.
“We are in an area that is economically deprived, and the Turing Scheme funding means we can offer this opportunity to students that would otherwise never get the chance for a trip like this.”
Leeds Beckett University is one of the successful providers this year and expects students to travel to destinations such as Canada, Australia and Uganda.
Global Engagement and Relationship Manager Tom Kyle said: “We have seen growing demand for students wanting to gain some form of Global Experience during their studies, and it makes a big difference to be able to offer funding for this, particularly to those students from disadvantaged backgrounds.
“There is good evidence that students who spend some time abroad during their studies benefit in terms of graduate outcomes and employability, as well as having a fantastic time overseas.
“We look forward to building on our student mobility activity and seeing more students benefit from the opportunities this brings.”
The full list of successful organisations including higher education providers, schools, and further education, vocational education and training providers awarded funding will be available on the Turing Scheme website.
Members of the Educational Institute of Scotland – Further Education Lecturers’ Association (EIS-FELA) at Edinburgh College yesterday took the first in a series of days of strike action in response to compulsory redundancies at the College.
The EIS-FELA Branch at Edinburgh College has had an active strike mandate in place for some weeks in pursuit of a dispute regarding compulsory redundancies, which has been successful in reducing the number of jobs under threat, through negotiation.
The EIS wrote to the College Principal last week urging further talks. Despite this, the College has rejected the appeal of one member of the lecturing staff against compulsory redundancy as of 30th June.
EIS General Secretary, Andrea Bradley said, “The EIS-FELA Branch at Edinburgh College has been left with no option but to proceed with strike action today in the face of wilful intransigence by the management of the College.
“Given the size and scope of Edinburgh College as an organisation, the EIS would have anticipated meaningful discussions and offers of retraining or upskilling for the colleague who faces unemployment as of Friday.
“Despite retraining or upskilling being raised on several occasions by EIS representatives, and despite a so-called recruitment freeze having been abandoned, these discussions have not taken place, thereby limiting suitable alternatives to redundancy for the colleague who also happens to be an EIS Branch Rep.”
Ms Bradley continued: “It is difficult to fathom how such a large college, which delivers such an array of courses, would be unable to avoid this redundancy situation, especially as teaching hours seem to be available on college timetables for next term, based upon information received by the EIS.
“Spurious excuse after excuse has been made by the College as to why the work cannot be offered to the lecturer in question, appearing that the College cares more about targeting union reps and testing the water on compulsory redundancies of lecturers in the sector rather than ensuring the delivery of quality education and Fair Work for lecturing staff.
“The Scottish Government is culpable in this situation too. They have dealt major blows to Further Education in Scotland in the form of flat cash funding settlements and the recent withdrawal of £26 million of funding for FE.
“Lower than predicted student numbers, coupled with the cost-of-living crisis are also causing financial strain within the sector, yet the Scottish Government has sat back and watched these pressures mount towards the implementation of limited voluntary severance schemes and the very real threat of large numbers of compulsory redundancies in two colleges – City of Glasgow and Edinburgh.
“EIS-FELA, supported by the EIS itself, will not stand by and allow the livelihoods of our members to be threatened in this way. Strike action will continue post-summer unless an acceptable resolution can be reached.
“In the case of Edinburgh College, this should not be anything like the problem that the College has chosen to make it.”
Record number in work, training or further studies
A record high number of young people were in work, training or further study after leaving school last year.
The latest Attainment and Initial Leaver Destinations statistics show 95.7% of those finishing school in the last academic year (2021-22) were progressing their studies or careers within three months of the end of the school year, up from 95.5% the year before. The proportion who were unemployed fell to 3.9% – the lowest since 2009-10.
The gap between school leavers from the most and least deprived areas progressing after school narrowed to a record low of 4.4 percentage points. This gap has reduced by two-thirds compared to 2009-10.
Education Secretary Shirley-Anne Somerville said: “This highlights the achievements of Scotland’s learners – making the transition from school can be a daunting time, so it’s great to see a record number of young people progressing in their studies or careers after leaving school.
“These statistics also demonstrate the effectiveness of our approach to learning through Curriculum for Excellence, which is clearly helping to prepare young people for their futures during a crucial stage of their lives.
“Closing the deprivation gap remains a top priority for us and these statistics show we are continuing to make progress, with the gap between school leavers from the most and least deprived areas in work, training or further study down to a record low.”
Sharon McIntyre, Head of CIAG Operations at Skills Development Scotland (SDS), said: “This is the highest positive destination rate since consistent records began in 2009-10 and it is very encouraging to see that the results continue to move in such a positive direction.
“The progress is testament to the hard work, determination and commitment of Scotland’s young people and of the SDS careers advisers working in partnership with teachers to support pupils throughout their time at school and beyond.”
More than 750 students gathered at the McEwan Hall for a day of celebration at Edinburgh College’s annual Graduation ceremony on Friday 30 September.
Students were joined by over 3,000 proud family members and friends who watched as their loved ones crossed the McEwan Hall stage to receive their certificates of achievement.
Graduates from across the College’s curriculum were honoured during three ceremonies throughout the day, graduating in subjects across each of the College’s faculties: Health, Wellbeing and Social Science; Tourism, Hospitality and Business; Engineering and Built Environment; and Creative Industries.
Across the three ceremonies, the College’s best-performing students were also commended by Principal Audrey Cumberford, receiving awards for academic excellence. Prizes were also awarded on behalf of the Edinburgh College Board of Management to students who have exceeded expectations throughout their College journey.
In addition, around 20 members of College teaching staff were also presented with professional development awards during the ceremonies – celebrating the wealth of CPD opportunities available to staff to support them in their role of educating more than 28,000 students each year.
Principal Audrey Cumberford said: “Graduation is the highlight of the year and a wonderful occasion which signifies the culmination of all of our students’ hard work and commitment throughout their time with us at the College.
“It’s been a challenging couple of years for our College community and so frustrating that we’ve not been able to host our in-person events during this time, which is why we were so delighted to be able to celebrate our graduates at an in-person ceremony in the stunning McEwan Hall once again this year.
“The class of 2022 have persevered through difficult times and have shown an enormous amount of determination throughout their studies which will stand them in good stead for whatever they choose to do next.
“On behalf of the College’s governing body, management team, tutors and support staff, I would like to congratulate all of them on their success and wish them the very best for the future as they progress in their further studies and chosen careers.
Almost half of Scottish pupils go on to higher education
A record 95.5% of pupils were in a ‘positive destination’ including work, training or further study within three months of leaving school last year.
Latest figures published yesterday also show 45.1% of school leavers went on to higher education courses at college or university – the highest since records began in 2009-10.
The gap between those from the most and least deprived communities achieving a positive destination was the lowest since 2009-10.
The statistics show that for National Qualifications:
87.7% of school leavers achieved at least one pass at SCQF Level 5 (eg National 5) or better – up from 85.7% in 2019-20 and 77.1% in 2009-10
66% achieved at least one pass at SCQF Level 6 (eg Higher) or better – up from 63.9% in 2019-20 and 50.4% in 2009-10
the gap narrowed between the proportion of pupils from the most and least deprived areas leaving school with at least one pass at SCQF Levels 4, 5 and 6 or better
the proportion of school leavers achieving vocational awards to support them into the workplace continued to increase
Education Secretary Shirley-Anne Somerville said: “Despite the challenges of the pandemic, 95.5% of pupils were in positive destinations three months after leaving school. This reflects the resilience and hard work of our young people and all who have supported them during the past two turbulent years.
“The narrowing of the poverty-related attainment gap shown by the figures is also very welcome. So, too, is the increase in the proportion of pupils gaining vocational qualifications and in those going on to higher education in college and university.
“It is important, though, to view the statistics against the backdrop of COVID-19. Exams had to be cancelled for two years and National Qualifications were awarded using different methods. The pandemic will also have affected the choices made by some school leavers and the opportunities available to them.
“Our focus remains on ensuring that all children and young people, regardless of their background, have the opportunities they need to fulfil their potential in school and beyond.”
Commenting on the Scottish Government’s statistics for initial destinations for school leavers (2020/21), a spokesperson for the Scottish Children’s Services Coalition – an alliance of leading children’s care providers – said: “We greatly welcome the increase in school leavers with additional support needs (ASN), such as autism, dyslexia and mental health problems, entering a positive destination three months after leaving mainstream school.
“This includes the likes of further education, higher education, employment and training.
“The gap between those school leavers with ASN and those with no ASN in a positive destination has decreased from 5.8 per cent for 2019/20 to 4.2 per cent in 2020/21.
“It is deeply encouraging to see an increase in the percentage of school leavers with ASN in a positive destination and to note that this gap is narrowing when compared with those with no ASN.
“The key here is to ensure that we maintain this position when the statistics are published for those in a positive destination nine months after leaving school. The figures for 2019/20 showed a disappointing decrease on the previous year, and it is important that increased resourcing is targeted at those individuals with ASN to give them the best possible opportunities, both in the classroom and as they transition beyond it.2
“This is clearly challenging in an environment of austerity, however, the cost to society in the long term if adequate resourcing is not provided will far outweigh any potential savings made today.”
How collaboration between colleges and universities can transform lives and places
A new report calling for greater collaboration between colleges and universities has set out recommendations for governments and sector leaders to support regional priorities and deliver UK-wide economic recovery.
The report argues that further and higher education must no longer be pitted against each other – both nationally and locally – if post-16 education and skills systems across the UK are to deliver on pressing societal challenges such as closing skills gaps, supporting economic recovery, and delivering on net-zero goals.
The report identifies how unequal investment and a lack of clarity on the role that universities and colleges play has led to years of unnecessary tension.
It warns that post-16 education and skills systems can suffer from being too confusing and difficult to navigate for both students and employers and that competition between institutions exacerbates this.
It calls on colleges, universities and governments to commit to creating joined-up education and skills systems with a focus on shared responsibility for the sectors to deliver for people, employers and their places.
Amongst a number of key recommendations, the report calls on governments across the UK to commit to a more balanced investment and to define the distinct but complementary roles of colleges and universities through a new 10-year strategy.
Following extensive consultation and input from education leaders and policymakers from the four nations, the report provides a blueprint for more collaboration between institutions to support people, employers and communities. The recommendations apply to varying degrees across the four nations, with many of them inspired by existing practice and policy.
Recommendations for sector leaders, which focus on creating strong local networks:
Agree the institutions who are involved in the network and embrace the local geography and specialisms that already exist.
Develop a cohesive education and skills offer for local people, employers and communities built around lifelong learning, ensuring inefficient duplication and competition is reduced.
Move beyond personal relationships and agree how the whole institution is involved in collaboration, with clear roles and shared responsibility for partnership.
Recommendations to governments across the four nations to build better education and skills systems:
Set an ambitious 10-year strategy to ensure lifelong learning for all and to deliver on national ambitions.
Balance investment in FE and HE to ensure the whole education and skills system is sustainably funded so that colleges and universities can work in the interests of their local people, employers and communities.
Equal maintenance support across loans and grants for HE and FE students, regardless of age, personal circumstances, or route into education.
Tackle the ‘messy middle’ by defining distinct but complementary roles for colleges and universities to avoid a turf war over who delivers various types of education and training.
Create a single funding and regulatory body for the entire post-16 education and skills system in each nation to deliver more aligned and complementary regulatory approaches that will ensure smoother learner journeys.
The report also provides a number of UK-wide case studies of best practice for policymakers, institutions and sector leaders to learn from.
Sir Ian Diamond, Chair of the Independent Commission on the College of the Future, said: “This report rightly highlights that universities and colleges are vital institutions offering transformational education and skills. If we are to face the long-term impacts of the pandemic and to drive a sustainable, inclusive economy, then it is clear they have to increasingly do this together.
“The report marks a moment when the two sectors can commit to delivering on a bold joint mission for supporting people, productivity and places. I know from my time in both sectors that many leaders are driving the change needed to bring this to life. Through the work of the Commission we have drawn great learnings from practice and policy across the four nations. This report champions the best of what exists.”
Richard Calvert, Chair of the Civic University Network Partnership Group and Deputy Vice-Chancellor of Sheffield Hallam University, said: “This report provides an opportunity for both sectors to come together and recognise our potential to make an even greater impact if we work in partnership.
“As we have found through this report, there are excellent examples of collaboration across FE and HE – but too often those examples are the exception rather than the rule. We must do better in learning from each other, and taking action to deliver better outcomes for learners, employers and our local communities.
“It is also important for governments to recognise that there are policy levers which can support collaboration, rather than encourage competition. A joined-up further and higher education sector across the UK could be transformative in redressing regional inequalities, delivering lifelong learning and underpinning the levelling up agenda.”
Audrey Cumberford, Principal & CEO at Edinburgh College and member of the Independent Commission on the College of the Future, said: “As the Principal of Scotland’s capital college, I know the impact that is possible when education and skills leaders collaborate for the good for their region. This report sets out the untapped potential of what colleges and universities can do together.
“In Scotland we are increasingly operating in a coherent strategic policy environment, with strong recognition for the concept of a national tertiary ecosystem. Working more and more symbiotically has meant that we have established good practice in learner-focused articulation from college to university, which is rightly highlighted in this report.”
Mark Huddleston, Director at jheSOLUTIONS Limited and formerly NI Commissioner for Employment and Skills, said: “Colleges and universities in Northern Ireland are integral partners for many businesses and their partnership only makes this more powerful.
“A vital feature of the future for both FE and HE systems is playing their part in supporting people and businesses with lifelong learning. This report brings to life how collaboration in delivering this must continue to come to the fore.”
Professor Ellen Hazelkorn, author of the review of the oversight of post-compulsory education in Wales and Commissioner and member of the Independent Commission on the College of the Future, said: “Building a more seamless post-secondary education system has to be the direction of travel, mirroring the shifts other countries are taking to address long-standing societal and economic challenges.
“Six years on from the review of the Welsh post-compulsory system, which I led, the Welsh government is moving ahead with mechanisms for a coordinated system of further and higher education.
“Today’s report recognises the progress being made in Wales, and across the UK, and identifies where the policy needs go further to ensure that the education and skills system keeps up what the world needs.”
David Hughes, Chief Executive of Association of Colleges, said: “The report rightly calls for us to do away with the historically narrow view of education pathways that have ingrained rigid ideas of what and who a college or a university is for. It’s led to unhelpful arguments about who gets a bigger slice of the pie when it comes to funding and finite resources.
The shifts in the world of work and the economy require a rethink about how people access learning at different stages throughout lives and at different levels. Collaboration, not competition between colleges and universities is key to this, to every citizen being able to be a lifelong learner.
“For too long the system has focused on one group of adults – those who have progressed into higher education – at the expense of another group – those who have not . That is not fair and does not deliver strong communities. The recommendations for government and for colleges and universities, if implemented, would be a giant step towards more people being able to improve their work and life chances.
“The UK Government’s Levelling Up White Paper, published last week, sets out the need for fundamental ‘systems change’ to level up left behind places, through a cross-government, cross-society effort. This report sets out the role colleges and universities can and must play at the heart of that effort, and ways in which local leaders can step up to work together in new ways, and policy change that will enable this too.”
Iestyn Davies, Chief Executive of ColegauCymru, said: “This publication sets out a clear challenge and expectation to all institutions and individuals that work in further and higher education and echoes the call in our manifesto, Further Success: Policy Recommendations for the next Welsh Government.
“While there are some great examples of collaboration between colleges and universities, there is still much that can be done to improve joint working and cooperation.
“In Wales, the proposed Commission for Tertiary Education and Research offers an opportunity to address this which is why it is vital to establish that body in in the right way.
“It is time that further and higher education moved forward together as equal partners. It is now for institutions to step up and outline how they will respond to the opportunities set out by the Welsh Government and contained within this report.”
