College Based Higher Education: Provenance and Prospects

Elliott, Geoffrey ORCID: https://orcid.org/0000-0002-4976-6838 (2020) College Based Higher Education: Provenance and Prospects. In: College Based Higher Education and Its Identities: History, Pedagogy and Purpose Within the Sector. Palgrave Macmillan, London, pp. 1-21. ISBN Hardcover: 978-3-030-42388-9 e-Book: 978-3-030-42389-6

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Abstract

This opening Chapter attempts to answer the question: ‘What explains college based higher education (CBHE)? Higher education in Further Education Colleges (FECs) is a particular and important form of educational opportunity. With its roots in post-industrial revolution England, CBHE represents a valuable income stream for colleges today, with some getting up to a quarter of their income from HE work. For learners, CBHE is often the only form of higher education open to them, because they are unable to travel due to family or work ties, because a university takes them out of their comfort zone, or simply because they prefer to continue to progress in their educational journey in a familiar, supportive and safe environment. Colleges are engines of social justice and they bring a distinct perspective and set of values to their work. They are known for their inclusiveness, diversity and equal opportunities ethos. The higher education they offer is often aligned closely with their own Level 2 and Level 3 work in particular vocational subjects, which mainly reflects local employment sectors. Much of the provision is vocational, with Higher National Diplomas and Foundation degrees particularly prevalent and popular. The Chapter presents an outline historical framework designed to place further education and college based higher education in their social and policy contexts, and explains how CBHE came to be a mainstream part of government policy for higher education expansion and widening participation. It then moves towards an analysis of the current picture of CBHE and some reflections on the affordances and hindrances for its future flourishing. The Chapter concludes with the hope that future government policies and interventions at least give CBHE a chance to fulfil its real potential to transform the lives of learners and their families whilst recognising its invaluable social and economic impact.

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