Journal of Research & Scholarly Output 2006 - Grimsby Institute of ...

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of expansion. Its one-year higher national certificate and its two-year higher national diploma courses, available part-time and full-time, accounted for the great majority of this higher education contribution. These programmes were offered within a Scottish framework of vocational qualifications and, in the tradition of local authority further education, they were funded (and continued to be regarded) as ‘advanced’ further education. In this way, the colleges were able to assume major responsibility for a level and category of work that was offered less and less by the central institutions. Moreover, support for this growth continued under the Scottish Office after 1992 when it took over funding responsibility for the colleges from the local authorities. establishments was just one factor sustaining the college contribution to higher education at these levels. This discrete mission for higher education in further education at the sub-degree levels is evident in the not inconsiderable amounts of advanced work found in most colleges. Most of this provision is part-time, continuing a long and well-established pattern of students studying while in employment. Nevertheless, more recent growth has seen a new focus on full-time courses at the higher national levels. As a result of these twin trends, the majority of new undergraduate level entrants to Scottish higher education now commence their studies in further education settings. When, in response to a looming financial crisis, full-time undergraduate expansion in all parts of the United Kingdom was brought to a halt in 1994, Scotland had more than a quarter of its higher education students in the further education sector. All the same, this was only a slight increase in the college proportion found at the start of the expansion era. What has been described as two parallel systems of higher education in Scotland (Gallacher, 2002) was not a product of the passage to mass higher education. Rather, it was a means by which that country was able to achieve a relatively smooth transition to mass conditions and, at the same time, maintain its lead (with Northern Ireland) in higher levels of participation in the United Kingdom. That advanced further education courses were funded at a lower average level of resource than the early years of a four-year degree programme in Scottish higher education As in all regions of the United Kingdom, the opportunity to study in a locally accessible college is particularly important in providing a route back into education for adult students, both at the stage of initial entry to further education and then into higher level programmes. Scottish further education colleges do not just bring an older range of students into undergraduate studies than other face-to-face establishments. There is evidence as well that, compared to the higher education sector, they have been successful in attracting a much higher percentage of students from disadvantaged areas (Raab, 1998). Participation rates in the colleges for those from the most disadvantaged areas were about twice as high as those in the higher education sector and, in the Scottish system at least, the further education colleges appeared to have a key role in widening access to higher education. FOCUS Page Page 11
Except in relation to the franchising of undergraduate courses to further education establishments, the college contribution to the great expansion of higher education in England was secondary. Its role was auxiliary and ancillary. Neither their history of engagement with higher level work, nor their costs, nor their flexibility and accessibility, were able to compete with a pattern of demand that reproduced and reinforced the hegemony of the honours degree in the English system. In this country, most of the surge in growth was focused on the first degree and was taken by the higher education institutions. Among the latter, it was the polytechnic numbers that expanded the fastest (by more than two-thirds during the expansion years). The rate of increase among the established universities was half this figure (at 37%) and among the further education colleges – where growth was slowest – it was 23%. In any other context, the level of growth in further education would have been exceptional but the effect of spectacular expansion elsewhere was to reduce the college proportion of higher education enrolments. It was only the introduction of franchising, always a minor phenomenon in Scotland, that prevented an overall reduction in the college contribution to English higher education. Franchising involved a higher education establishment sub-contracting the teaching of some of its undergraduate programmes (in whole or part) to one or more further education colleges. The fastest expanding polytechnics were in the van of this development, especially when capacity limits had been reached in taking additional students into their own buildings and campuses. Colleges were also keen to enter into franchise arrangements. It brought new income streams into the college and the status attached to higher level work was attractive to many teaching staff. It provided avenues of progression for its students, especially those unable or unwilling to attend a higher education institution outside their locality or region. Franchising also brought some colleges into higher education for the first time as well as diversifying the levels and subjects of undergraduate study taught in further education settings. Like the growth to which it gave rise, franchising was neither planned nor regulated by the sector bodies and it attracted concern in some quarters that quality and standards were being compromised. It coincided as well with the creation in 1992 of a new further education sector. Part of the rationale for this reform in England was to relieve further education colleges of the burden of higher education (seen as the proper responsibility of universities and polytechnics) and so enable them to focus more clearly on their core mission (at the upper secondary and associated tertiary levels). Indeed, the new further education funding council operated a policy of ‘no policy’ in respect of the higher education it inherited from the previous local authority system and which it was obliged to continue to fund. Page 12 FOCUS
Page 1 and 2: Journal of research & scholarly out
Page 3 and 4: Editor’s Comments by the Director
Page 5 and 6: Contents The Collegiate and Transfe
Page 7 and 8: y a minority, their location in a d
Page 9 and 10: A number of colleges were also cent
Page 11 and 12: The reasons for this are historical
Page 13: contribution made, first, to the sh
Page 17 and 18: education levels, higher education
Page 19 and 20: of the conclusions of an independen
Page 21 and 22: About the author Professor Gareth P
Page 23 and 24: values, educational background, sys
Page 25 and 26: whether our metaphors, stories and
Page 27 and 28: institutions and culture is circula
Page 29 and 30: and used material from literature a
Page 31 and 32: their understanding of issues with
Page 33 and 34: Tutors need to be prepared and be a
Page 35 and 36: Reference Papers Dimmock, C. (2004)
Page 37 and 38: WISHful Thinking? By Rob Cooling -
Page 39 and 40: the growing trends of contractorisa
Page 41 and 42: These mechanisms can range from the
Page 43 and 44: References: HSE (2005) Obstacles pr
Page 45 and 46: Critical Circuits and Textual Const
Page 47 and 48: ‘The thing’ exists as a negativ
Page 49 and 50: offered for interpretation, the ‘
Page 51 and 52: Notes 1. All subsequent unattribute
Page 53 and 54: Vocational Excellence in Seafood Pr
Page 55 and 56: contrast to national projections, h
Page 57 and 58: ensuring that the approaches used b
Page 59 and 60: Software Tools Produce Plus is a Un
Page 61 and 62: Although some factories were happy
Page 63 and 64: Conclusions So far a target group o
Page 65 and 66:
About the author Dr Mike Dillon has
Page 67 and 68:
continues to persist within this co
Page 69 and 70:
From the beginnings of Christianity
Page 71 and 72:
While Hogarth resisted the increasi
Page 73 and 74:
tragedy, he nevertheless single-han
Page 75 and 76:
References Collins, Max Allen, Road
Page 77 and 78:
Error Analysis and Interlanguage By
Page 79 and 80:
way the learner has of testing his
Page 81 and 82:
sentence has to be analyzed in erro
Page 83 and 84:
tongue of the learner. The implicat
Page 85 and 86:
of different mother tongues learnin
Page 87 and 88:
Information for Contributors The pr
Page 89:
Nuns Corner, Grimsby, North East Li
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