Three things universities and further education colleges can each learn from one another.

Both Universities and Further Education (FE) colleges, come in many shapes and sizes. Although all act as pillar institutions in what is one of the UK’s greatest achievements – a world class education system. Moreover, an education system that is revered and sought out by many individuals overseas that flood to our shores every year, but nonetheless one that could continually be improved. In this article I explore how Universities and FE colleges, different as they may be, can learn from one another.??

I will be drawing on my experience of 12 years working in education, having worked at mid-senior level at a university, and being a board member at an FE college during that time. Through this, I would like to propose three lessons that Universities could take from FE colleges, and vice versa. On the face of it, both types of institution are similar in their long-term vision as providers of education. However, anyone with experience of both, or of working to support or oversee partnerships between Universities and FE colleges, knows that their scope and focus can often be quite different. It is that difference in context that enables such lessons.?

Lesson one for universities: Community engagement?

FE colleges by their very nature are pushed to take soundings from their local community in a holistic manner; from collaborating with local authorities to alignment of curriculum with local skills improvement plans (LSIPs) and; from engaging directly with community groups to connecting with local schools. While Universities often have connections with these stakeholders too, the balance can often times be tipped in favour of endeavours that are nationwide, or even global.??

This means there is the potential for universities’ focus on the national and international landscape, to impact their ability to understand the opportunities and challenges in their local community, and therefore not contribute as significantly as they could towards improving the lives of the people within it. There is unlocked potential, especially with the Lifelong Learning Entitlement, for universities to be providers of higher qualifications and skills-based modular programmes that will aid in upskilling the local work force.??

Of course, some of this is achieved through Higher Education (HE) in FE provision but providing a university-level education within an FE College can be challenging, and level 3 foundation provision being delivered at universities also has its shortcomings. So, having progression agreements and a natural feed through of FE qualifications to HE qualifications within a local community would allow both FE colleges and universities to offer a differentiated and true-to-education-level experience for the given students.??

Lesson one for further education?colleges: Commercial opportunities

Universities do well at seeing the commercial opportunities in their operations, whether it be the use of their spaces and estate, through to consultancy services and spinouts that result from research and expertise within a given field. FE colleges also have a lot to offer, and with their very localised outlook and strong engagement with communities, can leverage these connections to build not just impactful, but income-generating partnerships that can support reinvestment into facilities for their students.?

One example is contract training and corporate partnerships. With FE colleges’ expertise in delivering more practical and vocational programmes. FE lecturers would likely find themselves comfortable in corporate and commercial environments supporting the development of businesses local to their given college. Partnerships of this nature can lead to other opportunities, such as a feeder routes both for said companies’ employers into the FE colleges’ HE provision, and of new staff for the given partner through internships and apprenticeships.?

Other education delivery partnerships could also be an opportunity for FE colleges to commercialise, through development of innovative HE within FE programmes. Also, with some FE colleges now achieving full degree awarding powers, there are opportunities for FE colleges to benefit from the franchising and validation model that universities have long been beneficiaries of. Aside from partnerships, FE colleges have and can continue to set-up enterprises that benefit their local community such as restaurants, theatres, while delivering opportunities to experience work for their own students.?

Lesson two for universities: Widening access?

FE colleges excel at offering flexible learning pathways,?including part-time degrees,?evening courses,?and modularised programmes which work well for mature and other non-traditional university students.?Universities can learn from this by providing more flexible scheduling options,?place a heavier emphasis on giving credit for prior learning and experience,?and modularised versions of their degrees,?making them accessible to students with diverse needs and commitments. We see this already through many private HE providers offering this very thing. However, not many universities have been able to shift their programme offerings into this space.?

FE colleges also tend to offer alternative entry routes for students who may not meet traditional university entry requirements.?Universities can learn from this by considering alternative admissions policies,?foundation programmes,?and pre-entry courses to widen participation and provide opportunities for non-traditional students. In addition, FE colleges are adept at recognizing prior learning and experience,?including work experience and vocational qualifications.?Furthermore, FE colleges often cultivate vibrant learning environments that prioritise personalised support and student success. This focus on individual needs translates to smaller class sizes, dedicated mentorship programs, and readily available academic support services. Universities can learn from this by implementing similar initiatives, fostering closer student-faculty relationships, and creating communities of learning that cater to individual learning styles and academic goals.?

Lesson two for further education colleges: Student voice?

Universities often have very well-established student unions?with clear pathways for student representation on various decision-making bodies.?FE colleges do have infrastructure for student voice, but this is not as well developed as universities, and this can mean key decisions are taken without the student voice fully taken into account. By implementing or strengthening their own student union structures,?FE colleges can ensure students have a formal voice in college governance and policy issues.?

In addition, the strengthened student voice at universities can lead to?student-led projects and initiatives,?providing resources and support for students to implement their ideas and contribute to campus life.?FE colleges can learn from universities on this by creating similar opportunities for their students,?empowering them to take ownership of their learning experience and actively shape their college environment. In addition, investment in leadership training and other development programmes for student reps and student union officers is of great benefit to those individuals.?By offering similar, FE colleges would be?equipping their student leaders with the skills and knowledge necessary to effectively represent their peers and advocate for change. ?

Furthermore, FE colleges already adopt data-driven approaches to monitoring attendance, performance and predicted grades to a level that matches, and sometimes goes beyond what universities do. However, this could be enhanced through the inclusion of student-voice-centred data points and metrics that enables FE colleges not only to be responsive to poor engagement, but also to demands related to student experience and improvement of resources and targeting of initiatives.?

Lesson three for universities: Emphasis on practical skills?

FE colleges are known for their emphasis on practical, hands-on learning and vocational training. Universities can learn from this approach by incorporating more practical skills development into their degree programmes. This can be done through universities incorporating more real-world applications, simulations, and practical exercises into assessments. This could involve partnerships with industries to provide students with internships, virtual work experience opportunities, or participation in applied research projects. By integrating practical experiences, universities can better prepare students for the challenges they will face in their future careers, whether that be in the world of academia, within a corporate giant or even when starting their own small business.?

Additionally, universities can explore the use of modern technologies and tools relevant to the many subject disciplines they offer. This could include incorporating industry-standard software, equipment, and methodologies into the learning environment. By staying updated on the latest trends and technologies, universities can ensure that their graduates are not only well-versed in theoretical concepts but also equipped with the practical skills demanded by employers. While this is applied in many HE institutions already, the close-knit relationships FE colleges hold with local employers, sometimes over many decades, and hiring of lecturers from roles within industry and practice act as exemplars of this from which universities can learn.?

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Lesson three for further education colleges: Research and knowledge exchange?

As mentioned towards the beginning, FE colleges have strong community connections, and so research and knowledge exchange initiatives built on these foundations could result in applied projects that make an impact on local residents, to then be disseminated for practical use in other communities with similar demographics. Therefore, learning from universities arrangements and structures that support research, can aid FE colleges become centres for more than just education – but also centres for innovation, research and cutting-edge developments that have practical applications.?

FE colleges could leverage their existing partnerships with universities to help kickstart their foray into this area, and make use of technology, facilities and other assets available to universities. With this acting as a gateway to FE colleges developing their own research capabilities, allowing for specialisation in areas said FE colleges have established strengths and industry links within. It would also allow for FE college students to be exposed to the research environment, preparing them for what university-level studies looks like, and have them contribute towards projects, developing a sense of achievement and ownership in the development of new knowledge.?

Furthermore, locally based organisations, community centres and small businesses may be able to benefit from said research, either directly or indirectly by participating in whole or in part. This creates a community that values and benefits from research that aims to find solutions to their societal challenges. Allowing for a localised approach to solving problems within the community and sharing what works with others. ?

Conclusion?

In conclusion, the symbiotic relationship between universities and further education (FE) colleges, each with its unique strengths and focus, highlights the potential for mutual learning and improvement within the broader educational landscape. This article has emphasized the significance of several areas of strength within universities and colleges, both of which when combined can create greater outcomes for both type of institutions.?

In embracing these lessons from one another, universities and FE colleges can contribute to a more dynamic, inclusive, and responsive ecosystem for education, research and innovation. In doing so, they contribute not only to the continued success of the UK's economy but also to the betterment of the lives of individuals and communities they serve.?