The Dearing Report (NCIHE 1997) officially recognised HE in FE and made specific recommendations concerning the future growth of this provision along with its funding and quality assurance. The report strongly encouraged its development through a process of collaboration and partnership with HEI's (Parry and Thompson 2002).

More recently, the DfES White paper, when addressing national economic imperatives, indicated that the skills gap is most likely to be in the 'associate professional and 'higher technician' levels. As a result the Government wants to see expansion in two-year work focused foundation degrees and in mature students, in the workforce developing their skills. Clearly, there are clear synergies between FECs, local/regional businesses, the skills shortage and government targets.

There is increased emphasis on the provision of HE within the FE sector in the implementation of the Government's widening participation agenda. Much of the needed expansion in HE will be vocational, having a clear link with lifelong learning. It will need to be flexible giving non-traditional students choice about modes of study and provided locally.

The further education sector has always boasted success in recruiting the non-traditional student and is now seen as vital in helping to achieve the Government's target to involve 50% of the 18-30 age range in HE by the year 2010. This is because of their 'proven track record in recruiting students from under-represented groups, their local accessibility, supportive and flexible methods of delivery and close contacts with local schools, employers and HEI's.' (Supporting HE in FE, HEFCE report, April 2003/16)

Collaboration between HE and FE institutions has been particularly encouraged with the widening participation action plan indicating the need for clear progression paths. However, more effort is needed to bring HE and FE together by promoting the development of new qualifications and new methods of study (including work based learning) in order to facilitate greater participation in HE.

One of the recommendations of the Dearing enquiry was that responsibility for funding all categories of publicly funded higher education should be taken on by HEFCE. Since 1999, HEFCE has been responsible for funding all first degree, postgraduate, Higher National Diploma and Certificate, Diploma of Higher Education, Certificate of Education and, since 2000, foundation degree courses. (Supporting HE in FE, HEFCE report, April 2003/16)

Courses in FE colleges have been developed in the vocational areas where they already have academic strengths, strong local networks, and professional credibility. Thus among the subjects where the greatest number of developments have occurred are Business Studies, Engineering, Technology and Computing. The growth of HE in FE is expected to rise significantly in the next five years as new programmes, e.g. Foundation Degrees where there should be a very close relationship with industry and commerce in the curriculum will be introduced. FE is perhaps better placed to deliver due to their experience in part-time and flexible delivery and an expanding non-traditional market. Many colleges have short term plans to offer Foundation degrees and may decide to replace their current range of HNC/D courses.

Colleges are well aware that they have a key role in widening participation by offering flexible HE to non-traditional learners (ie those that prefer a familiar college environment and local students who otherwise would not consider HE). They also have a role in developing foundation degrees in partnership with employers. These roles were emphasised in the Government's White paper, 'The future of higher education' (Jan 2003) and there is no doubt that colleges carry out these roles effectively and with enthusiasm and commitment - to their students, their colleagues and their subjects.

Key Issues

The nature of HE in FE is variable and differs between providers though several common features emerge:

• Traditional closeness (part-time students sponsored by employers)
• Local and access orientation (geographically dispersed and educationally marginalised population)
• Strengths in flexible delivery, pastoral care, student support and guidance and skills provision
• Basis for progression (prepare students for progression to HE and employment)

Many FEC's are fairly new to HE provision and as such lack critical mass with both small student cohorts and small numbers of staff involved in the management and delivery of the HE programmes. FEC's are also highly dependent on part-time teachers to address specialist areas and as such may have limited access to subject expertise during course design. As a result there are a number of key priorities and current issues which must be addressed:

• Teaching workloads in FE severely limit the time available for staff development and differences in conditions of service may limit choice and availability of opportunity for some.
• Resources issues relating to accessing learning resources at HE partner institutions (difficult to fund books, videos and IT for small cohorts) coupled with limited library and study facilities.
• Lack of general HE culture is likely to have some impact on the delivery of HE in FE environment but possibly more so in terms of initial recruitment of students.
• Instigating, planning, managing and delivering HE in FE (in particular setting appropriate higher level HE assessment critieria)
 

To make FE/HE links work there are a number of issues to consider:

• Create opportunities for monitoring, review and evaluation
• Ensure collaboration and partnership with good communication between the FEC and partner HEI.
 

The level and extent of provision (whether it be independent, franchised or true partnership) affects the relationship with the designated HEI. Partner HEIs are keen to develop appropriate quality assurance and standardising processes for their collaborative arrangement with colleges. Enthusiasm, commitment, motivation and genuine partnership are necessary for successful delivery of HE in FE. A subtle block may arise due to attitudes within and between HE and FE sectors - a mutual understanding and appreciation of the differences between the two sectors is often lacking.

Colleges submitted strategy statements to HEFCE as part of phase 2 of its Development Fund for Learning and Teaching. The following were identified as important in creating an environment for HE:

• A distinctive experience for students (separate central administrative system, open day, HE graduation/awards ceremony and clear progression routes
• Curriculum (commitment to vocationally focused educational opportunities, course design in partnership with professional bodies and industrial representatives, with work placement opportunities and emphasis on transferable skills and employability)
• Appropriate staff (A HE co-ordinator / manager, teaching staff with appropriate qualifications, admissions and guidance staff, librarian with relevant knowledge)
• Dedicated activities for staff teaching HE (timetabling to allow for preparation and scholarly activity, specific staff development for staff teaching HE, staff access to local HEI libraries, opportunities for research and development, development of partnerships with HEIs and employers)
• Learning resources (high quality dedicated learning environment for HE students, good facilities for study and on-line course support)
• Quality systems (rigorous assessment of HE provision, preparation for QAA reviews, HE documentation, HE academic/assessment regulations, HE boards of studies, HE assessment/examination boards)
• Accommdation (Designated rooms for HE, upgraded accommodation, social and communal areas, residential accommodation for students, a lecture room for joint delivery of shared core lectures to HE students on different courses.
 

Despite the historical differences of cultures between HE /FE institutions there are more differences within HE and FE than between them. There is therefore a need to change the mindset of those in FE about those in HE and vice versa to recognise the common delivery of HE, albeit in different contexts.

This is a significant time for both sectors. There is a need for both sectors to address the question of 'boundaries' in order to support and extend partnerships between further and higher education; to develop FE understanding of the HE ethos and its implications for management processes in FE and share practical approaches to the creation of a HE culture which supports and enhances the experience of students in HE.

The distinction between HE and FE is becoming increasingly blurred - there is already a substantial number of FE colleges who deliver HE programmes in ICS and the number will grow as FECs partner universities in delivering Foundation Degrees. These HE in FE practitioners have unique support and staff development needs. To support development, it is vital that the interests of such staff are not forgotten, as they almost certainly will be if the approaches of the two sectors are too divergent. There are a number of generic teaching attributes e.g. professionalism, organising learning situations, facilitating transition to autonomous and independent learning which apply to teachers at both levels.