Widening participation in higher education (HE) among underrepresented social groups has been a focus of successive UK governments since the 1960s. But is this actually being achieved?
Delivering HE within a further education (FE) college setting offers a potential ‘bridge’ by increasing accessibility in terms of locality and flexibility of course delivery, and appealing to learners with additional commitments such as employment and caring responsibilities. These ‘non-traditional’ learners include first-generation students, mature students, disabled students, single parents, and those from low-income and minority ethnic groups (Crosling et al., 2008). They are more likely to be studying part-time and to have come from areas of low engagement in higher education.
The Higher Education Statistical Agency (HESA) (2022) estimates that about 7 per cent of HE students in the UK study in FE colleges (HESA, 2022). However, the HE-in-FE sector is considered underresearched and neglected, which is limiting the opportunity to review its potential role in widening participation in HE.
‘Delivering HE within a further education college setting offers a potential “bridge” by increasing accessibility in terms of locality and flexibility of course delivery, and appealing to learners with additional commitments such as employment and caring responsibilities.’
