Yesterday we focussed on the story so far for the OfS. It has been troubled, but the course can be corrected. Today we set out some steps that can be taken to find common ground and a create regulatory environment that is accepted by all but beholden to none.
To reframe its role, the OfS must first establish what constitutes ‘good regulation’ within the unique context of HE and its statutory duties. This involves striking a balance between assuring quality and standards, and allowing for academic innovation and freedom. It feels glib to write it, but good regulation should not be seen as a mere compliance checklist but as a framework that supports the growth and evolution of HEIs and recognises deeply established cultures and practices.
The OfS should also set out to assert itself as a holistic protector of good and manageable regulation. An alliance to tackle the chronic overreaching by Professional, Statutory and Regulatory Bodies (PSRBs) would be most welcome. The burden from the many and varied ways in which these organisations operate is excessive. The regulation of apprenticeships is also in desperate need of an overhaul. The current approach is strangling degree-level apprenticeships. Arrangements with Ofsted and the Institute for Apprenticeships and Technical Education (IfATE) are too complex and need rationalising. OfS should take the lead.
All regulators have to strike a careful balance between maintaining independence and, at the same time, garnering goodwill and support from the regulated. Simply being established in statute is necessary but not sufficient, and for HE, this is doubly important when the same legislation that established the OfS asserts the autonomy of degree-awarding bodies.
