Additional government funding should be earmarked for collaborative projects between universities and colleges to help improve access to higher education and create a more joined-up post-16 sector, according to a new report.

A produced by the Lifelong Education Institute (LEI) and the Mixed Economy Group of Colleges (MEG) calls for colleges to be seen “as equal partners in higher education provision”. 

This echoes the government’s priorities set out in the post-16 skills White Paper, which advocates for a more coherent post-16 system.

“In line with the vision set out in the White Paper, we are calling for a step-change in the level of collaboration between further and higher education providers and one where colleges’ expertise in delivering higher level skills is recognised and rewarded,” the report says. 

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It argues that colleges play a crucial role in widening access to higher education qualifications, including in university cold spots and areas of lower participation.

The paper highlights current modes of collaboration between the two sectors for delivering higher education qualifications, with franchise and validation agreements the most common. 

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But the report notes the “perceived power imbalance” inherent in these agreements, with universities often the dominant partner. At the same time, franchise agreements are facing increased scrutiny following concerns about the quality of some of these courses.

In some cases, universities have withdrawn from these agreements unilaterally and at short notice, the report says, making delivery more complicated for college partners.

The paper calls for new partnership models that are “more flexible, responsive and attuned to the needs of students and employers, especially within higher technical education”. 

“Central to this is the recognition that colleges are not junior contributors within a hierarchy of provision; they are full partners, expert in designing, delivering and shaping higher education, particularly higher technical education.”

However, the authors note that, as autonomous bodies, universities cannot “be compelled to collaborate”.

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Instead, they suggest policy incentives should be introduced, including a new funding pot similar to the Higher Technical Education Skills Injection Fund. Launched in 2021, this initiative allowed providers to bid for money to support expansion at level 4 and 5, predominantly for capital expenditure.

However, most successful bids came from individual institutions, with only 11 per cent from higher and further education consortia, according to the report.

“A new version of the Injection fund is needed, but this time with a requirement that only joint FE/HE bids will be eligible,” it says. 

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Student premiums could also be uplifted to reward collaborative courses, it adds. 

“For too long colleges have been seen as a route into higher education and not as providers of high-quality higher technical education themselves,” said Jon Ridley, chair of the MEG and principal of Newcastle College.

“Across the country, thousands of young people and adults are undertaking first-class higher education training and studies at their local college. 

“If we are serious about addressing the government’s targets for participation in higher technical skills…then a re-examination of the traditional further and higher education relationship is required and the critical role of colleges in providing the skills needed to boost our economy, locally and nationally, needs to be fully recognised and rewarded.”

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helen.packer@timeshighereducation.com