More responsive and collaborative tertiary education
Educational and skills needs are rapidly changing with technological advances.
Chapter summary
This chapter extends the argument for a whole-system approach to education to address wasted talent across society. It argues that labour market changes, evolving skills needs and demographic pressures mean that it is necessary for universities, colleges and other parts of the tertiary system to work more closely together to provide opportunities which allow learners to: make choices to meet their ambitions; progress through tertiary education easily with no ‘dead ends’; study flexibly, and develop skills throughout their lives.
Our recommendations
- Encourage more collaborative approaches including by improving regulation to remove requirements for duplicate reporting to different regulators.
- Reconsider the policy design of the Lifelong Learning Entitlement to ensure that it is a success, including minimum credit requirements and whether it can be used by employers to support the cost of employee study on a modular basis.
Creating an effective tertiary skills system is not only crucial in ensuring that the UK’s education model is sustainable, it is also central to improving regional economic growth and upward social mobility.
The new government’s key economic, social, and education policy drivers all point to placing greater value on collaboration and connectedness – across nations and regions, education and training providers, regulators and employers. A strong and engaged tertiary system lies at the heart of delivering this ambition.
Professor David Phoenix OBE, DL, FREng FAcSS and Dame Ann Limb
Chief Executive, London South Bank University; Pro Chancellor, University of Surrey and Chair, City and Guilds