Education – A chilling vision for higher education
It would be hard to know which of these students might be classed as “vocational” – who is to say that the latter applicant’s career might not develop too, as a result of a space outside of work? To make a division between vocational and non-vocational courses similarly denies the vocational value of more traditional subjects, and the true reach of vocational ones.
It will only be possible for higher education to deliver true diversity when the inequalities in funding between full- and part-time students are addressed.
At present, what little support available to part-time students is inadequate and geared only towards those studying for 50% of a full-time course.
“Mode-free” funding, which supported students moving at their own pace, be it quicker or slower than the norm (as proposed by the recent inquiry into the future of lifelong learning), would help deliver real diversity.
Similarly, the debate about two-year degrees shows how increasingly we contort our learning (and our lives) to fit the shape of certain qualifications. This preoccupation with qualifications as the only outcome of learning is as baffling to employers as it is for many students. Think of the number of people who claim that highly qualified people often cannot offer the substance their degrees imply. A debate about form and value is long overdue.
There would be nothing wrong with a proposal for two-year degrees, if it formed part of a coherent vision that would make our higher education system diverse and responsive to the shape of people’s lives. Such a proposal, however, would require an altogether different kind of prose.
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