The growth in appetite for UK HE that we’ll see on the road to 2030 means that we’ll see a reversal of the balance in supply and demand which has operated over the past decade. In the second chapter of UCAS’ essay collection, the authors consider what innovations need to be made to accommodate the increase in demand. Diversification rests at the heart of this, whether it’s through overseas partnerships with universities, the expansion of non-degree routes such as apprenticeships and technical education, or embracing innovative modes of delivery.
Closer collaboration is also a key theme, with discussion of how universities, schools and colleges can work together more closely to maintain the student experience. Critically, these essays encourage us to see not only the challenges but also the opportunities which the upcoming increase in demand will bring — the opportunity to train the high-skilled workers of the future, and to boost the prosperity of the UK as a whole.
Dr Stephen Coulter and James Scales, Tony Blair Institute for Global Change
With the 1999 target of 50% of young people now participating in higher eduction, where next for the HE sector and economy?
Rt Hon. Lord Willetts FRS, President of the Resolution Foundation and Former Minister for Universities and Science
What does the Journey to a Million mean for funding of future provision?
Dr Jo Saxton, Chief Regulator, Ofqual
What does the Journey to a Million mean for the assessment of qualifications and qualification outcomes?
Chris Hale, writing in his former role as Director of Policy, Universities UK
What does the Journey to a Million mean for teaching provision and university facilities?
Pat Carvalho, Principal, Birmingham Metropolitan College
What can the higher education sector learn from the growth in demand that is being experienced within the schools and colleges?
Dr Anthony Manning, Director and Dean of Global Lifelong Learning, University of Kent
How can continued innovation in higher education help us meet national and international demand?