further education system meaning

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UK Further Education System

Further education in UK is the stage of education between compulsory education and higher education or university education. As we described here , at the UK education system students enter this stage at 16 years of age and finish it up when 18 years old.

In UK, once you complete the secondary school and get the GCSE results you’re free to decide whether you want to seek an education at higher stages or land the job market right away. As such, further education in the UK marks a vital time in one’s life since it indicates his further life’s track.

That said, a scholar has the following options after finishing secondary school:

• Prepare for University
• Vocational education

The education system in UK is very flexible regarding the fact that it offers numerous options for students in terms of career pathways they can get.

If you have no aspiration to attend education at higher stages, but you would rather like to find a good job and live independently then there are countless options to you at this point. Once you step out of your high school and take your GCSEs you can land the job market. Companies around are eager to recruit young and motivated individuals who are looking forward to starting their adventure in the job market. They value your motivation and therefore take care of your transition into the market comes with ease.

In line with this commitment, colleges in cooperation with many employers establish certain recruiting schemes offering short-courses to prepare candidates with the required skills for the job you’re willing to work.

Also, there are many apprenticeships you can get while under a constant professional provision. These short courses are mainly common for jobs in the industry that require a set of technical skills before start working. Surely this is much common for jobs which may require a bit preparation before start doing it. And also the opportunities to seek better job options afterwards are higher than if you have just landed a job which doesn’t require any level of expertise at all.

Further Education Qualifications

Further education qualifications rely on two purposes: to prepare you for seeking a job or to prepare you to get admitted into the university.

Qualifications that can be attained at this stage of education are divided into four sections

Academic qualifications

• Applied learning-qualifications
• Technical qualifications

Functional skills qualifications

On the other side of the coin, there are students who want to pursue higher stages of education. For these students, further education stage in UK represents a great opportunity to make their academic profile more appealing.

Furthermore, students who haven’t taken their GCSE exams at the age of 16 can still seek to make it through this stage of education. This is a much-desired option since UK universities are highly selective and getting a FE qualification will indicate a higher probability to take a university seat. Fortunately, in UK there’s a wide range of these courses covering particular subjects that lead to certain qualifications.

If you decide to get a university degree in a subject you’re interested than academic qualifications are a suitable option for you. These programs last for up to two years and aim to prepare you in a particular number of subjects required at the degree course you’re planning to apply at the university.

Your GCSE scores at particular subjects like English, Math and Sciences play a major role in your admission, while additional higher grades at particular subjects are required. For example, if you’re willing to apply for an Engineering course you may be required to have higher GCSE in English, Math and Physics.

Usually, further education courses cover 5 up to 5 subjects but are mainly focused on only 3 subjects because that’s how much universities expect from incoming applicants.

The following are academic qualifications  you can attain in UK further education

A-Levels – are subject-based qualifications conferred about several subjects. Most students concentrate on three particular subjects because this is what most universities require to get admitted. Over two years, students gain a grounding in subjects they’ve chosen to study and their knowledge attainment is assessed through several examinations

Cambridge Pre-Us – the course leading to this qualification lasts for two years and students can choose up to four subjects from among 26 subjects available.

Scottish Highers and Advanced Highers – are the qualifications required to enroll a Scottish university. Students can choose to focus their course in four subjects among 60 available subjects. Scottish Highers and Advanced Highers are the equivalents of the A-Levels and AS-Levels.

Baccalaureates – are qualifications that combine several academic subjects and particular skills related to them.

Extended Project Qualification (EPQ) and Interdisciplinary Project – these qualifications can be taken aside from A-levels or Scottish Highers and you can run an independent study on your favorite subjects.

GCSEs – GCSEs are qualifications that students take when they get over their secondary school, but if one doesn’t score high at particular subjects, particularly in mandatory subjects (English, Maths and Science) he is obliged to undertake these exams during the stage of FE.

If you’re interested in a particular industry and would like to gain the professional skills required to find a job in that industry then vocational courses are are highly recommended to you. These courses are divided into Technical and Functional skills qualifications.

The followings are Technical vocational qualifications awarded as part of the further education in UK .

NVQs and SVQs – qualify you to do a specific job and can be taken if you have a full-time job a course that involves a work placement

Technical levels – several qualifications that grant you a set of practical skills to perform a particular group of tasks in the job environment.

Technical certificates – are designed to equip with a set of skills and knowledge for a particular job where employers hire applicants with level 2 qualifications.

TechBac – is a new programme which is a blending of Technical level qualification, the Extended Project qualification and some elements like teamwork

Aim to prepare you with a set of skills in core subjects of English, maths and ICT to be able to enter higher education or the job market. You can seek to get this qualification as part of an apprenticeship, traineeship or study programme.

Where can I attend a further education course?

Further education courses in UK are offered at so-called sixth form colleges. These are schools that run recognized courses and grant advanced qualifications like A-Levels required to apply at a UK university. Also, they offer similar courses to prepare you to sit in GCSE examination if you haven’t done it by the time you finished secondary school. Note that you can switch places if your school doesn’t offer further education courses.

What is the difference between Further education and Higher education?

For many foreign students when landing a new, unknown educational system which has its original terms and vocabulary, it’s hard to comprehend how it is structured and how it works out.

Many are confounded about the difference between further education and higher education. The reason has to do mainly with the uniqueness and contrast of UK education system to other traditional educational systems applied in other countries of the world.

In UK you cannot head directly to the university once you have completed secondary school, which is the case in most countries of the world. Here the final stage of compulsory education (the secondary school) terminates at 16 years of age in contrast to most countries where the high school is completed when a scholar turns 18.

Further education in UK is the stage at which students decide which path they’re going to take it in the forthcoming stages of their life. Those who have academic goals may choose a course that leads to a specific qualification required to succeed in university application afterwards, others may choose a short course that prepares them for a specific job place and some may drop further education to enter straight into the job market.

But, do universities in UK admit students aged under 18?

Rarely, they do. But there are certain rules applied in such scenario. Commonly a set of conditions and terms must be signed by your parents under an agreement presented by the University of your choice. That said during the further education in UK you either will be seeking to get advanced qualifications to enter university or you will start working full-time.

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further education

Definition of further education

Examples of further education in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'further education.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1937, in the meaning defined above

Dictionary Entries Near further education

furtherance

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Overview of the UK's further education sector

The UK boasts a diverse and wide-ranging further education sector that provides opportunities for school leavers, young adults and mature students

FE sector facts

• Further education includes study after secondary school.
• College is for people of all ages, with courses free for students aged 16 to 18.
• 1.6 million students go to college in England each year to develop their career, progress to university, engage in further education or increase their employability.

What is further education?

On GOV.UK it states that further education (FE) includes any study after secondary education that doesn't form part of an undergraduate or graduate degree.

These post-secondary school qualifications are delivered by FE, sixth form and specialist colleges that aim to provide top quality academic, technical and professional education and training for both young people and adults.

The Education and Training Foundation (ETF), the professional body for FE training and standards in England, has produced a Guide to the FE System in England .

How is the FE system structured?

According to the AoC, there are 270 colleges in the UK (June 2023):

• 225 colleges in England
• 26 in Scotland
• 13 in Wales
• 6 in Northern Ireland.

UK colleges are represented by the following organisations specific to each home nation:

• Association of Colleges (AoC) - The membership organisation representing FE, sixth form, tertiary and specialist colleges in England.
• Colleges Scotland - The collective voice of the college sector in Scotland.
• Colleges Wales - An education charity that promotes the public benefit of further education in Wales.
• Northern Ireland (NI) Direct - Oversees the two university colleges, six FE colleges and an agri-food and land-based college in NI.

Most colleges are referred to as general FE colleges, but there are a number of different types of institution.

For instance, of the 225 colleges in England:

• 158 are general FE colleges
• 44 sixth form colleges
• 11 land-based colleges
• 10 institutes of adult learning (formerly specialist designated colleges)
• two art, design and performing arts colleges.

Who are college courses aimed at?

Anyone aged 16 and over can go to college, although the AoC reported that the majority of college income for 2020/21 (£3.63billion), accounting for 55% of total spending, was focused on 16-18 education.

It's unsurprising that sixth form and general FE colleges providing qualifications at A-level standard benefit most from the funding, especially as education is still free for students in this age group.

Colleges are inclusive places to learn, with over a fifth (21%) of students studying in England in 2022/23 having indicated some form of learning difficulty and/or disability.

What FE courses can you study?

Widely available FE courses include:

• BTECs (Business and Technology Education Council)
• Higher National Certificates (HNCs)

See college courses for an overview of the main FE qualifications studied at college.

However, while these FE courses are offered by colleges rather than universities, some colleges also run undergraduate programmes.

Read our guide to undergraduate qualifications .

It was also revealed that colleges train around 1,000 apprentices, so you may wish to explore apprenticeships in more detail. You can learn more about vocational college courses at AoC - About colleges .

Can I still go on to university?

Some FE qualifications can be topped up to a full degree, so if you're thinking of going to university but still aren't sure, the course may offer credit should you choose to carry on with study after the college course.

What are the modes of study at college?

Similar to university, you can choose between full and part-time study for the majority of courses. While some will require you to spend a significant amount of time in the classroom, colleges often use a blended learning approach, with online distance learning complementing the traditional face-to-face teaching.

Online college courses, for qualifications such as A-levels and BTECs, are also very popular. This is because you'll get the opportunity to study and achieve a qualification without the need to visit the college in person. The course will typically involve interacting with tutors and other learners online through lectures, training sessions, webinars and chat forums.

Popular FE providers include the Open Study College and Online Learning College , while The Open University offers qualification options at undergraduate level and above. You can also explore free courses as signposted by the National Careers Service (NCS) .

This flexible approach to learning allows students to study at a time and place that fits in with their lifestyle, perfect if there isn't a local college accessible from your area. Read more about the benefits of online learning .

Am I eligible for student finance?

As mentioned, FE college courses are free for 16 to 18-year-olds, but for adult learners (anyone 19 and over), tuition fees are likely to be involved. Even younger students can still claim education-related costs through the government's 16 to 19 Bursary Fund .

If you're studying in Scotland, Wales or Northern Ireland, you may be able to claim for Education Maintenance Allowance (EMA) .

When it comes to online learning with private course providers, you'll certainly need to pay course fees. For instance, if you're taking A-levels, you'll need to consider exam and invigilation fees as well as tuition costs, while for some courses, there's additional fees for the practical aspects of the programme.

There are a range of grants and loans offered at a local level for adult education. For example, see the booklet on Fees, finance and funding for adult learners from The Manchester College .

For undergraduate courses at college, you can consider applying for government support in the form of tuition fee and maintenance loans. Read more about student loans and finance at undergraduate level.

Can international students go to college in the UK?

International students can apply to go to college in the UK, but you'll need to have sorted out your visa first before entering the country.

As Britain has now left the European Union (EU), students from European countries will require 'settled' status under the EU Settlement Scheme to live and study here. However, in many cases, college fees are still generally quite reasonable.

The AoC has revealed that the average tuition fees for international students studying a further education qualification is £8,200 per year, with Level 3 courses proving the most popular.

As colleges are renowned for providing a pipeline for those progressing to university, a high proportion of international students choose to move on to HE courses.

They also found that as far as the international marketplace is concerned, the main drawing power in coming to the UK for FE-level study is to achieve A-levels, take English language courses and undertake teacher training .

Read more about studying in the UK at degree level.

You can also take a look at the scholarships and funding available from the British Council - and get information on how to apply to study in the UK .

Find out more

• Discover how to apply for college in the UK .
• Consider should I go to university or do an apprenticeship?
• Explore adult education .

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• Education and learning
• Apprenticeships, 14 to 19 education and training for work

Further education courses and funding

Further education ( FE ) includes any study after secondary education that’s not part of higher education (that is, not taken as part of an undergraduate or graduate degree).

Courses range from basic English and maths to Higher National Diplomas ( HNDs ).

FE also includes 3 types of technical and applied qualifications for 16 to 19-year-olds:

• level 3 tech levels to specialise in a specific technical job
• level 2 technical certificates help get employment or progress to another tech level
• applied general qualifications to continue general education at advanced level through applied learning

Many courses in reading, writing and basic maths are free, and you may not have to pay for tuition if you’re under 24 and studying for your first qualification equivalent to GCSE or A level.

Find out about financial support , for example for your course or day-to-day living costs.

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Definition of further education noun from the Oxford Advanced Learner's Dictionary

• further education
• a college of further education
• distance learning
• higher education
• qualification

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Look up any word in the dictionary offline, anytime, anywhere with the Oxford Advanced Learner’s Dictionary app.

• Judith Harford 2  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Both higher education (H.E.) and further education (F.E.) are relatively recent concepts in the history of education, broad umbrella terms which capture the complex and ever-widening role and function of post-secondary education. While historically, H.E. and F.E. have operated quite independently, with little if any convergence, increasingly, the boundaries between the two fields are being tested, and their remits fused. This part of the Handbook examines the broad themes of H.E and F.E through the following lenses: Transformations to Higher Education, Higher Education Institutions Across Time and Space, Empire and Exchange in Higher Education, Students in Higher and Further Education, Women Professors and Deans, and Women Workers’ Education. Tracing the expansion of H.E. and F.E. over time, each chapter captures the historical trajectory, contextualizing key developments, and offering a historiographical and comparative analysis of the major theoretical and methodological issues and ideas.

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Harford, J. (2020). Higher and Further Education. In: Fitzgerald, T. (eds) Handbook of Historical Studies in Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2362-0_42

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Meaning of further education in English

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• abstinence education
• abstinence program
• abstinence-only
• academically
• adaptive learning
• Forest school
• homeschooler
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• scholarship
• special educational needs
• traineeship
• virtual learning environment
• vocationally

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a large amount of ice, snow, and rock falling quickly down the side of a mountain

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Further Education System

When students reach the age of 16 and have completed their GCSEs they have a few options to choose from:

Academic Qualifications

Vocational qualifications.

If students opt for carrying on with their education this will take two forms, either by pursuing further academic qualifications or by following a vocational pathway.

Most schools in the UK have what is called a "6th Form" for students to enter after they have taken their GCSEs. As an alternative, there are many "6th Form Colleges" that will offer the same courses from students at schools that do not have a 6th form. Here students typically study A-levels, further academic qualifications required of students before they enter higher education and a degree program.

A-levels, like GCSEs, follow a two-year program and there are two components to them: full A-levels and half AS-levels. Generally A-levels comprise of 6 modules, and an AS-level has 3 modules.

Students will generally take between two to three A-levels, but depending on your academic ability and drive you may take more. Students at independent schools may take anywhere up to 5 A-levels.

For students who are not so academically minded, they still have the option to further their education by studying a vocational course that will provide them with a more hands on experience and education.

The most popular vocation programs include:

• BTEC Awards
• National Vocational Qualification (NVQ)
• City and Guilds Qualification
• Apprenticeships

Most international students coming into the UK will be taking academic programs with the aim of gaining admittance to a degree program. If you are one of those students, visit the UK Higher Education System page.

Please note that Scotland has a separate education system and does not conform to the above structure. Please learn more about the Scottish Education System .

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UK Education System - Further and work-based education

The UK further education (FE) sector comprises more than 380 institutions around the UK, providing services to the local, regional and international community. The sector provides a wide range of education and training courses for those aged over 16, with no upper age limit.

International students account for around 190,000 of the four million people who study in the FE sector. A large proportion of these are on higher education or degree programmes. FE colleges have achieved excellent student satisfaction scores for their HE provision. Read here how they surpassed many universities in a national student satisfaction survey.

Further education is a very large, diverse and vitally important sector of the UK education system. In many countries, further education is referred to as technical education, professional education or training, and the institutions that provide it are known as vocational colleges, polytechnic universities, community colleges, junior colleges, higher colleges or technical colleges.

FE colleges are all independent corporations operating as a charity, which gives them a high degree of flexibility in how they manage their programmes and how they do business overseas. They offer a wide range of courses, including some English language courses, general academic courses (e.g. GCSEs, A-levels, Highers and equivalents); vocational and work-based courses; access, foundation and pathway courses (for admission to degree programmes); and higher education programmes (both undergraduate and postgraduate).

Why study at a further education institution in the UK?

Internationally recognised qualifications – the UK’s long-standing tradition of excellence is recognised throughout the world. International students choosing a further education institution will gain an internationally recognised business or industry relevant qualification. 

Quality assurance - FE qualifications are accredited by internationally recognised awarding bodies, which mean that the high quality of the course customers choose can be guaranteed. UK further education providers are inspected regularly by government organisations to ensure high standards of teaching, accommodation, welfare support and facilities. 

Industry and business relevance - FE in the UK has developed strong links with industry and industrial advisory groups, which helps to ensure the relevance to the world of work and improves students’ future job prospects. Many courses are designed in partnership with, and taught by, industry professionals. Many include the option of a year in industry or a work placement, giving students real professional experience.

Preparation for higher education - Further education colleges can provide a range of foundation, pathway and access programmes to university.

Study for all or part of a university degree - Many FE colleges have strong links with universities, so that students can study at an FE college and be awarded part or all of a university degree or diploma. FE and HE institutions work together to deliver degree courses. Institutions also operate within franchising and validation agreements – these arrangements have greatly increased the number and variety of courses.

Excellent value for money - Relatively low costs in further education in the UK gives value for money.

State-of-the-art facilities - UK FE providers invest heavily in facilities – from libraries, computer centres and science laboratories to sports centres, theatres and arts studios. Class sizes are restricted to ensure access to equipment and enough time to talk to tutors and lecturers.

International career preparation and development - Employers are increasingly looking for graduates with multicultural experience. Students gain intercultural skills in the UK's multicultural society, with a mix of people from many different backgrounds.

Student support - Many colleges have international offices and advisers to ensure students feel welcome and are supported throughout their time in UK FE.

A personal approach - The style of UK FE is unique, involving high levels of personal contact and support from tutors, plenty of scope for independent learning, and many vocational qualifications are delivered in the workplace.

English language skills - English is widely regarded as the language of business. Studying in the UK helps students learn the language quickly, through study, friends and everyday life. For language support there are English language classes.

Choice of qualifications and career paths – There are thousands of UK FE courses on offer, to allow a choice of course that matches students’ goals and interests. Students can also study online or on campus, in the UK or at an overseas campus.

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What’s the difference between further and higher education?

We explore the difference between further education and higher education in the uk, and introduce access creative college’s further education options..

Deciding what to do after leaving school can be quite daunting for many students. There are many education-based terms and sometimes it’s hard to know what the differences are.  We will clarify the differences between ‘further education’ and ‘higher education’.

Is university further or higher education?

Higher education typically refers to degree programs offered at universities or other accredited institutions. The courses offered are mainly academic in nature, and students gain a bachelor’s, master’s, or doctoral degree at the end of their studies.

While higher education takes a minimum of three years to complete, some universities offer integrated master’s programs that could run for four or five years.

The further education system is often designed for post-16 students keen on pursuing vocational, technical, or practical courses. These programmes usually run for one to two years, and are focused on gaining skills for a specific profession or industry. Examples of courses available in further education include RSL diplomas , NVQs, A-levels, BTECs, and foundation courses.

What are levels 2, 3 and 4 equivalent to?

Within further education there are level 2, 3 and 4 qualifications. Here is a breakdown of what they are equivalent to.

Level 2 qualifications are roughly equivalent to GCSEs. They provide learners with foundational knowledge and understanding of a subject area. Examples of Level 2 equivalent qualifications include the BTEC First Diploma, NVQ Level 2 and GCSEs at grades A*-C.

Level 3 qualifications are roughly equivalent to A-levels. They are designed to provide students with advanced knowledge and skills in a particular subject area. Examples of Level 3 equivalent qualifications include A-levels, BTEC National Diplomas and NVQ Level 3.

Level 4 qualifications are higher education certificates, diplomas and degrees which are equivalent to the first year of an undergraduate degree programme. Examples of Level 4 equivalent qualifications include the Certificate of Higher Education (CertHE), Higher National Certificate (HNC) and Foundation Degree.

Are there any further education colleges near me?

Further Education (FE) colleges typically offer training programmes in technical skills and vocational qualifications. The courses vary from one college to the other, with most of them geared towards helping students acquire specific skills in preparation for a chosen career.

Access Creative College is an example of an FE college with a presence throughout the country. The college has over 3,000 students and seven campuses across the UK, with colleges in Birmingham , Bristol , Lincoln , London , Manchester , Norwich and Plymouth .

Higher Education institutions such as DBS Institute , on the other hand, are devoted to more academic qualifications. They offer undergraduate, postgraduate, and online degree courses focused on various areas, such as music technology, game art, sound design or music production.

When to choose further education or higher education

The choice between higher education and further education comes down to what stage you’re at with your educational and career journey. Students enrol for higher education to acquire a bachelor’s, master’s or doctoral degree and the full-time university experience – after leaving college.

Those interested in gaining practical expertise in a specific trade or vocation after leaving school, or those looking to access education outside of A-levels, might look into further education.

In some instances, students may find it challenging to gain acceptance into a higher education institution based on their academic qualifications. Enrolling for a foundation or access course in further education can help bridge the gap. It can improve your qualifications, and boost your chances of gaining acceptance to a higher education institution.

Choosing a career path is a vital decision that requires careful consideration. Understanding the difference between further education and higher education can make it easier to make the right choice. While higher education is perfect for those seeking academic qualifications and those pursuing a career in specific fields after college, further education is usually geared towards school leavers, but can also boost your chances of accessing higher education.

With Access Creative College’s further education courses , you can acquire the skills, knowledge, and qualifications required to excel in a range of computing, gaming, music or performance industries.

Reach out to Access Creative College today to start exploring your further education options. You can either visit our open days or start browsing our course options now .

So what is the Further Education system?

Home » Blog » So what is the Further Education system?

In this blog, Teresa Carroll, the ETF’s National Head of Inclusion, writes about why the ‘So What is the FE Sector?’ guide was developed.

If you ask this question to your friends and family, you might get “it’s when you go to college to train to be a hairdresser” or “my neighbour does a bit of flower arranging at the community centre, is that Further Education?” And yes, those answers are right but Further Education (FE) is so much more.

Last year I was talking to a Local Schools Network together with the Careers Enterprise Company (CEC). We were promoting the importance of high-quality information, advice and guidance to school leavers. A teacher said to me, “well that’s all well and good but our local college doesn’t offer the courses our young people want.” It dawned on me that a lot of people just don’t know what FE is and what exciting education and training opportunities the sector has to offer.

This is completely understandable when you start to describe the huge diversity of provider types, including specialist colleges, independent training providers, local authority and community learning to name just a few that are available. And then add the vast array of different courses and qualifications these different providers offer; you can see the reasons why there isn’t universal understanding of what is meant by ‘FE’. 

We then set about creating a guide to tackle this issue at the Education and Training Foundation (ETF) . As the sector-led, workforce development body for the FE sector our role and focus is to commission and deliver professional learning and development for the sector’s teachers, leaders, trainers and assessors to improve education and training for learners aged 14 and over. We hadn’t previously produced any resources to help potential learners continue their education journey in our sector. But without learners there wouldn’t be the need for the workforce we support.

Our new guide , funded by the Department for Education and developed with Ofqual, was therefore created to increase knowledge and understanding of the different types of organisations, the range of courses available, together with an outline of the qualifications offered within the sector for:

• those who want to carry on or return to learning
• family members, friends or carers who want to understand where to start looking to support others in continuing with their education
• teachers who want to make sure that their learners really understand the broad range of options in FE available to them
• those considering a career in teaching as they might want to join the FE teaching workforce.

FE could be described by where it sits in the education landscape. It’s the area that sits between and next to schools and universities that isn’t always thought of or seen initially. In its generally quiet (but increasingly not so) and understated (and sadly sometimes ignored) way, it is changing the lives of people from all parts of the community, young and old, in settled and newly arrived communities. The sector is there offering support so people can achieve their potential and feel good about themselves.

You can go to university through the FE route. It can develop your skills so you can get that job you wanted. It can help you to develop educational and industrial knowledge whilst making friends at the same time and much more. Personally, in my 20s I studied my A levels in classes offered in our local primary schools – an idea from one of our FE college. The youngest person in the class was 18 and the oldest were a couple who were in their late 70s. We used to joke that we were encouraging the primary school kids to learn as when they saw us, they must have thought, “we don’t want to still be coming to school at their age!” However, we now understand that people carrying on learning throughout their lives is exactly what our nation’s workforce needs – lifelong learning is a reality.

Today, FE is even more important than it ever has been. With the technological revolution and the recognition of new national and worldwide challenges, for example climate change, new knowledge and skills for the future are required. We need to provide opportunities and harness the ideas from everyone in society.

The government has recognised the need to increase technical skills within our workforce and the introduction of T Levels in 2020 is one of many welcome initiatives to address this. And where are T Levels nearly all being offered? Why in the FE sector of course.

This change highlights just how difficult it is to define the FE system as it is subject to constant change. Across the months of writing our guide, there were at least two new qualifications introduced into the system, and change is likely to continue. However, our guide is an excellent starting point for those who want to understand what the FE system is. We’ve had excellent feedback from those working in the sector who themselves hadn’t appreciated how diverse it is. 

We hope this guide helps you to make choices that take you and those you support to where they want to be. At the ETF we will continue to support the FE Sector and its workforce to make sure the outcomes of the learners that come into our sector continue to improve.

You can find the digital  ‘So What is the FE Sector?’ guide on the ETF’s ‘about us’ webpage.

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UK Further Education

Not sure you’re ready for a Bachelor’s degree? Interested in both academic and vocational courses?

Enrol at a UK further education college. You can gain a UK Higher Education qualification such as a Higher National Diploma (HND), enhance your career prospects, and still top-up to a university degree later.

Why choose the UK further education?

If you would like to study in the UK and want to keep your options flexible, a course at a UK further education college could be the solution.

UK further education (FE) colleges are funded by the Government and offer access courses, higher education-level diplomas and in some cases full Bachelor’s degrees. College qualifications are designed to equip students with job-specific skills that they can transfer into the workplace, boosting their employability. They are designed in close partnership with employers, thereby ensuring a competitive edge and exposure to the latest industry.

UK college diplomas such as HNDs are often more affordable than other types of courses and offer articulation pathways to Bachelor’s degrees at a range of universities. Completion of an HND is considered equivalent to the second year of a university degree in the UK. In addition, many UK FE colleges also offer higher education qualifications in direct partnership with universities.

Studying at a college is a different experience to studying at university.College class sizes are generally smaller than at university and you will probably be in more timetabled classes. A college course is a great way to prepare for independent study and learning, progressing to university later if you choose to. There are colleges located all across the UK, in big cities, small towns and rural areas.

If you would like more information about the UK’s further education offer, including locations of colleges, courses and entry requirements, please visit the following links:

External links

• England: Association of Colleges
• Wales: Colleges Wales
• Scotland: Colleges Scotland
• Northern Ireland: NI Direct

What you need to know about higher education

UNESCO, as the only United Nations agency with a mandate in higher education, works with countries to ensure all students have equal opportunities to access and complete good quality higher education with internationally recognized qualifications. It places special focus on developing countries, notably Africa. 

Why does higher education matter?  

Higher education is a rich cultural and scientific asset which enables personal development and promotes economic, technological and social change. It promotes the exchange of knowledge, research and innovation and equips students with the skills needed to meet ever changing labour markets. For students in vulnerable circumstances, it is a passport to economic security and a stable future. 

What is the current situation? 

Higher education has changed dramatically over the past decades with increasing enrolment, student mobility, diversity of provision, research dynamics and technology. Some 254 million students are enrolled in universities around the world – a number that has more than doubled in the last 20 years and is set to expand. Yet despite the boom in demand, the overall enrolment ratio is 42% with large differences between countries and regions. More than 6.4 million students are pursuing their further education abroad. And among the world’s more than 82 million refugees, only 7% of eligible youth are enrolled in higher education, whereas comparative figures for primary and secondary education are 68% and 34%, respectively ( UNHCR) . The COVID-19 pandemic further disrupted the way higher education was provided.

What does UNESCO do to ensure access for everyone to higher education? 

UNESCO's work is aligned with Target 4.3 of SDG 4 which aims, by 2030, “to ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university”. To achieve this, UNESCO supports countries by providing knowledge, evidence-based information and technical assistance in the development of higher education systems and policies based on the equal distribution of opportunities for all students. 

UNESCO supports countries to enhance recognition, mobility and inter-university cooperation through the ratification and implementation of the Global Convention on the Recognition of Qualifications concerning Higher Education and regional recognition conventions . To tackle the low rate of refugee youth in higher education UNESCO has developed the UNESCO Qualifications Passport for Refugees and Vulnerable Migrants , a tool which makes it easier for those groups with qualifications to move between countries. The passport brings together information on educational and other qualifications, language, work history. UNESCO places a special focus on Africa with projects such as the Higher Technical Education in Africa for a technical and innovative workforce supported by China Funds-in-Trust.  

​​​​​​​How does UNESCO ensure the quality of higher education? 

The explosion in demand for higher education and increasing internationalization means UNESCO is expanding its work on quality assurance, helping Member States countries to establish their own agencies and mechanisms to enhance quality and develop policies particularly in developing countries and based on the Conventions. Such bodies are absent in many countries, making learners more vulnerable to exploitative providers.  

It also facilitates the sharing of good practices and innovative approaches to widen inclusion in higher education. As part of this work, it collaborates with the International Association of Universities to produce the World Higher Education Database which provides information on higher education systems, credentials and institutions worldwide. 

​​​​​​​How does UNESCO keep pace with digital change?  

The expansion of connectivity worldwide has boosted the growth of online and blended learning, and revealed the importance of digital services, such as Artificial Intelligence, Big Data and Higher Education Management Information Systems in helping higher education institutions utilize data for better planning, financing and quality. 

The COVID-19 pandemic has accelerated this transformation and increased the number of providers and the range of degree offerings from cross-border to offshore education.  The Organization provides technical support and policy advice on innovative approaches to widening access and inclusion including through the use of ICTs and by developing new types of learning opportunities both on-campus and online. 

How does UNESCO address the needs of a changing job market?

Labour markets are experiencing rapid changes, with increased digitization and greening of economies, but also the rising internationalization of higher education. UNESCO places a strong emphasis on developing science, technology, engineering and mathematics (STEM) education, indispensable to sustainable development and innovation. It aims to strengthen skills development for youth and adults, particularly literacy, TVET, STEM and higher education to meet individual, labour market and societal demands.  

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Further and higher education qualifications

Who awards further and higher education qualifications, quality and qualifications ireland, further information.

Further education and training covers education and training after post-primary level and up to higher education.

Higher education and training is provided mainly in universities and colleges of technology or equivalent bodies.

Different bodies are entitled to award or validate qualifications in the further and higher education sectors such as:

• Universities:The State-supported universities all award their own degrees and other awards.
• Technological sector: The institutes of technology grant degrees, diplomas and certificates which are validated by Quality and Qualifications Ireland.
• Other colleges: The other State-supported colleges generally grant awards that are validated by Quality and Qualifications Ireland.
• Private colleges: The private colleges make awards, some of which are validated by foreign universities and some of which are validated by Quality and Qualifications Ireland. Some of the awards by private colleges are not validated by any outside body.

Quality and Qualifications Ireland (QQI) is the state agency responsible for promoting the quality, integrity and reputation of the further and higher education system in Ireland.

It has taken over the functions of the following 4 bodies:

• National Qualifications Authority of Ireland (NQAI)
• Further Education and Training Awards Council (FETAC)
• Higher Education and Training Awards Council (HETAC)
• Irish Universities Quality Board (IUQB)

If you have an award or qualification made by FETAC and HETAC, these continue to be recognised because they are on the National Framework of Qualifications (NFQ) .

The National Framework of Qualifications (NFQ)

The NFQ describes what you need to know about qualifications as a learner. It allows you to compare qualifications, to make decisions about your choice of course and to know that it will be recognised in Ireland and abroad. The framework is made up of 10 levels from certificate to doctoral level and describes qualifications across the Irish education and training system.

Transfer and progression

All providers of education and training must inform you of the transfer and progression routes available if you undertake a particular course. This will help you find a pathway between programmes or courses to achieve the award and qualification you want.

Validation of individual learning

As an individual learner, you can contact QQI directly to find out how to get certification or recognition for your existing knowledge, skill or competence. QQI will decide how this prior learning and prior experience can be assessed and they may look for help and advice from the providers of education and training in making this assessment.

When you apply to a college they may take into account your educational background, work history, community involvement and other achievements when deciding your suitability for the course. This system is known as the Accreditation of Prior Experiential Learning (APEL) or Recognition of Prior Learning (RPL) .

Verification of previous awards

You can apply to QQI to verify your qualifications for the following awards:

• NCEA (replaced by HETAC)
• NCVA (replaced by FETAC)

There is a small fee for this service.

Recognition of awards from abroad

If you earned your qualifications abroad, QQI has an online foreign qualifications recognition service (NARIC) . You can also read more about recognition of professional qualifications .

Protection for learners

QQI will only validate programmes that provide protections for the learner.

If a provider has a programme of 3 months or more and charges a fee, they must ensure you can complete the course you have started if they stop offering the programme for any reason. The provider must also have a reserve fund and be adequately insured.

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Related documents

• Further Education and Training (FET) allowances If you get a place on a Further Education and Training (FET) training course you may be paid an allowance. 1464.5714
• Further education and training (FET) courses Find out about further education and training, how to find a course and the support you can get. 1442.0364
• Recognition of professional qualifications in Ireland Outlines how professional qualifications are regulated in Ireland and in the EU including the following professions: electrician, teacher, architect, doctor, accountant and more 1235.8365

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A FRAMEWORK FOR ACHIEVING THE FOUR STUDENT WELLNESS OUTCOMES USING COLLECTIVE SYSTEM DESIGN

In response to the evolving demands of todays competition, there is a growing expectation for enhanced services to industry and academic enterprises. This thesis explores the application of System Engineering methodologies as a strategic approach to securing success with both industrial and academic enterprises. Industry faces issues with the absence of a positive tone, inefficiencies and delays in delivery, and customer satisfaction. Meanwhile, academia faces several challenges including lack of communication between departments, how to allocate institutional resources to simplify student experience, reduce complexity in students college experience, and lack of students motivation. These issues for students lead to poor academic performance, financial struggles, and possibly mental health problems. There is a recognized need for a systematic approach to ensure student success at universities. A fundamental approach emerges in the form of Collective System Design (CSD) to find ways to address the above- mentioned challenges. Collective System Design is explored for ad- dressing the challenges faced by academic organizations and industrial processes. Collective System Design aims to improve the long-term viability of an enterprise by fostering sustainability and success. This thesis further investigates the Collective System Design Language, offering a communication tool for design and an approach to assess effectiveness before implementation. This thesis highlights two case studies: Shuttleworth (manufacturing industry) and the Purdue University Fort Wayne Student Success Standard Process Lifecycle. The impact of solving these problems can be measured through several key indicators: Shuttleworth (Manufacturing Industry). • Reduction in Lead Time • In on-time Delivery • Enhanced Customer Satisfaction and improvement in product quality. Purdue University Fort Wayne. • Improvement in Student Experience and Quality of Life. • Achievement of Student Wellness Functional Requirements and improvements in student retention and four and five year graduation rates. Achievement of Student Success Functional Requirements and improvements in student retention and four and five year graduation rates. There are three main objectives of this thesis: (1) Apply and contrast the application of Collective System Design principles across a manufacturing industrial client and a service enterprise, namely higher education (2) Offer a systematic approach for manufacturing to improve on-time delivery, enhance customer satisfaction, create positive tone by using the principles of Collective System Design, and (3) For academia, develop a System Design Decomposition to define the functions of the university to foster student wellness according to four viewpoints: academic, financial, career, and living wellness. The objective is to incorporate the development of a System Design Decomposition that provides methodology to ensure that student wellness outcomes consider the four viewpoints of wellness (Academic, Financial, Career, and Living). The Student Success Standard Process Lifecycle defines standard processes in all process steps that will facilitate the desired student experience and four wellness outcomes. The lifecycle consists of Student Success States where the lifecycle begins from S0 (learning about university) to S7 (Supportive alumni) and defines standard process steps in each state. Each standard process step seeks to achieve the Functional Requirements from the four wellness viewpoints (academic, financial, career, and living) in Student Success Standard Process Lifecycle. The Collective System Design Decomposition methodology will serve as a structured approach to defining desired student wellness outcomes within a Rapid Design Process, which takes place in the first session focusing on defining outcomes. By leveraging this framework of four wellness viewpoints, the thesis aims to address issues with defining the outcomes for academic, financial, career, and living wellness viewpoints. Each wellness viewpoint has specific Functional Requirements (outcomes) that need to be defined and achieved by Student Success Standard Process Lifecycle and Rapid Design Process, to ultimately enhance student success and well-being at Purdue Fort Wayne University.

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What Does Further Expansion Mean for the Shanghai Cooperation Organization?

KEY TAKEAWAYS

• Regional security topped the agenda at Shanghai Cooperation Organization (SCO) foreign ministers meeting.
• China’s top diplomat Wang Yi signaled Beijing’s continued interest in Central Asia with trips to Kazakhstan and Tajikistan.
• SCO expansion has caused notable friction between member states.

Thursday, May 30, 2024

/ READ TIME: 7 minutes

By: Bates Gill;   Carla Freeman, Ph.D.

Last week, foreign ministers from member-states of the Shanghai Cooperation Organization (SCO) gathered in Astana, Kazakhstan. The nine-member SCO — made up of China, India, Russia, Pakistan, Iran, Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan — represents one of the largest regional organizations in the world. And with the SCO’s annual heads-of-state summit slated for early July, the ministers’ meeting offers an important glimpse into the group’s priorities going forward. The National Bureau of Asian Research's Bates Gill and USIP's Carla Freeman examine how regional security made its way to the top of the agenda, China’s evolving role in Central Asia and why SCO expansion has led to frustrations among member states.

What were the main issues on the agenda for the SCO meeting? Based on the meeting, what might we expect to see at the SCO Heads of State Summit later this summer?

Gill: According to some of the official statements and outcome documents, the SCO Foreign Ministers meeting placed a particular emphasis on two key items.

First, the ministers focused on security-related matters or, to use the SCO's terminology, on the "three evil forces" within the borders of SCO states: terrorism, separatism and religious extremism. This emphasis appears to be driven by the terrorist attack at the Crocus City Hall concert venue outside Moscow on March 22 this year, which was apparently carried out by Tajik nationals.

A second important issue for the ministers was the consideration of Belarus membership in the SCO. According to SCO Secretary General Zhang Ming, "special emphasis was placed on the expansion of the Organization." And with the participation of Belarus Foreign Minister Sergei Aleinik, the assembled ministers "coordinated the procedure for Belarus's admission to the SCO."

Looking ahead, it appears the SCO State Leaders Summit, now scheduled for early July, will highlight security issues, especially internal stability challenges for the members, particularly terrorist threats. Belarus membership appears to be a done deal and will also gain headlines when the SCO state leaders meet.

Freeman: In addition to these emphases, promoting stability in Afghanistan was another important topic of discussion. This past March, a suicide bombing in northern Pakistan that killed five Chinese workers at the Dasu hydropower project (part of the China-Pakistan Economic Corridor) may have been planned in Afghanistan, raising concerns that instability in Afghanistan could allow for violent extremist groups to grow and threaten the region at large.

Pakistan led calls for the SCO to revive its Contact Group for Afghanistan as a platform for cooperation on security and humanitarian issues in the country, implying that the Taliban government’s measures against terrorist groups are currently inadequate.

Although Afghanistan has held observer status at the SCO, the Taliban-led government has not been invited to SCO meetings, with disagreements among SCO members over whether and how to engage the Taliban, not least between Pakistan and India. During the SCO Foreign Ministers meeting, Wang Yi called for greater dialogue between SCO states with Afghanistan alongside improved coordination within the organization on regional security.

Chinese Foreign Minister Wang Yi also visited Kazakhstan and Tajikistan and met independently with other officials from SCO countries. Is there a reason China is paying more attention to Central Asia at the moment?

Gill:  As a founding member of the "Shanghai 5" grouping in 1996 (China, Kazakhstan, Kyrgyzstan, Russia and Tajikistan) and later the SCO in 2001, China has long had an abiding interest in Central Asia, especially following the breakup of the Soviet Union.

More recently, China's attention to the region has expanded beyond largely economic interests under the banner of the Belt and Road Initiative to emphasize its role as a more active political and security player. A major step forward in this process was the convening of the China-Central Asia leaders’ summit in May 2023 and the establishment, in March 2024, of a permanent Secretariat to coordinate the C5 + China (or China-Central Asia mechanism, as China calls it), in Xi'an, in China's Shaanxi province.

Of course, the security of Central Asia — especially its borders on China's restive provinces of Xinjiang — has long been a concern of Beijing's. But over the past several years, and particularly since the Russian invasion of Ukraine in February 2022, China appears to have stepped up its willingness to provide security goods in the region. This includes the provision of policing equipment and surveillance technology; support for Tajikistan's border enforcement and counter-terrorism capabilities; military and police training; and weapons exports.

Freeman: Wang Yi’s visit to Dushanbe was notable amid mounting concerns about security in Tajikistan and its acute economic challenges. During the visit, Wang and Tajik President Emomali Rahmon agreed to strengthen their strategic partnership and expand bilateral cooperation on security, trade and other areas of economic development.

China is Tajikistan’s largest foreign investor by far, accounting for 99.8 percent of foreign direct investment to Tajikistan in 2022, according to a U.S. State Department report . Tajikistan’s formal economy depends heavily on remittances from Tajikistanis working abroad, mainly in Russia. Remittances were already adversely affected by sanctions on Russia, but fallout from the Crocus City Hall attack — where those arrested in connection were of Tajikistani identity — has resulted in a further drop in remittance flows, making economic engagement with China and other partners all the more important. Rich in critical minerals, Tajikistan is likely to become a growing source of these important resources for advanced technologies for China.

During his visit to Kazakhstan, Wang made remarks that reinforced those delivered by Chinese leader Xi Jinping in 2022, when Russia’s invasion of Ukraine triggered concerns in Kazakhstan that Russia could act on long-harbored irredentism over Kazakhstan’s northern region, where the population is heavily Russian and Cossack. In 2022, Xi emphasized the importance of Beijing’s relations with Astana and stated that China would “resolutely support Kazakhstan in the defense of its independence, sovereignty and territorial integrity.” Similarly, Wang stated during his visit that China would “oppose with resolve against any external forces that are trying to interfere in [Kazakhstan’s] internal affairs.”

There is the potential for the SCO to expand its membership, with Belarus almost certainly joining this summer. Are there other likely candidates, and what would that mean for the SCO going forward? 

Gill:  India, Iran and Pakistan all became SCO "observer states" in 2005 and went on to become full members of the organization, so that process has thus far been the pathway to formal entry for countries that were not original SCO founders. 

At present, there are three SCO observer states: Afghanistan, Belarus and Mongolia. It appears highly likely that Belarus will soon be admitted as a full member of the organization, probably as early as the SCO state leaders summit in July this year. Afghanistan and Mongolia look to be next in line in the future.

In addition, there are currently 14 SCO "dialogue partners" that might also be future candidates for full membership. This group includes a large proportion of Arab states, including Bahrain, Egypt, Kuwait, Qatar, Saudi Arabia and the United Arab Emirates, plus others across the Eurasian landmass such as Armenia, Azerbaijan, Cambodia, Maldives, Myanmar, Nepal, Sri Lanka and Turkey.

However, while some expansion of SCO membership looks likely, further enlargement of the grouping is not necessarily welcomed by all. 

Recent discussions with experts in Central Asia strongly suggest that the most recent expansions of the SCO to welcome India and Pakistan (in 2017) and Iran (2023) are a source of frustration. They have diluted the organization's principal focus on Central Asia proper and introduced new complications and frictions within the grouping, especially between India and Pakistan and between China and India.

China may look to other Sino-centric institutions — such as the China-Central Asia mechanism, along with China-Arab forums, the BRICS and others — to further its specific interests, while still promoting the notion of greater Eurasian unity and "Asia for Asians."

Freeman: Experts in the region observe that China has reduced its financial support for the Regional Anti-Terrorist Structure and has begun to coordinate with Central Asian governments on security through bilateral channels. The C5+China may also be a symptom of China’s own growing disenchantment with the SCO, as it also offers China a forum through which to interact with the region as a whole without Russia.

Bates Gill is a senior fellow for the National Bureau of Asian Research.

The views expressed in this publication are those of the author(s).

PUBLICATION TYPE: Question and Answer