Ahead of the Advance HE College-Based Higher Education network series, Victoria Burroughs, Assistant Principal: Higher Education at Grŵp Colegau NPTC Group of Colleges and Chair of Advance HE CBHE, and Professor Mark O'Hara, discuss the benefits for institutions, educators and, most importantly, students of a tertiary approach…"yet, [they say], despite its value, putting a tertiary model into practice remains a complex challenge."
The boundaries between further education (FE) and higher education (HE) are beginning to blur. Increasingly, educational leaders and policymakers are advocating for a tertiary approach, as recently demonstrated in the establishment of Medr in Wales. This alignment isn’t merely an operational convenience; it offers tangible benefits for institutions, educators and, most importantly, students. Yet despite its value, putting a tertiary model into practice remains a complex challenge.
Why adopt a tertiary approach?
One of the most compelling reasons to embrace a tertiary approach is the opportunity to enhance curriculum consistency and student outcomes. When FE and HE institutions work collaboratively, they can ensure smoother learner transitions, coherent progression routes and a shared understanding of academic standards. Students benefit from greater clarity, consistency and support, which in turn can lead to improved outcomes and reduced dropout rates.
A tertiary approach can also boost institutional reputations. Strategic partnerships between colleges and universities demonstrate a commitment to broadening access and driving innovation. Joint ventures, whether in curriculum design, outreach or research, showcase a collaborative spirit that may appeal to prospective students, employers and funding bodies. Institutions that proactively build these bridges are likely to be seen as progressive, inclusive and future-focused.
The Teaching Excellence Framework (TEF) and institutional Key Performance Indicators (KPIs), such as Access and Participation Plans (APP), are increasingly central to institutional planning. A joined-up FE-HE strategy can directly contribute to these goals; smoother transitions and better support for underrepresented groups can lead to improved retention and graduate outcomes. Moreover, shared strategic aims around inclusion and attainment can be more effectively realised through a cohesive, sector-spanning approach.
At the heart of a tertiary model lies a culture of collegiality and scholarship. When educators from FE and HE collaborate, they bring diverse perspectives that enrich teaching and learning. This mutual enrichment fosters a community of educators who are better equipped to meet the evolving needs of learners. A tertiary approach also offers practical advantages in terms of talent recruitment, development and retention and helps to build a more robust and adaptable workforce.
Navigating change: The role of FE Colleges in Wales’ New Tertiary Education System
Further Education (FE) colleges have always embraced change with a positive, proactive mindset, responding to the evolving needs of learners, society, and the communities we serve. The introduction of Medr, Wales’ new tertiary education and research commission, on 1 August 2024, marked a significant shift in how post-compulsory education is structured and governed. It’s a bold and ambitious undertaking, but one that ultimately serves the best interests of learners across their lifelong learning journey.
One of the strengths of FE colleges is our ability to operate across traditional boundaries. College-Based Higher Education (CBHE) exemplifies this, sitting at the intersection of FE and HE. This dual identity has enabled us to adapt more readily to the new tertiary landscape. The Advance HE CBHE Network continues to be instrumental in this journey, offering a formal platform for colleges across the UK to connect, share practice and amplify the voice of CBHE.
Our experience of bridging the FE-HE divide has been enriched through our involvement in Civic Mission and the Regional Civic Engagement Partnership. When the lead partner invited us to participate, we joined curious, cautious and ready to explore what collaboration could look like. You may remember the party game Twister? At times, it’s felt like we were playing a professional round: left hand on “community engagement,” right foot on “strategic alignment,” all while trying to stay upright and learn a whole new language. Because let’s face it, civic mission is deeply rooted in Higher Education. For those of us in FE, it raised an important question: What does civic mission mean in our context?
We’re community colleges at heart. Serving local people and places is our bread and butter, it’s what we do, day in and day out, with a “can-do” attitude and a strong sense of purpose. But we also had to ask: Is the term ‘civic mission’ even accessible to the communities we serve? In FE, we’ve often framed this work as Corporate Social Responsibility. The terminology may differ, but the intent has always been there.
Crucially, none of this has been a barrier. In fact, the partnership has created a safe and supportive space to ask questions, challenge assumptions and receive constructive feedback. It’s helped us reflect on how much of our civic work has historically been shaped by short-term, task and finish funding. This new approach is encouraging us in the tertiary space to think more strategically, more sustainably and more collaboratively.
From principles to practice, rhetoric to reality
Cultural, structural and logistical barriers can hinder progress towards a tertiary approach, however there are strategies that can help bridge the ‘in principle – in practice’ gap. Accredited CPD pathways and recognition schemes such as Advance HE’s Fellowship categories provide a framework for shared growth. Many educators in FE and HE have a wealth of experience in teaching, curriculum design and student support. Supporting staff to map their experiences to the UKPSF descriptors can build confidence, encourage reflective practice and open pathways to recognition and Fellowship status.
Mentoring and coaching often play a crucial role in supporting educators and professional networks that span FE and HE allow staff to share ideas, tackle challenges, foster peer-to-peer learning and can drive cultural change and sustain innovation.
One of the most significant barriers to collaboration is the lack of time and funding. Institutions must be willing to invest in the tertiary approach; without this commitment, even the most promising partnerships risk withering from lack of capacity. The principles of a tertiary model must also be enshrined in partnership agreements which articulate shared goals, expectations and systems. Embedding in this way ensures that it is not treated as an optional add-on, but rather as a core element of educational delivery and improvement.
Conclusion
A tertiary approach to post-16 education is more than a policy aspiration; it is a necessary evolution in how we support learners, develop talent and future-proof our institutions. However, this vision can only be realised through deliberate action, supported by investment, professional development and a shared commitment to transformative collaboration.
The date for the upcoming CBHE Network meeting is Thursday, 16 October 2025, from 1:00 – 2:00 pm BST. If you’re interested in joining the network, please contact events@advance-he.ac.uk or complete the form.
Future dates for the networks are as follows, with timings to be confirmed:
- Friday 5th December 2025
- Friday 6th February 2026
- Friday 17th April 2026
- Friday 22nd May 2026
Find out more about the Advance HE CBHE Network
