In Part 1 of the paper the author considers the purpose of HE in FE in view of the Foster Report. There is a particular focus on key words used in the report – ‘vocational’ and ‘skills’ – and the historical resonances of this terminology. The debate extols the positive and ‘exciting’ aspects of skills and a vocational curriculum and that this need not be at the detriment of theory and knowledge.
In Part 2 of the paper, the author discusses a ‘sense of emptiness’ in terms of the language of the Foster Report and draws on two scholarly narratives to explore this further, both of which present differing views on the function of a university (higher) education.
The paper concludes that there is a place for a modern higher education, including HE in FE, which develops both skills and students’ knowledge.