Leading inclusive FE and skills organisations requires an approach that is proactive, collaborative and rooted in the broader system, argues Pat Carvalho.
Over the last 10 years, England has experienced increased social and economic fragmentation. Inequality is widening and the further education (FE) and skills sector is where its consequences are felt most immediately. As leaders, these shifts play out daily in our classrooms, corridors and communities.
Widening inequality sees marginalised groups already at a disadvantage – such as those from low-income households, ethnic minorities and learners with SEND – struggling the most economically with the loss of services, and socially in terms of health and wellbeing. The cost-of-living crisis has widened gaps in access to education (real or perceived), skills and employment. For many, FE is no longer just about education – it is their route to stability, wellbeing and belonging.
Increased polarisation and politicisation on issues such as migration, race and identity lead to deeper fragmentation. As senior leaders and governors, we sit at the intersection of these tensions. Institutions such as FE colleges are increasingly acting as community anchors, bridging differences. This is systems leadership in action, working beyond organisational boundaries to hold communities together.
Resource constraints are familiar in the FE and skills sector, and this limits the sector’s capacity to provide tailored support to learners, including free school meals and investment in staff development. And yet we know – as does Ofsted – that being inclusive is more than just delivering ‘core’ business. Long-term resource constraints are reshaping what is possible, yet expectations keep rising, bringing home the ethical dilemma providers face between delivering ‘core business’ and ‘the right thing to do’.
Digital exclusion is also a reality for many disadvantaged learners who, without access to technology, are at risk of being left behind. Moreover, FE and skills providers are increasingly finding their learners have multiple and complex needs.
What does this mean for FE and skills providers, its leaders and the system within which they operate? From my perspective as an FE college leader, each of the above challenges affects how we lead ethically, inclusively and sustainably. I believe that five key pillars of inclusion should be reinforced by all leaders within – and beyond – the FE and skills system to respond to the challenges above:
Belonging and equity can only truly be realised through continuing to challenge how inclusive we are through all the things we do with our learners, staff, communities and stakeholders. This is important because the prize is social cohesion and resilience in times of uncertainty. I am heartened by the progress made with inclusive practice in the sector, but we cannot stand still.
Partnership and collaboration with external organisations and across the FE sector to pool our resources and expertise are essential if we are to do things at scale and maximise the potential impact we can have on people’s lives and communities. An example is closer collaboration with the school sector to provide the right transition for learners.
Widening access is core to any college approach. This will be tested over the coming years and is a pillar that absolutely relies upon the other pillars to stand tall. For provision to meet needs, it requires funding that uses a holistic long-term approach rather than ‘stop and start’ subsidies.
Innovative practice is something providers have had to do to combat challenges. This can be seen through flexible learning pathways, holistic and targeted support systems, and digital inclusion projects. The only problem with being agile and responsive is that it is tempting to take this work for granted and not reward it. This needs to be addressed.
Advocacy empowers learners, staff and communities, and helps to meaningfully shape college life for the better. Without this pillar, the impact of all the other pillars is diluted. An example is setting future actions not just as a response to feedback but student recommendations.
This article was originally published in the Summer 2026 inTuition leadership supplement. Find out more about inTuition, the sector journal for further education and skills.
Author
Pat Carvalho is CEO of BMET College and president of the Association of Colleges.
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