Could polytechnics be an answer to the problems facing HE?

The transformation of United Kingdom polytechnics into universities, mandated by the Further and Higher Education Act of 1992, has had long-lasting implications. The creation of so-called ‘post-1992 universities’ aimed to elevate vocational education but may have inadvertently diluted its distinct mission and catalysed the current funding crisis in the sector.

As the UK grapples with a higher education funding crisis, declining enrolment, and growing employer dissatisfaction with graduate readiness, the question arises: Was dissolving polytechnics the right decision?

Recent discussions have focused on whether the decision to scrap polytechnics was a wise idea. They include a Wonkhe article, “What did we lose when we turned polytechnics into universities?”. and the Higher Education Policy Institute’s “30 years on: What do polytechnics teach us about transcending the vocational/academic divide?”.

Current funding debates, including proposed tuition fee increases and reports of ongoing lay-offs of university staff as well as concerns about changing study destinations by primarily international students due to ‘practical’ as opposed to ‘academic’ reasoning, such as employment outcomes, also give food for thought and call for a re-evaluation of the polytechnic model.

These institutions once bridged the gap between academic learning and industry needs, providing practical, career-ready education. Could their revival offer a solution to the challenges facing UK higher education today?

A systems approach to education

The philosophical principle ‘the whole is greater than the sum of its parts’, attributed to Aristotle, is particularly relevant here. Complex systems like education derive their value from the interplay of their components.

Similarly, the dissolution of polytechnics in favour of monolithic universities may have disrupted a balanced system where academic and vocational pathways worked in harmony. Critics suggest that entrepreneurial universities and degree apprenticeship programmes cannot fully replicate the holistic, trade-orientated mission of polytechnics.

Reviving polytechnics could redefine the UK’s educational landscape by addressing critical challenges:

• Alleviating the university funding and enrolment crisis. Polytechnics can provide cost-effective, practical alternatives to traditional universities, easing financial and enrolment pressures.

• Bridging the skills gap. Industry-aligned programmes can directly address workforce needs, preparing graduates for immediate employment and reducing skills shortages.

• Enhancing educational diversity. Smaller class sizes and a hands-on approach would cater to students who thrive in more personalised and applied learning environments.

• Promoting regional development. Polytechnics can become hubs for economic growth, offering programmes that are tailored to local industry demands and fostering community partnerships.

Indeed, modern polytechnics are no longer limited to the “trades” and “diplomas”. Today, they offer undergraduate and postgraduate programmes in diverse fields like business, arts, health, and technology, while maintaining their practical focus. Their partnerships with industries ensure graduates are well-prepared for the workforce, bridging the academic-vocational divide more effectively than universities.

Besides countries in the Commonwealth such as Ghana, Nigeria, and South Africa, polytechnics thrive in other countries like Australia, Canada, India, and New Zealand. These institutions emphasise work-integrated learning, industry collaboration, and community engagement. For example:

• Australia: Australian polytechnics focus on hands-on, industry-relevant training.

• Canada: Polytechnics Canada prioritises partnerships with employers to align education with workforce needs.

• India: Indian polytechnics specialise in equipping students for high-demand sectors.

• New Zealand: Te Pukenga exemplifies a unified model of skills and technology education tailored to learners, employers, and regional economies.

Addressing workforce and financial challenges

The university system is struggling with mass resignations, unsustainable workloads, and shrinking budgets. By reintroducing polytechnics, the UK can redistribute the burden on universities, create specialised institutions for vocational education, and attract educators seeking mission-driven roles.

This shift could also relieve financial pressures, as polytechnics typically operate with lower costs and focus on applied disciplines that require less funding for large-scale research.

Forward-thinking solution

Polytechnics can complement universities, offering a diverse and balanced educational framework that serves students, employers, and society. Their practical approach aligns with employer needs, promoting socioeconomic mobility while fostering innovation and regional growth.

Reintroducing polytechnics would not sideline universities but instead enhance the educational ecosystem by diversifying pathways and addressing the unique needs of today’s learners and industries.

Revisiting the polytechnic model is more than a nostalgic exercise – it’s a forward-thinking solution to an ailing system. By reintegrating polytechnics, the UK can create a resilient, inclusive, and dynamic higher education system that prepares students for the evolving demands of the global economy.

As Martin Parker provocatively argued in Shut Down the Business School: What’s wrong with management education, the fixation on traditional universities may be misplaced. It’s time to rethink priorities and explore the full potential of polytechnics as a vital component of the UK’s educational landscape.

Nnamdi O Madichie is a research fellow at the Bloomsbury Institute, United Kingdom. Prior to this, he was the director of the Centre for Research and Enterprise at the institute between 2015 and 2019. He is also a visiting professor of marketing and entrepreneurship at the Unizik Business School, Awka, Nigeria, as well as an external examiner of the MSc entrepreneurship programme at the Liverpool Business School, Liverpool John Moores University, UK.

This article is a commentary. Commentary articles are the opinion of the authors and do not necessarily reflect the views of University World News.