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The Access to Higher Education (AHE) Diploma in Wales has long been recognised as a cornerstone of social mobility and widening participation. As Broadhead et al. (2019) argue, the AHE Diploma acts as a vital bridge for non-traditional learners who may have been marginalised by conventional educational pathways. As learner demographics shift from mature students to traditional A-level and vocational candidates, and as policy reforms unfold, the educational landscape in Wales is transforming. This trend challenges long-held assumptions regarding the purpose and structure of the qualification and its place in the Welsh educational landscape.

Therefore, this is an opportune time to evaluate, through a multiphase research project, whether the current regulatory and delivery frameworks for the AHE Diploma in Wales effectively address the educational needs of 21st-century Wales. The question at the centre of my research is straightforward but critical. Is the current regulatory framework, educational policy and delivery of Access to Higher Education in Wales suitable for the demands of the 21st century?

Research design and approach

This study used a qualitative multi-phase design with a multiple-case study approach. Qualitative data were collected in two phases using purposive sampling. Phase one involved collecting data through semi-structured interviews with 10 Access practitioners and coordinators from seven further education institutions (FEIs) in Wales. Each participant had experience in the design, delivery and assessment of AHE Diplomas. Phase two gathered qualitative data from seven stakeholders involved in regulating, designing, delivering and funding the AHE Diploma in Wales. Ethical considerations, including reflexivity, confidentiality and informed consent, underpin this process. Interviews were conducted online, transcribed via NVivo Transcription, and analysed using Braun and Clarke’s (2022) thematic analysis within a grounded theory framework.

Emerging themes

Early findings reveal systemic tensions between national educational goals and institutional practices. Access ducation appears to operate within what might be described as a ‘regulatory space’, a semi-autonomous environment shaped by FEIs, learners and local socioeconomic conditions rather than via direct government oversight and influence. Early findings include:

1. Regulatory ambiguity: Practitioners highlighted uncertainty regarding the relationship between Qualifications Wales, the Quality Assurance Agency (QAA) and the Welsh Government.
2. Funding inconsistencies: The provision for learners aged under 19 was noted as particularly fragmented, with funding models varying between institutions.
3. Assessment intensity: High assessment demands in science-based units, especially in biology, were cited as barriers to learner progression.
4. Cultural alignment: Practitioners advocated for greater integration of the Welsh language and context into Access curricula.

Together, these findings underscore the need for more coherent, equitable and forward-looking regulations across the sector.

Theoretical development

Conceptually, Access to Higher Education in Wales may be understood as operating within a neoliberal environment, one which balances structure with freedom of agency. While regulatory frameworks exist, FE institutions have significant autonomy in shaping provisions around local needs and industry demands. This dynamic contrasts with Foucault’s notion of governmentality, in which state control is more rigid and prescriptive. Instead, Access ducation in Wales exhibits a form of self-governance that can both enable innovation and risk inconsistency.

Emerging recommendations

The findings from phase one support several early recommendations for policymakers and institutions.

1. Clarify the QAA’s role within Welsh educational policy.
2. Explore Welsh-led regulatory alternatives through the newly established ‘Medr’, also known as the Commission for Tertiary Education and Research, to enhance coherence across tertiary education in Wales.
3. Address funding disparities, particularly for under-19 learners.
4. Reduce assessment overload, especially in intensive units.
5. Consider how Welsh language skills are taught alongside the Access curricula.

Such measures would help position Access education as a coherent component of Wales’s evolving tertiary education strategy, rather than an isolated qualification operating in policy liminality.

Future directions

‘The continued evolution of Access programmes will depend on their ability to effectively integrate the principles of inclusivity, coherence and progression, which are central to the ongoing reforms in Welsh education.’

This research reveals that Access to Higher Education in Wales sits within an ambiguous regulatory space: structured yet permissive, enabling yet uneven. The challenge now is to ensure that autonomy and flexibility are balanced with clear national guidance and equitable opportunities. The continued evolution of Access programmes will depend on their ability to effectively integrate the principles of inclusivity, coherence and progression, which are central to the ongoing reforms in Welsh education. While situated in Wales, the shift in Access learner demographics from mature students to younger cohorts who might previously have pursued A-levels or vocational routes may offer insights into similar trends across the UK context.

References

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage Publications.

Broadhead, S., Davies, R., & Hudson, A. (2019). Perspectives on access to higher education: Practice and research. Emerald Publishing.