The following discussion considers potential reality and risk within further education stemming from the rhetoric of political and operational policy and procedure influencing post-16 provision. Over the past three decades there has been a range of implemented strategies grounded in the belief that society needs to become more competitive in an ever-changing economic climate. In its most simplistic equation it could be argued further education providers are subsequently charged with the economic prosperity of the nation, alongside an associated moral obligation to ensure government targets are met by developing the workforce required to sustain the United Kingdom’s economic position and stability.

Following this simplistic argument inclusion could be seen as the participation of those individuals who undertake further academic study in order to nurture a prosperous economy embedded in employment (whereby gaining qualifications equates to the basis of a productive workforce). Furthermore, exclusion could be perceived as those individuals within society who do not undertake further academic study. Promoting this simple equation as policy rhetoric increases the risks for further education providers if the assimilated rhetoric behind policy mandates does not incorporate and recognise the reality of operational policy within further education, and the day-to-day issues affecting further education lecturers and students.