Download - Monitor2014-Uk en
-
8/10/2019 Monitor2014-Uk en
1/8
-
8/10/2019 Monitor2014-Uk en
2/8
UNITED KINGDOM
2
1. Key indicators and benchmarks
Europe 2020 target /
Europ e 2020 headline target 2010 2013 2010 2013 Benchmark
14.9% 12.4% 13.9% 12.0%EU target: 10%
National target: /
43.0% 47.6% 33.6% 36.9%EU target: 40%
National target: /
ET 2020 Benchm arks
97.3% 09 97.3% 12 = 92.1% 09 93.9% 12 95%
18.4% 09 16.6% 12 19.7% 09 17.8% 12 15%
20.2% 09 21.8% 12 22.3% 09 22.1% 12 15%
15.0% 09 15.0% 12 = 17.8% 09 16.6% 12 15%
Initial vocational training
(IVET)
a. Students participating in
Leonardo da Vinci programmes
as a share of vocational students
at ISCED 3
0.3% 0.4% 12 = 0.6% 0.7% 12
b. Erasmus inbound students as
% of student population in host
country
- 1.0% 12 : - 1.2% 12
c.Inbound international degree
mobile students as % of student
population in the host country
16.0% 17.1% 12 6.0% 6.9% 12
ISCED 3-6 81.6% 83.8% 77.4% 75.5% 82%
ISCED 3-4 76.5% 78.1% 72.1% 69.5%
ISCED 5-6 85.9% 87.9% 82.7% 80.9%
19.4% 16.1% 9.1% 10.5% b 15%
Other ET 2020 Indi cators
6.8% 6.1% 12 5.5% 5.3% 12
ISCED 1-2 7,249 8,551 11 6,063.74 e 6,297.16 11, e
ISCED 3-4 7,304 4,877 11, b 7,022.35 e 6,650.87 11, e
ISCED 5-6 12,241 10,832 11 9,764.30 e 9,474.80 11, e
a. Pupils in grade 4 (ISCED 1)
using computers at school85.8% 07 96.9% 11, ENG+NI 60.7% 07 64.7% 11
b. Individuals aged 16-74 with
high computer skills129.0% 09 26.0% 12 25.0% 09 26.0% 12
c. Low achievers
(no or insuff . computer experience)2
: 10.1% 12,ENG+NI : : 16.9% 12, EU17
d. High achievers
(PIAAC level 2 and above): 34.8% 12,ENG+NI : : 33.2% 12, EU13
Entrepreneurial
competences
e. Individuals aged 18-64 who
believe to have the required skills
and knowledge to start a
business
: 44.0% : : 42.3% a, EU18
f.ISCED 2 students at
proficiency level B1 or higher in
first foreign language3: 9.3% 11 : : 43.5% 11, EU13
g. ISCED 2 students learning
two or more foreign languages: : 12 : 60.6% 63.0% 11
Low achievers(< PIAAC proficiency level 2)
: 16.4% 12,ENG+NI : : 19.9% 12, EU17
High achievers
(PIAAC proficiency level 3 and >): 49.0% 12,ENG+NI : : 43.3% 12, EU17
Low achievers(< PIAAC proficiency level 2) : 24.1%
12,ENG+NI
: : 23.6%12, EU17
High achievers
(PIAAC proficiency level 3 and >): 41.1% 12,ENG+NI : : 40.9% 12, EU17
High qualification : +12.9% : : +12.4%
Medium qualification : +9.4% : : +2.1%
Low qualification : -29.3% : : -13.2%
27.5% 27.0% 12 : : 12
: 91.7% ENG : : 84.6% EU19
13. Vocational
education and training32.1% 38.6% 12 50.1% 50.4% 12
Numeracy
EU28 a verage
1. Early leave rs from education and training(age 18-24)
2. Tertiary educational attainment(age 30-34)
3. Early childhood education and care(4-years-old until the starting age of compulsory education)
4. Basic skillsLow achievers (15 year-olds;
Level 1 or lower in PISA study)
6. Employment rate of
recent graduates (age 20-34) having left education 1-3
years before reference year
Reading
Mathematics
Trend
Literacy
Percentage of vocational students at ISCED 3
Foreign language skills
7. Adult participation in lifelong le arning(age 25-64)
a. Teachers aged >50 teaching in public and private at
ISCED 2-3 - as % of total teachers teaching in ISCED 2-3 4
Problem solving in
technology rich
environments
a. General government expenditure on education (% of GDP)
9. Transversal
competences
Digital competences
United Kingdom
8. Investment in
education and training
12. Teachersb. Percentage of teachers who undertook some professional
development activities in the previous 12 months
11. Skills for future
labour marketProjected change in
employment 2010-2020 in %
b.Annual expenditure on
public and private
educational institutions per
pupil/student in PPS
5. Learning mobility
Science
Higher Education
10. Basic skills of adults
Source:Cedefop: 11 / EAC: 5ab / European Survey on Language Competences (ESLC): 9f / Eurostat (COFOG): 8a / Eurostat (ISS): 9b / Eurostat (LFS): 1,
2, 6, 7 / Eurostat (UOE): 3, 5, 8b, 9g, 12a, 13 / Global Entrepreneurship Monitor: 9e / IEA TIMSS: 9a / OECD (PIAAC): 9cd, 10 / OECD (PISA): 4 / OECD
(TALIS): 12b
Notes:07=2007, 08 =2008, 09 =2009, 10 =2010, 11 =2011, 12 =2012, a= unweighted average, b= break, e= estimate, p= provisional, ENG= England, NI=Northern Ireland, 1= having carried out 5-6 specific computer related activities. Caution is advised when interpreting comparability over time, due to
developments in the implementation of questions related to computer skills, 2= results cover people who have no computer experience or failed the ICT test,3= average of skills tested in reading, listening, writing, 4= in some Member States, ISCED 3 includes level 4 (CZ, EE, ES, IE, NL, FI, UK), while in others
(IT, LU, NL) only public institutions figures are reported.
-
8/10/2019 Monitor2014-Uk en
3/8
UNITED KINGDOM
3
Figure: Position in relation to highest (outer ring) and lowest performers (centre)
Source:DG Education and Culture calculations, based on data from Eurostat (LFS 2013 and UOE 2012) and OECD (PISA 2012). Note:all scores are set
between a maximum (the highest performers visualised by the outer ring) and a minimum (the lowest performers visualised by the centre of the chart).
2. Main challenges
The education systems within the UK1perform well in terms of tertiary education attainment rates and adult
participation in lifelong learning. However, several challenges remain. Both the supply of high quality vocational
and technical education and the attractiveness of these courses to prospective students are underdeveloped in
relation to labour market needs. Despite some progress in recent years, a significant minority of young people
continue to leave secondary education without the skills and qualifications required to compete in the labour
market. Educational disadvantages resulting from the effect of socioeconomic backgrounds on educational
achievement persist in the classrooms. Access to high quality, affordable, early childhood education and care
remains an issue.
The 2014 European Semester country-specific recommendation (CSRs) on growth and jobs includes the following
points:
(i) ensuring employer engagement by placing emphasis on addressing skills mismatches through more
advanced and high-level skills provision;
(ii) furthering the apprenticeship offer; and
(iii)reducing the number of young people with low basic skills.
3. Improving resource efficiency and effectiveness
3.1 Investment in education
General government expenditure on education as a proportion of GDP (6.1%) was above the EU average in
2012. Spending trends in the UK over the last five years indicate a decline in public expenditure on pre-primaryand primary education as a percentage of GDP, a gradual increase in the amount spent on secondary education,
and a fall in spending on tertiary education following higher education funding reforms in 2012. The UK
government is expecting long-term savings as a result of the reforms. In addition, the approach to skills
investment is moving from financing education providers to channelling funds towards employers. In its 2014
budget, the UK announced the investment in England of GBP 85 million in both 2014-15 and 2015-16 to extend
the apprenticeship grant for employers, and GBP 20 million over two years for apprenticeships up to
postgraduate level.2Similarly, the 2014 autumn statement announced GBP 340 million of skills funding going
directly to employers through the employer ownership pilot scheme in England.3In addition, GBP 50 million are
1 The UK country sheet attempts to present and describe tan aggregate UK education position. However, as education is a devolvedresponsibility in the UK, there is substantial variation in the policies, organisation, funding and delivery of education across each of the
devolved administrations.2 HM Treasury (March 2014) Budget 2014,www.gov.uk/government/publications.3 HM Treasury (December 2013)Autumn Statement 2014,
www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdf.
http://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publications -
8/10/2019 Monitor2014-Uk en
4/8
UNITED KINGDOM
4
earmarked for an early years pupil premium in England from 2015-16 to help improve outcomes for the most
disadvantaged three- and four-year-olds in state-funded early education.4
3.2 A focus on teachers
The 2013 OECD Teaching and Learning International Survey (TALIS)5provided the following main findings for
England:
Appraisal is universal (according to school leaders) and only 1 % of teachers have never receivedfeedback in their current school (the lowest proportion in the EU). The proportion of teachers taking part
in a formal induction programme during their first regular employment (76 %) is the highest in the EU.
The proportion of teachers undertaking some professional development activities in the last 12 months
(92%) is also very high.
Teachers perceive their status as relatively high: 35 % (compared to an EU average of 18%) think their
profession is valued in society. In terms of self-assessment of effectiveness, the proportion of teachers
who feel they can motivate students showing low levels of interest in school work is somewhat higher
than the EU average (76% compared to 71%).
The proportion of teachers using information and communications technologies in students project or
class work is also slightly above EU average (37% compared to 34%).
A challenge worth highlighting is the relatively high proportion of teachers working in schools whose
school leaders report a shortage of qualified and/or well performing teachers (46 % compared to an EU
average of 36%).
England is focusing on improving the quality of initial teacher training and to that end it has commissioned an
independent review of the quality and effectiveness of initial teacher training courses. This is expected to be
presented to the Secretary of State by the end of 2014. In addition, the first performance-linked pay increases
will be made from September 2014, following reforms to teachers pay which allow schools to have greater
flexibility over how they pay their teachers.6
4. Increasing employability
4.1 Work-based learning, apprenticeships and adult learning
The UK has a relatively low proportion of upper secondary students enrolled in initial vocational education and
training (38.6% compared to 50.4% in the EU in 2012). In contrast with the wider EU trend, initial vocational
education and training graduates in the UK have an employment rate that is 2.4 percentage points lower than
their counterparts from general education and the employment advantage for this kind of qualifications
compared to lower-level qualifications is lower than the EU average.7 When asked whether they would
recommend vocational education and training to a young person, only 26 % in the UK, compared to an EU
average of 32%, stated that they would.8A survey of apprentices in England showed that 82 % agreed that
apprenticeships were perceived as a second choice at their school or college. 9Nearly 97
% said apprenticeships
should lead to professional accreditation, showing a need for a better regulated system. Although the number ofnew apprenticeships fell by 2% in 2012/13, compared to 2011/12,
10 there are early signs of a shift towards
Higher apprenticeships.11
The rate of people not in education, employment or training in the UK is around the EU
average (13.3% compared to 13%) and has fallen since the 2011 peak of 14.3%.
Adults aged 16-65 in England and Northern Ireland (the only participating countries in this survey) score around
the EU average in literacy and numeracy tests carried out as part of the OECDs Survey of Adult Skills (PIAAC).12
4 www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years5 www.oecd.org/edu/school/talis.htm.6 www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-pay.7 Cedefop (2013) On the way to 2020: data for vocational education and training policies, country statistical overviews: United Kingdom.8 Special Eurobarometer 369 (2011)Attitudes towards vocational education and training.
9 Industry Apprentice Council (January 2014) First annual survey of industry apprentices.10 James Mirza-Davies (10 February 2014), Apprenticeship statistics Commons Library standard note, at www.parliament.uk/briefing-
papers/SN06113.pdf.11 Compared to 2011/12, the number of people starting new Advanced Level and Higher apprenticeships in 2012/13 increased by 10.5%
(from 187900 to 207770) and 170.6% (from 3700 to 9800) respectively, while the number of people starting new Intermediate
apprenticeships decreased by 11% (from 329000 to 292800).12 OECD International Report on the Survey of Adult Skills (2012)http://www.oecd.org/site/piaac/.
http://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.oecd.org/edu/school/talis.htmhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-payhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-payhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-payhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-payhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.oecd.org/site/piaac/http://www.oecd.org/site/piaac/http://www.oecd.org/site/piaac/http://www.oecd.org/site/piaac/http://www.oecd.org/site/piaac/http://www.parliament.uk/briefing-papers/SN06113.pdfhttp://www.parliament.uk/briefing-papers/SN06113.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/news/new-advice-to-help-schools-set-performance-related-payhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.oecd.org/edu/school/talis.htm -
8/10/2019 Monitor2014-Uk en
5/8
UNITED KINGDOM
5
However, young people (aged 16-24) in England perform below the EU average, and worse than the overall
population. This is a result of the very poor performance of young people who have only completed lower
secondary education. The survey also shows that recent tertiary education graduates (aged up to 29) do not
score better than older people with tertiary education qualifications and even score below recent upper
secondary graduates in the best-performing European countries. While, on average, employed people have
higher skill levels than unemployed people in the EU, this gap is particularly pronounced in England and Northern
Ireland for both literacy and numeracy.
The UK has a relatively high percentage of adults participating in lifelong learning (16.1 % compared to an EU
average of 10.5%). The percentage of older adults, people with low levels of education and unemployed people
who participate in lifelong learning is higher in the UK than the EU average.13Employers in the UK are more
likely to report providing training (80% compared to an EU average of 66%). The UK also has a higher
percentage of employees participating in on-the-job training (30% compared with the EU average of 21%) but a
lower percentage of employees participating in continuous vocational training courses (31 % compared to 38%
across the EU).
There is no shortage of vocational routes in the UK. However, the system of vocational qualifications lacks
transparency and status for both students and employers. As recommended in the Wolf Review, from September
2014, only two newly introduced vocational qualifications will count in school performance tables in England:
Tech Levels and Applied General Qualifications.14
England is incentivising employers to participate in designingand developing vocational qualifications by requiring Tech Levels to be endorsed by employers in order to be
included in performance tables. The policy response to the shortage of vocational skills in England has been to
review the apprenticeship system. This review recommended simplifying the system and gradually introducing
new improved quality standards into all apprenticeships by 2017/18. In June 2014, Northern Ireland published a
new strategy on apprenticeships too, increasing the number and quality of higher apprenticeships available and
announcing measures to increase employer engagement and improve the reputation of apprenticeships.15Since
September 2010, 17 University Technical Colleges have opened and further 27 are due to open, all run by
partnerships between universities and local employers.16
All UK national administrations have put in place measures to reengage young people who are not in
employment, education or training (NEETs) either through education or work opportunities (the Youth Contract
in England, the Youth Engagement and Progression Framework in Wales, the Pathways to Success programme in
Northern Ireland and the Opportunities for All programme in Scotland).17 The newly created traineeship
programme in England helped reduce the proportion of NEETs by offering 3 300 traineeships in its first six
months of operation. A new delivery framework was introduced in August 2014, defining traineeships as a
flexible combination of work preparation training, English, maths and a short work placement for low-skilled,
unemployed 16-24-year-olds who aspire to join an apprenticeship programme afterwards. Employers are not
expected to remunerate the work placements, but trainees are allowed to keep receiving unemployment
benefits.
In March 2014, following the Whitehead Review, the government published a plan for reforming adult vocational
qualifications in England.18The plan aims to simplify the qualifications system by ensuring that qualifications and
apprenticeships (and the standards on which they are based) are relevant, rigorous and recognised as having
value by businesses and learners.
4.2 Modernising and internationalising higher education
The UK tertiary education attainment rate has increased consistently since 2000, reaching 47.6% in 2013. This
is one of the highest rates in Europe and is well above the EU average (36.9 % in 2013). The UK has chosen not
to set a national target to follow up on the Europe 2020 headline target in this area. The main challenge for the
13 Cedefop (2013) On the way to 2020: data for vocational education and training policies, Country statistical overviews: United Kingdom.14 Tech Levels are vocational qualifications leading to recognised occupations which have the support of professional bodies and/or
employers. They are at least equivalent to a GCE A level and count towards a new Technical Baccalaureate performance measure, whichrecognises the highest level of technical training achieved by students aged 16-19. Applied General Qualifications are vocational
qualifications that are not linked specifically to an occupation but which offer broader study in a vocational area and allow entry into higher
education. They are at least the size of an AS level and must have the backing of at least three universities.15 www.delni.gov.uk/securing-our-success-the-ni-strategy-on-apprenticeships.pdf.16 HM Treasury (December 2013)Autumn Statement 2014,
www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdf.17 European Commission/EACEA/Eurydice (November 2013) Education and Training in Europe 2020: Responses from the EU Member States.
Eurydice report, p.47.18 www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdf.
http://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.delni.gov.uk/securing-our-success-the-ni-strategy-on-apprenticeships.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.delni.gov.uk/securing-our-success-the-ni-strategy-on-apprenticeships.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.delni.gov.uk/securing-our-success-the-ni-strategy-on-apprenticeships.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdfhttp://www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdfhttp://www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdfhttp://www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdfhttp://www.gov.uk/government/uploads/system/uploads/attachment_data/file/286749/bis-14-577-vocational-qualification-reform-plan.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.delni.gov.uk/securing-our-success-the-ni-strategy-on-apprenticeships.pdf -
8/10/2019 Monitor2014-Uk en
6/8
-
8/10/2019 Monitor2014-Uk en
7/8
UNITED KINGDOM
7
there is no clear specialisation in a particular sector or job role will no longer be publicly funded. Currently, there
is no UK-wide approach to the validation of non-formal and informal learning.25
5. Tackling inequalities
5.1 Starting strong: improving early childhood education and care and tackling early school leaving
The early school leaving rate has been on a downward trend since 2011 (14.9% in 2010; 15% in 2011; 13.5%in 2012 and 12.4% in 2013) but remains slightly above the EU average (12% in 2013). The UK has chosen not
to set a national target to follow up on the Europe 2020 headline target in this area. The school leaving age,
below which participation in education or training is compulsory, was raised from 16 to 17 in 2013 in England
and will be raised again, to 18, in 2015. This is expected to have a positive effect on the early school leaving
rate. The rate of four-year-olds in early childhood education and care remains constant and is above the EU
average (97.3% compared to an EU average of 93.9%), despite average monthly childcare fees for younger
children being the third highest in the EU.26
Variations in skills levels are often a result of unequal educational outputs resulting from the strong effect of
socioeconomic backgrounds on educational attainment. The results of the OECDs 2012 Programme for
International Student Assessment (PISA) showed that equity in educational outcomes for 15-year-olds in the UK
matches the OECD average.27However, a more advantaged student in the UK scores the equivalent of one year
of schooling higher in mathematics than a less advantaged student. Studies showed that the socio-economic gap
in A-level results widened between 2010 and 2012 in England.28
Results from international surveys have shown
that the particularly high levels of skills inequality in England and Northern Ireland cannot be explained by
differences in mean skills levels between age groups the effects of migrants skills or the results of adult
learning.29
Despite the increased funding provided through the pupil premium in England for students from
deprived backgrounds at risk of becoming NEETs30
, there is evidence to suggest that this measure does not
encourage innovative solutions and often does not target individual disadvantaged children, as had been
envisaged.31
High quality, affordable childcare is essential to improving childrens life chances and supporting parents who
want to get back into work. The UK government is prioritising investment in early education and childcare,
increasing the entitlement to 15 hours a week of free early education for all three- and four-year-olds, and
extending this offer to the most disadvantaged 40% of two-year-olds by September 2014 in England. A free
school meal will become universally available for children aged four to seven (reception, year 1 and year 2) in
state-funded schools in England (including academies and free schools) from September 2014.32 The
government announced a new tax-free childcare scheme from autumn 2015 for working families who do not
already receive support through tax credits.33
5.2 Basic skills of students
In comparison with their peers in other countries, 15-year-olds in the UK score around the average in
mathematics and reading and above average in science.34
The proportion of students born outside the UK who
achieved low results in all three categories is much lower in the UK than the EU average and is decreasing.35
The government has set out a comprehensive reform agenda, aiming to raise student performance. With the
introduction of study programmes for 16-19-year-olds in England, the government has introduced a new
25 Cedefop (2010) European inventory on validation of non-formal and informal learning 2010, country report: UK (England, Wales, NI).26 European Commission/EACEA/Eurydice (2014) Key Data on Early Childhood Education and Care in Europe, p.13.27 See OECD PISA 2012http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm.28 There is a difference in the rate of obtaining two or more A-levels at the age of 19 between those eligible for free school meals (20.8% of
whom obtain two or more A-levels) and those who are not (21.9 % of whom obtain two or more A-levels). For more information, see theSocial Mobility and Child Poverty Commissions State of the nation report 2013 (October 2013).
29 Green, A., Green, F. and Pensiero, N. (2014) Why are literacy and numeracy skills in England so unequal? Evidence from the OECDs
Survey of Adult Skills and other international surveys,published by the Centre for Learning and Life Chances in Knowledge Economies andSocieties atwww.llakes.org.
30 488 per eligible pupil was allocated in 2011-12, rising to 623 in 2012-13. In 2013/2014, the sums are 900 per eligible pupil in
secondary education and 953 in primary school.31 Department of Education (July 2013), Evaluation of the pupil premium: research report, atwww.gov.uk/government/publications.32 HM Treasury (December 2013)Autumn Statement 2014at
www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdf.33 HM Treasury (March 2014) Budget 2014, at www.gov.uk/government/publications.34 OECD PISA 2012http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm.35 See additional contextual indicators at:http://ec.europa.eu/education/monitor.
http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.llakes.orghttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.llakes.orghttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.llakes.orghttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.llakes.orghttp://www.gov.uk/government/publicationshttp://www.gov.uk/government/publicationshttp://www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://ec.europa.eu/education/monitorhttp://ec.europa.eu/education/monitorhttp://ec.europa.eu/education/monitorhttp://ec.europa.eu/education/monitorhttp://ec.europa.eu/education/monitorhttp://ec.europa.eu/education/monitorhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htmhttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.gov.uk/government/uploads/system/uploads/attachment_data/file/263942/35062_Autumn_Statement_2013.pdfhttp://www.gov.uk/government/publicationshttp://c/Users/bonifna/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/balanca/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/WFLEPSJ4/www.llakes.orghttp://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm -
8/10/2019 Monitor2014-Uk en
8/8
UNITED KINGDOM
8
requirement that all young people who have not achieved a Level 2 qualification36 in maths and English at 16
should continue studying these subjects until the age of 19for up to 16 hours per week, or they risk losing their
unemployment benefits. General Certificates of Secondary Education (GCSEs) and General Certificates of
Education Advanced Level (A-levels) are being reformed, with maths and science subjects designed to be more
challenging and rigorous from September 2015 in England. There is a new mid-level core maths qualification,
which will give 200000 more post-16 students the opportunity to study the subject.
In order to bring England into line with practice in countries with high-performing education systems, fromSeptember 2014, the revised national curriculum will be implemented in primary and lower secondary schools.
The curricula for English, mathematics and science have been made more demanding, while other subjects have
been slimmed down and now focus on the essential skills. For the first time, the national curriculum includes
foreign languages at Key Stage 2 (ages 7-11). The English Baccalaureate introduced in 2011 has also led to an
increase in the number of students taking modern foreign languages at GCSE level.
The Curriculum for Excellence is in its fourth year of implementation in Scotland and continuously being
improved according to biannual implementation plans. The country fared well in the 2012 PISA study when
compared to other national administrations and its 2009 performance. In Wales, a series of measures has been
introduced to improve outcomes in literacy and numeracy, accompanied by wide consultations and an ongoing
independent review to be published in January 2015. The aim is to introduce a wide skills framework that will
ensure alignment with and progression towards the new Welsh Baccalaureate.
36 Equivalent of EQF level 3.