monitor2014-uk en

8/10/2019 Monitor2014-Uk en

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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.


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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


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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


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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


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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


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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.

monitor2014-uk en

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