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The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting foreign students and is second only to the US in terms of scientific prestige. The coalition government's efforts to transfer the financial burden of higher education away from the taxpayer and towards graduates, and create a more efficient, competitive sector, have not yet materialised. In fact, the current system has almost no price variation and is almost as expensive as the one it replaced. This report discusses the costs and growth of higher education in the UK.

The SpringBoard Bursary Foundation (SpringBoard) commissioned the National Foundation for Education Research (NFER) to undertake an evaluation of its activities and impacts between 2013 and 2018. This interim and summary report presents the findings of the first year of the evaluation. SpringBoard was established in 2012 to transform the lives of disadvantaged young people through the provision of full bursaries at state and independent boarding schools. The first cohort of 25 pupils started at ten boarding schools in September 2013. An additional 36 pupils started in September 2014, with 60 estimated to start in September 2015. Pupils join the programme in Year 7 (aged 11), Year 9 (aged 13) and Year 12 (aged 16). Key Findings from the report reveal that SpringBoard is starting to positively transform the lives of pupils. In particular: (1) Pupils are benefiting from three-way support from SpringBoard staff, partner organisations who recruit and provide ongoing support, and boarding schools; (2) Pupils placed in boarding schools report that they are better meeting their academic potential and benefiting from a wide range of extra-curricular opportunities; have broadened horizons and enhanced prospects, including higher study and career aspirations; have increased self-confidence, independence and resilience, and improved social skills; and (3) Wider emerging impacts include: having SpringBoard pupils in schools is raising awareness of social diversity; other young people in SpringBoard pupils' home communities are aspiring to follow in their footsteps or have raised aspirations. The report also includes an appendix that lists partner organizations and schools that helped to place pupils for the 2013/14 academic year and member schools that accepted pupils for the 2013/14 academic year.

In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states and the nation. Most of the chapters appeared in their original form in editions of "National CrossTalk," a publication of the National Center for Public Policy and Higher Education. Most of these articles were published between 2000 and 2011. Where appropriate, brief updates of these stories have been appended. The articles selected for this book focus on issues that remain relevant to policy and practice. The chapters describe, explain and interpret key events and issues as they were experienced, observed and debated. Part One, Institutions and Innovations, contains: (1) A Quiet Counterrevolution: St. John's College teaches the classics--and only the classics (Kathy Witkowsky); (2) Frank Lloyd Wright School of Architecture: For outsiders, the school's unusual practices can be shocking (Kathy Witkowsky); (3) "Plain Living": Berea College makes a commitment to the welfare of its students and its community (Robert A. Jones); (4) An Experiment in Florida: Gulf Coast University tries faculty contracts, no tenure (William Trombley); (5) An Unknown Quantity: Olin College students, faculty and administrators create an innovative new university from scratch (Jon Marcus); (6) New Campus Still Faces Obstacles: After being postponed for a year, UC Merced hopes to open in fall 2005 (William Trombley); (7) Interdisciplinary Curriculum: Newly established University of Minnesota Rochester has a radically different approach to higher education (Kathy Witkowsky); (8) Remote Access: Western Governors University offers "competency-based" higher education, at a distance (Kathy Witkowsky); (9) Indiana's "Eighth University": Western Governors University brings its "competency-based" approach to the Hoosier state (Kathy Witkowsky); (10) A Collaborative for Academic Excellence: El Paso's partnership program boasts impressive gains in student performance (William Trombley); (11) "Early Colleges": Innovative institutions attempt to reshape the transition from high school to college (Ron Feemster); (12) New Teacher Education: Woodrow Wilson National Fellowship Foundation program brings change, one state at a time (Susan C. Thomson); (13) Daring to be Different: Rio Salado College has won a reputation as both outcast and innovator (Pamela Burdman); (14) The World's Community College: Diversity in action at LaGuardia (Ron Feemster); (15) The Virginia Plan: State's community colleges confront the need to do more with less (Robert A. Jones); (16) Technological Transformation: An ambitious national effort to use technology more effectively in large introductory university classes (Kay Mills); (17) Math Emporium: The use of technology has changed the way Virginia Tech's introductory math classes are taught (Kay Mills); (18) Redesigning the Basics: Tennessee's community colleges use technology to change their approach to developmental reading and math (Kay Mills); (19) Keeping Them in College: East Carolina University's efforts to improve retention and graduation rates (Don Campbell); (20) Bringing "Dropouts" Back to College: The University of New Mexico's Graduation Project is the first of its kind among the nation's public universities (Robert A. Jones); (21) Where the Boys Aren't: For young males, the drift away from academic achievement is a trend (Robert A. Jones); (22) Charles B. Reed: Cal State chancellor strives to promote quality and diversity in the nation's largest four-year college system (Kathy Witkowsky); (23) The Engaged University: Northern Kentucky University is building closer links to its community (Jon Marcus); and (24) Investing the Stimulus: Metropolitan State College of Denver uses federal funding to reposition itself for the future (Kathy Witkowsky). Part Two, Policy, contains: (25) Does California's Master Plan Still Work? Separate higher education systems pursue different mandates, while participation and graduation rates decline (Pamela Burdman); (26) Performance-Based Budgeting: South Carolina's new plan mired in detail and confusion (William Trombley); (27) "Outcome Funding": Tennessee experiments with a performance-based approach to college appropriations (Robert A. Jones); (28) Colorado's "Grand Experiment": Voucher program could give the state's colleges a new lease on life (Pamela Burdman); (29) Is it a Shell Game? Colorado's controversial new way of handing out its higher education money (Susan C. Thomson); (30) "Truth in Tuition": Illinois' novel answer to skyrocketing rates (Susan C. Thomson); (31) HOPE Springs Eternal: Georgia's scholarship program, a model for the nation, experiences financial pains (Don Campbell); (32) Financial Challenges: Oregon's Opportunity Grant program must overcome new hurdles due to the recession (Kathy Witkowsky); (33) Indiana's 21st Century Scholars: A new community college system and college prep curriculum are improving the state's position (Susan C. Thomson); (34) Ohio's Brain Drain: Reform of public higher education is intended to change perceptions and retain graduates (Jon Marcus); (35) Hard Times: Tuitions rise, services cut, as university officials try to ride out a severe economic downturn (Jon Marcus); (36) Kentucky's Rocky Road: Recent reform legislation produces results, but faces tough challenges (Kay Mills); (37) The "Seamless System": Florida's flurry of dramatic changes in the governance of public education (Jon Marcus); (38) Virginia Tries Restructuring: Financial stress leads to new arrangements between state and campuses (Robert A. Jones); (39) "Effectiveness and Efficiency": The University System of Maryland's campaign to control costs and increase student aid (Kay Mills); (40) Florida's Unnatural Disaster: The state's economic bubble has burst, leaving higher education in a double bind (Jon Marcus); (41) Calamity in California: State's battered budget leads to huge fee increases and less access to public universities (Jon Marcus); (42) Overcrowded and Underfunded: New York's public university systems, and beleaguered students, are an extreme example of national trends (Jon Marcus); (43) Diminishing State Support: Pennsylvania reduces state aid amid relentless tuition hikes and record enrollments (Kay Mills); (44) UK Adopts "Top-Up" Tuition Fees: British Universities prepare to compete in a more "American" system (Jon Marcus); (45) Austerity Measures: Students protest as a cash-strapped government lets British universities triple their fees (Jon Marcus); (46) The Celtic Tiger: Ireland invests heavily in higher education, and benefits mightily (Jon Marcus); and (47) The Presidential Treatment: The Obama administration makes big advances, faces tough challenges, in higher education policy (Jon Marcus). Part Three, Perspectives, contains: (48) An Interview: Clark Kerr (Patrick M. Callan); (49) The Senior Slump: Making the most of high school preparation (Michael W. Kirst); (50) Not Ready for College: States must have a systemic, comprehensive agenda for college preparation (David Spence); (51) Recessions Past and Present: Higher education struggles with state cuts, rising tuitions and a climate of uncertainty (David W. Breneman); (52) An Assessment of Academic Freedom: How anti-terrorism measures have impacted the higher education community (Robert M. O'Neil); (53) An Interview: Derek Bok (Kathy Witkowsky); (54) Killing Academic Freedom Softly: The muzzling of professors who do not enjoy the luxury of tenure (David L. Kirp); (55) An Interview: John Sperling (Carl Irving); (56) The Online Learning Boom: Tailoring college to the needs of working adults (Gene I. Maeroff); (57) College Presidents, or CEOs? Presidential pay is escalating at a time when institutions are cutting budgets (Robert Atwell); (58) The Dark Side of Merit Aid: Funding for merit programs has greatly expanded, often at the expense of need-based financial aid (Donald E. Heller); (59) Changing the Subject: Costs, graduation rates and the importance of rethinking the undergraduate curriculum (Robert Zemsky and Joni Finney); (60) The West Virginia Experience: Creating a sustainable public agenda for higher education (Brian Noland); (61) Application Madness: For many parents, the college admissions process leads to panic (Anne C. Roark); (62) Enduring Values, Changing Concerns: Increasing necessity and declining availability of higher education creates a challenge for many Americans (John Immerwahr); and (63) Making the Middle Class: Don't let the recession fool you--postsecondary education is more valuable than ever (Anthony P. Carnevale and Michelle Melton). An index is included.

The British system of student loans has a zero real rate of interest, less than it costs the government to borrow the money. This paper discusses the problems that arise from interest subsidies in the UK system of student loans; systems in other countries, for example Australia and New Zealand, face similar problems. The topic appears to be narrow and technical, and of significance only to the most nerdy of commentators, so the opening section sets out the broader context in order to establish the educational importance of the issue, not least that the cost of interest subsidies is a contributory cause of the current shortage of university places. The second section explains why the interest subsidy is a major distortion with strategic and unintended ill-effects: interest subsidies tip large volumes of taxpayer resources down the drain with no educational benefit. The third section offers indicative estimates of the impact in terms of cost saving and distributional effects of different policies for addressing the problem. The concluding section sets out the wide range of desirable policy options that result from charging an interest rate related to the government's cost of borrowing. (Contains 5 boxes, 5 figures, 4 tables and 23 footnotes.)

A study examined how further education (FE) colleges and Local Education Authority adult education services contribute to neighborhood renewal (NR) in deprived areas and how their strategic role might develop. The National Strategy for Neighborhood Renewal was tackling deprivation in 88 of England's poorest communities by promoting the development of knowledge needed by residents, regeneration practitioners, public service professionals and civil servants. Findings indicated provision of NR training is patchy; providers do not view NR learning as a distinct set of skills and knowledge; and providers are considering changes to infrastructure, programs, and partnership links in light of the national strategy. Good practice was defined in terms of responsiveness to the NR agenda. Results suggested learning provision and its relevance to NR can be viewed as a continuum. Examples of responsive practice were grouped into learning provision for NR; engaging the community in planning and developing learning provision for NR; making partnerships to promote learning for NR; and using resources conducive to good practice. Strategic roles were suggested for providers to play in NR. A statistical review of performance in FE colleges did not suggest substantial problems in performance relating to deprived wards. These four conditions were important to increase NR learning provision: providers with strong management and delivery structures; clear, shared vision and goals at the local level; sustainable funding and other resources; and a common understanding of what is success in learning for NR and how to monitor it. (Contains 10 references and 11 websites.) (YLB)

Various options for supporting the costs of learning by youths between the ages of 16 and 19 years in the United Kingdom were assessed. Currently available student support services were reviewed, and evidence documenting the link between supports and student success was presented. Data were collected from the following sources: current research on student support; inspection findings about support for students in further education (FE) colleges; input from selected college student services managers; and case studies of supports at five FE colleges. The following types of support were compared: (1) support with direct costs through fee remission; (2) support with indirect costs; (3) support for living costs; and (4) support through student welfare services. Although not all institutions reported higher retention rates among learners receiving funds, they nevertheless regarded supports as having a positive impact. Four systems for evaluating the impact of support and the following areas of good practice were discussed: regular monitoring of students' progress and attendance; sufficient guidance about available supports and counseling support; and an ethos of commitment to individual support. The following items are appended: the case studies; early findings from the Education Maintenance Allowance pilots; and a summary of research on 16-19 learner support arrangements. (Contains 11 references.) (MN)

The impact of individual learning accounts (ILAs) on the success of learners in post-16 education sector in the United Kingdom was explored through an examination of available research on ILAs. The following were among the study's 12 messages for providers, the Department for Education and Skills, and the Individual Learning Account Centre: (1) the ILA scheme is attracting many learners who have already decided to follow a program; (2) proactive marketing by providers is needed because 60% of registered ILA holders have not yet accessed their account; (3) ILAs have encouraged progression; (4) ILAs are have been well received because the initiative is not means tested and is available to all individuals age 19 or older; (5) providers should consider ILAs a key issue in their marketing and pricing strategies; (6) urgent consideration should be given to the information and publicity needs of potential learners and providers; and (7) comments on the scheme's cash flow and the speed with which accounts are opened for learners have been positive. (The following items are appended: procedures for briefing interviewees; a questionnaire for evaluating national arrangements; an analysis of ILA episodes by type of provider in the four study areas; and a list of sources of information about ILAs.) (MN)

Stage 2 of an evaluation assessed the impact of changes to the United Kingdom's national funding rules to include 3- and 6-hour information and communications technology (ICT) courses. Fieldwork consisted of a questionnaire to colleges, postal survey of learners, visits to colleges, and analysis of the national student database for 2000-2001. Findings indicated much higher proportions of older learners and young people from minority ethnic groups than is normal on other courses. Evidence showed these courses attract "new learners." About 10 percent of enrollees on these courses had basic skills needs. The aspect of the course learners were most likely to praise was support from tutors, while the aspect provoking most negative comments was a lack of individual attention. Learners described a variety of benefits from their courses that fell into three broad categories: they gained the confidence to go on to learn something else; they learned something specific, such as a new skill; and they had a generally positive experience that was informative, interesting, or fun. About half the learners who enrolled on short ICT courses progressed to another ICT course. Courses fell into three categories: "tasters"; introductory; and those with much more specific aims. Appendixes include Stage 1 summary of findings and key issues, learners comments, and college questionnaire. (YLB)

This report provides a review of the United Kingdom (UK) and international literature about initiatives to stimulate demand for post-16 learning. Chapter 1 introduces sources and method. Chapter 2 outlines the current pattern of participation in learning activity in the UK and identifies the main barriers impeding further involvement. Chapters 3-5 describe a range of initiatives aimed at stimulating demand for learning across the world. Initiatives have been categorized into three broad types. Chapter 3 considers initiatives stimulating mass demand through widespread publicity, provision of advice and guidance or funding, and making the provision of learning more flexible. Chapter 4 examines initiatives stimulating demand for learning among targeted groups of individuals (including young people and women, and people with particular skill deficits) and communities (particularly those in rural or inner city areas). Chapter 5 addresses initiatives stimulating demand among employees and for work-related learning. Chapter 6 draws conclusions. Appendixes include a list of initiatives cited in the review and a 54-item bibliography. (YLB)

To explore options to establish Federal Individual Training Accounts (ITAs), a study reviewed Pennsylvania's Individual Learning Accounts, Cedar Company's Individual Learning Accounts, ITAs under the Workforce Investment Act, and the United Kingdom's Individual Learning Accounts. ITAs were defined as a base amount of resources--dollars or hours--set aside for the use of individual employees for their learning and development. ITAs could provide them more choice and the opportunity to be more proactive in identifying and determining how to meet their development needs and could provide managers flexibility to design development programs customized to the organization's and employees' needs. Other options for ITAs were service contracts; contributions tied to length of service; education awards; training fund set-asides; and reimbursement programs. The study determined that addressing certain issues would provide the basis for determining feasibility of a government-wide implementation, considering the differences between training and learning; training as part of an organizational system; equitable training for all employees; ITA as entitlement or benefit; portability of ITAs; and financing ITAs across all departments and agencies. The following recommendations were made regarding ITAs in the federal government: goals of the proposed initiative should be broadened to support lifelong learning; and agencies should pilot lifelong learning approaches to identify best practices. (YLB)

This report provides a summary of a forum held in Paris at the International Institute for Educational Planning (IIEP) in September 1989. The purpose of the forum was to examine recent changes in industrialized countries in systems of financial support for students in higher education, and in particular to review experiences with student loans as a means of providing financial support. Following an introductory chapter, the report discusses: (1) the reasons for recent changes in student support systems in industrialized countries; (2) the effects of loans on access and participation in higher education; (3) the burden of debt caused by student loans; (4) the effects of demographic and labor market changes; and (5) the implications for developing countries. Annexes include summaries of student support systems from Denmark, the Federal Republic of Germany, Netherlands, Sweden, the United Kingdom, and the United States, and a compilation of financial support for students participating in the European Community Action Scheme for the Mobility of University Students (ERASMUS) program of the European Economic Community. Contains 10 references. (GLR)

Patterns of government subsidies to higher education in five European countries are considered in order to provide a comparative perspective for U.S. policy-makers. Attention is focused on patterns of subsidizing both institutions and students for the five countries: France, West Germany, the Netherlands, Sweden, and the United Kingdom. The subsidies are assessed in light of stated government objectives, and especially the objectives of efficiency and equity. Profiles of the countries includes information on: financing public and private institutions, free education vs. tuition and fee charges, organizational body responsible for budget development; sources of university income; types of student aid and their distribution; maximum award per student, December 1974; tax relief or family allowances for students' parents; indirect student aid (housing, food subsidies, health); interest rate on loans; and loan repayment. Implications of alternative patterns of subsidy are analyzed in depth, with attention to the optimum levels of subsidy, the case for aiding students by means of grants, whether the subsidy system creates equality of educational opportunity, and how costs of education should be shared between high and low income taxpayers. An ideal student aid package is proposed. (SW)

Major changes in postgraduate education since the 1970s in countries belonging to the Organisation for Economic Cooperation and Development (OECD) are examined. Postgraduate education refers to specialized or research training after the receipt of a university degree. The basis of analysis includes: analyses provided by authorities in Australia, Finland, France, Japan, Greece, Sweden, Switzerland, the United Kingdom, and the United States; visits to France and Sweden; and case studies of the Netherlands and Norway. Attention is directed to: the changing scale and structure of post-graduate education, the changing composition of the study body, financing postgraduate study, institutional location, the duration of research training and the issue of noncompletion, and employment/unemployment of higher degree graduates. Information is provided on: postgraduate enrollment data for six countries for 1973-1983; degrees awarded by field of study; the participation of women in postgraduate studies; the age of postgraduate students; foreign student enrollments; student financial aid policies; and the number of U.S. employed doctoral scientists and engineers by field, sex, sector of employment, and primary work activity, 1973-1981. (SW)