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In this HEPI Report, Nick Petford, Robert Griggs and Terry Neville explore the rationale and development of the University of Northampton's Waterside Campus, one of the UK's most ambitious university relocation projects. They conclude with a series of lessons learned.

This HEPI Report includes two contrasting views on recent higher education policies and alternatives to the status quo. In Part One, Roger Brown argues neoliberal policies have damaged English higher education in recent decades -- and continue to do so. He says neoliberalism has many adverse effects, including 'increased stratification, the commodification of learning and (for some groups) reduced participation'. In Part Two, Nick Hillman questions if it actually makes sense to paint recent reforms as neoliberal and suggests a wholly different approach might not bring the benefits that many people expect to see. Furthermore, he argues that supply-side reform has not yet gone far enough. [Foreword by Chris Husbands.]

Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.

Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.

This government's Levelling Up mission for schools is that, by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths, up from 65% in 2019. In addition, this white paper sets an ambition to increase the national GCSE average grade in both English language and in maths from 4.5 in 20193 to 5, for all secondary school pupils by 2030. In this report it is estimated the economic returns associated with achieving these ambitions. To achieve the Levelling Up mission, around one in four pupils will need to make sufficient improvements in Key Stage 2 (KS2) attainment by 2030 to reach the expected standard. It is estimated that the size of the attainment improvement will need to be equivalent to 0.87 of a standard deviation, or around 10 months of progress.

Many factors influence students' experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people's sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students' transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes.

This paper provides an overview of government policy on young people who are Not in Education, Employment or Training (NEET) across the four UK nations. The paper argues that policy in England on this topic is less well-developed and coherent than in the other UK nations, and that the impacts of the Covid-19 pandemic will serve to amplify the negative impacts of a set of underlying changes that have been taking place in the youth labour market and in employers' recruitment and selection practices. In addition, the paper notes that in much of the activity directed at reducing those with NEET status has been funded through the EU's European Social Fund and that uncertainty now clouds the continuance of these schemes, and that in England government has increasingly relied on the charities to help fill gaps in outreach and provision.

There are increasing calls for the UCAS personal statement to be reformed. These calls are based on the claim that the current personal statement gives unfair advantages to more privileged applicants within higher education admissions. While this topic has attracted political attention, there is much about the personal statement that remains unknown. Of the evidence that does exist, it suggests that applicants from under-represented backgrounds face larger challenges with their personal statements, and that this results in fewer offers from more selective higher education providers. However, there has been less attention on understanding applicants' perspectives and the specific challenges they face in writing their UCAS personal statement. This report offers two new pieces of evidence to address this gap: (1) By analysing 164 personal statement drafts from 83 applicants from under-represented backgrounds, this report outlines the challenges applicants face when writing a UCAS personal statement. Particular challenges were found on including an appropriate academic discussion, with 83 per cent of drafts failing to supply an evidence-based opinion about a topic in their subject area. Similarly, applicants struggled to organise their statement in an effective way, with 35 per cent of applicants struggling in at least one draft to write with cohesive paragraphs; and (2) Surveys and interviews with under-represented applicants. The applicants describe three main challenges in writing their statements: (a) the opening paragraph; (b) meeting the character limit; and (c) knowing what would impress the admissions tutors. Applicants tell of the large toll of the personal statement, with some spending 30 to 40 hours on it, which requires sacrifices in both their studies and their wider lives. Combining this new evidence and the existing literature, the report then assesses the case for reforming the UCAS personal statement by considering its compatibility with Universities UK and GuildHE's "Fair admissions code of practice." Four options for reform are considered, and it is argued that a series of short-response questions is most compatible with the "Fair admissions code of practice." To be compatible, these short-response questions should assess 'baseline' suitability for a course rather than being used to distinguish between applicants that demonstrate competencies above this. The report concludes with three example short-response questions, arguing that these have considerable potential to increase fairness in higher education admissions. [For the related policy note, see ED630778.]

Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.

Key competences are important for personal development, employment, integration into society and lifelong learning. They are transversal and form the basis for all other competences. Acquiring key competences is possible through various learning pathways, including vocational education and training (VET). However, little is known at the European level of how VET supports the key competence development. This research paper investigates three key competences: digital, multilingual and literacy. It analyses the extent to which they are included in initial upper secondary VET in the EU-27, Iceland, Norway and the UK, as well as national policies supporting their development since 2011. It focuses on four areas of intervention: standards, programme delivery, assessment and teacher/trainer competences.

The aim of this research was to assess how the COVID-19 global pandemic impacted overseas school partnerships in 2020, through to January 2021. It was undertaken with teachers involved in the British Council Connecting Classrooms through Global Learning (CCGL) programme to provide insight into how and why partnerships have been impacted. It also looks at what these teachers perceive to be the challenges that make it difficult for schools to maintain partnerships in a time of global crisis and provides examples of how schools have overcome these challenges. Online questionnaires were used to collect both qualitative and quantitative data and were distributed to teachers in UK using a network of British Council Local Advisors. 52 questionnaire responses were collected and analysed to explore the impact of the global pandemic on overseas school partnerships.

The UK's overall school budget has been protected in real terms but does not provide for funding per pupil to increase in line with inflation. Because pupil numbers are increasing, large falls in expenditure per pupil are expected over the next few years unless more funding is allocated. The situation facing post-16 education is a lot worse. A more widespread adoption of grammar schools is very likely to increase socio-economic segregation by school type and is unlikely to lead to any increase in average educational attainment in the country. Although increasing intermediate skills among young people and adults is needed, many concerns have been raised about the how apprenticeship policy is being implemented. This includes an emphasis on quantity over quality and differences in the provision of training opportunities for large employers compared with small and medium-sized enterprises.

This paper examines evidence from the HESA DLHE six-month Censuses and 3½ year ('longitudinal') surveys relating to three aspects of the flows of those who have left university with Higher Education Engineering qualifications, to test the robustness of the conclusions of SKOPE Research Paper No. 122 (Dixon, 2015), which showed strong evidence that most Engineering graduates do not go on to work in the sectors of the economy that might be expected, in particular in the 'natural' Manufacturing sub-sector. Specifically, the paper examines three questions: (1) whether evidence of starting salary levels for those from particular disciplines going into particular sectors could explain the relative flows (on the assumption that higher salaries for graduate vacancies in a particular sector would attract more applications); (2) whether evidence of sector destinations three years on from the (six-month after graduation) Census data analysed in Dixon (2015) would show up significantly different levels of 'leakage'; and (3) whether those entering employment having completed Taught Masters (as opposed to First Degree) courses in particular Engineering disciplines would tend (in the light of their apparent greater interest and deeper understanding in the specific discipline) to enter the "expected" sectors more than their Bachelors colleagues. The "bottom line" answers to these questions is that -- with rather minor exceptions -- none of the relevant broader evidence from HESA DLHE data over a ten-year period significantly questions the very considerable 'leakage', away from the 'natural' Manufacturing sub-sector, that was found and presented in Dixon (2015). (1) There is "some" correlation between the "average salaries offered" (by employers in each 'destination' sector to cohorts from each Engineering discipline examined) and the "size of the flows" from each discipline into each sector, but it is limited and rarely strong. While there might be reasons why average salary differences might not be large enough to provide a sufficient incentive for Engineering graduates to choose one sector over another, evidence of considerably greater correlation would have been helpful to justify the traditional response of classical economics to employers' concerns about shortages: "offer more money"! (2) While there are sample size issues constraining the statistical precision of comparisons between the two DLHE surveys, these have been addressed, and comparisons of the "linear flows" of graduates from each discipline into the natural Manufacturing sub-sector show (a) comparatively very small differences, and (b) on balance, slightly "greater" 'leakage' three years on; and (3) More MSc's in "Automotive" and "Aerospace Engineering" have, over the ten years examined, then gone into the "Manufacture of Motor Vehicles"... and "Air and Space craft manufacture" (respectively) than BEng's from these disciplines. However, for the other disciplines compared, there is little difference, and -- in terms of entry into Manufacturing as a whole, for the most recent year in the period - the fraction of the disciplinary cohorts entering "any type of Manufacturing" is slightly "higher" for MSc's than First Degree (FD) graduates in "three" Engineering disciplines, though "lower" for MSc's than FD's in "four"! This new evidence, therefore, only serves to "strengthen" the great importance of NOT assuming linear flows of Engineering graduates into the "natural" Manufacturing sub-sectors corresponding to their discipline, in particular in policy responses to reports of shortages from such sub-sectors.

The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]

For much of the 20th century, British students were tracked into higher-track (for the "top" 20%) or lower-track (for the rest) secondary schools. Opponents of tracking contend that the lower-track schools in these systems will inevitably provide low-quality education. In this paper I examine this claim using a 1947 reform that increased the minimum school leaving age from 14 to 15. First, I show that over 95% of the students affected by the reform ("compliers") attended lower-track schools. Second, using new data, I show that for both men and women, the additional schooling induced by the reform had close to zero impact on a range of labor market outcomes including earnings. Third, I show that lower-track schools featured, among other things, large classes and a curriculum that promoted practical education. I conclude that my findings shed new light on the potential consequences of educational tracking.

England's performance in international tests of student achievement continues to be disappointing. Further improvement is essential not only for students' themselves but also for economic growth. This briefing considers the impact of Academies, school spending and teacher quality. Research evidence suggests that it is right to protect school budgets but too early to judge the Coalition's Academies policy. Although there was a large improvement in the first 200 schools (about 4 years after conversion), those schools were disadvantaged and underperforming (unlike the more recent academies) and the current programme is much larger scale. There is broad agreement that high quality teaching matters hugely for student achievement, but there is no magic national formula to bring this about.

The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.

The four "home countries" of the United Kingdom are becoming increasingly different with regard to education policy. Nevertheless, they are still highly comparable as compared to education systems elsewhere. Over time, they have had a similar legislative framework (particularly in England, Wales and Northern Ireland) and, in a broader sense, there is a similar social context across the four countries. For example, there is a comparable level of inequality across many education indicators, with similar trends emerging in recent times. In-depth analysis by the National Equality Panel (2010) attributed this to the fact that policies most important for influencing distributional outcomes (such as tax and benefits) are UK-wide. In this paper, the authors take the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. The fact that England has pursued very different policies in the recent past than Scotland, Wales and Northern Ireland provides a good testing ground to undertake such a comparative review of what has and has not worked so well in terms of the education reforms that have taken place. The content of the paper is structured as follows. In Section 2, the authors discuss some key areas of education policy in England, Wales, Scotland and Northern Ireland. In Sections 3 and 4, they compare the countries in terms of educational performance and inequality. In Section 5, the authors then discuss evaluation evidence as it relates to key educational issues and the differences and similarities in educational outcomes across the different UK nations. Section 6 offers some concluding remarks. Data Appendix is included. (Contains 8 tables, 1 figure and 6 footnotes.)

A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]

Education is an area that is highly devolved in the UK, and the fact that all four constituent countries have pursued very different policies in the recent past provides a good testing ground to undertake a comparative review of the merits or otherwise of the education reforms that have taken place. There is, of course, an important policy context to such an analysis. Examining the performance of children educated in the devolved Scottish system in comparison to those educated in England, Wales and Northern Ireland has potential to offer a unique and valuable insight into the impact of Scottish devolution in a high profile area of public policy. When deciding whether or not to seek independence from the UK, the Scottish electorate will need to consider how a devolved Scotland has fared in educating its nation under its own terms--and hence how they might fare when taking ownership of other policy areas. In examining the key differences in attainment bearing in mind these differences, this report will help answer this question.

Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]

Digital learning makes possible the "unbundling" of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the quality-control systems and metrics that have been devised for traditional school structures. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge. In the end, he recommends using all three approaches in careful combination so as to leverage their strengths and offset their weaknesses. In practice, that means demanding transparent financial information from providers, holding them to account for student achievement gains whenever possible, and developing "crowd-sourcing" reporting systems to help educators, parents, and students identify the most effective purveyors of online learning. (Contains 14 footnotes.)

With the tuition cost of traditional colleges and universities soaring and education technology advancing, online courses and degree programs are becoming more common. Some critics argue that an online degree cannot provide all the important features of a traditional college education, from extracurricular activities to new professional networks, but the evidence disputes much of that criticism, especially for certain groups of students. Indeed, some aspects of online education may provide a better experience than a traditional brick-and-mortar college for some students. (Contains 49 footnotes.)

Diana Wilkinson, Chief Social Researcher with the Scottish Government, assisted National Centre for Vocational Education Research (NCVER) to facilitate a forum to discuss the development of national research priorities for the vocational education and training sector. This paper summarises Diana Wilkinson's impression of the forum and uses two contrasting case studies of Scotland and Australia to consider the extent to which it is feasible to align academic research investment with medium-term priority-setting. (Contains 13 footnotes and 1 table.)

Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]

A White Paper issued by the Labour government--under Prime Minister Tony Blair--in January 2003 outlines potentially sweeping changes in how British universities might be funded and regulated. These changes would build on three major paradigm shifts and experiments in system building in higher education in the United Kingdom since World War II: the creation and subsequent collapse of a binary system of higher education that included both universities and polytechnics; a decrease in governmental funding and an increase in regulations; and the introduction of student fees into the previously exclusively government-funded higher education sector. The Labour government's new White Paper proposes both to increase funding and to diversify the sources, and more controversially, to allow universities to set their own fees. At the same time, it continues to rely on an accountability and regulatory bureaucracy, and incentive funding, to encourage enrollment growth and to expand access to underserved populations.

This is a report on the quality review of distance learning in a sample of five countries. The report was commissioned by the Council for Higher Education Accreditation's (CHEA's) International Commission in order to understand better the nature of existing regulatory arrangements in the context of growth in electronically supported learning and in the import and export of education world-wide. The data collected from readily available public sources were used to create country case studies for Jordan, Malaysia, Australia, Kenya and the UK, which were subsequently verified by in-country experts. From the data and information collected, a summary report was produced in two parts. Part One summarizes information and issues arising from relevant policy reports and academic literature. The sections of the report cover: context and terminology, approaches to quality review, agencies involved, review processes, and challenges and issues in the quality review of distance learning. The second part presents data from the case studies. After a brief section outlining the socio-economic context, educational system and policy context for each country, Part Two addresses the main themes of the project: the nature of distance learning in each country and the main providers, the nature of the regulatory and quality assurance systems as they apply generally and to distance learning in particular, and the relationship between trade in educational services (from an importing and exporting perspective) and arrangements for quality review. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance. It was prepared for the International Commission of the Council for Higher Education Accreditation.]

A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and macroeconomic growth; and training for self-employment and competitiveness. The study documented the importance of learning-led competitiveness and identified obstacles to development of learning enterprises in all three countries. The following are among the 12 recommendations offered to national governments and international agencies with development concerns: (1) insert learning-led competitiveness into development debates; (2) understand the implications of globalization better; (3) address the range of barriers to development of learning enterprises; (4) consider interenterprise linkages and the role of learning therein; (5) place learning-led competitiveness at the heart of small enterprise development policy; (6) broaden the universal primary education vision; (7) construct a curriculum for competitiveness; (8) improve public training's ability to support competitive self-employment; (9) empower training providers to be more market responsive; and (10) emphasize skills transfer from large to small firms. (The bibliography lists 139 references. Brief profiles and addresses of the research team members and a list of project papers are appended.) (MN)

A task force was convened to identify the nature, extent, and pattern of skill needs and shortages for managerial occupations in the United Kingdom (UK). The task force began by examining the key challenges facing managers in the UK. The following factors were among those considered: economic policies promoting liberalization and deregulation; increasingly fragmented and global product markets; and technological transformations arising from developments in microelectronics. The demand projections for managers and skills shortages (as demonstrated through recruitment problems for higher-level occupations) were reviewed along with the new skills and competencies demanded of managers. Skills related to the following management roles were detailed: managing operations, managing finance, managing people, and managing information. Each key role was subdivided into units of competence that were in turn subdivided into elements of competence. Performance criteria and range indicators were provided for each element of competence. The following key management roles were added to the original four: manage energy, manage quality, and manage projects. Existing management standards were reviewed and modified to reflect the new roles. Management training and development in schools and small and medium enterprises were discussed along with criticisms that have been leveled against competency-based management development. (Contains 112 references.) (MN)

This document presents five papers, each describing different experiences in the introduction, promotion and implementation of innovative adult training approaches aimed at achieving more flexibility in skill development. An introduction (Anatoli Tchaban) presents background information and a synthesis of the studies covering definitions, concepts and approaches, government policies and institutional frameworks, major issues discussed, and a listing of appropriate strategies to adopt. The following papers are included: "Improving the Relevance of Vocational Training and Delivery Approaches: Recent Developments in Australia's Vocational Education and Training System" (Roland McMillan); "Open and Flexible Learning: Experience in the United Kingdom and in the Moscow Region of the Russian Federation" (John Twining); "Open System for Individualized Training: A French Training Scheme for Adults (Cyrille Salort); "More Flexibility through Modules: Scotland's Vocational Training Reform" (Rob van Krieken); and "Quick Start: Company Specific/Job Specific Training Programmes in the United States" (Clarence Burdette). The first two papers contain extensive bibliographies and the fourth has an appendix describing a vocational certification program in the travel and tourism area. (SLR)

The benefits of and issues associated with output-related funding (ORF) were assessed by examining the use of ORF in vocational education and training (VET) in the European Union and the United States. Data were gathered in the following ways: several online bibliographic searches; consultation with 54 experts, including VET researchers, national policymakers, and lobbyists; CEDEFOP requests for information from organizations and individuals; and traditional library searches. ORF was defined as basing funding on outputs produced, which are generally measured in terms of the achievement of qualifications for school-based training and/or job attainment. The emphasis given to ORF in the VET programs examined ranged from 75% (the United Kingdom's Training for Work program) to 5% (Job Training Partnership Act programs). ORF was determined to offer the following benefits: gives training providers more flexibility in the type of provision offered; enhances improvements in performance; increases value for money by providing incentive to fulfill certain achievements and discouraging "time-serving" in training, which does not lead to outcomes; and simplifies administration and clarifies audit requirements. ORF's success in achieving efficiency, reducing administrative costs, and enhancing accountability could not be determined unequivocally because it was rarely used as the sole instrument of performance management. (57 references) (MN)

An analysis was done regarding the perceived low numbers of British students who stay on in school past age 16. This three-part paper summarizes that study. Part 1, "Post-Compulsory Education Analysing the Market," presents a summary of the problem of low participation in post-16 schooling, based on a survey of literature and interviews with technical college managers and officers. It includes information about the economic significance of continuing education and training and the emerging consensus that both are vital to the economic well-being of the United Kingdom. In Part 2, "Post-compulsory-education: identifying the trends," the paper offers an alternative analysis of much of the data. It suggests that the quantitative gap between the United Kingdom and its major economic competitors is narrowing at such a rate that means this part of the argument for further education is becoming irrelevant. The number of young people continuing in education and training, within the public sector, is fast approaching the rates common elsewhere. This section also brings up the question of the quality of the training. Part 3, "The Challenge for Colleges," suggests policy for the future. It maintains that the reasons that participation rates have increased are manifold, but the role of post-16 institutions is central. These institutions have spent the last few years improving their marketing and changing the attitudes and behaviors of many thousands of young people. The effectiveness of these strategies are at the root of the social changes that are evidenced by the increasing participation rates. For the future, the paper maintains, the growth and cooperation of these institutions will determine how many young people are prepared for the future. The report includes 17 figures. Contains 33 references. (KC)

In January 2023, UCAS announced their intention to reform the personal statement to a series of short questions. This built upon UCAS's work with students and providers in 2022/23, as well as academic literature that has documented the challenges and inequalities that surround the personal statement, including the Higher Education Policy Institute (HEPI) Debate Paper, "Reforming the UCAS Personal Statement: Making the Case for a Series of Short Questions. HEPI Debate Paper 31" (ED630777), UCAS made an initial proposal to create short questions covering six themes (motivation; preparedness for course; preparedness through other experiences; extenuating circumstances; preparedness for study; and learning styles) and launched a consultation. This HEPI Policy Note aims to inform the consultation, presenting results from a survey of admissions professionals on their use of the UCAS personal statement in undergraduate admissions. The survey was launched in January 2023 and ran until April 2023. It primarily targeted people whose day-to-day work involves processing and assessing applications, hereafter called 'Admissions Officers'. This focus was chosen because the authors wanted to know how UCAS personal statements are used by practitioners, rather than gaining an institutional perspective from 'Admissions Managers', whose day-to-day job primarily involves managing those that process and assess applications. Although both Admissions Officers and Managers completed the survey, the former answered a broader range of questions.

The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating systems that exist in other parts of the education sector and also the care sector, before considering the implications for the TEF. The author, who has a background in consumer affairs, makes two recommendations: (1) to integrate the TEF more fully within the quality assurance system; and (2) to delay the TEF's introduction until we are sure it is right.