Education Policy Outlook 2018

United Kingdom

Context (national)

The United Kingdom scored higher than the OECD average in science in PISA 2015, with a mean score of 509 points, compared to the OECD average of 493 points. Performance in science remained stable across PISA cycles with an average score change of -1.5 score points, while performance in reading and mathematics has stayed the same. Socio-economic status had lower-than-average impact on science performance in PISA 2015, explaining 10.5% of the variance in performance (OECD average: 12.9%). The impact of ESCS on performance in science has not changed since 2006. There was no significant gender difference in science performance in PISA 2015. Immigrant students make up 16.7% of the student population of 15-year-olds in the United Kingdom, a higher proportion than the OECD average of 12.5%. Performance differences between immigrant and non-immigrant students are lower than the OECD average. Immigrants scored on average 18 score points lower than non-immigrants in science in PISA 2015, compared to the OECD average of 31 score points.

At age 3, children typically attend some form of early education and childcare, for around one to two years before beginning the first year of primary school. Children in England and Wales also attend an initial “reception year” in primary school before proceeding to Year 1. There is no clear distinction between education-only and integrated programmes in England and no formal curriculum, although the Early Years Foundation Stage Profile does set guidelines. In England, there should be at least one qualified teacher in any nursery class in a school or nursery-school setting. The presence of a qualified teacher varies in private and voluntary provision. Compulsory education in England begins at age 5 and ends at age 18, longer than the typical duration across the OECD. Students are first tracked into different educational pathways at age 16, later than the OECD average of age 14. Participation in upper secondary education is compulsory until age 16 in Northern Ireland, Scotland and Wales, and until age 18 in England.

In most cases, general and vocational programmes in the United Kingdom are offered in upper secondary schools. Successful completers are awarded different types of upper secondary qualifications, including various types of vocational and academic qualifications. These qualifications aim to reflect what students need to know to succeed in further education or for employment. The proportion of the population aged 25-64 with lower secondary education as the highest level of attainment in the United Kingdom is higher than the OECD average, with an attainment rate of 17.8% in 2016, compared to the OECD average of 14.3%. NEET rates (the proportion of those aged 18¥24 that are neither employed nor in education or training) are lower than the OECD average, at 14.5% compared to the OECD average of 15.3%. The percentage of the population aged 25-34 with a tertiary-level qualification is among the highest in the OECD, at 52% in 2016, compared to the OECD average of 43.1%. Employment rates for 25-34 year-olds with tertiary education are higher than the OECD average. In 2016, 87% were employed, while the OECD average rate was 82.9%.

Figure 7.26. Selected indicators compared with the average: United Kingdom

Note: For each indicator, the absolute performance is standardised (normalised) using a normative score ranging from 0 to 220, where 100 was set at the average, taking into account all OECD countries with available data in each case.

Sources: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264266490-en; OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264258051-en; OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris, http://dx.doi.org/10.1787/eag-2017-en.

Statlink

Evolution of key education policy priorities

Table 7.26. Evolution of key education policy priorities, United Kingdom (2008-17)

Identified by	Equity and quality	Preparing students for the future
Selected OECD country-based work, 2008-171	According to OECD evidence, enrolment rates in ECEC need to be increased, and the high disparities in attainment and performance according to socio-economic status should be addressed. [2015]	Key policy priorities identified by the OECD include better preparing students for labour market needs and increasing the attractiveness of VET. [2015]
Evolution of responses to EPO Surveys, 2013 and 2016‑17	Boosting student performance and reducing performance gaps between students with different socio-economic backgrounds continue to be priorities, as reported by the United Kingdom. [2013; 2016-17]	In 2016, the United Kingdom identified the need to reform the skills system, as a more highly skilled population is required to help make the economy grow and raise productivity. [2016-17]

1. See Annex A, Table A A.3 for the list of OECD publications consulted for this snapshot.

Selected education policy responses

The Pupil Premium programme (2011) in England (United Kingdom) aims to reduce inequities between students by providing additional school funding to support disadvantaged students and close attainment gaps. The Pupil Premium is available to students who have received free school meals at any point in the last six years. Schools decide how to use this funding. The Pupil Premium Programme (worth almost GBP 2.5 billion in each year from 2014/15 to 2017/18) increased student funding from GBP 488 per pupil in 2011/12, to GBP 1 320 per primary pupil and GBP 935 per secondary pupil in 2014/15. In comparison, funding for the programme in 2013/14 was GBP 1.875 billion (GBP 900 per disadvantaged student). In 2014/15, the government introduced different Pupil Premium rates for primary and secondary pupils. In addition, while eligible looked-after children previously qualified for the same Pupil Premium amount as deprived children (GBP 900 prior to 2014). Under “Pupil Premium Plus”, introduced in 2014/15, current and previously looked-after children each qualify for funding of GBP 1 900 for the period 2014/15 to 2017/18. This amount will increase to GBP 2 300 as of April 2018. The eligibility criteria for the Service Premium have been broadened since 2011/12, with the rate has increased from GBP 200 to GBP 300.

• Progress or impact: Between 2015 and 2017, the UK Government and various national institutions, including the Education Policy Institute (EPI) and the Social Mobility Commission (SMC), reported on the outcomes of the Pupil Premium. In their most recent reports, both published in 2017, EPI indicated there had been some success in closing the gap between disadvantaged and non-disadvantaged students across the United Kingdom. The report submitted by the SMC suggested that local authorities develop better practices and strategies to improve outcomes for disadvantaged children (Foster and Long, 2017). In 2016, the SMC reported that although evidence suggested that the policy had had a positive effect on closing the attainment gap between disadvantaged students and their peers, this “is not definitive, because it cannot definitely say what would have happened to attainment had it not been introduced” (SMC, 2016). Other reports were released by the National Audit Office and the Public Account Committee (2015), the Education Policy Institute and Social Mobility Commission (2016), and Sutton Trust (2017) (Foster and Long, 2017).

More information available at: www.oecd.org/education/policyoutlook.htm.