| Title: |
Comparing Policies, Participation and Inequalities across UK Post-16 Education and Training Landscapes |
| Authors: |
James Robson; Luke Sibieta; Shruti Khandekar; Mariela Neagu; David Robinson; Susan James Relly; University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE); Higher Education Policy Institute (HEPI) (United Kingdom) |
| Source: |
Centre on Skills, Knowledge and Organisational Performance (SKOPE). 2024. |
| Availability: |
Centre on Skills, Knowledge and Organisational Performance (SKOPE). 15 Norham Gardens, Oxford, UK OX2 6PY. Tel: +44-1865-611030 e-mail: skope@education.ox.ac.uk; Web site: http://www.skope.ox.ac.uk/ |
| Peer Reviewed: |
N |
| Page Count: |
105 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Nuffield Foundation (United Kingdom) |
| Document Type: |
Reports - Evaluative |
| Education Level: |
Postsecondary Education |
| Descriptors: |
Foreign Countries; Educational Policy; Postsecondary Education; Barriers; Equal Education; Outcomes of Education; Attendance Patterns; Geographic Location; Student Characteristics; Educational Attainment; Employment Level; Wages; Socioeconomic Status |
| Geographic Terms: |
United Kingdom; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales); United Kingdom (Northern Ireland) |
| Abstract: |
This interim report shares emerging findings and recommendations from a collaborative project. The project examines post-16 Education and Training (E&T) in the UK. It is focused on analysing the divergent approaches to E&T policy across the four devolved nations to understand more deeply the key policy issues and challenges facing E&T and the kinds of structures that support young people's transitions from education to employment and help them live fulfilling lives. The authors, therefore, focus on the interplay between policies, participation, and outcomes across the four nations, particularly examining issues of inequality for young people. Through the combination of detailed comparative policy analysis and comparative quantitative analysis of a range of nation-specific datasets, the authors aim to address the following key questions: (1) Mapping the UK E&T policy contexts: In what key areas is post-16 E&T policy in the four nations converging and diverging?; (2) Comparing routes and choices: How are differences in post-16 institutions and policies reflected in participation and pathways for learners?; and (3) Outcomes and inequalities: How are differences in post-16 institutions and policies reflected in learner outcomes? |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED643449 |
| Database: |
ERIC |