During Tony Blair’s Labour government, the rallying cry was “education, education, education,” emphasizing its crucial role in national development. Today, although education hasn’t been as prominent in recent election debates, its significance for fostering inclusive growth remains paramount.
Regrettably, the share of GDP allocated to education in the UK has declined over the years. In 1997-98, it stood at 4.4%, peaked at 5.6% in 2010-11, and has now dropped back to 4.3%. This trend persists despite increased educational participation across the UK, reflecting a broader disparity in educational access compared to other developed nations.
The UK boasts a higher proportion of university graduates compared to the OECD average, yet a significant number of young individuals fail to attain upper secondary education equivalent to A-Levels and Level 3 qualifications. Notably, fewer British 18-year-olds pursue education compared to their counterparts in France and Germany.
Further education colleges, crucial for post-16 education, have faced severe funding cuts, exacerbated by reductions in adult education budgets and real funding for 16-18-year-olds. This has adversely affected the school-to-work transition, with apprenticeship starts sharply declining since 2016-17, particularly among under-25s.
The “Robbins principle,” traditionally applied to higher education, should extend to non-academic pathways, facilitating access to vocational education through initiatives like the proposed “apprentice guarantee.” This plan, reminiscent of the Labour government’s 2009 legislation, aims to reserve a significant portion of the apprenticeship levy for younger individuals.
However, any advancement in further education and apprenticeships must not come at the expense of higher education opportunities. Strategic sectors crucial for the UK’s economic growth, such as financial services, creative industries, and life sciences, heavily rely on graduates. These sectors not only demand more graduates but also individuals with sub-degree qualifications (Level 4 or 5), a category significantly underrepresented in the UK compared to countries like Germany, Australia, and Canada.
The funding crisis facing both further and higher education institutions underscores the urgent need for investment. University finances, buoyed briefly by reforms in 2006 and 2012, have since struggled. Tuition fees, a primary source of income, have seen minimal adjustments, resulting in a decline in per-student resources despite rising costs and inflation.
Moreover, the dependency on international student fees faces challenges due to stringent visa regulations and declining applications, threatening universities’ financial stability. Neglecting investments in education jeopardizes not only the development of young people’s skills but also the future economic growth of the UK.
In conclusion, prioritizing substantial investment in further and higher education is crucial for nurturing a skilled workforce and sustaining economic growth.
