Post-18 (or 'tertiary') education in England is a story of both care and neglect, depending on whether students are amongst the 50 per cent of young people who participate in higher education (HE) or the rest. Following a major refunding of the higher education sector in 2012, universities and university students are both cared for and cared about, receiving the majority of public funding and attention. But what of the 50 per cent of the 18-30 year-old population who do not go to university, and and older non-graduates? In 1989, the then Secretary of State for Education Kenneth Baker described
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Post-18 (or 'tertiary') education in England is a story of both care and neglect, depending on whether students are amongst the 50 per cent of young people who participate in higher education (HE) or the rest. Following a major refunding of the higher education sector in 2012, universities and university students are both cared for and cared about, receiving the majority of public funding and attention. But what of the 50 per cent of the 18-30 year-old population who do not go to university, and and older non-graduates? In 1989, the then Secretary of State for Education Kenneth Baker described further education as the Cinderella sector but successive governments have failed to deliver the glass slipper.
This post-18 review (the Augar review) was announced in February 2018 and is the first since the Robbins report in 1963 to consider both parts of tertiary education together. It considers the roles both should play in meeting the country's social and economic needs, how they fit together, how they should be funded and whether they are delivering value for students and taxpayers. It provides an assessment of the current situation, articulates the country's future needs from tertiary education, and proposes remedies to address the issues the panel has identified. The report of the review sets out the findings and policy considerations for the government to consider. It proposes: strengthening technical education; increasing opportunities for everyone; reforming and refunding the further education (FE) college network; bearing down on low value higher education (HE); addressing higher education funding; increasing flexibility and lifetime learning; supporting disadvantaged students; ensuring those who benefit from higher education contribute fairly; and improving the apprenticeship offer.
Edited excerpts from publication.
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