Although there has over recent decades been a significant expansion in participation in publicly funded post-16 English education, 16-19 funding appears to have been the biggest relative 'loser' from education spending changes over the last 25 years (IFS 2018). This report looks in detail at the trends in 16-19 spending since 2010, comparing these with other phases of education (early years, primary, secondary and higher education), and investigating the impact of the decline in real terms spending which has occurred. The research has looked at the spending changes experienced by different 16-
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Although there has over recent decades been a significant expansion in participation in publicly funded post-16 English education, 16-19 funding appears to have been the biggest relative 'loser' from education spending changes over the last 25 years (IFS 2018). This report looks in detail at the trends in 16-19 spending since 2010, comparing these with other phases of education (early years, primary, secondary and higher education), and investigating the impact of the decline in real terms spending which has occurred. The research has looked at the spending changes experienced by different 16-19 providers across England to provide an updated assessment of the funding squeeze and explore the impact of funding cuts, including how these vary across different types of institutions, groups of pupils and across the country. It also considers how funding has affected the breadth and depth of qualifications, teacher wages in colleges and the quality of 16-19 provision as measured by Ofsted.
Key findings are that: (1) 16-19 education funding has fallen across all provider types and by twice the size of cuts to school funding; (2) the financial health of all provider types has deteriorated; (3) students are getting fewer learning hours, especially in academic qualifications; (4) teaching staff in further education colleges and sixth form colleges have seen their wages fall in real terms; and (5) there are no clear trends in Ofsted judgements of 16-19 effectiveness. The report urges policymakers to consider the following recommendations: review the adequacy of 16-19 funding; address the narrowness of 16-19 education; and ensure that future funding allocations do not leave disadvantaged students worse off.
Edited excerpts from publication and publisher's website.
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