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| UK has more graduates but without skills and social mobility to match | UK has more graduates but without skills and social mobility to match |
| (7 months later) | |
| The UK's massive expansion in university education has not led to a parallel increase in skills, an international study has discovered, with only a quarter of the country's graduates reaching the highest levels in literacy, well below other top-performing nations. | The UK's massive expansion in university education has not led to a parallel increase in skills, an international study has discovered, with only a quarter of the country's graduates reaching the highest levels in literacy, well below other top-performing nations. |
| The annual education report by the Organisation for Economic Co-operation and Development (OECD) notes the "quantum leap" the UK has made in higher education access – for the first time, more people now gain a university or college qualification than have GCSEs or A-levels as their highest qualification. However, it says this has not been wholly matched by better skills, or by increased social mobility. | The annual education report by the Organisation for Economic Co-operation and Development (OECD) notes the "quantum leap" the UK has made in higher education access – for the first time, more people now gain a university or college qualification than have GCSEs or A-levels as their highest qualification. However, it says this has not been wholly matched by better skills, or by increased social mobility. |
| Andreas Schleicher, director of education and skills for the Paris-based club of industrialised nations, said it was notable that while the UK had a high proportion of people with university or college qualifications – for 2012 it ranked eighth among 36 countries listed – the skill level for graduates was only average. | Andreas Schleicher, director of education and skills for the Paris-based club of industrialised nations, said it was notable that while the UK had a high proportion of people with university or college qualifications – for 2012 it ranked eighth among 36 countries listed – the skill level for graduates was only average. |
| The increasing availability of degree courses means that for the first time the proportion of working age people with a university or college qualification, now 41% of the total, outnumbers the 37% who finished their education at 16 or 18. | The increasing availability of degree courses means that for the first time the proportion of working age people with a university or college qualification, now 41% of the total, outnumbers the 37% who finished their education at 16 or 18. |
| The 566-page report, somewhat hopefully titled Education at a Glance, also highlights the relatively low impact on social mobility brought by the UK's revolution in higher education. | The 566-page report, somewhat hopefully titled Education at a Glance, also highlights the relatively low impact on social mobility brought by the UK's revolution in higher education. |
| The study ranks countries by comparing the number of people with better educational attainment than their parents against those who achieved lower qualifications. This league table places England and Northern Ireland combined at a relatively lowly 15th out of 23 countries listed, though still above wealthy nations such as Germany and Austria. | The study ranks countries by comparing the number of people with better educational attainment than their parents against those who achieved lower qualifications. This league table places England and Northern Ireland combined at a relatively lowly 15th out of 23 countries listed, though still above wealthy nations such as Germany and Austria. |
| Comparing for the first time the OECD's own skills tests against qualification levels, the organisation found 25% of university- and college-educated people in England and Northern Ireland – the only parts of the UK with comparable data – reached the top attainment levels for literacy, more or less the OECD average. | Comparing for the first time the OECD's own skills tests against qualification levels, the organisation found 25% of university- and college-educated people in England and Northern Ireland – the only parts of the UK with comparable data – reached the top attainment levels for literacy, more or less the OECD average. |
| In contrast, 32% of better-educated Australians attained that level, while the figures were 36% in the Netherlands and 37% in Japan and Finland. | In contrast, 32% of better-educated Australians attained that level, while the figures were 36% in the Netherlands and 37% in Japan and Finland. |
| One possible explanation for this was the variability of post-school qualifications, said Schleicher. "Not all further education qualifications really deserve that name, because often those individuals are not actually better skilled than people who have just passed school," he said. | One possible explanation for this was the variability of post-school qualifications, said Schleicher. "Not all further education qualifications really deserve that name, because often those individuals are not actually better skilled than people who have just passed school," he said. |
| Nonetheless, he added, the skills gap, which is even bigger when numeracy is tested, was a puzzle given the stellar reputation of many UK universities, which draw disproportionate numbers of foreign students paying significant fees for the privilege. | Nonetheless, he added, the skills gap, which is even bigger when numeracy is tested, was a puzzle given the stellar reputation of many UK universities, which draw disproportionate numbers of foreign students paying significant fees for the privilege. |
| Schleicher said it could be partly the fault of UK schools. "One of the things which may of course be true is that literacy and numeracy reflect things that you learn well before university. In Japan they build the foundations for literacy and numeracy at high school, and universities can build on this. It's not true for the UK. This may be a reflection of this – universities assume those skills are there, but they might not be." | |
| Nicola Dandridge, chief executive of Universities UK, said the sector recognised complaints from some employers about graduates' skills, and argued that some of this was down to schooling. She added: "However, higher education can have a role in developing students in key areas of employability." Universities were addressing this challenge, she said, in part through increased links with employers such as work placements. | Nicola Dandridge, chief executive of Universities UK, said the sector recognised complaints from some employers about graduates' skills, and argued that some of this was down to schooling. She added: "However, higher education can have a role in developing students in key areas of employability." Universities were addressing this challenge, she said, in part through increased links with employers such as work placements. |
| Schleicher said: "Access and social mobility are not the same thing. The UK has seen a huge increase is access, but it has not translated into a degree of mobility you see in places like Finland, Korea, the Russian Federation and so on." | Schleicher said: "Access and social mobility are not the same thing. The UK has seen a huge increase is access, but it has not translated into a degree of mobility you see in places like Finland, Korea, the Russian Federation and so on." |
| The report notes the relatively significant UK investment in education overall. Despite the tricky financial climate, it found that from 2008-11 the UK increased public spending in education as a proportion of national income by a greater figure than any other OECD nation. | The report notes the relatively significant UK investment in education overall. Despite the tricky financial climate, it found that from 2008-11 the UK increased public spending in education as a proportion of national income by a greater figure than any other OECD nation. |
| With university funding, Schleicher said, the system of students taking out publicly backed loans to pay for tuition appeared to strike a good balance between access and financial viability, even though the report only considers data up to 2011, just before annual maximum fees were raised to £9,000. | With university funding, Schleicher said, the system of students taking out publicly backed loans to pay for tuition appeared to strike a good balance between access and financial viability, even though the report only considers data up to 2011, just before annual maximum fees were raised to £9,000. |
| "The UK is one the very few countries that has figured out a sustainable approach to higher education funding," he said. | "The UK is one the very few countries that has figured out a sustainable approach to higher education funding," he said. |
| Despite the cost, the report argues, university education in the UK remains a good investment, with the career premium for graduates totalling about $250,000 (£155,000), and bringing an extra $130,000 (£80,000) in tax receipts for the government. | Despite the cost, the report argues, university education in the UK remains a good investment, with the career premium for graduates totalling about $250,000 (£155,000), and bringing an extra $130,000 (£80,000) in tax receipts for the government. |
| "One of the most compelling outcomes from this is that the increase in university education has not seen a decline in pay," said Schleicher, noting regular warnings of an imminent glut of British graduates. | "One of the most compelling outcomes from this is that the increase in university education has not seen a decline in pay," said Schleicher, noting regular warnings of an imminent glut of British graduates. |
| "It simply hasn't happened, year after year after year," he said. "So far it seems it seems that the demand for better skills is rising faster than supply." | "It simply hasn't happened, year after year after year," he said. "So far it seems it seems that the demand for better skills is rising faster than supply." |
| panel on class sizes to go with pweduoecd | panel on class sizes to go with pweduoecd |
| Peter Walker | Peter Walker |
| For many years British governments of all stripes have boasted of efforts to cut class sizes. It could thus be seen as something of a surprise for a major study on international education to both note both the UK's relatively high pupil-teacher ratio and to argue it in fact bethat it could be a good thing. | For many years British governments of all stripes have boasted of efforts to cut class sizes. It could thus be seen as something of a surprise for a major study on international education to both note both the UK's relatively high pupil-teacher ratio and to argue it in fact bethat it could be a good thing. |
| The annual report on education in richer nations by the Organisation for Economic Co-operation and Development (OSCEECD) puts the average class sidze in the UK state sector in the UK at 26, well above the OECD average of 21. | The annual report on education in richer nations by the Organisation for Economic Co-operation and Development (OSCEECD) puts the average class sidze in the UK state sector in the UK at 26, well above the OECD average of 21. |
| Separately, the report finds British teachers are reasonably well paid by OSCEOECD standards, enjoying above-average salaries relative to thatthose of other graduates in their countrythe UK. | Separately, the report finds British teachers are reasonably well paid by OSCEOECD standards, enjoying above-average salaries relative to thatthose of other graduates in their countrythe UK. |
| This, according to Andreas Schleicher, the OSCE'sOECD's director of education and skills, cancould be the right balance for education systems with finite resources, particularly when it comes to older pupils. | This, according to Andreas Schleicher, the OSCE'sOECD's director of education and skills, cancould be the right balance for education systems with finite resources, particularly when it comes to older pupils. |
| He said: "If you have a certain amount of money, that's the sort of trade-off you have to make. Smaller classes limit your capacity to pay your teachers well. If you have a limited budget that's basically your choice. | He said: "If you have a certain amount of money, that's the sort of trade-off you have to make. Smaller classes limit your capacity to pay your teachers well. If you have a limited budget that's basically your choice. |
| "In upper secondary education it's what we see in high-performing countries like Japan, Singapore, and Korea. All of those countries prioritise teachers and teaching over infrastructure and class size." | "In upper secondary education it's what we see in high-performing countries like Japan, Singapore, and Korea. All of those countries prioritise teachers and teaching over infrastructure and class size." |
| Good news for UK schools? Not necessarily. Even tThe OSCEOECD says the benefits are less obvious with younger children, and its data also finds big . The UK has the sixth biggest classes in UKits primary schools, which are ranked sixth out of 34 nations on this measure. | |
| Dylan William, emeritus professor at London University's Institute of Education, warns that the OECD's take version is "simplistic, to say the least" as there are so many factors at play. | Dylan William, emeritus professor at London University's Institute of Education, warns that the OECD's take version is "simplistic, to say the least" as there are so many factors at play. |
| "The class size issue revolves around the quality of additional teachers that you bring in," he said. "If you have smaller classes you will have higher achievement, because smaller classes do do better. But, you generally need to bring in more teachers to raise more classes. | "The class size issue revolves around the quality of additional teachers that you bring in," he said. "If you have smaller classes you will have higher achievement, because smaller classes do do better. But, you generally need to bring in more teachers to raise more classes. |
| "It's crucial how good those extra teachers are. If they're in the bottom 10% then class size reduction actually makes things worse. You get an extra four months' learning per year from the smaller class sizes, but you close five months' learning per year because now you've got so many bad teachers in the system. It's really hard to predict how this will play out in a different country." | "It's crucial how good those extra teachers are. If they're in the bottom 10% then class size reduction actually makes things worse. You get an extra four months' learning per year from the smaller class sizes, but you close five months' learning per year because now you've got so many bad teachers in the system. It's really hard to predict how this will play out in a different country." |
| hile controlling larger classes might be easier for teachers in traditionally more compliant East Asian schools, this would be different in the UK. | hile controlling larger classes might be easier for teachers in traditionally more compliant East Asian schools, this would be different in the UK. |
| He said: "You can't separate out teacher quality from the social context. Larger classes in much of the UK would be disastrous because the student behaviour would be so poor, which is not a problem they have in the high-performing countries." | He said: "You can't separate out teacher quality from the social context. Larger classes in much of the UK would be disastrous because the student behaviour would be so poor, which is not a problem they have in the high-performing countries." |
| A spokesman for the Department for Business, Innovation and Skills said it had "a range of measures in place to identify and resolve quality issues identified in higher education institutions". | A spokesman for the Department for Business, Innovation and Skills said it had "a range of measures in place to identify and resolve quality issues identified in higher education institutions". |
| He added: "This report reinforces the UK's reputation as a true world leader in higher education, and confirms that a university degree is an excellent return on investment for the individual and for the country's economic growth. However we cannot be complacent in the face of growing international competition." | He added: "This report reinforces the UK's reputation as a true world leader in higher education, and confirms that a university degree is an excellent return on investment for the individual and for the country's economic growth. However we cannot be complacent in the face of growing international competition." |