those from disadvantaged backgrounds.
and universities.
LATEST REPORT FROM EDSK
JULY 2021
The debate over ‘low value’ Higher Education has reached a stalemate as politicians, policymakers, university leaders and students seem unable to agree on which degrees and institutions should be labelled as ‘low value’. This report explores the merits (or otherwise) of their respective positions to understand whether there is indeed a problem with ‘low value’ HE and, if so, what should be done about it.
MAY 2021
As the Government moves forward with reforming university admissions, their objective should be to create a Post-Qualification Offers (PQO) system based on students choosing universities, not universities choosing students. The full range of proposals in this consultation response from EDSK would allow ministers to scrap predicted grades, end the scourge of ‘unconditional offers’ and promote fairness and transparency for all applicants – particularly those from the most disadvantaged backgrounds.
APRIL 2021
A-levels were originally introduced in 1951 to prevent students from specialising too early and only studying a narrow range of subjects. 70 years on, they have failed to fulfil this mission. Even so, the dominance of A-levels has undermined the prestige of applied and technical courses. This report calls for the introduction of a ‘Baccalaureate’ covering academic, applied and technical education to broaden the curriculum and create a level playing field between different pathways for young people.
JANUARY 2021
GCSEs have been an important part of our education landscape for over three decades, but the unprecedented events of the last year have created a rare opportunity to consider how we can do things better in future. This report concludes that GCSE exams have outlived their useful purpose and should be replaced by low-stakes online assessments at age 15 that act as a ‘staging post’ for pupils as they progress towards the end of secondary education at age 18.
SEPTEMBER 2020
After spending years, perhaps decades, in the policy shadows, the Further Education (FE) sector in England is finally attracting the attention of policymakers including the ‘Augar Review’ of post-18 education and numerous government ministers. Their commitments are welcome and important – the question now is how they will be delivered in practice. This report outlines a package of reforms that aims to ensure the FE sector is respected, ambitious, responsive and stable.
JUNE 2020
This report analyses the three issues that have attracted the most attention in terms of their impact on the fairness, transparency and equity of the university admissions system: the use of predicted grades; the growth of ‘unconditional offers’ from universities; and the barriers facing disadvantaged applicants. It concludes that fundamental changes are needed to make sure that the admissions system works in the interests of students, not universities.
JANUARY 2020
In its first full year of operation, the apprenticeship levy raised £2.7 billion and this is expected to rise to £3.4 billion by 2023-24. However, there have been repeated warnings in recent months that the funding pot generated by the levy is about to run out. This report investigates what is happening with the apprenticeship levy and with the apprenticeship system in England more broadly.
SEPTEMBER 2019
England now has two sets of state schools that are run separately from one another – local authority (‘maintained’) schools and academies. Inevitably, this has produced a fragmented and incoherent education system, with little sign of improvement on either front. This report analyses the problems being caused by the divide between academies and maintained schools, and calls on the government to set the goal of creating a single state education system made up of different types of schools and school groupings.
JULY 2019
This report investigates the changes to GCSE entries and outcomes for secondary schools since the ‘English Baccalaureate’ (EBacc) measure was introduced in 2010. The analysis shows that, while subjects included within the EBacc have typically seen their GCSE entries rise, many subjects outside of the EBacc such as Music and Art have experienced significant declines in GCSE entries and are increasingly being taught after school or as optional activities. The report puts forward a set of recommendations for how to address this disparity between subjects.
MAY 2019
This report sets out a new system for funding post-18 education that can deliver better outcomes and significant savings for both students and taxpayers. It recommends that all 18-year-olds are given an ‘individual education budget’ into which the government places up to £20,000, and this money can be spent on either a university degree, college course or apprenticeship. The report also proposes that each learner is given a ‘lifetime loan limit’ of £75,000, which they can use at any time to invest in education and training throughout their career.
APRIL 2019
Ofsted occupies an important position in our education landscape, but inspecting over 20,000 state schools is still a considerable undertaking. This inaugural report from EDSK therefore seeks to answer four questions: first, can parents trust the grades given to schools by Ofsted; second, is Ofsted measuring the right things; third, what impact does Ofsted have on teachers and school leaders; and fourth, do Ofsted inspections lead to better schools?
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