Skills

This report looks at annual education spending in the UK.

We investigate the extent to which individual universities, subjects and courses promote intergenerational mobility.

In this report, we study the link between higher education, geographical mobility and outcomes for individuals and regions.

'The power of the Treasury needs constant challenge and scrutiny, but in the end, it needs to play its role in challenging and scrutinising the rest of government. It needs to be unpopular.' Paul Johnson in The Times on the Treasury's role in last week's decisions on education spending.

In this briefing note, we assess the key policy announcements made in the DfE’s recent ‘Skills for Jobs’ White Paper around the funding of post-18 education.

This report seeks to set out the potential effects of the Covid-19 pandemic on inequalities in the UK. The pandemic has affected inequalities in education, training, wages, employment and health, including how these vary by gender, ethnicity, and across generations.

'Right at the top of the agenda for government should be how to make up this educational deficit created by the pandemic and our response to it — especially for the least advantaged children.'

The share of people staying on in education beyond the age of 18 has grown substantially in the UK since the 1980s. Yet until now, evidence on the effect of these qualifications on subsequent earnings has been limited. This event presented key findings from three pieces of research published in 2020 by the IFS on returns to education.

Further and higher education providers face severe resource challenges as a result of the COVID-19 pandemic. At this event, IFS researchers and panellists Philip Augar and Mary Curnock Cook analysed these challenges.

In our annual series of reports on education spending, funded by the Nuffield Foundation, we bring together data on education spending per student across the life cycle and provide analysis about the major issues facing different sectors.

You cannot fairly assign grades to a cohort of students who have not done the exams. A Levels "didn’t need to be this much of a mess", writes Paul Johnson.

Girls are aware of the benefits of STEM careers, but fear they are male-dominated.