After the age of 16, education and training options become more diverse across the UK, characterised by a variety of vocational, technical and academic pathways and education providers. Our aim is to improve the education and employment outcomes of young people and adults studying across the full range of post-16 pathways.
Our work in post-16 education explores how young people understand, navigate and access the different options available for post-16 further education. We are interested in understanding the outcomes associated with different pathways, including further training, earnings, broader employment and well-being.
We want to improve understanding of different types of disadvantage faced by young people, particularly those who have experienced disrupted learning or fallen behind. Our work explores how disadvantage influences pathways and outcomes and how it might be addressed.
We currently have a particular focus on improving our understanding of progression from post-16 further education into technical and vocational pathways and training and into work, although we continue to fund work related to higher education.
Our impact in post-16 education
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40% of young people in England miss the benchmark of grade 4 (C) in GCSE English and Maths. Our study was the first to focus on the diverse nature of this group and the routes they follow after GCSEs. Despite often having substantial achievements outside English and Maths, they can be denied access to many opportunities, including apprenticeships. Our report called for significant system reforms beyond those in the Government’s ‘Skills for jobs’ white paper.
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Our work in post-16 maths was influential in the government’s decision to make an additional £406 million investment in maths and technical education, including financial incentives for schools that increase take up of A level or Core Maths. Our new study on the early take up of Core Maths found it could boost post-16 students’ numeracy skills, but more funding, teachers and support from government and higher education are needed for it to fulfil its potential.
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We have funded extensive research into the changing state of mathematics education in England’s further education colleges. Professor Andrew Noyes’ study found that major investment in leadership training and teacher professional development are necessary for more young people to make progress in mathematics. The report called for better training for the challenges of teaching students with low GCSE grades and disengaged post-16 learners for whom maths is now compulsory.
