Articles from Education Policy Institute (EPI)

£10 to £15bn funding boost needed for education recovery, says new report

@BorisJohnson’s pupil catch up pledge: New analysis released today [20 Apr] by the Education Policy Institute (@EduPolicyInst) shows that a multi-year funding package of £10-15 billion is required to meet the Prime Minister’s pledge to make up the lost learning seen by pupils as a result of the pandemic.

Giving teachers the right to quality training and development would boost pupil outcomes

Giving teachers an entitlement to training and development would boost pupil attainment and may stem exodus from the profession, new study shows @EduPolicyInst Major study shows providing teachers with an entitlement to high-quality continuing professional development (CPD) would boost pupil attainment by two-thirds of a GCSE grade and increase future earnings. Overall a £4bn programme delivering high quality CPD could generate a net societal benefit of £61bn – provided the policy is rolled-out effectively at a national level. Offering a CPD entitlement of 35 hours a year to teachers could also boost retention, resulting in up to 12,000 extra teachers remaining in the profession each year. Teachers in England currently participate in little CPD by international standards – 43 hours a year compared to the OECD average of 62 hours. Many programmes fail to meet government quality standards – just 11% did in a recent pilot. The government should deliver on its pledge to put teacher development at the heart of its forthcoming education recovery programme, and continue to consider policies which improve the quantity and quality of teacher CPD.   Providing teachers with a right to high-quality training and development would boost pupil attainment and earnings, and may tackle retention problems in the profession, a major cost-benefit analysis study from the Education Policy Institute (EPI) commissioned by Wellcome has shown.

Tackling the disadvantage gap: why we need targeted interventions in 16-19 education too

For the first time, new exploratory research published today by the Education Policy Institute, and funded by the Nuffield foundation, measures the disadvantage gap – the gap in attainment between poorer pupils and their peers – in 16-19 education.

System for supporting special educational needs is failing children and families, new EPI study shows

A landmark study from the Education Policy Institute (@EduPolicyInst), funded by the Nuffield Foundation (@NuffieldFound), finds that there are “deeply concerning” inconsistencies in how children with special educational needs and disabilities (#SEND) in England are identified and supported.

Scotland spends significantly more per pupil than the rest of the UK

A new report by the Education Policy Institute (@EduPolicyInst), funded by the Nuffield Foundation (@NuffieldFound), finds that the four UK nations have begun to adopt increasingly different approaches to education policy after twenty years of devolution.  

New EPI study reveals the disadvantage gap in sixth forms and colleges

Disadvantaged sixth form and college students are three whole A level grades behind their more affluent peers, new @EduPolicyInst study finds    In the first ever study to measure the education ‘disadvantage gap’ amongst sixth form and college students, provisional findings show that across all qualification types,

New EPI report compares the education catch up plans of the four UK nations

@EduPolicyIns - Education catch-up plans of all four UK governments fail to offer pupils the support they need  New EPI analysis compares the plans of the UK, Scottish, Welsh and Northern Irish governments to help pupils catch up with learning following the pandemic. The UK government’s catch-up programme for Scotland is the most generous after their announcement this week Scotland's total funding for education catch up from £80m to £140m, and on a per pupil basis from £114 to £200 England is next at £174 per pupil (totalling £1.2bn for schools, £96m for colleges). This is followed by £88 per pupil in Wales (£40m), and £82 per pupil in Northern Ireland (£28m). However, catch-up plans in Wales and Northern Ireland are far better targeted, with a greater share of funding aimed at disadvantaged pupils – whose learning has been hardest hit by the disruption to schools. Around half of Welsh and Northern Irish catch-up funding has been targeted towards poorer pupils, compared to 30% in England and 20% in Scotland. Scotland’s plan spans the longest period, covering this academic year and next. The UK government has committed some extra funding for next year for England, while current Welsh and Northern Irish plans end this summer. All nations have failed to provide adequate guidance on supporting vulnerable pupils who have special educational needs (SEND) with remote learning. EPI researchers conclude that all current catch-up plans are insufficient – UK governments should put in place multi-year education programmes which address the scale of learning loss. A new report by the Education Policy Institute (EPI), funded by the Nuffield Foundation, finds that the education catch-up plans of all four UK nations offer insufficient support for pupils, and are unlikely to address the scale of learning loss following the pandemic.

New report on the mental health and wellbeing of Generation Z

New study by @EduPolicyInst and @PrincesTrust on the mental health of Generation Z shows a sharp drop in girls’ wellbeing during adolescence By the end of primary school, Generation Z girls have similar levels of wellbeing and self-esteem as boys but then experience a sudden decline in both by age 14. Girls’ wellbeing falls even lower towards the end of their teenage years, while their depressive symptoms increase significantly. As many as one in three girls report that they are unhappy with their personal appearance by age 14. The pandemic has led to a deterioration in mental health, with the number of young people with a probable mental illness rising to 1 in 6, up from 1 in 9. There is a social gradient in poor mental and emotional health, with young people from the lowest income families more likely to have the worst outcomes. Heavy social media use is shown to negatively affect wellbeing and self-esteem in adolescence, regardless of young people’s existing state of mental health. Being bullied in childhood is shown to adversely affect both boys’ and girls’ mental and emotional health well into their teenage years. Frequent physical exercise plays a particularly positive role in young people’s wellbeing – yet participation in activities and sports is expected to have fallen considerably due to school closures and lockdowns. The Education Policy Institute (EPI) and youth charity The Prince’s Trust have today (Wednesday 27th January) published a major study on the mental health and wellbeing of young people in Generation Z.

Less than a thirds of schools’ Covid costs are met by government support

A new report by the Education Policy Institute (@EduPolicyInst) finds that less than a third (31%) of the additional costs facing schools as a result of the pandemic are covered by the government’s support fund.

Poorest pupils face second wave of lost learning following school disruption, new research shows

New analysis: poorest pupils face “double blow” to their education after missing the most learning during the lockdown and autumn term  New analysis published today (Thursday 29th October) by the Education Policy Institute (EPI), supported by the Nuffield Foundation, finds that the most disadvantaged and vulnerable pupils in the UK are more likely to have missed the most learning time as a result of the disruption to schools. 

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