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Education Policy in England

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  • Paul Johnson
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    Abstract

    The English education system performs well against a number of international benchmarks, particularly in terms of school attainment and the performance of the higher-education system. But there are major issues for policy to contend with, including a low staying-on rate in post-compulsory education, a significant gap in attainment between social classes, and poor work-force skills. Much recent policy change, and the very substantial increases in spending, can be seen to flow from these imperatives and from the continued high returns to education in this country. This paper concentrates on a few aspects of policy, including the central roles of funding systems and Public Service Agreement targets. We argue, inter alia , that there are important policy complementarities and informational and incentive problems that could benefit from further attention, and that the low staying-on rates after 16 remain one of the key concerns of policy, being both symptomatic of problems at earlier ages and a cause of later problems. Copyright 2004, Oxford University Press.

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    Bibliographic Info

    Article provided by Oxford University Press in its journal Oxford Review of Economic Policy.

    Volume (Year): 20 (2004)
    Issue (Month): 2 (Summer)
    Pages: 173-197

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    Handle: RePEc:oup:oxford:v:20:y:2004:i:2:p:173-197

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    Web page: http://oxrep.oupjournals.org/

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    Cited by:
    1. Lorraine Dearden & Carl Emmerson & Christine Frayne & Costas Meghir & Costas Meghir, 2006. "Education Subsidies and School Drop-Out Rates," CEE Discussion Papers 0053, Centre for the Economics of Education, LSE.

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