further education in uk

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Further education courses and funding

Further education ( FE ) includes any study after secondary education that’s not part of higher education (that is, not taken as part of an undergraduate or graduate degree).

Courses range from basic English and maths to Higher National Diplomas ( HNDs ).

FE also includes 3 types of technical and applied qualifications for 16 to 19-year-olds:

• level 3 tech levels to specialise in a specific technical job
• level 2 technical certificates help get employment or progress to another tech level
• applied general qualifications to continue general education at advanced level through applied learning

Many courses in reading, writing and basic maths are free, and you may not have to pay for tuition if you’re under 24 and studying for your first qualification equivalent to GCSE or A level.

Find out about financial support , for example for your course or day-to-day living costs.

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UK Further Education System

Further education in UK is the stage of education between compulsory education and higher education or university education. As we described here , at the UK education system students enter this stage at 16 years of age and finish it up when 18 years old.

In UK, once you complete the secondary school and get the GCSE results you’re free to decide whether you want to seek an education at higher stages or land the job market right away. As such, further education in the UK marks a vital time in one’s life since it indicates his further life’s track.

That said, a scholar has the following options after finishing secondary school:

• Prepare for University
• Vocational education

The education system in UK is very flexible regarding the fact that it offers numerous options for students in terms of career pathways they can get.

If you have no aspiration to attend education at higher stages, but you would rather like to find a good job and live independently then there are countless options to you at this point. Once you step out of your high school and take your GCSEs you can land the job market. Companies around are eager to recruit young and motivated individuals who are looking forward to starting their adventure in the job market. They value your motivation and therefore take care of your transition into the market comes with ease.

In line with this commitment, colleges in cooperation with many employers establish certain recruiting schemes offering short-courses to prepare candidates with the required skills for the job you’re willing to work.

Also, there are many apprenticeships you can get while under a constant professional provision. These short courses are mainly common for jobs in the industry that require a set of technical skills before start working. Surely this is much common for jobs which may require a bit preparation before start doing it. And also the opportunities to seek better job options afterwards are higher than if you have just landed a job which doesn’t require any level of expertise at all.

Further Education Qualifications

Further education qualifications rely on two purposes: to prepare you for seeking a job or to prepare you to get admitted into the university.

Qualifications that can be attained at this stage of education are divided into four sections

Academic qualifications

• Applied learning-qualifications
• Technical qualifications

Functional skills qualifications

On the other side of the coin, there are students who want to pursue higher stages of education. For these students, further education stage in UK represents a great opportunity to make their academic profile more appealing.

Furthermore, students who haven’t taken their GCSE exams at the age of 16 can still seek to make it through this stage of education. This is a much-desired option since UK universities are highly selective and getting a FE qualification will indicate a higher probability to take a university seat. Fortunately, in UK there’s a wide range of these courses covering particular subjects that lead to certain qualifications.

If you decide to get a university degree in a subject you’re interested than academic qualifications are a suitable option for you. These programs last for up to two years and aim to prepare you in a particular number of subjects required at the degree course you’re planning to apply at the university.

Your GCSE scores at particular subjects like English, Math and Sciences play a major role in your admission, while additional higher grades at particular subjects are required. For example, if you’re willing to apply for an Engineering course you may be required to have higher GCSE in English, Math and Physics.

Usually, further education courses cover 5 up to 5 subjects but are mainly focused on only 3 subjects because that’s how much universities expect from incoming applicants.

The following are academic qualifications  you can attain in UK further education

A-Levels – are subject-based qualifications conferred about several subjects. Most students concentrate on three particular subjects because this is what most universities require to get admitted. Over two years, students gain a grounding in subjects they’ve chosen to study and their knowledge attainment is assessed through several examinations

Cambridge Pre-Us – the course leading to this qualification lasts for two years and students can choose up to four subjects from among 26 subjects available.

Scottish Highers and Advanced Highers – are the qualifications required to enroll a Scottish university. Students can choose to focus their course in four subjects among 60 available subjects. Scottish Highers and Advanced Highers are the equivalents of the A-Levels and AS-Levels.

Baccalaureates – are qualifications that combine several academic subjects and particular skills related to them.

Extended Project Qualification (EPQ) and Interdisciplinary Project – these qualifications can be taken aside from A-levels or Scottish Highers and you can run an independent study on your favorite subjects.

GCSEs – GCSEs are qualifications that students take when they get over their secondary school, but if one doesn’t score high at particular subjects, particularly in mandatory subjects (English, Maths and Science) he is obliged to undertake these exams during the stage of FE.

If you’re interested in a particular industry and would like to gain the professional skills required to find a job in that industry then vocational courses are are highly recommended to you. These courses are divided into Technical and Functional skills qualifications.

The followings are Technical vocational qualifications awarded as part of the further education in UK .

NVQs and SVQs – qualify you to do a specific job and can be taken if you have a full-time job a course that involves a work placement

Technical levels – several qualifications that grant you a set of practical skills to perform a particular group of tasks in the job environment.

Technical certificates – are designed to equip with a set of skills and knowledge for a particular job where employers hire applicants with level 2 qualifications.

TechBac – is a new programme which is a blending of Technical level qualification, the Extended Project qualification and some elements like teamwork

Aim to prepare you with a set of skills in core subjects of English, maths and ICT to be able to enter higher education or the job market. You can seek to get this qualification as part of an apprenticeship, traineeship or study programme.

Where can I attend a further education course?

Further education courses in UK are offered at so-called sixth form colleges. These are schools that run recognized courses and grant advanced qualifications like A-Levels required to apply at a UK university. Also, they offer similar courses to prepare you to sit in GCSE examination if you haven’t done it by the time you finished secondary school. Note that you can switch places if your school doesn’t offer further education courses.

What is the difference between Further education and Higher education?

For many foreign students when landing a new, unknown educational system which has its original terms and vocabulary, it’s hard to comprehend how it is structured and how it works out.

Many are confounded about the difference between further education and higher education. The reason has to do mainly with the uniqueness and contrast of UK education system to other traditional educational systems applied in other countries of the world.

In UK you cannot head directly to the university once you have completed secondary school, which is the case in most countries of the world. Here the final stage of compulsory education (the secondary school) terminates at 16 years of age in contrast to most countries where the high school is completed when a scholar turns 18.

Further education in UK is the stage at which students decide which path they’re going to take it in the forthcoming stages of their life. Those who have academic goals may choose a course that leads to a specific qualification required to succeed in university application afterwards, others may choose a short course that prepares them for a specific job place and some may drop further education to enter straight into the job market.

But, do universities in UK admit students aged under 18?

Rarely, they do. But there are certain rules applied in such scenario. Commonly a set of conditions and terms must be signed by your parents under an agreement presented by the University of your choice. That said during the further education in UK you either will be seeking to get advanced qualifications to enter university or you will start working full-time.

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Overview of the UK's further education sector

The UK boasts a diverse and wide-ranging further education sector that provides opportunities for school leavers, young adults and mature students

FE sector facts

• Further education includes study after secondary school.
• College is for people of all ages, with courses free for students aged 16 to 18.
• 1.6 million students go to college in England each year to develop their career, progress to university, engage in further education or increase their employability.

What is further education?

On GOV.UK it states that further education (FE) includes any study after secondary education that doesn't form part of an undergraduate or graduate degree.

These post-secondary school qualifications are delivered by FE, sixth form and specialist colleges that aim to provide top quality academic, technical and professional education and training for both young people and adults.

The Education and Training Foundation (ETF), the professional body for FE training and standards in England, has produced a Guide to the FE System in England .

How is the FE system structured?

According to the AoC, there are 270 colleges in the UK (June 2023):

• 225 colleges in England
• 26 in Scotland
• 13 in Wales
• 6 in Northern Ireland.

UK colleges are represented by the following organisations specific to each home nation:

• Association of Colleges (AoC) - The membership organisation representing FE, sixth form, tertiary and specialist colleges in England.
• Colleges Scotland - The collective voice of the college sector in Scotland.
• Colleges Wales - An education charity that promotes the public benefit of further education in Wales.
• Northern Ireland (NI) Direct - Oversees the two university colleges, six FE colleges and an agri-food and land-based college in NI.

Most colleges are referred to as general FE colleges, but there are a number of different types of institution.

For instance, of the 225 colleges in England:

• 158 are general FE colleges
• 44 sixth form colleges
• 11 land-based colleges
• 10 institutes of adult learning (formerly specialist designated colleges)
• two art, design and performing arts colleges.

Who are college courses aimed at?

Anyone aged 16 and over can go to college, although the AoC reported that the majority of college income for 2020/21 (£3.63billion), accounting for 55% of total spending, was focused on 16-18 education.

It's unsurprising that sixth form and general FE colleges providing qualifications at A-level standard benefit most from the funding, especially as education is still free for students in this age group.

Colleges are inclusive places to learn, with over a fifth (21%) of students studying in England in 2022/23 having indicated some form of learning difficulty and/or disability.

What FE courses can you study?

Widely available FE courses include:

• BTECs (Business and Technology Education Council)
• Higher National Certificates (HNCs)

See college courses for an overview of the main FE qualifications studied at college.

However, while these FE courses are offered by colleges rather than universities, some colleges also run undergraduate programmes.

Read our guide to undergraduate qualifications .

It was also revealed that colleges train around 1,000 apprentices, so you may wish to explore apprenticeships in more detail. You can learn more about vocational college courses at AoC - About colleges .

Can I still go on to university?

Some FE qualifications can be topped up to a full degree, so if you're thinking of going to university but still aren't sure, the course may offer credit should you choose to carry on with study after the college course.

What are the modes of study at college?

Similar to university, you can choose between full and part-time study for the majority of courses. While some will require you to spend a significant amount of time in the classroom, colleges often use a blended learning approach, with online distance learning complementing the traditional face-to-face teaching.

Online college courses, for qualifications such as A-levels and BTECs, are also very popular. This is because you'll get the opportunity to study and achieve a qualification without the need to visit the college in person. The course will typically involve interacting with tutors and other learners online through lectures, training sessions, webinars and chat forums.

Popular FE providers include the Open Study College and Online Learning College , while The Open University offers qualification options at undergraduate level and above. You can also explore free courses as signposted by the National Careers Service (NCS) .

This flexible approach to learning allows students to study at a time and place that fits in with their lifestyle, perfect if there isn't a local college accessible from your area. Read more about the benefits of online learning .

Am I eligible for student finance?

As mentioned, FE college courses are free for 16 to 18-year-olds, but for adult learners (anyone 19 and over), tuition fees are likely to be involved. Even younger students can still claim education-related costs through the government's 16 to 19 Bursary Fund .

If you're studying in Scotland, Wales or Northern Ireland, you may be able to claim for Education Maintenance Allowance (EMA) .

When it comes to online learning with private course providers, you'll certainly need to pay course fees. For instance, if you're taking A-levels, you'll need to consider exam and invigilation fees as well as tuition costs, while for some courses, there's additional fees for the practical aspects of the programme.

There are a range of grants and loans offered at a local level for adult education. For example, see the booklet on Fees, finance and funding for adult learners from The Manchester College .

For undergraduate courses at college, you can consider applying for government support in the form of tuition fee and maintenance loans. Read more about student loans and finance at undergraduate level.

Can international students go to college in the UK?

International students can apply to go to college in the UK, but you'll need to have sorted out your visa first before entering the country.

As Britain has now left the European Union (EU), students from European countries will require 'settled' status under the EU Settlement Scheme to live and study here. However, in many cases, college fees are still generally quite reasonable.

The AoC has revealed that the average tuition fees for international students studying a further education qualification is £8,200 per year, with Level 3 courses proving the most popular.

As colleges are renowned for providing a pipeline for those progressing to university, a high proportion of international students choose to move on to HE courses.

They also found that as far as the international marketplace is concerned, the main drawing power in coming to the UK for FE-level study is to achieve A-levels, take English language courses and undertake teacher training .

Read more about studying in the UK at degree level.

You can also take a look at the scholarships and funding available from the British Council - and get information on how to apply to study in the UK .

Find out more

• Discover how to apply for college in the UK .
• Consider should I go to university or do an apprenticeship?
• Explore adult education .

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Further Education System

When students reach the age of 16 and have completed their GCSEs they have a few options to choose from:

Academic Qualifications

Vocational qualifications.

If students opt for carrying on with their education this will take two forms, either by pursuing further academic qualifications or by following a vocational pathway.

Most schools in the UK have what is called a "6th Form" for students to enter after they have taken their GCSEs. As an alternative, there are many "6th Form Colleges" that will offer the same courses from students at schools that do not have a 6th form. Here students typically study A-levels, further academic qualifications required of students before they enter higher education and a degree program.

A-levels, like GCSEs, follow a two-year program and there are two components to them: full A-levels and half AS-levels. Generally A-levels comprise of 6 modules, and an AS-level has 3 modules.

Students will generally take between two to three A-levels, but depending on your academic ability and drive you may take more. Students at independent schools may take anywhere up to 5 A-levels.

For students who are not so academically minded, they still have the option to further their education by studying a vocational course that will provide them with a more hands on experience and education.

The most popular vocation programs include:

• BTEC Awards
• National Vocational Qualification (NVQ)
• City and Guilds Qualification
• Apprenticeships

Most international students coming into the UK will be taking academic programs with the aim of gaining admittance to a degree program. If you are one of those students, visit the UK Higher Education System page.

Please note that Scotland has a separate education system and does not conform to the above structure. Please learn more about the Scottish Education System .

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UK Further Education

Not sure you’re ready for a Bachelor’s degree? Interested in both academic and vocational courses?

Enrol at a UK further education college. You can gain a UK Higher Education qualification such as a Higher National Diploma (HND), enhance your career prospects, and still top-up to a university degree later.

Why choose the UK further education?

If you would like to study in the UK and want to keep your options flexible, a course at a UK further education college could be the solution.

UK further education (FE) colleges are funded by the Government and offer access courses, higher education-level diplomas and in some cases full Bachelor’s degrees. College qualifications are designed to equip students with job-specific skills that they can transfer into the workplace, boosting their employability. They are designed in close partnership with employers, thereby ensuring a competitive edge and exposure to the latest industry.

UK college diplomas such as HNDs are often more affordable than other types of courses and offer articulation pathways to Bachelor’s degrees at a range of universities. Completion of an HND is considered equivalent to the second year of a university degree in the UK. In addition, many UK FE colleges also offer higher education qualifications in direct partnership with universities.

Studying at a college is a different experience to studying at university.College class sizes are generally smaller than at university and you will probably be in more timetabled classes. A college course is a great way to prepare for independent study and learning, progressing to university later if you choose to. There are colleges located all across the UK, in big cities, small towns and rural areas.

If you would like more information about the UK’s further education offer, including locations of colleges, courses and entry requirements, please visit the following links:

External links

• England: Association of Colleges
• Wales: Colleges Wales
• Scotland: Colleges Scotland
• Northern Ireland: NI Direct

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Teach in further education

If you’re interested in teaching young people and adults over 16 who are not studying for a degree, then further education might be for you.

What is further education?

It covers 3 key areas:

• vocational courses including plumbing, manufacturing and health care
• academic classroom-based learning of subjects including English and maths, including A levels in a sixth form college
• basic skills courses on literacy, numeracy, English for speakers of other languages, and special needs

Whichever route you choose, you could teach a diverse set of learners.

What qualifications do you need to teach in further education?

You do not always need a prior teaching qualification or an academic degree to start teaching in further education.

Many further education training providers offer funded teacher training on the job, so you can start immediately.

To find out more, visit the teach in further education website (opens in new window) .

However, if you’re mainly interested in teaching in a school, explore how to train to teach primary and secondary pupils .

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Blog Ofsted: schools and further education & skills (FES)

https://educationinspection.blog.gov.uk/2023/02/01/ofsteds-2023-priorities-for-schools-and-further-education-and-skills/

Ofsted's 2023 priorities for schools and further education and skills

2023 is already shaping up to be another busy year for schools and further education (FE) and skills providers. While none of us can quite predict what might be around the corner, our Annual Report, published at the end of last year, did identify several challenges that will undoubtedly continue into this year.

We reported on the ongoing issues of the pandemic, including around attendance. Specifically, we highlighted the increasing use by schools of part-time timetables. Schools may be using these with the best of intentions but pupils can too easily move out of sight because they’re absent from education for too much time, and too often it is used to try to avoid the legal requirements around excluding a pupil.

We also warned about the number of children in unregistered schools, as well as children with special educational needs and disabilities (SEND), many of whom continue to struggle with inconsistent levels of support and a lack of joined-up provision.

Alternative provision (AP) was also an area of focus in the report, particularly unregistered AP, which does not have any direct oversight. It is sometimes used as a shadow SEND system, with pupils referred there indefinitely while they wait for a suitable placement at another school. This is unfair to the child and risks disguising the true level of demand for appropriate SEND support.

In the FE and skills sector, we found great variety in learners and providers’ experiences. We found good examples of ambitious curriculums, skilled teachers, and motivated learners. But we also saw:

• restricted or uncoordinated off-the job training
• not enough thought given to learners’ future employment
• poor overall outcomes for colleges teaching learners with severe or multiple disabilities.

Workforce pressures

There is clearly a lot of work to do to make sure that young people have the opportunities they deserve. But our report also highlighted the significant workforce pressures the sector is facing. Many schools and colleges are struggling to recruit and retain teachers, tutors, and other staff.

We also emphasised the importance of high-quality teacher training and development. It is vital that schools can recruit, train, and retain a highly skilled workforce.

Our report also included our reviews of T-levels and skills bootcamps. We found that many providers are delivering high-quality training and education, but some are finding it difficult to properly implement these new programmes. We will therefore be inspecting skills bootcamps from April and will be revisiting T-level providers in 2023.

Perhaps our most reported findings from 2022 were those from our inspections of previously exempt outstanding schools. The exemption was lifted during the pandemic, but we have now been able to inspect 370 formerly exempt schools. We found that 83% were no longer outstanding.

However, this may not be representative of all formerly exempt schools. We prioritised the schools that had gone the longest without inspection, an average of 13 years. And very few had been graded under the education inspection framework (EIF), which raised the bar for outstanding. As a result, they are not typical of all exempt schools, and the pattern of inspection outcomes may change later. We will therefore continue this programme and will inspect all previously exempt outstanding schools by the end of July 2025. We will publish a fuller report on previously exempt schools in the coming months.

Our annual report also provided an overview of inspection judgements. The proportion of state-funded schools judged good or outstanding is now 88%. This marks an increase from 86% in 2021.

It’s important to remember that during the pandemic (2020–21 and into 2022), we inspected with no outcomes data more recent than 2018-2019. However, as part of the Annual Report, we wanted to analyse the relationship between performance data and our judgements during this time. This analysis provided some confidence that there continues to be a relationship between statutory outcomes and inspection judgements. This is because of the clear link between a good quality of education and a school’s outcomes. That said, there is often less of a link for inadequate schools, because these are often judged inadequate for safeguarding rather than for quality of education.

Although improvements have been made, pupils’ attendance remains a priority for schools as we recover from the pandemic. Schools that have secured better attendance are characterised by leaders clearly and consistently communicating their high expectations. These leaders analyse any trends carefully to help them target their actions.

We look forward to continuing our curriculum insight work in 2023 by publishing further research reviews and the first of our subject reports. Our science subject report will be available soon and will paint a picture of the teaching of the subject across England. We hope that the findings and recommendations in these reports contribute further towards the growing pool of subject expertise.

At the end of 2022, we published our new area SEND inspection framework jointly with the Care Quality Commission (CQC). In January, we began carrying out our first inspections. The new framework aims to promote further improvement in the SEND system by strengthening accountability and focusing on the features we know make local area arrangements most effective in improving the lives of children and young people with SEND. We will share the findings and insights from our inspection evidence with government as plans for SEND reform continue to develop.

Finally, we’re developing training for all inspectors to help them understand some of the complexities that small schools face in delivering a broad, well-sequenced curriculum. This will help them when they’re inspecting small schools.

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• LEO Graduate outcomes provider level data

This is the latest data

Introduction

Leo graduate outcomes provider level data: employment and earnings outcomes of higher education first degree graduates by subject studied and graduate characteristics, with breakdowns by he provider . .

This release updates previously published figures with the latest available data (2021/22 tax year). These are official statistics. For more information on what this means, please see the ‘Official statistics’ section at the end of this publication. 

The 2021/22 tax year overlapped with the coronavirus (COVID-19) pandemic. During this period some support programmes such as the Coronavirus Job Retention Scheme (CJRS) were coming to an end while other programmes aimed at supporting economic recovery such as the Kickstart Scheme had been introduced. The statistics in this release should be understood in this context.

This publication provides information about outcomes for UK domiciled first degree graduates, focusing on outcomes among those adults who graduated from Higher Education Institutes (HEIs) five years after graduation in 2016. Additional information about UK domiciled adults who graduated from all types of Higher Education Provider (that is, HEIs, Further Education Colleges (FECs) and Alternative Providers (APs)) one, three, and five years after graduation is available in the Excel tables that are provided in the ‘Additional supporting files’ section below.

The analysis presented in this publication does not control for differences in the characteristics of graduates who studied a particular subject across different HE Providers. This is a very important consideration when comparing graduate outcomes across providers. A report by the Institute for Fiscal Studies investigated how returns (in terms of earnings) to undergraduate degrees vary by graduates' socio-economic background and ethnicity The returns to undergraduate degrees by socio-economic group and ethnicity | Institute for Fiscal Studies (ifs.org.uk) .

We present the provider median and distribution of graduate earnings by subject and/or region in figures 1, 2, 4 and 8. Provider median is the median earnings across graduates who studied at a particular provider. We also present key points and intervals in the distribution of graduate earnings (upper and lower quartiles, and minimum and maximum values). Care should be taken not to confuse provider median graduate earnings with median earnings of all graduates (regardless of provider). The latter type of median earnings are presented in our publication https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2021-22 . More information about the definition of provider median is provided in the section below entitled, 'About this release'. 

One of the most detailed breakdowns in this publication is a provider level table which compares employment and earnings outcomes for graduates who studied specific subject areas. You can find this in the ‘Graduate outcomes by provider and subject’ Excel file, within the ‘Additional supporting files’ section below.  

Data on full cycle (home, study and current regions) movement shows graduate movement through the full cycle of study – before entering higher education (home region), during study (study region), and after completing their course (current region). Data for each provider is available in the ‘Full cycle movement data 2021/22’ file under the ‘Additional supporting files’ section below.

This publication does not compare graduate employment outcomes to non-graduate outcomes. The Graduate Labour Market Statistics publication  Graduate labour market statistics, Calendar year 2022 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk) compares the earnings of graduates of working age with individuals who are working age but did not participate in higher education. This publication is not comparable with the LEO data, as it is based on survey data from the Labour Force Survey while LEO uses administrative data sources. For lifetime labour market returns to HE, see  The impact of undergraduate degrees on lifetime earnings: research report . The Higher Education Statistics Agency (JISC) also publishes employment and earnings outcomes based on data collected in the  Graduate Outcomes survey .

Headline facts and figures - 2021-22

The amount of variation in graduate employment outcomes between providers is similar across most subjects.  In the 2021/22 tax year, five years after graduating (in 2016), the greatest variation between providers in the percentage of UK domiciled graduates in sustained employment, further study or both was for graduates who had studied Languages and area studies (47.1% to 96.1%). The smallest variation in this outcome was among graduates who had studied Medicine and dentistry and Veterinary sciences (86.3% to  100.0% and 84.1% to 100.0%, respectively). We have excluded Celtic Studies from this comparison because it is offered by few providers.

The amount of variation in graduate earnings between providers is greater for some subjects than for others. Five years after graduation, the biggest differences in median earnings between providers were for graduates in Computing (£23,400 to £99,600), followed by Economics, Law, and Mathematical Sciences. Again, excluding Celtic studies , the smallest differences were for Sports and exercise sciences and English Studies (£21,500 to £35,000 and £19,700 to £33,900, respectively).

Earnings of graduates from providers in Scotland and the North East are most negatively affected by their graduates tending to work in regions with (on average) lower salaries.  Earnings will be impacted by the region of residence five years after graduation, which may be different to the region of the HE provider. Adjusted earnings figures are therefore provided, based on the overall regional distribution of graduates five years after graduation. This has the effect of raising earnings for graduates from HE providers in Scotland and the North East and lowering earnings for graduates from HE providers in Wales, the North West, and London.

For most providers and subjects, graduates’ earnings have increased at or above the rate of inflation since 2015/16. Between the 2015/16 and 2021/22 tax years, the rate of inflation Consumer Price Index that includes owner occupiers' housing costs (CPIH) was 13.1% based on data published by the Office for National Statistics (ONS). In the 2021-22 tax year, graduates from almost three quarters (72%) of HE providers by subject combinations had median earnings five years after graduation that were at least 13.1% higher than they had been for the 2015-16 cohort five years after graduation.

Graduates’ earnings in some subjects are more strongly associated with their prior attainment than other subjects. The largest difference between median earnings in the top and bottom prior attainment bands was for Economics, at £23,500. Computing had the second largest difference, of £21,900. The smallest difference was for Nursing and midwifery with a difference in median earnings of just £200. The pattern was reversed for Architecture, building and planning; providers with median prior attainment in the lowest band had median graduate earnings five years after graduation that were £6,200 higher than those of providers in the highest median prior attainment band, a finding that could reflect the length and structure of courses leading to qualifications in this subject.

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Additional supporting files

All supporting files from this release are listed for individual download below:

Employment outcomes and earnings by subject and provider (xlsb, 19 Mb) (xlsb, 19 Mb)

Outcomes one, three and five years after graduation by CAH3 subject for HEIs in England, Scotland and Wales and all tax years

Full cycle movement (xlsx, 3 Mb) (xlsx, 3 Mb)

Numbers of graduates domiciled in the UK who have lived in each combination of home region, HE provider region, and region during the tax year that earnings data are reported.

How to read box plots (.doc, 85 Kb) (docx, 85 Kb)

Explains the meaning of box plots

Provider main tables (xlsb, 11 Mb) (xlsb, 11 Mb)

Tables with all the underlying provider data

Provider underlying data 2021-22 (csv, 65 Mb) (csv, 87 Mb)

Underlying provider level data for all tax years and characteristics

Weighted earnings (xlsb, 705 Kb) (xlsb, 705 Kb)

Provider level earnings adjusted for region

About this release

Background  .

The LEO dataset links information about students, including: 

• Personal characteristics such as sex, ethnic group and age;
• Education, including schools, colleges and higher education provider attended, courses taken, and qualifications achieved;
• Employment and income;
• Benefits claimed.

By combining these sources, we can track progress of higher education leavers into the labour market. Further information on the data included in the LEO dataset is provided in the accompanying methodology note, which also contains further information on data quality and match rates. 

Years after graduation (YAG)  

The time periods used in this publication are one, three and five years after graduation, which refer to the first, third and fifth full tax years after graduation. So, for the 2021/22 tax year, we present outcomes for those who graduated in the academic years 2019/20, 2017/18 and 2015/16. Because academic and tax years run between different months, it isn't possible to use exact numbers of years after graduation. We have used outcomes five years after graduation in the sections below but the full range of cohorts is available in the downloadable data. 

We do not include outcomes ten years after graduation because prior attainment data is unavailable for the cohort with outcomes data ten years after graduation. 

This publication includes those who graduated with a first degree qualification from HE providers and FE providers in Great Britain and are UK domiciled. Only data for HE providers is shown in the main text of this publication as they typically have larger cohorts than FE providers. All data is available in the accompanying Excel tables under the ‘Additional supporting files’ section above.   

Employment outcomes for UK domiciled graduates  

The employment outcomes in this publication are grouped into five categories. These are: 

• Activity not captured - graduates who have been   successfully matched to DWP’s Customer Information System but do not have any employment, out-of-work benefits or further study records in the tax year of interest.
• No sustained destination - graduates who have an employment or out-of-work benefits record in the tax year of interest but were not classified as being in ‘sustained employment’ and do not have a further study record. 
• Sustained employment, further study or both - graduates with a record of sustained employment and/ or  further study.  

Of which there are subset groups: 

• Sustained employment only - graduates who have a record of sustained employment but no record of further study.
• Sustained employment with or without further study -    graduates with a record of sustained employment, regardless of whether they also have a record of further study or not.
• Further study with or without sustained employment - graduates with a further study record regardless of whether they have a record of sustained employment or not. This is equivalent to the difference between the ‘sustained employment, further study or both’ and ‘sustained employment only’ categories. 

Provider median

This is defined as the median earnings across the graduates who studied at the provider. This median is obtained by ranking the annualised earnings of all graduates from the provider and taking the value at which half the graduates earning s are higher and half are lower. The median, rather than the mean, is used as the measure of average earnings because it is less affected by the skewed distribution of earnings with relatively small numbers of very high earners. 

Contextual information for providers

The data presented here does not control for differences in the characteristics of graduates, such as ethnicity or socio-economic background. We do, however, provide contextual information about prior attainment and the Participation of Local Areas (POLAR) classification for each provider. This should be taken into account when comparing graduate salaries across providers. 

The type of work/industry of employment and hours worked also influence graduate employment outcomes, and in particular earnings. These factors are not included in this publication.

Participation in higher education is associated with a range of personal and societal benefits that extend beyond earnings. These wider outcomes should also be borne in mind when making comparisons between subjects.

Employment outcomes across providers and subjects

Figure 1 shows the proportion of graduates with a sustained destination (in sustained employment, further study or both) five years after graduation by subject studied. For each subject, proportions are calculated for each provider, and so the range of values for a subject is the range of proportions across all providers. Languages and area studies and Combined and general studies had the lowest median proportions of graduates in sustained employment, further study or both (81.1% and 82.4%, respectively) while Nursing and midwifery and Medical sciences had the highest median proportions (92.9% and 93.5%, respectively). The amount of variation between providers also differed by subject studied. The greatest difference between providers was for Language and area studies (49.0%, ranging from 47.1% for one provider to 96.1% for another) and the smallest difference was for Medicine and dentistry (13.7%, ranging from 85.3% to 100%).

Earnings outcomes across providers and subjects

Figure 2 presents the distribution of provider median earnings  ? (show glossary term definition) for each subject five years after graduation. Each subject is offered by a particular number of providers, so the number of providers included for each subject differs.  

Figure 2 shows that the range of graduate median earnings across providers was greater for some subjects than others. For example, the range of earnings across providers among graduates in Sports and exercise sciences was relatively small (£13,500, from £21,500 to £35,000). By contrast, the median earnings for providers offering Computing varied much more, with a range of £76,300 (£23,400 to £99,600). 

The level of variation in provider median earnings associated with subject studied is likely to be affected by labour market opportunities. For example, some sectors - like the National Health Service - have standardised salaries, which reduces the variation in earnings across providers. 

Provider median earnings were highest among graduates who had studied Medicine and dentistry. This is consistent with the graduate and postgraduate outcomes publication, which presents median earnings of all graduates, regardless of which provider they graduated from (see https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2021-22 ). Although the ranking of subjects based on median earnings are not identical in the two publications, graduates from the same 12 subjects have highest median earnings in this publication and the graduate and postgraduate outcomes publication. Note that for some subjects, for example Computing, maximum earnings are very high.

Median earnings and prior attainment by provider

The median prior attainment of each provider is based on the UCAS points of each graduate’s top three A level grades. We ranked providers by median prior attainment and then assigned each provider to one prior attainment band, with the top 25% of providers placed in band 1, the middle 50% placed in band 2, and the bottom 25% placed in band 3. Note that this approach to creating the prior attainment bands is different to that used in the  Widening Participation publication (see the methodology document for full details).

Some providers have not been placed in a band and are not included in Figures 3 and 4, below. These providers include Scottish and Welsh providers (as prior attainment data is from an English data source) as well as any provider for which prior attainment information is based on a small number of students. 

Figure 3 presents distributions of median prior attainment across providers for each subject studied. Subjects are ordered by the proportion of providers with graduates who studied this subject in the highest of the three prior attainment bands.  The number of providers in each band is not included in Figure 3 but is shown in the accompanying table. 

The subject with the highest proportion (96.2%) of providers in prior attainment band 1 was Medicine and dentistry. This probably reflects the high entry requirements set by most providers to study Medicine and dentistry.

Figure 4 shows some different patterns between prior attainment and Provider median earnings five years after graduation for selected subjects. Data for other subjects are available in the ‘Provider main tables 2021/22’ file under the ‘Additional supporting files’ section above. 

For Nursing and midwifery, the median graduate earnings across providers are similar for prior attainment bands 1, 2, and 3, possibly because the career paths of graduates in Nursing and midwifery are similar regardless of the provider. For Education and teaching and Creative arts and design, there is an incremental step-like relationship, whereby graduates from providers in the top prior attainment band earned on average more than those who graduated from providers in the middle band, who in turn earned more than graduates from providers in the bottom band. For Computing, and to a lesser extent Engineering, graduates from providers in the highest prior attainment band earned on average substantially more than those from the majority of providers in the lower attainment bands.  

Earnings by subject and sex

Figure 5 shows the difference between male and female Provider median earnings (five years after graduation) by subject, ordered by the proportion of providers whose female graduate median earnings in that subject are more than 15% lower than the median earnings for male graduates. Some providers are excluded because low numbers of females and/or males in the provider studied the subjectand the number of providers included for each subject area is presented in the accompanying table. For example, figure 5 (and table 5) show that of the 33 providers included for Medicine and dentistry, 69.7% had female graduate median earnings that were over 15% lower than their male graduate median earnings.   

Excluding Materials and technology (because we have earnings data by sex for only one provider), in almost two-thirds of subjects (21 out of 33), male median earnings exceeded female median earnings by more than5% for at least half of the providers that offered the subject. The subjects with the largest proportions of providers for which male median earnings were more than 5% higher than female median earnings were Health and social care (90%, 18 of 20 providers) and Nursing and midwifery (83.7%, 41 of 49).

For three subjects, there were no providers for which median female earnings were at least 5% greater than median male earnings. These are Medicine and dentistry (33 providers included), Nursing and midwifery (49 providers included), and Health and social care (20 providers included).

Media, journalism and communications and Chemistry had the highest proportions of providers from which female and male median earnings were within 5% of one other (47.5% and 47.1% respectively).

The subjects for which the highest proportions of providers had female median earnings that exceeded male median earnings by more than 5% were Performing arts (46.3%), followed by English studies , and Media, journalism and communications.

Comparison of outcomes by subject and tax years

In this section, we provide information about how graduate earnings have changed over time for different subjects. We compare Provider median earnings five years after graduation between two cohorts of graduates; those who graduated in 2010 and those who graduated in 2016, with earnings during tax years 2015/16 and 2021/22, respectively. This .  

Earnings outcomes for a certain subject at a particular provider may vary from year to year due to a wide range of factors including changes in the way in which the course is provided, changes in intake, and changes in the graduate labour market. 

Earnings also change with inflation. The rate of inflation according to the Consumer Price Index (CPIH) was 13.1% between the 2015/16 and 2021/22 tax years, and between these years, median earnings increased by at least 13.1% for 72% of provider by subject combinations.

We consider changes in median earnings of “more than 5% decrease”, “within 5%” and “5% to 10% increase” to be decreases in real terms, and consider groupings above this as increases in real terms. For more information on CPIH see  Inflation and price indices - Office for National Statistics (ons.gov.uk) . 

Figure 6 shows how the median earnings of graduates at different providers changed between the 2015/16 and 2021/22 tax years for each subject, ordered by the proportion of providers whose median earnings were more than 20% higher in 2021/22 than they were in 2015/16. Excluding Celtic studies, Computing has the highest proportion of providers whose median graduate earnings increased by over 20% (76.5%). 

The list of subjects (below) for which there was an increase in median earnings for a high proportion of providers between 2015/16 and 2021/22 is similar to the list produced in the previous  publication, which showed changes between the 2014/15 and 2019/20 tax years (see LEO Graduate outcomes provider level data, Tax year 2020-21 – Explore education statistics – GOV.UK (explore-education-statistics.service.gov.uk) . The subjects (excluding Celtic studies) for which median graduate earnings increased by over 10% between the 2015/16 and 2021/22 tax years among at least 90% of providers are listed below: 

• Medical sciences (97.2% of 36 providers),
• Materials and technology (94.1% of 17 providers),
• Sociology, social policy and anthropology (93.3% of 89 providers),
• Computing (91.8% of 98 providers),
• Law (91.4% of 93 providers),
• Allied health (90.9% of 66 providers),
• Psychology (90.7% of 107 providers),

There are no subjects for which median earnings decreased substantially in real terms for the majority of providers. However, for some subjects, median earnings decreased in real terms (less than a 10% observed increase) for at least 30% providers:

• Architecture, building and planning (38.9% of 54 providers),
• Engineering (35.8% of 81 providers),
• Pharmacology, toxicology and pharmacy (34.6% of 26 providers),
• Media, journalism and communications (33.8% of 83 providers),
• Medicine and dentistry (31.2% of 32 providers),
• Education and teaching (30.0% of 70 providers).

Interaction of region and earnings at provider level

On 18th July 2019 we published  regional graduate outcomes , which shows that the regions where graduates live after graduation are associated with the region in which they studied, and that there are regional differences in average earnings. For example, graduates from London providers may be more likely than graduates from providers in the North East to live in London five years after graduation, where average earnings are high relative to other regions in England. 

In order to better understand relationships between studying in a specific provider region and earnings in the region where the graduate lives five years later, we weight the numbers of graduates from each provider region so that the weighted numbers match the regional distribution of all graduates (five years after graduation). For example, if University A has 3% of its graduates living in the North East five years after graduation compared to 12% nationally, then graduates living in the North East from University A would be given a weighting of 4.0 (3% x 4.0 = 12%). More details about this calculation, and the providers included, are in the methodology document for this release. 

Figure 7 shows how the Provider median earnings for providers in each region change when adjusted to account for the regional distribution of their graduates. Regions are ordered by their proportion of providers whose regionally adjusted median was more than 10% higher than their raw median.  

The impact of regional adjustment on median earnings varies a lot between provider regions. More than half the providers in each of Scotland, the North East, the North West, and Yorkshire and The Humber had regionally adjusted earnings that were 5% or more higher than raw earnings, indicating that graduates from these providers typically work in regions with, on average, relatively low salaries. In contrast, half the providers in London had lower earnings after regional adjustment, which indicates that graduates from these providers typically work in regions with average salaries that are relatively high (for example, in London). 

Figure 8 shows adjusted Provider median earnings five years after graduation among graduates from providers in each region. It allows us to compare graduate earnings by provider region net of the impacts of regional differences in earnings. 

After adjustment, providers in Scotland and the North East have the highest median earnings of £34,300 and £33,200, respectively. In contrast, providers in Wales, the North West, and London providers had the lowest adjusted median earnings (£27,200, £27,900, and £28,300, respectively)(. This suggests that prospective students in Scotland and the North East have relatively good access to local providers with good earnings outcomes (after regional adjustment), while those in Wales and the North West have local providers with poorer adjusted earnings outcomes. This similarly applies to prospective students in London, unless, of course, they get into one of the small number of top providers in London for which even adjusted median earnings are very high.

Full cycle movement (home, study and current regions)

Data on graduate movement throughout the full cycle of study – before attending higher education (home region), during study (study region), and after graduating (current region) are provided in the accompanying Excel tables under the ‘Additional supporting files’ section above. Table 6 of the ‘Provider main tables’file provides information about the home region of graduates and the region they live in after graduation. This is broken down by HE provider and sex. We do not include an additional breakdown by subject because numbers of graduates for many combinations are very low. 

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Beyond the Balance Sheet: Tracing the Evolution of UK Universities’ Internationalisation Over 40 Years

• 21 May 2024
• By Vincenzo Raimo
• This HEPI blog was kindly authored by Vincenzo Raimo . Vincenzo is an independent international higher education consultant and a Visiting Fellow at the University of Reading where he was previously Pro Vice-Chancellor for Global Engagement.
• HEPI has recently published research on the impact of the Graduate Route visa with Kaplan, the National Union of Students and London Economics: you can read it here .

Since the 1980s, the landscape of higher education in the UK has undergone significant transformation, with the internationalisation of universities emerging as a central theme. This evolution, particularly in the context of international student recruitment, is often viewed through the lens of financial necessity and strategic financial planning. Yet, this perspective is part of a multifaceted narrative that encompasses academic excellence, cultural enrichment, and global engagement. This post delves into some of the complexities of UK universities’ internationalisation strategies over the past four decades, highlighting the interplay between financial imperatives and broader educational goals.

As explored in my previous post, Navigating the Waves: Key Strategies for International Student Recruitment Success , the recruitment of international students has long served as a critical financial lifeline for institutions navigating the complexities of reduced government funding and increased global competition. The earlier blog provides a series of institutional success factors behind international student recruitment, laying the groundwork for this broader exploration of internationalisation strategies. Understanding these foundational elements is essential for grasping the multifaceted nature of the challenges and opportunities UK universities face today in their internationalisation efforts.

A Financial Turning Point

The shift began in the early 1980s, under the Thatcher government, which aimed to reduce public spending on higher education. International students, previously beneficiaries of substantial subsidies, were required to pay so-called “ full-cost ” tuition fees, marking the start of a strategic financial model centred on international student recruitment to offset reduced government funding.

This policy shift towards the marketisation of higher education transformed the academic landscape, viewing education as a premium product on the international market. The approach had a dual impact: while bolstering financial resources, it also prompted a re-evaluation of the role and value of international students within the UK’s academic fabric.

Beyond the Balance Sheet

While the financial narrative is compelling, the internationalisation of UK universities is not a story of finance alone. The recruitment of international students brought about a wealth of academic and cultural benefits, fostering vibrant and diverse academic communities. International students brought new perspectives to classrooms and campuses, enriching the educational experience and fostering a global outlook among that proportion of the domestic student population open to benefiting from this international environment on their doorsteps.

The global reputation of UK universities became a crucial asset in a competitive international market. Attracting top talent, whether students or faculty, and establishing robust global research partnerships, enhanced the quality and impact of UK higher education. Internationalisation was not just about filling lecture theatres but about elevating the stature and reach of UK institutions on the world stage.

The Strategic Imperative of Internationalisation

Internationalisation strategies evolved to encompass far more than student recruitment. Universities began to focus on enhancing the international student experience, offering targeted support services, and engaging in global research collaborations. These efforts were aimed at not only attracting students but also retaining them and ensuring their success, which in turn, fed back into the universities’ global reputation and competitiveness.

Strategic partnerships and overseas campuses emerged as key components of internationalisation strategies, extending the reach of UK universities and offering them a foothold in emerging markets. These initiatives allowed universities to offer a UK education to students who might not have the means or desire to travel abroad, further expanding their international influence.

The Future of Internationalisation

Looking to the future, UK universities face both opportunities and challenges in their ongoing internationalisation efforts. Government policies and global mobility trends will continue to influence the flow of international students. The UK’s post-Brexit immigration policies, such as the reintroduction of the Graduate Route visa and allowing non-sponsored PGT international students to be accompanied by dependents, helped to bolster international student demand and saw many UK universities enrol more international students than they had planned for, or finance directors could have hoped for. Last year’s reversal of the dependents’ policy for non-sponsored PGT students and a return to a less welcoming environment from the UK Government has resulted in a dramatic downturn in demand , a return to pre-Covid growth assumptions and a new mismatch in many universities between planned spend and tuition fee revenues.

At the same time, competition is intensifying with universities in both traditional and newer international student recruiting countries vying for the same global student population. UK universities will need to innovate and adapt their strategies to remain competitive, focusing on the quality of education and the overall student experience.

Transnational Education (TNE) is once again on the university agenda, seen as offering an avenue for navigating the challenges of physical and policy barriers, allowing UK universities to deliver education directly in students’ home countries. TNE can also serve as a platform for deeper international engagement, facilitating global research collaborations and cultural exchanges that enrich the academic community both at home and abroad. But direct financial returns from TNE to the home campuses can be hard to realise , at least in the short term.

A Call to Action: Sustainable Internationalisation

This moment calls for a strategic re-evaluation of internationalisation strategies built upon international student recruitment.  UK universities must embrace a vision that extends beyond the immediate allure of financial gains, recognising the comprehensive value international students bring to the academic and cultural fabric of the UK. This necessitates:

• Strategic Adaptability : Crafting flexible strategies that can swiftly adapt to global and domestic policy changes, ensuring the resilience and sustainability of international recruitment.
• Acknowledging Comprehensive Benefits : Beyond financial contributions, the broader impacts of internationalisation—academic enrichment, cultural diversity, and global engagement—must be at the forefront of strategic planning.
• Enhanced Support for International Students : Elevating the international student experience through targeted support services, fostering academic success, and ensuring their integration into the campus community.
• Advocacy for Supportive Policies : Engaging with policymakers to advocate for a stable, welcoming environment for international students, reflecting the long-term benefits of internationalisation.
• Promotion and Explanation Strategies: Promoting and explaining what universities do and the benefits they and their international staff and students provide to the wider communities in which they are located.

Conclusion: Forging a Sustainable Path Forward

The journey of internationalisation for UK universities underscores a complex interplay of financial necessity, strategic adaptation, and a commitment to academic and cultural enrichment. As UK higher education institutions navigate the evolving landscape of global higher education, the imperative to adopt a balanced, sustainable approach to international student recruitment has never been more critical.

The future of internationalisation demands strategies that are not only responsive to immediate financial pressures but also committed to the long-term enrichment of the global academic community. By fostering an environment that values the diverse contributions of international students, UK universities can continue to thrive as centres of global education excellence, shaping an inclusive, innovative, and interconnected future for higher education.

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“Enhanced Support for International Students: Elevating the international student experience through targeted support services, fostering academic success, and ensuring their integration into the campus community.”. Thus always conflicts with the financial purpose of internationalisation and is treated as a avoidable cost.

For God’s sake. I’m sick to death of hearing the rhetoric. We should be encouraging and growing our own kids. We should be supporting them with enhanced support. I have twin girls hoping to go this Autumn. Both will come out with between 40 to 50ks worth of debt to take them into a future of demanding work and inability to get on the property ladder. The uk higher education system is letting our children down. I’m just waiting for the next rise in domestic fees to top everything off.

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Whilst being a larger than average primary school, we are still able to retain a family feel, to nurture our pupils through their schooling and ensure that they leave us with the skills and qualifications necessary to continue their journey of life-long learning.

Are you a fantastic teacher, passionate about giving all the children in your care the education they deserve?

Are you committed to developing your practice to become the best possible teacher and leader you can be?

Would you like bespoke CPD opportunities within school and across our wider trust?

Then look no further…

We are looking for an inspirational classroom teacher who:

• Plans enriching experiences, instilling a love of learning
• Are research-driven practitioners
• Are passionate about making a difference and have no glass ceiling
• Are collaborators, team players and future leaders
• Want to be involved in everything!

What the school offers its staff

We will offer you: fabulous hard-working children, forward-thinking leaders, an excellent outdoor provision, opportunities to grow as a teacher with an excellent record of career progression and a supportive team.

We welcome applications from ECTs and we run a highly supportive and successful Early Career Framework programme.

Further details about the role

Visits to the school can be arranged with the School Office on 01773 713452.

Please Note – if you have already applied for the fixed term position, you do not need to apply again.

Applications for the post must be submitted by 9.00am on Monday 3 June 2023 via our online application form, which can be found at Vacancies (whptrust.org), or by clicking the ‘apply now’ link.

Interviews will be held on Thursday 6 June 2024

The White Hills Park Trust welcomes applications from all, irrespective of gender, marital status, disability, race, age or sexual orientation for posts within Educational Settings.

The White Hills Park Trust is a Pathfinder for the Framework for Ethical Leadership in Education and expects all leaders in the Trust to embody these values in their daily work. The Trust is an equal opportunities employer, committed to safeguarding and protecting the welfare of children. All posts are subject to enhanced DBS with children’s barred list checks and, in line with safer recruitment policies, references will be called prior to interview.

Paul Heery - CEO

Commitment to safeguarding

Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.

Our recruitment process follows the keeping children safe in education guidance.

Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children

You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.

Applying for the job

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About The Florence Nightingale Academy

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