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.
From May this year, all large employers have had to pay the apprenticeship levy, which equates to 0.5% of payroll bills in excess of £3m. This is estimated to raise £2.8bn a year by 2019-20. In recompense, expenditure on the costs of off-the-job training for apprentices is now effectively free (up to certain limits set by government), which applies to levy- and non-levy-paying employers in a broadly similar way. These changes have led to an increase in the expected government subsidy for apprenticeships in England from £1.8bn in 2016-17 to £2.5bn in 2019-20.
We examine the impact of a long-term programme designed to raise non-cognitive skills of children and adolescents in slums in Bombay. We use a cross-cutting design with two comparison groups of peers for young adults who have attended the programme until leaving high school to analyse whether, compared to those from a similar environment and background, enrolment in the programme demonstrably raises such skills. We find evidence of substantial impacts on both self-esteem and self-efficacy (of about one standard deviation), as well as evidence of a smaller impact on life evaluation and aspirations.
10 November 2014 at 10:3028 Bedford Square, London WC1B 3JS
This research project is investigating the costs and benefits of different initial teacher training routes. It is led by researchers from IFS, and also involves the National Foundation for Educational Research (NFER) and the Institute of Education, University of London. The seminar will launch new research findings from a survey of schools, which has been linked to wider information about trainees and schools to answer the following key question: how does cost-effectiveness vary between initial teacher training routes from a school’s perspective?