- About us
- About colleges
-
Corporate services
- Corporate services
- Mental health and wellbeing
- Data Protection/GDPR
-
Employment Services - college workforce
- Employment Services - college workforce
- Employment: How we support members
- Introduction & Employment Helpline
- Absence & Sickness Management
- Contracts and T&Cs
- Disciplinary, Capability, Grievance & Harassment
- Equality, Diversity & Inclusion
- General Employee Relations & HR Issues
- Holiday/annual leave related
- Industrial Relations
- ONS reclassification related guidance
- Pay & Pensions
- Recruitment
- Redundancy, Restructuring & TUPE
- Safeguarding/Prevent
- Workforce Benchmarking, Surveys & Research
-
Governance
- Governance
- Governance: How we support members
- Governance Timeline
- Representation
- AoC National Chairs' Council
- National Governance Professionals' Group
- Code of Good Governance
- External Board Reviews
- Resources
- Governors Inductions
- Student Governor Inductions
- Student Governor Support Hub
- Guidance
- Hot Topics
- Governance Briefings
- Archive
-
Projects
- Projects
- Get Involved!
- Resources
- Contact the Projects Team
- Apprenticeship Workforce Development (AWD) Programme
- Creating a Greener London – Sustainable Construction Skills
- The 5Rs Approach to GCSE Maths Resits
- Creative Arts in FE 2024 – developing student voice through creativity
- DfE Multiply Capability Support Programme
- Digital Roles Across Non-digital Industries
- GCSE Resits Hub Project
- Pears Foundation Youth Social Action Programme: Phase 2
- T Level and T Level Foundation Year Provider Support Programme
- T Level Professional Development (TLPD) Offer
- The Valuing Enrichment Project
- Film London - Metro London Skills Cluster
- Resources/Guidance
- Sustainability & Climate Action Hub
- Partnerships
- Honours Nomination
- Brexit
- Ofsted Inspection Support
- Recruitment and consultancy
-
Events and training
- Events and training
- Events
- AoC Annual Conference and Exhibition 2024
- T Level and T Level Foundation Year Events
- Events and training: How we support members
- Network Meetings
- Previous Events and Webinars
- In-House Training
- Senior Leadership Development Programme
- Early Career and Experienced Managers' Programme
- Sponsorship and Exhibition Opportunities
- Funding and finance
-
Policy
- Policy
- Meet the Policy Team
- Policy: How we support members
- Policy Areas
- Policy Briefings
- Submissions
- Policy Papers & Reports
- AoC Strategy Groups
-
AoC Reference Groups
- AoC Reference Groups
- 14-16 Reference Group
- 16-18 Reference Group
- Adults (inc. ESOL) Reference Group
- Apprenticeship Reference Group
- EDI Reference Group
- HE Reference Group
- HR Reference Group
- International Reference Group
- Mental Health Reference Group
- SEND Reference Group
- Sustainability & Climate Change Reference Group
- Technology Reference Group
- WorldSkills Reference Group
- Opportunity England
- Research unit
-
News, campaigns and parliament
- News, campaigns and parliament
- Post-election hub
- General and mayoral election resources
-
Comms advice and resources for colleges
- Comms advice and resources for colleges
- Media relations: 10 ways to build effective relationships with the media
- How to choose a PR agency
- Legal considerations for communications and media work
- How to plan for a new build
- Crisis communications: your go-to guide
- How to handle photo consent for media and marketing
- How to evaluate a PR and media campaign
- How to react to regulation, funding and restructuring issues
- How to react quickly and effectively to the media
- Working with the media: a complete guide
- How to write a compelling case study
- How to write for the web
- Communications, marketing and campaigns community
- AoC Newsroom
- AoC Blogs
- Work in Parliament
- AoC Campaigns
- Briefings
- Communications, media, marketing and research: How we support members
-
Equality, diversity and inclusion
- Equality, diversity and inclusion
- Equality, diversity and inclusion blogs
- AoC’s Equity, Diversity and Inclusion Charter
- AoC’s Equity, Diversity and Inclusion Charter for further education sector organisations
- AoC’s Equity, Diversity and Inclusion Charter signatories
- Diversity in Leadership
- Black FE Leadership Group and AoC partnership agreement
- AoC's Equity Exchange
- Equality, diversity and inclusion: how we support members
- Equality, diversity and inclusion case studies
- ETF Inclusive Leadership Coaching Programme
- Equality, diversity and inclusion briefings
- Home
- News, campaigns and parliament
- AoC Blogs
- Young people deserve more
Young people deserve more
The education of young people is important not only to individuals, but to this country as a whole. To be a prosperous UK, particularly in a post-Brexit world, we need to make sure that our future workforce are provided with the skills and knowledge needed for their future careers. To do this effectively, we must ensure that our colleges and schools are provided with the right resources.
According to figures from the Sixth Form Colleges Association, the average education funding per 11-16 student is £5,751. This drops to an average of £4,531 for 16-18 education. The rates paid by the Department for Education have been fixed in cash terms since 2013 despite inflationary pressures each year.
There is a growing gap between the funding made available to educate this age group and the actual cost of delivering a high quality curriculum. This has had a significant impact on students as the current funding levels mean that most young people only receive around 15 hours of teaching and support per week. This is considerably less than in other high performing education systems in other countries:
Teaching hours per week
Teaching hours2-8.png
If no action is taken, this will have a detrimental impact on the commitment to improving the skills of the UK population. Earlier this year, the Chancellor announced plans in the Budget to invest £500 million as part of the proposed T Levels outlined in the Post-16 Skills Plan and Lord Sainsbury’s Review. This increase in funding for students aged 16-19 studying technical courses will equate to around 25 hours per week but is only likely to cover around 25% of those in education. Higher study hours should be an aspiration for everyone. The Government was right to identify that students studying technical courses require additional support to succeed, but the same is true of young people studying A Levels and applied general qualifications – particularly disadvantaged students.
It’s because of this that I’m pleased to be holding a debate in Westminster Hall this afternoon on the issue. For too long, young people have been shortchanged when it comes to education. A high-quality curriculum needs proper investment. The importance of teaching hours and student contact time should not be underestimated. The Government has a duty to ensure that young people have access to the learning hours needed to give them every opportunity to succeed.