Participation in full-time education beyond 16: a 'home international' comparison.

Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from the early 1990s. Participation has generally been highest in Northern Ireland and Scotland and lowest in England, but comparisons on a consistent age basis are less favourable to Scotland than those shown in official statistics. The average duration of participation is longest in Northern Ireland, whereas high Scottish participation at 16 is matched by a larger outflow at 17. Participation has risen throughout the UK since the 1980s but it has grown most steadily in Scotland, especially since the early 1990s. More females than males stay on beyond 16: the gender difference is largest in Northern Ireland and smallest in England. Throughout the UK higher attainers and youngsters from socially advantaged backgrounds are most likely to stay on, but these inequalities in participation are greatest in Scotland. School effects on participation are strongest in England and especially in Northern Ireland, where in addition to a selective-school effect there is most variability among schools of the same type. Participation varies locally but differences across the home countries cannot merely be attributed either to the social and educational composition of the age group or to the aggregate effects of local influences. The paper concludes that the benefits attributed to the flexibility of Scottish courses and qualifications need more critical scrutiny. There may be policy lessons from the apparently high participation rates in Northern Ireland, although better data are needed if such lessons are to be drawn with confidence. [ABSTRACT FROM AUTHOR]