About the authors - Acknowledgments - Centre for Skills, Knowledge and Organisational Performance (SKOPE) - Education Policy Institute - Contents

Oct 15, 2026

Uploaded by Rhys

Interim report text describing contributors and institutional background for a collaborative study by Oxford University SKOPE and the Education Policy Institute (EPI), funded by the Nuffield Foundation. The work examines post-16 Education and Training (E&T) in the UK, comparing divergent E&T policy approaches across four devolved nations. It aims to clarify policy issues and structures supporting young people’s transitions from education to employment, alongside recommendations based on emerging findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages105

Reading Time4 h 25 min

AccessFree to download

Executive Summary

Section 1: Introduction

Section 2: Understanding the UK E&T policy context

Section 3: Comparing routes and choices

Section 4: Comparing educational and labour market outcomes

Conclusion

Appendix: Narrative Descriptions of Four Nation E&T Policy

About the authors James Robson is Director of the Centre for Skills, Knowledge, and Organisational Performance (SKOPE) and Associate Professor of Tertiary Education Systems at Oxford University Susan James Relly is Head of School of Education at the University of Adelaide Luke Sibieta is a Research Fellow at the Education Policy Institute Shruti Khandekar is a Senior Researcher focussed on Higher Education at the Education Policy Institute Mariela Neagu is Research Associate at the Centre for Skills, Knowledge and Organisational Performance (SKOPE) at Oxford University David Robinson is the Director of Vulnerable Learners and Post-16 at the Education Policy Institute Acknowledgments This report has been produced as part of a project funded by the Nuffield Foundation. The Nuffield Foundation is an independent charitable trust with a mission to advance social wellbeing. It funds research that informs social policy, primarily in Education, Welfare, and Justice. It also funds student programmes that provide opportunities for young people to develop skills in quantitative and scientific methods. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the [Foundation. Visit](Foundation. Visit www.nuffieldfoundation.org)[ ](Foundation. Visit www.nuffieldfoundation.org)[www.nuffieldfoundation.org](Foundation. Visit www.nuffieldfoundation.org) About the Centre for Skills, Knowledge and Organisational Performance (SKOPE) SKOPE is a multi-disciplinary research centre based at the University of Oxford. Established in 1998, SKOPE was originally one of the ESRC’s designated research centres, receiving an unprecedented three-rounds of centre funding. Our central aim is to examine the links between education and training and work, focusing particularly on the acquisition and use of skills and knowledge, policy, productivity, product strategies, and economic performance of individuals, organisations, and nations. Our research applies a wide range of interdisciplinary lenses and systems-based thinking to examine global skills systems, education and training, research and innovation, and the implications for policy, practice, and learners. We work with a wide range of international organisations and governments to link our research with real world challenges. Current research projects cut across: the political economy of tertiary education systems; the intersection of skills, research, and innovation; green skills, green jobs, and education and training for the climate; and education and training policy and regulation. All of our work is underpinned by core values of social, epistemic and climate justice. About the Education Policy Institute The Education Policy Institute is an independent, impartial, and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities. As well as having a positive impact on the individual, good quality education and child wellbeing also promotes economic productivity and a cohesive society. Through our research, we provide insight, commentary, and a constructive critique of education policy in England – shedding light on what is working and where further progress needs to be made. Our research and analysis span a young person’s journey from the early years through to entry to the labour market. Our core research areas include: ▪ Benchmarking English Education ▪ School Performance, Admissions, and Capacity ▪ Early Years Development ▪ Social Mobility and Vulner

FAQs

Who are the named authors and what roles do they hold?

The text lists James Robson, Susan James Relly, Luke Sibieta, Shruti Khandekar, Mariela Neagu, and David Robinson, describing their leadership or research positions at Oxford University SKOPE and the Education Policy Institute.

How is the project funded and what is the funding organisation’s mission?

The report states it is produced as part of a project funded by the Nuffield Foundation, described as an independent charitable trust advancing social wellbeing through research informing social policy.

What is the report’s main focus regarding post-16 education and training?

The executive summary says the project analyses divergent post-16 E&T policy approaches across four devolved nations to understand key issues and the structures that support young people’s transitions from education to employment.

Oct 15, 2026

Uploaded by Rhys