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Download full textCrawford, Claire; Meschi, Elena; Vignoles, Anna – Centre for the Economics of Education (NJ1), 2011
In the UK there has historically been a clear demarcation between the academic and vocational routes through education post-16. Generally vocational study is taken either on a part time basis or full time at Further Education (FE) colleges. Students who want to take academic qualifications such as A levels have the option to enrol in a school…
Descriptors: Vocational Education, Academic Education, College Choice, Postsecondary Education
Vignoles, Anna; Meschi, Elena – Centre for the Economics of Education (NJ1), 2010
The Centre for the Economics of Education was asked to investigate the factors that influence a range of children's academic and non-academic outcomes, including their enjoyment of school, whether they take unauthorised absence from school and whether they feel they are bullied. The study also investigated whether schools can influence these…
Descriptors: Bullying, Academic Achievement, Adolescents, Educational Policy
de Coulon, Augustin; Meschi, Elena; Vignoles, Anna – Centre for the Economics of Education (NJ1), 2008
A large proportion of the UK adult population has very poor literacy and/or numeracy skills (see the 1999 Moser Report, the 2003 "Skills for Life" Survey and the 2006 Leitch report). In 1999, the Moser report found that approximately 20% of adults in England had severe literacy difficulties, whilst around 40% had some numeracy problems. Having a…
Descriptors: Individual Characteristics, Economically Disadvantaged, Numeracy, Cognitive Tests
