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Country Profile - United Kingdom


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Education Procurement in United Kingdom

CountryProfile_UK.pdf

Numbers

More information

Number of schools K-12 Number of teachers K-12 Number of students K-12 Number of students per computer K-12
29.019 (in 2017)[1] 290.000 (in 2017)[1] 8.154.000 (in 2017)[1] 1,4 (in 2012)[2]

Sources:
[1] Department for Education; Welsh Government; Scottish Government; Northern Ireland Department of Education
[2] https://www.oecd-ilibrary.org/docserver/9789264239555-en.pdf?expires=1584967492&id=id&accname=guest&checksum=8D975C42B68988C8983186503855CBB6

Legislation of Education

More information

https://www.gov.uk/government/organisations/department-for-education
https://www.education-ni.gov.uk
https://www.gov.scot
https://gov.wales/education-skills

Organisations

More information

Organization responsible for education Role of the organization Website
  • England: Department for Education
  • Northern Ireland: Department of Education
  • Scotland: Scottish Government
  • Wales: Department for Education and Skills
Responsible for the educational policies www.gov.uk/government/
organisations/department
-for-education

www.education-ni.gov.uk

www.gov.scot

https://gov.wales/education-skills

England and Northern Ireland: a separate department of government Responsible for policies relating the vocational education and adult learning
  • England, Northern Ireland and Wales: National Qualifications Framework
  • Scotland: Scottish Qualification Authority
Responsible for qualifications  

 

 

www.sqa.org.uk/sqa/70972.html

  • Wales, Northern Ireland and Scotland: central government departments mentioned above
  • England:  Standards and Testing Agency within the Department for Education
Responsible for the student assessment policies and national data collections from schools  

 

 

 

www.gov.uk/government/
organisations/standards-
and-testing-agency

  • England: Office for Standards in Education
  • Northern Ireland: Education and Training Inspectorate
  • Wales: Inspectorate for Education and Training
  • Scotland: Education Scotland
Responsible for the reviews of schools www.gov.uk/government/
organisations/ofsted

www.etini.gov.uk/news/eti-remote-learning-advice

 

https://education.gov.scot

  • England: National College for Teaching and Leadership
  • Scotland: a similar organization
  • Northern Ireland: a local education agency
  • development of teachers and school leaders
  • implementation of certain policies concerning them
  • provides the licensed version of the English programme for school leader candidates
There are several other stakeholders such as funding councils, national institutions, industry groups, different teacher unions, government associations and parent groups

Sources
:
https://www.gov.uk/government/publications/guide-to-national-funding-formula/guide-to-national-funding-formula
OECD: Education Policy Outlook – United Kingdom, 2015

European Commission / EACEA National Policies Platform / Eurydice

  • United Kingdom – England Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-england_en
  • United Kingdom – Northern Ireland Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en
  • United Kingdom – Scotland Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-scotland_en
  • United Kingdom – Wales Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-wales_en

Funding of education

More information

Type of schools Source of funds
The funding mechanisms of schools are different in each of the four countries. Basically, there are three categories of educational institutions in all the four countries:

  • publicly funded schools
  • private government-dependent schools (academies and free schools in England, and a very few examples in Scotland)
  • independent private schools 

    Most of the students attend publicly funded schools where they get the education without any tuition fees, and parents have to pay only for extra-curricular activities and school supplies.

Publicly funded schools Get financial resources from the government and local authorities as well, while they have a very low level of self-income.
Academies and free schools Funded directly by national governments (but they are independent of local authorities)
Independent private schools Do not get any subsidies neither from the national governments nor from local authorities, thus they are funded from private financial resources.
 
Source:
www.gov.uk/government/publications/guide-to-national-funding-formula/guide-to-national-funding-formula

OECD: Education Policy Outlook – United Kingdom, 2015

European Commission / EACEA National Policies Platform / Eurydice

  • United Kingdom – England Overview: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-england_en
  • United Kingdom – Northern Ireland Overview: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en
  • United Kingdom – Scotland Overview: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-scotland_enUnited Kingdom – Wales Overview: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-wales_en

Public expenditure on education ISCED (2011) (million EUR)

More information

Year Primary education Lower secondary education Upper secondary education Total
2012 34785,0 18574,1 28397,1 81656,2
2013 33974,0 20918,8 27413,3 82306,1
2014 41281,1 21437,4 31226,1 93944,6
2015 48112,5 21701,7 32334,5 102148,7
2016
Source: Eurostat (online data codes: educ_uoe_fine01)

Expenditure on educational institutions ISCED (2011) (Million EUR)

More information

Year Expenditure Primary education Lower secondary education Upper secondary education Total
2012 Current expenditure 38 221,9 20 315,1 30 152,3 88 689,3
Capital expenditure 1 096,1 506,8 730,5 2 333,4
Total 39 318,0 20 822,0 30 882,8 91 022,8
Share of capital expenditure (%) 2,8 2,4 2,4 2,6
2013 Current expenditure 37 628,2 24 216,3 33 461,4 95 305,9
Capital expenditure 1 077,9 622,7 835,0 2 535,6
Total 38 706,1 24 216,3 34 296,4 97 841,5
Share of capital expenditure (%) 2,8 2,5 2,4 2,6
2014 Current expenditure 44 356,6 24 186,9 36 968,7 105 512,2
Capital expenditure 1 236,2 586,7 852,4 2 675,3
Total 45 592,7 24 773,6 37 821,0 108 187,3
Share of capital expenditure (%) 2,7 2,4 2,3 2,5
2015

 

Current expenditure 50 920,2 24 634,1 36 321,2 111 875,5
Capital expenditure 1 360,7 552,0 815,0 2 727,7
Total 52 280,9 25 186,1 37 136,2 114 603,2
Share of capital expenditure (%) 2,6 2,2 2,2 2,4
2016 Current expenditure 44 185,1 22 321,4 33 252,3 99 758,8
Capital expenditure 1 393,2 926,9 1 150,8 3 470,9
Total 45 578,3 23 248,4 34 403,1 103 229,7
Share of capital expenditure (%) 3,1 4,0 3,3 3,4
 
Source: Eurostat (online data code: educ_uoe_fini01)

Procurement Procedure

More information

Schools buy ICT-equipment for themselves. Schools have two options when they enter procurement: find and use a framework, or run their own procurement.

 

Buying from a framework can be quicker and easier for schools than getting their bids or quotes because the agreements:

  • have already been through a full competitive tender process
  • have been quality checked
  • are checked to make sure they comply with the law
  • may have draft specifications and help available

 

Schools can run their own procurement for:

  • lower-value tenders (getting at least 3 quotes from suppliers)
  • high-value and EU tenders

 

Knowing how other school business professionals work and sharing contacts, can help schools get the best deals, and save money and time.

For example, networking with other buyers for schools can help find suppliers, benchmark costs and budgets and get support with making purchases.

  

Source:

www.gov.uk/guidance/buying-for-schools/ict-and-computer-hardware

https://find-dfe-approved-framework.service.gov.uk/list#category-ict

European Commission / EACEA National Policies Platform / Eurydice

  • United Kingdom – England Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-england_en
  • United Kingdom – Northern Ireland Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en
  • United Kingdom – Scotland Overview:
    https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-scotland_en

United Kingdom – Wales Overview:
https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-wales_en

Public procurement – Study on administrative capacity in the EU United Kingdom Country Profile:
https://ec.europa.eu/regional_policy/sources/policy/how/improving-investment/public-procurement/study/country_profile/uk.pdf

Other Important Information

More information

The education system in England, Northern Ireland and Wales are similar, but in Scotland, there are some differences regarding the structure and the qualifications.

Most policies are determined within the four countries, and no policy decisions are taken on the level of the United Kingdom. Basically, the sovereignty of all the four countries are ensured. There are several intergovernmental arrangements and cooperation between national governments, however, they are limited.

In England and Scotland, most decisions regarding education are taken at local level and at the school level. In England, some authority (e.g. for school place planning) has been maintained at the local governments, but the majority of the decisions are taken at the school level. However, in Scotland, it is a recent movement and process that the decision-making rights of the schools have been increased through the delivery of curriculum and general policy as well as resource decisions being shared with local authorities

LEA contact

More information

Rikard Ström
Gothenburg Region
rikard.strom@goteborgsregionen.se

 

 

LEA – 779803: This project has been funded with support from the European Commission in the context of the H2020 Programme. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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