uk education system essay

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Education system in UK – Cause & Effect

Introduction Education in the UK is devolved with each of the smaller countries within the UK. This means there are governments in England, Wales, Scotland and Northern Ireland that deal with education their own way. There are five stages of education in the UK, which include early years teaching, primary school, secondary school, Further Education (FE) and Higher Education (HE). In my cause and effect essay, I show the effect of school rules and rankings and graduation rates in the UK. Cause The UK is traditionally one of the highest ranked countries when it comes to education, but over recent years, their ranking against the world has stagnated a little, especially when it comes to PISA tests (Program for International Student Assessment).

Effect The UK education system is still good and ranked highly, but it has caused more people to consider teaching their children at home. There are a growing number of parents that are teaching their children at home in the UK. The numbers are still small in comparison to the number of children that attend school. Part of the reason that there are more children being taught at home is because there are now free and easy-to-use tools on the Internet that parents can use to teach their child a little easier than before. Cause It is compulsory for children to attend school from the age of four in Northern Ireland and five in the rest of the UK, and children are not allowed to leave school until the age of 16. The only way to avoid going to school is via home schooling, but a child must still complete a curriculum that is overseen by a tutor upon occasion. Effect It has become more difficult for students to miss school, and many have to attend school no matter what. However, thanks to the Internet, students are discovering that if they behave badly then they can be expelled. If they are not accepted into other schools, then their parents are forced to teach them from home. Cause The University and college system in the UK is truly top class, with many of the Universities and colleges having notoriety and esteem around the world. Graduation rates within UK colleges and Universities are very high, and any student in the UK can find funding in order to attend University apart from in special circumstances. Effect The UK stands in second place across Europe and in sixth place worldwide when higher education from Universities and colleges is counted in with the figures whilst ranking. There are so many students attending college and so many graduating that the UK world ranking and European ranking is very high. If graduation rates from colleges and Universities were not counted, then the UK is no longer second place in Europe when it comes to education rankings.

Conclusion The UK education system is clearly very good and of a very high standard, though some of their high rankings on the world stage are backed up by their very strong college system and even stronger University system, with the college system giving A-level qualifications and Universities giving degrees.

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The output of educational institutions and the impact of learning

Access to education, participation and progress, financial resources invested in education, teachers, the learning environment and the organisation of schools, more information, key facts for the united kingdom in education at a glance 2023, diagram of the education system, united kingdom.

This country note provides an overview of the key characteristics of the education system in the United Kingdom. It draws on data from Education at a Glance 2023 . In line with the thematic focus of this year’s Education at a Glance, it emphasises vocational education and training (VET), while also covering other parts of the education system. Data in this note are provided for the latest available year. Readers interested in the reference years for the data are referred to the corresponding tables in Education at a Glance 2023 .

Vocational education is less common in the United Kingdom than in other OECD countries. In 2022, 16% of 25-34 year-olds had a vocational qualification as highest level of educational attainment compared to 23% across the OECD. In the UK, 58% of 25-34 year-olds had a tertiary qualification as highest level of educational attainment compared to 47% across the OECD.

The possibility to combine school and work-based learning is one of the greatest advantages of vocational education. In the UK, only 39% of students are enrolled in vocational upper secondary programmes that offer work-based learning components. This is lower than the OECD average of 45%. In some countries, such as Denmark, Germany and Switzerland all or nearly all vocational upper secondary students are enrolled in such programmes.

The UK is a highly popular destination for international students at tertiary level. With 601 000 international students in 2021, it is the second only to the United States. The number of international students has been growing rapidly in recent years despite the COVID-19 pandemic. While there were 489 000 international students in 2019, their number increased to 551 000 in 2020, the first year of the pandemic, and 601 000 in 2021, the second year of the pandemic.

Sufficient financial resources are a precondition for high quality education. Sufficient financial resources are a precondition for high quality education. The United Kingdom invests 4.2% of its GDP into education (from primary to post-secondary non-tertiary), which is above the OECD average of 3.6%. Public investment into education as a share of GDP is 3.7%, above the OECD average of 3.3%. Similarly, private investment, at 0.5% of GDP, is above the OECD average of 0.3%.

The share of private expenditure on early childhood education and care is exceptionally high in the United Kingdom. With 40% of total expenditure on early childhood education and care coming from private sources, the share is the highest of all OECD countries and significantly higher than the OECD average of 15%. This data reflect the situation before the reforms to childcare announced in March 2023 ( https://www.gov.uk/government/publications/early-education-entitlements-and-funding/early-education-entitlements-and-funding-update-march-2023 ).

As in most OECD countries, teacher salaries in England and Scotland are lower than salaries of other tertiary educated workers. In England, actual salaries of pre-primary and primary teachers are 15% lower than the average salary of tertiary educated workers. At lower and upper secondary level, the gap is smaller with 6%. In Scotland, teachers at all levels of education earn on average 7% less than other tertiary educated workers. In contrast, school heads are well paid compared to other tertiary workers. At lower and upper secondary level, school heads in England earn 2.17 times the average salary of tertiary educated workers, which is the highest relative salary of all OECD countries.

High-quality VET programmes integrate learners into labour markets and open pathways for further personal and professional development. However, the quality and importance of VET programmes differ greatly across countries. In some countries, half of all young adults (25-34 year-olds) have a vocational qualification as their highest level of educational attainment, while the share is in the low single digits in other countries. In the United Kingdom, 22% of 25-34 year-olds have a VET qualification as their highest level of attainment: 16% at upper secondary level and 6% at short-cycle tertiary level (Figure 1).

Across the OECD, unemployment rates for 25-34 year-olds with vocational upper secondary attainment are lower than for their peers with general upper secondary or post-secondary non-tertiary attainment. This is also the case in the United Kingdom, where 3.6% of young adults with vocational upper secondary attainment are unemployed, compared to 3.8% of those with general upper secondary attainment.

Although an upper secondary qualification is often the minimum attainment needed for successful labour-market participation, some 25-34 year-olds still leave education without such a qualification. On average across the OECD, 14% of young adults have not attained an upper secondary qualification. In the United Kingdom, the share is lower than the OECD average (13%).

Workers in the United Kingdom aged 25-34 with vocational upper secondary attainment earn 54% more than those without upper secondary attainment, whereas the earning advantage for workers with general upper secondary attainment is 80%. However, in almost all OECD countries, tertiary degrees provide a significantly larger earnings advantage. In the United Kingdom, 25-34 year-old workers with bachelor’s attainment (or equivalent) earn 129% more than their peers without upper secondary attainment, while those with master’s or doctoral attainment (or equivalent) earn 152% more.

Tertiary attainment continues to increase among the working age population. On average across the OECD, tertiary attainment is becoming as common as upper secondary or post-secondary non-tertiary attainment among 25-64 year-olds. In the United Kingdom, 51% of 25-64 year-olds have tertiary attainment, a larger share than those that have upper secondary attainment (30%).

On average across OECD countries, 14.7% of young adults aged 18-24 are not in education, employment or training (NEET), while in the United Kingdom the corresponding figure is 11.8%. Reducing NEET rates among young adults is a particularly important challenge in all countries because those who become NEET face worse labour-market outcomes later in life than their peers who remained in education or training at this age.

1. Data for upper secondary attainment include completion of a sufficient volume and standard of programmes that would be classified individually as completion of intermediate upper secondary programmes (9% of adults aged 25-34 are in this group).

2. Year of reference differs from 2022. Refer to the source table for more details.

Countries are ranked in descending order of the share of 25-34 year-olds who attained vocational upper secondary, vocational post-secondary non-tertiary or vocational short-cycle tertiary education.

Source: OECD (2023), Table A1.3. For more information see Source section and Education at a Glance 2023 Sources, Methodologies and Technical Notes (OECD, 2023 [1] ).

Participation in high-quality early childhood education (ECE) has a positive effect on children’s well-being, learning and development in the first years of their lives. In the United Kingdom, 50% of 2-year-olds are enrolled in ECE. This increases to 100% of 3 and 4-year-olds. At age 5, most children in the United Kingdom start primary education.

The large majority of 15-19 year-olds across the OECD are enrolled in education. In the United Kingdom, 38% of this age group are enrolled in general upper secondary education and 21% in vocational upper secondary education. A further 5% are enrolled in lower secondary programmes and 18% in tertiary programmes. This compares to an OECD average of 37% enrolled in general upper secondary programmes, 23% in vocational upper secondary programmes, 12% in lower secondary programmes and 12% in tertiary programmes (Figure 2).

1. Year of reference differs from 2021: 2020 for Argentina and South Africa; 2018 for Indonesia.

2. Excludes students enrolled at tertiary levels.

3. Breakdown by age not available after 15 years old.

4. Excludes post-secondary non-tertiary education.

Countries are ranked in descending order of the share of students enrolled in upper secondary vocational education.

Source: OECD/UIS/Eurostat (2023), Table B1.2. For more information see Source section and Education at a Glance 2023 Sources, Methodologies and Technical Notes (OECD, 2023 [1] ).

Bachelor’s programmes are the most popular programmes for new entrants to tertiary education. On average across the OECD, they attract 76% of all new students compared to 74% in the United Kingdom. Short-cycle tertiary programmes are the second most common level of education for new entrants into tertiary education, but their importance differs widely across countries. In the United Kingdom, they are chosen by 24% of all new entrants.

Perhaps surprisingly, the share of international students at tertiary level has not been negatively affected by the COVID-19 pandemic in many OECD countries. However, a few countries experienced double digit declines in the share of international students. The United Kingdom is not one of them, as the share of international students increased from 19% of all tertiary students in 2019 to 20% in 2021.

All OECD and partner countries devote a substantial share of their domestic output to education. In 2020, OECD countries spent on average 5.1% of their gross domestic product (GDP) on primary to tertiary educational institutions. In the United Kingdom, the corresponding share was 6.3% of GDP, of which 30% was dedicated to primary education, 16% to lower secondary education, 21% to upper secondary education, 2% to short-cycle tertiary programmes and 30% to bachelor's, master's and doctoral or equivalent programmes (Figure 3).

1. Year of reference differs from 2020. Refer to the source table for more details.

2. Upper secondary vocational programmes include lower secondary vocational programmes.

3. Upper secondary programmes include lower secondary programmes.

4. Primary education includes pre-primary programmes.

Countries are ranked in descending order of total expenditure on primary and lower secondary institutions.

Source: OECD/UIS/Eurostat (2023), Table C2.1. For more information see Source section and Education at a Glance 2023 Sources, Methodologies and Technical Notes (OECD, 2023 [1] ).

Funding for education in absolute terms is strongly influenced by countries’ income levels. Countries with higher per capita GDP tend to spend more per student than those with lower per capita GDP. Across all levels from primary to tertiary education, the United Kingdom spends USD 16 052 annually per full-time equivalent student (adjusted for purchasing power), compared to the OECD average of USD 12 647. Expenditure per student is equivalent to 33% of per capita GDP, which is above the OECD average of 27%.

The COVID-19 pandemic has created unprecedented challenges for education systems across the world. On average across the OECD, expenditure on primary to tertiary educational institutions per full-time equivalent student (including expenditure on research and development) grew by 0.4% from 2019 to 2020 (the first year of the pandemic and the latest period with available data). In the United Kingdom, it decreased by 2.3%. This change in expenditure per student is the result of total expenditure on educational institutions decreasing by 0.8% and the total number of full-time equivalent students increasing by 1.5%.

The distribution of spending between general and vocational upper secondary programmes depends on a variety of factors, such as the number of VET students, the fields of study within VET programmes and the importance given to VET relative to general programmes. In the United Kingdom, 15% of all funding for educational institutions is spent on general upper secondary education and 6% on vocational upper secondary education (11% and 10% respectively on average across the OECD).

Government sources dominate non-tertiary education funding in all OECD countries, while the private sector contributes 9% of the total expenditure on educational institutions on average. Private funding in the United Kingdom accounted for 13% of expenditure at primary, secondary and post-secondary non-tertiary levels.

In most countries, private sources accounted for similar shares of expenditure on general and vocational programmes at upper secondary level. However, in a few countries the differences in the share of private funding between general and vocational programmes were wider. In the United Kingdom, the private sector is responsible for 24% of expenditure on general upper secondary programmes and 8% of expenditure on vocational upper secondary programmes.

On average across OECD countries, more than half of government expenditure on primary to post-secondary non-tertiary education comes from subnational governments. In the United Kingdom, 60% of the funding comes from the central government, after transfers between government levels and 40% from the local level.

Teachers’ salaries are an important determinant of the attractiveness of the teaching profession, but they also represent the single largest expenditure category in formal education. In most OECD countries, the salaries of teachers in public educational institutions increase with the level of education they teach, and also with experience. On average, annual statutory salaries for upper secondary teachers in general programmes with the most prevalent qualification and 15 years of experience are USD 53 456 across the OECD. In England (UK), the corresponding salary adjusted for purchasing power is USD 55 726, which is equivalent to GBP 42 820. In Scotland (UK), the corresponding salary adjusted for purchasing power is USD 55 096, which is equivalent to GBP 42 336.

Between 2015 and 2022, statutory salaries of upper secondary teachers in general programmes (with the most prevalent qualification and 15 years of experience) declined in real terms in roughly half of all OECD countries with available data. In England (UK), upper secondary teachers’ salaries decreased by 3% between 2015 and 2022. In Scotland (UK), upper secondary teachers’ salaries increased by 6% between 2015 and 2022.

On average across OECD countries, in full-time equivalent terms, there are 14 students for every teaching staff member in general upper secondary programmes and 15 students per staff member in vocational upper secondary programmes. In the United Kingdom, in full-time equivalent terms, there are 16 students per staff member in general upper secondary programmes, higher than the OECD average. In vocational upper secondary programmes, in full-time equivalent terms, there are 25 students for every teaching staff member (above the OECD average).

The average age of teachers varies across OECD countries. In some countries, the teaching workforce is much younger than the labour force in general, whereas in others, teachers tend to be older. In the United Kingdom, 18% of teachers in general upper secondary programmes are aged 50 or older, compared to the OECD average of 39%. Teachers in vocational programmes are older, with 46% aged 50 or above (43% on average across the OECD).

National/central assessments (standardised tests with no consequence on students’ progression through school or certification) are more common at primary and lower secondary levels than at upper secondary level, while most OECD countries conduct national/central examinations (standardised tests with formal consequence) in the final years of upper secondary education. These national/central assessments and examinations take place at different grades and can have different periodicities, their contents may vary over years and/or across students and are not necessarily compulsory for students. In England (UK), there are at least two national/central assessments at primary level, and none at lower secondary level. At upper secondary level, there are two national/central examinations that each student may be expected to take. In Scotland (UK), there are at least two national/central assessments at primary level, and one at lower secondary level. At upper secondary level, there is one national/central examination that each student may be expected to take.

OECD (2023), Education at a Glance 2023 Sources, Methodologies and Technical Notes , OECD Publishing, Paris, https://doi.org/10.1787/d7f76adc-en .

OECD (2023), Education at a Glance Database, https://stats.oecd.org/ .

OECD (2023), Education at a Glance 2023: OECD Indicators , OECD Publishing, Paris, https://doi.org/10.1787/e13bef63-en .

For more information on Education at a Glance 2023 and to access the full set of indicators, see: https://doi.org/10.1787/e13bef63-en .

For more information on the methodology used during the data collection for each indicator, the references to the sources and the specific notes for each country, see Education at a Glance 2023 Sources, Methodologies and Technical Notes ( https://doi.org/10.1787/d7f76adc-en ).

For general information on the methodology, please refer to the OECD Handbook for Internationally Comparative Education Statistics 2018 ( https://doi.org/10.1787/9789264304444-en ).

Updated data can be found on line at https://doi.org/10.1787/eag-data-en and by following the StatLinks   2 under the tables and charts in the publication.

Explore, compare and visualise more data and analysis using the Education GPS:

https://gpseducation.oecd.org/ .

Questions can be directed to:

Directorate for Education and Skills

[email protected]

This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.

This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

The use of this work, whether digital or print, is governed by the terms and conditions to be found at www.oecd.org/termsandconditions/ .

Source: OECD (2023), “United Kingdom: Diagram of education system”, OECD Education GPS, http://gpseducation.oecd.org/Content/MapOfEducationSystem/GBR/GBR_2011_EN.pdf

Please refer to “United Kingdom: Diagram of education system” for information on the keys.

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Extracts from publications may be subject to additional disclaimers, which are set out in the complete version of the publication, available at the link provided.

https://doi.org/10.1787/e13bef63-en

© OECD 2023

The use of this work, whether digital or print, is governed by the Terms and Conditions to be found at https://www.oecd.org/termsandconditions .

The Education System in England and Wales

Table of Contents

Last Updated on October 6, 2022 by

An introduction to the key features of the UK education system, including details of the Department for Education, OFSTED, key stages, exams, the National Curriculum, and some straightforward definitions of the different types of school in the UK.

I wrote this post to give students studying A-level sociology a more focused intro the topic than the Wikipedia entry on education in the UK , which IMO is a bit too formal, and not focused enough on the things people actually want to know about!

This post mainly deals with education in England, I’ll update with a focus on Wales and Scotland as and when I can…

The DFE works with a further 17 agencies or public bodies, the most well-known of which is probably OFSTED, which has the responsibility for inspecting schools on a regular basis.

There are five stages of education

School leaving age.

Full-time education is compulsory for all children aged 5 to 18, either at school or otherwise. Children between the ages of 3 and 5 are entitled to 600 hours per year of optional, state-funded, pre-school education. This can be provided in “playgroups”, nurseries, community childcare centres or nursery classes in schools.

The National Curriculum

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Key Stages, and National Assessments/ Exams

The general certificate of secondary education (gcse).

GCSEs are the main type of exam taken by pupils at the end of secondary education, aged 16, although they may be taken at any age. From 2017, GCSEs will be graded from 9 to 1 with 9 being the highest grade, replacing the old A* to G grading system)

Most students will sit 8-10 GCSEs or BTEC equivalents.

Achieving five or more A*–C grades, including English and Maths, is often a requirement for taking A-levels and BTEC Level 3 at a sixth form college or at a further education college after leaving secondary school.

Types of State-Funded School in England and Wales

Local education authority maintained schools, (voluntary aided) faith schools.

There are two types of academy: Converter academies – those deemed to be performing well that have converted to academy status; Sponsored academies – mostly underperforming schools changing to academy status and run by sponsors).

Free Schools:

Grammar schools:, independent schools.

93% of schools in England are funded by state (ultimately paid for by the taxpayer), the remaining 7% are Independent, or private schools, funded privately by individuals, mainly by fees paid by the parents of the pupils who attend them.

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This was a brief post designed to provide some introductory material on the education system of the United Kingdom, for students studying A-level sociology.

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Government Web Site – Faith Schools .

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Home / Publications & Research / Benchmarking English Education / Education: the fundamentals – Eleven facts about the education system in England

Education: the fundamentals – Eleven facts about the education system in England

A major new report on education in England is published today by UK 2040 Options, led by Nesta, and The Education Policy Institute.

The report combines data, analysis and insights from over 75 education experts on the education challenges facing the next government and possible solutions to improve outcomes.

The report shows that:

• All sectors of the education system are facing a workforce crisis. In schools, only 69% of those who qualified 5 years ago are still teaching, and 15% of that cohort left in their first year. 
• The pupil population in England is set to decline significantly due to low birth rates. The state school population currently stands at 7.93 million children, and this will fall by around 800,000 by 2032. 
• The number of pupils with  an education, health and care plan for more complex  special educational needs and disabilities has increased by around 50% in just five years – but funding has not caught up with the level of need and is based (in part) on historic data.
• Only 5% of primary schools reached the Government’s target of 90% of pupils reaching the expected standard in key stage 2 reading, writing and mathematics in 2019.
• Pupils from disadvantaged backgrounds experience an attainment gap (relative to their more affluent peers) equivalent to 19 months of learning by the time they sit their GCSEs. Two fifths of this gap has appeared by the age of 5. 
• Absence from education is now one of the most pressing issues facing England’s education system – persistent absence (missing more than 10% of sessions) has increased from 13% to 24%.
• Closing the gap between skill supply and employer demand could increase national productivity by 5% – 42% of vacancies in manufacturing and 52% in construction are due to skill shortages.

The report, which follows UK 2040 Options publications on  inequality and wealth ,  economic growth ,  health  and  tax , also includes evidence of progress. England recently came fourth in the world for primary school reading proficiency and well above average in maths and science in Years 5 and 9.

But the report also reveals a system that is struggling. Thousands of children start school each year without basic skills, the disadvantage gap is growing, and education at every level is experiencing a chronic recruitment and retention challenge.

Over 75 subject experts from across a range of sectors took part in the project. There was wide agreement about the need to grapple seriously with the workforce crisis across all parts of the system, and the group put forward suggestions for how this could be achieved while continuing to improve the quality of education provision. 

More broadly the group proposed policies to:

• Support the growing number of children  with special education needs and disabilities and rebuild parents’ trust in the system;
• Address challenges inside and outside the school gates to improve educational outcomes, including lifting families out of poverty and increasing targeted funding for disadvantaged pupils;
• Make the skills system more equitable, higher quality and tailored to the needs of the economy. 

Alex Burns, Director of UK 2040 Options, said:   “Education has been less prominent than other areas in recent policy debate – we feel a long way away from “education, education, education”. But if we are to be serious about improving people’s lives and boosting the economy we will need to make sure that the education system is thriving. Whilst there are clear areas of progress, this report demonstrates the scale of the challenge for the future in areas like workforce, the disadvantage gap and support for children with special educational needs.” 

Jon Andrews, Head of Analysis at the Education Policy Institute, said:  “ Whatever the outcome of the next election, it is clear there is much to do to get education back on track following a hugely disruptive pandemic and a decade dominated by funding cuts. A focus on the early years, greater funding that is targeted at the areas in need of it the most, and a plan to ease the recruitment and retention challenges facing schools must form cornerstones of any new government’s education strategy.”

You can read the report in full here.

About UK 2040 Options

UK 2040 Options is a policy project led by Nesta that seeks to address the defining issues facing the country, from tax and economic growth to health and education. It draws on a range of experts to assess the policy landscape, explore some of the most fertile areas in more depth, test and interrogate ideas and bring fresh angles and insights to the choices that policymakers will need to confront, make and implement.

About Nesta

We are Nesta . The UK’s innovation agency for social good. We design, test and scale new solutions to society’s biggest problems, changing millions of lives for the better.  This report was produced in partnership with Nesta, as part of UK 2040 Options.

Jon Andrews

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UK Education System Guide

The UK education system is reputed worldwide for its high quality and standards. Britons enter the education system at the age of three, and up to 16 are obliged to attend school (compulsory education), while afterward is upon their choice.

Generally, the British higher education system has five stages of education: 

• Early Years
• Primary Years
• Secondary Education
• Further Education (FE)
• Higher Education (HE) 

Besides sharing many similarities, the UK education system at different levels at each zone of administration (England, Scotland, and Wales) differs a bit. Generally speaking, these differences could be more meaningful if we discuss UK higher education as one.

In the UK, everybody over five and under 16 is obliged to attend school. This aging time frame contains two sections of the education system in the UK: Primary and Secondary Schools.

The Compulsory Education in the UK 

Compulsory education in the UK is divided into four key stages, distinguished by a student’s age. The first stage includes 5 to 7-year-olds, and the fourth and final stage lasts from the age of 14 to age 16. 

Here are the four stages of mandatory education in the UK and the curricula for each key stage:

First Key Stage 

The first key stage in compulsory education in England includes children from 5 to 7 years old, otherwise known as a primary school, comprising the first two years. 

Here are some of the main subjects that this stage of mandatory education includes:

• English Language 
• Mathematics
• Physical Education

During the first year of this stage, the curriculum structure contains the Phonic screening, a short assessment of kids’ ability to decode and understand phonics properly. Typically, the teacher will ask the students to repeat a list of around 40 words out loud. At the end of this stage (the same in all stages), these pupils will sit for an examination to measure their English, Maths, and Science knowledge development.

Second Key Stage

Between 7 to 11 years, pupils will be in the second key stage of compulsory education. The second key stage includes years 3 to 6. At this level, the curriculum is designed to give students a more advanced understanding of the previously gained knowledge on the core subjects. 

At the end of this stage, the school will test students in the following subjects:

• English reading.
• English grammar, punctuation, and spelling.
• Mathematics.

In English and Mathematics, the testing will be done through national assessment tests, while the teacher will independently assess the level of improvement of each student in Science.

Third Key Stage

Pupils aged 11 to 14 belong to the third stage of compulsory education, or years 7 to 9. This education level is essential to a certain degree because only a few years later, they will sit for the GCSE national qualification. 

The curriculum during this stage of education will also contain new subjects at which students are supposed to get some basic knowledge before moving any further in the upcoming stages of education.

The subjects learned in Key Stage 3 are:

• Art and Design
• Physical Education 
• Modern Foreign Languages 
• Design and Technology and Computing

At the end of the third Key Stage, some students may take their GCSE or other national qualifications. 

Fourth Key Stage

The final stage of compulsory education, key stage 4, lasts from 14 to 16 and includes years 10 to 12. The fourth key stage is the most common period for students to undertake the national assessment tests that will lead them to take a GCSE or other national qualifications.

The compulsory national curriculum at this stage contains the “core” and “foundation” subjects.

Here are the “core” subjects taught at the fourth key stage:

And here are the “foundation” subjects taught at the key stage 4:

• Citizenship

Additionally, schools in the UK are obliged to offer one of the following subjects during this stage of education.

• Design and Technology
• Modern Foreign Languages

The Higher Education System in the United Kingdom 

In particular, UK higher education is valued worldwide for its renowned standards and quality. Its higher education’s prestige also emanates from its graduates’ work afterward. Many eminent people in many different areas whose work reached global recognition came from British universities. 

Some universities and other higher education providers are ranked top among universities worldwide. The UK capital city, London, not by accident, is considered to be the world’s capital city of higher education. With its four universities ranked in the world’s top ten, London has the highest number of worldwide-ranked universities per city.

By definition, UK higher education is the level of education that follows secondary school at the hierarchy of the educational system in the UK. When high school is over, Britons have to sit in a standard examination, making them eligible not to continue their education at a higher level.

What is the Difference Between Colleges and Universities?

In the UK education system, in contrast to the US higher education, there is a difference between college and university. While in the US, there is no distinction between college and university, with most people referring to a higher education provider as a college, in the UK, this is not the case. 

In the UK, a college is a further education institution that prepares students to earn a degree. At the same time, a university is a licensed HE institution that awards students with a degree at the end of their studies. 

Studying in the UK as an International Student 

If you’re an international student , you must know that not all higher education providers in the UK are referred to as a university. This issue is regulated by law. 

As this official regulation states, a higher education institution can be labeled as a university under these circumstances:

• If it gets approved by the Privy Council under the Further and Higher Education Act 1992.
• If it gets approval under the provisions of the Companies Act 2006.

International students from countries other than the European Economic Area (EEA) or Switzerland must apply for a student visa to study in the UK.

The UK Higher Education Degree Levels and Programs

Based on the actual education regulations in the UK education system, Higher Education comprises the following levels of courses. 

1. Undergraduate Courses

Undergraduate courses in the UK include a wide range of first degrees which are listed below.

• Bachelor’s Degree 
• Honors and Ordinary Degrees 
• Qualified Teacher Status 
• Enhanced First Degrees 
• Intercalated Degrees (medical schools or other specific study fields allow students to take a year off between the second and third years to study a different area which can be a BA, BSc, or master’s degree program).

Here are other undergraduate courses: 

• Foundation degrees 
• Higher National Diploma HND (or equivalent) 
• NHC (or equivalent), etc.

An undergraduate course usually takes three years; however, Scotland is an exception, where undergraduate courses take four years to complete. The higher education system in the UK has many universities that offer 4-year undergraduate courses, also known as “ sandwich courses .” This program includes a one-year work experience —usually carried out in the third year.

Keep in mind: Some British universities offer fast-track programs where you can obtain a Master’s degree at the undergraduate level. Unlike traditional undergraduate courses, fast-track programs allow students to attend an additional year of studying instead of taking a Bachelor’s degree which leads to a Master’s program. 

Besides, it costs much less than the typical 3-year undergraduate courses; however, it usually is much more intense with shortened holiday breaks and a heavy schedule.

2. Postgraduate Courses 

The postgraduate degree programs are only obtainable if you have a bachelor’s degree at an accredited university (not necessarily one in England).

The postgraduate level includes the following degrees:

• Master’s Degree (Taught or Research). Master’s degrees usually last one year or longer if they are research-based.
• Doctorate. The typical doctoral degree takes three years to complete. 
• Postgraduate Diplomas.
• Postgraduate Certificates of Education (PGCE).
• Professional Degrees.

Note: To enter this level, it is usually required to have a first degree (Bachelor’s).

The Higher Education Curriculum and Admission Process 

In the UK’s education system, most syllabi are set by the universities offering them and are not controlled by the government or certain British educational institutions. The only exception to this is teacher education programs, which the government has a lot of say over. 

The British government has established the Office for Standards in Education, Children’s Services and Skills (Ofsted) to maintain those standards. Most countries have specific regulations for their teachers, so this isn’t any different than studying teaching in your home country. Because of its strict rules and high standards for teacher education programs, the UK is considered to have some of the best teacher education programs in the world.

Even though universities set the syllabi, the Office for Fair Access (OFFA) in the British school system has a lot of say in the admission procedures of each university. This office was created so everyone who wishes to attend university in the UK can do so. They also promote fair access to higher education, even for those attending university as international students. Appropriate access also includes those of different cultures, different races, different nationalities, and those who have disabilities.

UK Tuition Fees and Costs

The reputation of British higher education goes hand in hand with its costs. Tuition fees may vary from university to university, as well as from one location to another.

So it’s always advisable to check the university’s website before making further study plans. Indeed, to attend a British university, you need a lot of money packed in —whether you’re a native or not— but since there are many scholarship schemes , you can always apply for one.

The tuition fees of UK universities also vary depending on the degree level and study program. The average tuition fees for international students range from ~£17,109 (USD 20,876) to  ~£22,200 (USD 27,000). 

• Undergraduate tuition fees: International students pay around £11,400 – £38,000 (USD 13,900 – USD 46,355).
• Postgraduate tuition fees: International students pay around £9,000 – £30,000 (USD 10,980 – USD 36,570)

International students are a substantial part of the student population in British universities. The UK is the second most popular study destination for international students, following the US at the top. If you decide to be one of more than a million international students in the US, you’re one step away from a guaranteed brighter future.

Academics and employers value the UK education system and its higher education degrees worldwide. The UK has a rich history of quality higher education, and each university has excellent options for any student.

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The UK education system preserves inequality – new report

• Imran Tahir

Published on 13 September 2022

Our new comprehensive study, shows that education in the UK is not tackling inequality.

• Education and skills
• Poverty, inequality and social mobility
• Social mobility

Link to read article 

The Conversation

Your education has a huge effect on your life chances. As well as being likely to lead to better wages, higher levels of education are linked with better health, wealth and  even happiness . It should be a way for children from deprived backgrounds to escape poverty.

However, our new  comprehensive study , published as part of the Institute for Fiscal Studies  Deaton Review of Inequalities , shows that education in the UK is not tackling inequality. Instead, children from poorer backgrounds do worse throughout the education system.

The report assesses existing evidence using a range of different datasets. These include national statistics published by the Department for Education on all English pupils, as well as a detailed longitudinal sample of young people from across the UK. It shows there are pervasive and entrenched inequalities in educational attainment.

Unequal success

Children from disadvantaged households tend to do worse at school. This may not be a surprising fact, but our study illustrates the magnitude of this disadvantage gap. The graph below shows that children who are eligible for free school meals (which corresponds to roughly the 15% poorest pupils) in England do significantly worse at every stage of school.

Even at the age of five, there are significant differences in achievement at school. Only 57% of children who are eligible for free school meals are assessed as having a good level of development in meeting early learning goals, compared with 74% of children from better off households. These inequalities persist through primary school, into secondary school and beyond.

Differences in educational attainment aren’t a  new phenomenon . What’s striking, though, is how the size of the disadvantage gap has remained constant over a long period of time. The graph below shows the percentage of students in England reaching key GCSE benchmarks by their eligibility for free school meals from the mid-2000s.

Over the past 15 years, the size of the gap in GCSE attainment between children from rich and poor households has barely changed. Although the total share of pupils achieving these GCSE benchmarks has increased over time, children from better-off families have been 27%-28% more likely to meet these benchmarks throughout the period.

Household income

While eligibility for free school meals is one way of analysing socio-economic inequalities, it doesn’t capture the full distribution of household income. Another way is to group young people according to their family income. The graph below shows young people grouped by decile. This means that young people are ordered based on their family’s income at age 14 and placed into ten equal groups.

The graph shows the percentage of young people in the UK obtaining five good GCSEs, and the share obtaining at least one A or A* grade at GCSE, by the decile of their family income. With every increase in their family’s wealth, children are more likely to do better at school.

More than 70% of children from the richest tenth of families earn five good GCSEs, compared with fewer than 30% in the poorest households. While just over 10% of young people in middle-earning families (and fewer than 5% of those in the poorest families) earned at least one A or A* grade at GCSE, over a third of pupils from the richest tenth of families received at least one top grade.

Inequalities into adulthood

The gaps between poor and rich children during the school years translate into huge differences in their qualifications as adults. This graph shows educational attainment ten years after GCSEs (at the age of 26) for a group of students who took their GCSE exams in 2006.

The four bars show the distribution of qualifications at age 26 separately for the entire group, people who grew up in the poorest fifth of households, those who grew up in the richest fifth of households, and those who attended private schools.

There is a strong relationship between family background and eventual educational attainment. More than half of children who grew up in the most deprived households hold qualifications of up to GCSE level or below. On the other hand, almost half of those from the richest households have graduated from university.

The gap between private school students and the most disadvantaged is even more stark. Over 70% of private school students are university graduates by the age of 26, compared with less than 20% of children from the poorest fifth of households.

Young people from better-off families do better at all levels of the education system. They start out ahead and they end up being more qualified as adults. Instead of being an engine for social mobility, the UK’s education system allows inequalities at home to turn into differences in school achievement. This means that all too often, today’s education inequalities become tomorrow’s income inequalities.

Research Economist

Imran joined the IFS in 2019 and works in the Education and Skills sector.

Comment details

Suggested citation.

Tahir, I. (2022). The UK education system preserves inequality – new report [Comment] The Conversation. Available at: https://ifs.org.uk/articles/uk-education-system-preserves-inequality-new-report (accessed: 14 June 2024).

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Analysis: How could the UK’s education system be reformed to equalise opportunities?

13 June 2024

Writing in Economics Observatory, Professors Gill Wyness, Lindsey Macmillan and Dr Jake Anders (IOE, UCL's Faculty of Education & Society) propose low-cost, evidence based education reforms to equalise young people’s educational opportunities. 

This article originally appeared in Economics Observatory   on 5 June 2024.

• Original article in Economics Observatory
• Professor Gill Wyness' academic profile
• Professor Lindsey Macmillan's academic profile
• Dr Jake Anders' academic profile
• UCL Centre for Education Policy and Equalising Opportunities
• IOE, UCL's Faculty of Education and Society

British education system

An introduction to the british education system.

The education system in the UK is divided into four main parts, primary education, secondary education, further education and higher education.

The education system in the UK is also split into "key stages" which breaks down as follows:

• Key Stage 1:  5 to 7 years old
• Key Stage 2:  7 to 11 years old
• Key Stage 3:  11 to 14 years old
• Key Stage 4:  14 to 16 years old

UK primary education

Primary school education begins in the UK at age 5 and continues until age 11, comprising key stages one and two under the UK educational system.

Some primary schools are split up into Infant and Junior levels. These are usually separate schools on the same site. The infant age range (Key Stage 1) is from age 5 to 7. The Junior age range (Key Stage 2) is from age 7 to 11. The year groups at primary School level are:

Year R (Reception) (age 4 – 5) Year 1 (age 5 - 6) Year 2 (age 6 - 7) The year when SATs testing takes place for Key Stage 1 Year 3 (age 7 - 8) Year 4 (age 8 - 9) Year 5 (age 9 - 10) Year 6 (age 10 - 11) The year when SATs testing takes place for Key Stage 2

secondary school - years 7 and 8

Years 7 and 8 are the first two years of secondary school education in the UK. In some independent schools they are included in the Junior School, in others, they are part of the Senior School. 

Under the UK school system, all students study English, Maths, Sciences, a Humanity and a Modern Language. Besides these subjects, each school has a list with optional subjects (Art, Music, Drama, Latin, Sport Science, Design Technology, Computer Science),  and  students may choose a few subjects that interest them. 

In some schools, students sit the Common Entrance Exam in year 7. There are 3 examination sessions, in November, January and May/June. The transition from Junior to Senior School (from year 8 to year 9) may be conditioned upon the Common Entrance Exam results in those schools.

secondary school - year 9

Year 9 is a very important year in the British school system, as most of the students make the transition from Junior School to Senior School. It is also a very good foundation for the GCSE programme and it is an entry point to all schools. 

Students study English, Maths, Sciences, Humanity and Languages. In addition, students choose a few subjects from the optional subject list offered by each school. 

secondary education - years 10 and 11

GCSE programme

In the last two years of secondary education, which are called Year 10 and Year 11, starting at age 14, students prepare for GCSE exams that are taken after two years (General Certificate of Secondary Education).

In the UK school system, during the GCSE programme, students study between 9 and 12 subjects. Some of them are compulsory (English, Math, 2/3 Sciences, History/Geography, a Modern Language etc.), some are chosen by each student according to their abilities and preferences. At the end of the 2 year GCSE programme, following the examinations on each studied subject, students receive their GCSE Certificates.

The chosen subjects and the GCSE results are very important for their Further Studies (A-Level or IB) and for their University admission.

Intensive 1 year GCSE

Some schools offer a 1 Year GCSE programme in Year 11 for international students seeking a school education in the UK. These intensive, one year courses, are available for students aged 15 plus, with the appropriate academic level from their own country. Fewer subjects are studied (maximum 6).

The IGCSE programme ( International  General Certificate of Secondary Education) prepare international students for A-Level and/or IB.

Students study between 5 and 7 subjects, English, Maths and Science being included. Each school has a list of available subjects for IGCSE students. At the end of Year 11, students take exams in each studied subject and receive IGCSE Certificates.

university preparation - years 12 and 13

A level study

In the UK school system, once a student reaches the age of 16, they can start a 2 year programme which leads to A (Advanced) level examinations. Students specialise in 3 or 4 subjects, that are usually relevant to the degree subject they wish to follow at university. A levels are state examinations and are recognised by all UK universities and by institutions worldwide.

At the end of Year 13, following the examinations in each subject, the students receive A level Certificates.

International Baccalaureate (IB)

Those who would like to study more than 3-4 subjects, may continue their studies in a broader number of subjects with the International Baccaularete Diploma Programme, offered by some independent schools.

During the IB, students study 6 subjects, 3 at higher level (HL) and 3 at standard level (SL). Each school offers different subjects at different study levels (HL/SL). The IB programme also includes a compulsory Core programme consisting of Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity, Service (CAS).

Students take written examinations on each subject at the end of their courses.

further education - vocational courses

International students can either choose a state sixth form college or a college of further education as an alternative to private education. Both offer GCSE and A level courses for students from the age of 16. Colleges of further education also offer foundation and diploma courses. All colleges can prepare students for entry to a  UK university or any university in the world. Bright World works with a number of state colleges in the UK which provide a multitude of vocational and academic courses. These courses can enable students to pursue their chosen career or to gain a place at a university of their choice.

The British school system also extends to BTEC courses which are designed for students who would like to develop practical knowledge and skills in a specific subject (Business, Psychology, Engineering, Sport, Art & Design) and find traditional exams challenging. Focussing on practical, skills-based learning, the BTEC students are assessed during the course. After each unit students are assessed through assignments, tasks or tests, and not at the end of the programme as it happens with GCSE or A-Level students.

university - foundation courses

From age 17, international students can opt to study one year foundation programmes, instead of A levels or IB. These courses lead to private examinations that are an alternative to A levels. Foundation courses at colleges are recognised by universities with whom they have partnerships.

Some universities also offer foundation courses that lead onto their own degree programmes.

Bright World has partnerships with a number of colleges and Pathway providers and can help place students into Foundation and Diploma courses in London and across the UK.

university - undergraduate study

In the UK, a British bachelors degree normally takes three years to complete and most are awarded at honours level. Examples of first degrees are: BA (Bachelor of Arts), BEng (Bachelor of Engineering), and BSc (Bachelor of Science).

State colleges offer some 2 year vocational diplomas that grant exemption from the first and sometimes second year of a degree programme. Some private tutorial colleges offer a one year diploma programme which is equivalent to year 1 of university. Students taking 1 year diplomas are awarded second year entry at some universities.

university - postgraduate study

Postgraduate courses in the UK education system are very intensive. This means that the courses are usually much shorter than in other countries. A master's degree typically takes 12 months to complete, for example an MA - Master of Arts and an MEng - Master of Engineering. An MBA (Master of Business Administration) is a high profile Masters course which can take 2 years. Applicants will usually be high achieving with at least 2 years managerial experience. A PhD research degree in the UK can take between 2 and 7 years.

boarding schools

Bright World works almost exclusively with privately funded schools and colleges. A boarding school is a residential school where pupils live and study during the school year. There are approximately 500 boarding schools across England, Wales, Scotland and Northern Ireland.

UK boarding schools offer pupils an outstanding education, helping them to develop their skills and progress to university. All UK boarding schools have to meet strict government standards on the quality of their teaching, facilities and student care.

Many UK boarding schools combine beautiful, centuries-old buildings with a mix of modern classrooms and traditional architecture. The excellent facilities help make living and learning a great experience and pupils will will improve their  English skills while they study.

tutorial colleges

Tutorial Colleges start at age 15 and have a more flexible programme range, focussing on fast access to UK university.

Many of the independent private sixth form colleges in Oxford, Cambridge and London work on a 'tutorial system' and are often referred to as 'tutorial colleges'. The tutorial system originates from Oxford and Cambridge Universities and is a very highly regarded and much tested system. It it is still used today and is the cornerstone of an 'Oxbridge' education. A tutorial is a small class of only a few students, in which the tutor (a lecturer or other academic faculty member) gives individual attention to the students.

state boarding schools

A state boarding school is one where you pay for boarding and the education is free. The government pays for the education as it would at any other state school in England.

Admission to state boarding schools in the UK is limited to children who are nationals of the UK and are eligible to hold a full UK passport, or those who are nationals of other European Union countries or those who have the right of residence in the UK. Please note that the holding of a BN(O) passport does not make the child eligible for a state boarding school in the UK.

F E Colleges

An FE college is an institution that provides education for those above school age (age 16). There are many types of FE colleges including, sixth form colleges, specialist colleges and adult education institutes. FE Colleges are state run and as such those members of the EU joining can benefit from free education. There is also a competitive fee structure available for non-EU international students.

pathway courses at university

If you need to improve your English language or study skills before attending a UK university, pathway providers offer unique foundation courses which often lead to direct degree-level entry upon completion. There are several private companies who operate Foundation and Diploma programmes on the campuses of UK universities. Often these courses offer accelerated access to undergraduate degrees.

universities

The UK is one of the world's most popular destination for students from overseas. In fact, more than 400,000 international students enrol each year.International students considering an education in the UK have a choice of over 140 universities and higher education institutions, each offering a great range of tertiary qualifications that will be recognised the world over. Students join a 3 year undergraduate programme or a 1 year postgraduate course.

UK university placement

For expert advice on UK and US university entry, Bright World has teamed up with Education Advisers Ltd, whose experienced consultants offer a full range of Higher Education services for international students. These range from complimentary advice on the best University Foundation courses, to bespoke Oxbridge and Medical School coaching and mentorship programmes. You can visit their websites at www.universityadvice.co.uk or www.best-schools.co.uk or call +44 1622 813870 for further information.

guardianship and school placement advice

Boarding school guardianship.

If your child is attending a boarding school you will need to nominate a UK guardian. Bright World can help you with this service.

university guardianship

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Promoting Equality in the UK Primary School Education System Essay

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Introduction

Research aim, research questions, importance of study, context of study, reason for choosing topic, scope of the literature review, critical analysis of the literature, reference list.

Schools were once unimportant educational centers that served small groups of people. However, today, they have grown to become hubs of knowledge exchange and cultural innovation (Brandes and Ginnis, 2001; Bell, Bolam and Cubillo, 2002). This evolution has permeated different levels of learning and primary school education in the UK is no exception. Past efforts aimed at improving the efficacy of school systems focused on expanding access to educational opportunities but today, similar initiatives strive for opportunities to make them more effective and inclusive for all groups of learners.

The current debate on improvement of learning outcomes in the UK strives to examine how educational standards can be raised and inequality tackled at the same time. This goal is alive despite some observers making admissions that a single policy cannot be used to address both challenges at the same time (Kerr and West, 2010). Subject to this acknowledgement, technology has emerged as one of the most promising tools for addressing some of the above-mentioned problems because it is linked to improved educational outcomes and reduced levels of inequality. This is why it is depicted in this study as a basis for making changes in the education structure by making it more inclusive and responsive to the needs of underprivileged learners.

To find out how to minimize inequality in UK primary schools through inclusion.

• What is the nature of the relationship between inequalities in the UK primary school education system and its administrative structures?
• To what extent can technology improve the effectiveness of school structures to minimize inequalities?

School improvements have come a long way since the early 1960s when there was skepticism regarding the importance of learning institutions in the first place. This cynicism was informed by the use of Marxist ideologies in designing education systems to realize social and economic growth (Hopkins, Ainscow, and West, 1994). Relative to this view, some people argued that socioeconomic progress should be domiciled in societies and not schools, while others believed that schools created a group of workers trained to accept things as they are, thereby promoting existing unequal systems (Leithwood, Jantzi and Steinbach, 1999). However, over time, a lot of progress has been in appreciating the importance of education.

The 21 st century has seen the emergence of new challenges in learning because of the realization that poor educational outcomes and socioeconomic inequality have been entrenched in current educational systems, thereby disenfranchising students from minority and low socioeconomic groups. These issues dominate current discussions regarding education inequality in the 21 st century learning environment and how new and more innovative methods of improving school systems could alleviate the growing problem.

The context of this research is the primary school education system in the UK. This stage of education involves children who are between 5 and 11 years receiving basic education.

Class differences in the society and their effects on educational achievement have caused inequalities in education. The COVID-19 pandemic has exacerbated the problem because concerns abound regarding the role that online education will play in crystalizing learning gaps that exist among privileged and disenfranchised children. A recent survey to sample teachers’ views regarding the impact of the health crisis on students’ learning outcomes showed that education practitioners are worried about the role of virtual education in entrenching inequalities among the aforementioned groups of students as schools transition to online learning (Jain, Lall and Singh, 2021). Researchers also opine that economically weaker students will become hard to reach, thereby making teachers incapable of providing them with education services (Jain, Lall and Singh, 2021). Therefore, technology-based solutions aimed at alleviating the crisis have been criticized for being ineffective when employed in hard-to-reach communities. Therefore, it is pertinent to understand how existing education structures propagate these inequalities and the role that technology could play in alleviating the problem.

The literature review process was undertaken by searching for books and journals from reputable online databases. The keywords used to perform the analysis included “inequality” “primary school” and “UK.” The initial research process generated 6,708 articles from three journal databases – Sage Journals, Emerald Insight, and Elsevier, while books were obtained from Google Scholar and Google Books. Afterward, the materials were scrutinized for their relevance to the research topic with an emphasis on finding articles that talked about primary education in the UK in particular. Additionally, books and journals that discussed inclusivity were prioritized over those that did not and the number of articles available for review reduced to 30.

Researchers have investigated the relationship between negative student learning outcomes and socioeconomic backgrounds with varied outcomes. Key sections of this literature review describe the relationship between students’ socioeconomic backgrounds and educational outcomes as well as the impact that school structures have on education inequalities. The analysis is later contextualized within the UK primary school education setting and inferences are drawn to known theories underpinning learning development in formative years of education.

Theoretical Foundation

Researchers have come up with different theories to explain varying levels of academic achievement and understand the role that students’ socioeconomic backgrounds play in predicting this outcome. As a result, four schools of thought have emerged with varying perspectives regarding the impact of education on an individual’s life. Functionalism is one of them and it suggests that education is meant to help people become functional members of society (Chapman et al. , 2012). Conflict theories propose a different ideology because they are based on the belief that education is designed to promote social inequality (Hirsch, 2016). Their view largely explains the educational challenges witnessed in the UK primary school environment because widening achievement gaps have created socioeconomic equality for a long time.

Researchers have gone a step further to understand varied forms of inequality in the education system and found out that feminism is one of its subtle manifestations and it is rooted in sexist ideologies ingrained in the school system by creating inequalities in gender achievement gaps (Bansal, 2018; Coe, 2009). This school of thought demonstrates that inequalities do not only exist among minorities or students who hail from families with lower socioeconomic status but also across the gender spectrum. Consequently, it is imperative to view inequalities in the education sector from a broader perspective involving gender and socioeconomic variables.

Several studies have tried to adopt a holistic strategy in investigating learning gaps among students from low-income communities and those of privileged backgrounds. For example, in an investigation conducted by Kustatscher (2017) in Scottish primary schools, it was established that social class differences impacted intergenerational interactions among children aged 5 and seven years. It was also affirmed that these class divisions intersected with gender, race, and ethnic strata in society (Kustatscher, 2017). Consequently, there is a need to understand the process of tackling inequality in the education system holistically and involve young people in discussions about the same issue.

Symbolic interactionism is also another school of thought that has emerged from studies that have investigated the role of the school environment in influencing students’ achievement levels. Associated research studies point to the need to strengthen student-teacher relationships to improve educational outcomes. In this context, inclusivity is expected to be achieved through strong teacher-student bonds.

Relationship between Students’ Socioeconomic Background and Educational Outcomes

Studies have shown that social factors influence educational outcomes and, by extension, people’s wealth and ability to prosper. This statement has been supported by anecdotal evidence showing the psychosocial link between non-economic factors affecting wealth creation, such as people’s attitudes, beliefs, ethos and socioeconomic background, and educational outcomes (Cebolla-Boado, Radl and Salazar, 2017). This relationship has been characterized by the presence of positive environmental stimuli for students who have access to resources, improved educational outcomes, and better standards of living.

Relative to the above assertion, one notable scholar, Pierre Bourdieu, suggested that students tend to conform to dominant ideologies through psychological and behavioral influences harbored by societies (Griffiths, 2018). The relationship between these moderating factors and educational outcomes has been juxtaposed against the opportunities offered by learning in promoting learners’ progress in life with the dominant assertion being that education seeks to promote equality by expecting students to have that which it does not give – cultural competency. Without it, it is difficult for students to attain high levels of educational achievement. Furthermore, but they can only be transmitted through family structures and community influences, which vary across the spectrum of students’ backgrounds.

Impact of School Structures on Education Inequalities

School structures affect learning outcomes and teaching methodologies in various education settings. For example, admission policies have been linked with inclusive practices in the UK education sector (Rayner, 2017). Policy discourses have also shown the difficulty of separating the quest to improve educational outcomes with inequality in schools (Elmore, 2008). Additionally, studies show that school policies are often formulated within a sociocultural setting, thereby highlighting the role of regional differences in defining school outcomes (Evers and Kneyber, 2016). For example, school ethos and values have been associated with policy discourses and teaching practices (Rayner, 2017). While these insights are relevant in understanding how sociocultural factors play an important role in influencing school outcomes, the link has mostly been established in studies that involve secondary school teachers and students (Rayner, 2017). This means that there is inadequate research done in the primary school education context to determine whether the same link between raising education standards and tackling inequality is valid.

To understand the impact of school structures on learning outcomes, researchers have investigated strategies adopted by education institutions to minimize gaps in achievement between students who come from low socioeconomic backgrounds and those who hail from privileged backgrounds (Glickman, 2003). For example, Sierens et al. (2020) surveyed 1,741 pupils who were in fourth grade to find out whether pre-schooling helped to promote equity in education. It was established that the duration of education did not have an impact on their attainment levels. However, this finding was found to be true for certain subject areas, such as sciences and mathematics, but not in humanities.

Relative to the above findings Woldehanna (2016) conducted a similar study to investigate the relationship between inequality, pre-school education, and cognitive development in Ethiopia among students aged between five and eight years and found out that pre-school attendance mediated about a third of the effects of family background on students’ educational outcomes. Limited public investment in pre-primary school education exacerbated these inequalities, thus highlighting the need for government involvement in mitigating educational gaps.

The focus on duration and attendance of pre-school education in managing learning gaps has created a greater interest in this subject area with newer studies focusing on understanding the extent that pre-school education could help to minimize the effects of socio-cultural backgrounds on learning outcomes. In one such study, Cebolla-Boado, Radl, and Salazar (2017) obtained data from 119,008 respondents spread across 28 developing countries and found that pre-school education helped to minimize the negative effects of low socioeconomic backgrounds on learners’ attainment levels. However, this effect was weaker for students who had highly educated parents. Therefore, it was recognized that parental involvement in children’s education helped to alleviate the effects of low socioeconomic backgrounds on student’s learning.

Inequality in the UK

The structure of the primary school education system in the UK has changed since the late 1960s because of several policies and education reforms that have been instituted since then. The most instrumental piece of law that has been introduced from the time includes The 1988 Education Reform Act, which encouraged learning institutions to be competitive as a precondition for improving their performance. Additionally, changes in the age of starting school, school size, types of primary schools, roles of local authorities, and formations of federations have contributed to additional changes to the structure of the primary school education system (Ainscow and West, 2006). At the same time, collaboration, changes in the provision of early childhood education and care services have further helped policymakers to examine the structure of school holistically.

For more than 20 years, the official government policy on the improvement of education standards in the UK has focused on promoting social justice. Part of the attention has been on tackling inequality and raising education standards for all cadres of learners (Bush, Bell and Middlewood, 2019). Stakeholders have adopted these measures after analyzing recent research evidence revealing that poorly performing schools reinforce inequality in educational attainment (Ainscow et al. , 2011; Ainscow et al. , 2012). Indeed, some existing policy structures governing teaching and learning activities have entrenched school failure, especially among underprivileged learners.

Regardless of the aforementioned policy changes and reforms, education inequality rates in the UK are higher among major western countries. The United Nations International Children’s Emergency Fund (UNICEF) recently surveyed to assess education inequality among 41 countries and found that it affected student educational outcomes at the primary school education level and subsequent opportunities that affect a person’s socioeconomic outcomes after childhood (Bryk et al. , 2015). Education inequality in the UK is only a manifestation of a greater problem of social inequity in society, which has affected different sectors of society. Several reasons have been advanced to explain gaps that have caused this phenomenon.

Researchers such as Parker et al. (2016) have done a comparative analysis of countries and found that educational differentials were greater in countries that have high levels of curricular stratification. The researchers also established that primary effects influencing educational outcomes, such as socioeconomic status, were more impactful in countries that had a higher curriculum track record (Bryk et al. , 2015). Therefore, the efficiency that education stakeholders evaluated, or reviewed, their curricula affected learning gaps. Relative to this assertion, Parker et al. (2016) say that highly stratified countries have a higher probability of pegging educational expectations on achievement outcomes relative to those that have a weaker social stratification framework. These findings suggest that the structural makeup of a society has an impact on its educational outcomes.

This literature review shows an emerging trend where researchers are affirming the inefficiencies and weaknesses of current educational systems and their inability to address systemic weaknesses that have disadvantaged students from underprivileged backgrounds. However, most of the articles analyzed are descriptive in the sense that they only identify and define the scope of the problem with little understanding of how to develop innovative and holistic solutions, especially those of a technological nature, which would appeal to the multifaceted nature of the research issue.

Ainscow, M. and West, M. (eds.) (2006) Improving urban schools: leadership and collaboration . Buckingham: Open University Press.

Ainscow, M. et al. (2011) Social inequality: can schools narrow the gap? Macclesfield: British Educational Research Association.

Ainscow, M. et al. (2012) Developing equitable education systems. London: Routledge.

Bansal, D. (2018) ‘Science education in India and feminist critiques of science’, Contemporary Education Dialogue , 15(2), pp. 164-186.

Bell, L., Bolam, R. and Cubillo, L. (2002) A systematic review of the impact of school leadership and management on student outcomes . London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Brandes, D. and Ginnis, P. (2001) A guide to student-centered learning. Cheltenham: Nelson Thornes.

Bryk, A. S. et al. (2015) Learning to improve: how America’s schools can get better at getting better . Cambridge: Harvard Education Press.

Bush, T., Bell, L. and Middlewood, D. (eds.) (2019) Principles of educational leadership and management. 3rd edn. London: SAGE.

Cebolla-Boado, H., Radl, J. and Salazar, L. (2017) ‘Preschool education as the great equalizer? A cross-country study into the sources of inequality in reading competence’, Acta Sociologica , 60(1), pp. 41-60.

Chapman, C. et al. (2012) School effectiveness and improvement research, policy and practice . Abingdon: Routledge.

Coe, R. (2009) ‘School improvement: reality and illusion’, British Journal of Educational Studies , 57(4), pp. 363-379.

Elmore, R. F. (2008) School reform from the inside out. Cambridge: Harvard Education Press.

Evers, J. and Kneyber, R. (eds.) (2016) Flip the system: changing education from the ground up . Abingdon: Routledge.

Glickman, C. (2003) Holding sacred ground : pretending not to know what we know . San Francisco: Jossey-Bass.

Gorard, S. (2010) ‘Serious doubts about school effectiveness’, British Educational Research Journal , 36(5), pp. 645-766.

Griffiths, A. (2018) ‘Using exploratory factor analysis and Bourdieu’s concept of the illusion to examine inequality in an English school’, Power and Education , 10(1), pp. 40-57.

Harber, C. and Davies, L. (2001) School management and effectiveness in developing countries . London: Continuum.

Harris, A. and Bennett, N. (eds.) (2001) School effectiveness and improvement: alternate perspectives . New York: Continuum.

Hirsch, E. D. (2016) Why knowledge matters: rescuing our children from failed educational theories . Cambridge: Harvard Education Press.

Hopkins, D., Ainscow, M. and West, M. (1994) School improvement in an era of change . London: Cassell.

Jain, S., Lall, M. and Singh, A. (2021) ‘Teachers’ voices on the impact of COVID-19 on school education: are Ed-tech companies really the panacea?’, Contemporary Education Dialogue , 18(1), pp. 58-89.

Kellock, A. (2020) ‘Children’s well-being in the primary school: a capability approach and community psychology perspective’, Childhood , 27(2), pp. 220-237.

Kerr, K. and West, M. (eds.) (2010) Insight 2 – social inequality: can schools narrow the gap? Macclesfield: British Educational Research Association.

Kustatscher, M. (2017) ‘Young children’s social class identities in everyday life at primary school: the importance of naming and challenging complex inequalities’, Childhood , 24(3), pp. 381-395.

Leithwood, K., Jantzi, D. and Steinbach, R. (1999) Changing leadership for changing times. Maidenhead: Open University Press.

Medwell, J. and Wray, D. (2019) ‘Primary homework in England: the beliefs and practices of teachers in primary schools’, Education , 47(2), pp. 191-204.

Parker, P. D. et al. (2016) ‘A multination study of socioeconomic inequality in expectations for progression to higher education: the role of between-school tracking and ability stratification’, American Educational Research Journal , 53(1), pp. 6-32.

Rayner, M. S. (2017) ‘Admissions policies and risks to equity and educational inclusion in the context of school reform in England’, Management in Education , 31(1), pp. 27-32.

Sierens, S. et al. (2020) ‘Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement’, European Educational Research Journal , 19(6), pp. 564-586.

Woldehanna, T. (2016) ‘Inequality, preschool education and cognitive development in Ethiopia: implication for public investment in pre-primary education’, International Journal of Behavioral Development , 40(6), pp. 509-516.

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IvyPanda. (2022, August 24). Promoting Equality in the UK Primary School Education System. https://ivypanda.com/essays/promoting-equality-in-the-uk-primary-school-education-system/

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Introducing The British Education System: A Comprehensive Guide

Education is the cornerstone of society, shaping the minds and futures of generations to come. Yet, understanding the intricacies of the British education system can be akin to navigating a labyrinth, with its multitude of stages, qualifications, and terminology. Whether you’re a parent, student, educator, or simply curious about how education functions in the UK, this guide aims to demystify the complexities and provide a clear roadmap through the landscape of British schooling. Join us as we embark on a journey to explore the structure, key stages, and unique features of the British education system, empowering you to navigate confidently through this vital aspect of British life.

Table of Contents

Overview of the british education system.

The British education system is structured into several key stages, each designed to provide a comprehensive and progressive learning experience for students.

Early Years Foundation Stage (EYFS) : This stage caters to children aged 3 to 5 and focuses on play-based learning, social development, and building foundational skills.

Primary Education : Primary education begins at age 5 and typically lasts until age 11. During this stage, students follow the National Curriculum. This includes core subjects such as English, mathematics, science, and foundation subjects like history and geography.

Secondary Education : Secondary education spans from age 11 to 16 and is divided into Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16). Students study a broad range of subjects, including English, mathematics, science, humanities, and languages. Ultimately, this will lead to qualifications such as GCSEs .

Post-16 Education : After completing compulsory education, students can choose to pursue further education or vocational training. Options include A-levels, vocational qualifications like BTECs, or apprenticeships.

Higher Education : Higher education encompasses universities and colleges offering undergraduate and postgraduate degrees.

British Education System Key Stages

Key Stage 1 (Ages 3 to 5):  This stage focuses on play-based learning and social development for children aged 3 to 5.

Key Stage 2 (Ages 5 to 11):  During Key Stage 2, covering ages 5 to 11, students build foundational skills in core subjects like English, mathematics, and science.

Stage 3 (Ages 11 to 14):  In Key Stage 3, spanning ages 11 to 14, students explore a broad curriculum including humanities, languages, and the arts.

Key Stage 4 (Ages 14 to 16):  Key Stage 4 comprises ages 14 to 16, where students prepare for their GCSE exams (General Certificate of Secondary Education) in core and elective subjects.

Key Stage 5 (Ages 16 to 19):  Key Stage 5, also known as post-16 education, encompasses ages 16 to 19. Here, students pursue A-levels , vocational qualifications like BTECs , or apprenticeships, preparing for higher education or employment.

UK Education System Ages

To understand the UK education system, it’s crucial to grasp the ages associated with each stage of learning. Here’s a breakdown by year:

• Year 1 to Year 2 (Ages 3 to 5).  Children start formal education at ages 3 to 5, focusing on play-based learning and social development.
• Year 3 to Year 6 (Ages 5 to 11).  Students progress through Years 1 to 6, consolidating foundational skills in subjects like English, mathematics, and science.
• Year 7 to Year 9 (Ages 11 to 14).  This phase covers ages 11 to 14, where students explore a diverse curriculum including humanities, languages, and creative subjects.
• Year 10 to Year 11 (Ages 14 to 16).  Ages 14 to 16 mark the preparation for GCSE exams, covering a broad range of subjects and paving the way for future academic or vocational pursuits.
• Year 12 to Year 13 (Ages 16 to 19).  The transition to post-16 education occurs from ages 16 to 19, where students pursue advanced qualifications such as A-levels, vocational qualifications, or apprenticeships.

British Education System Curriculum

In the UK, the National Curriculum serves as the backbone of teaching and learning in state schools for pupils aged 5 to 16. It encompasses a wide range of subjects and is guided by two primary objectives:

Opportunities for All Pupils: The National Curriculum aims to provide equal opportunities for all pupils to learn. As such, it ensures that every child receives a comprehensive education regardless of background or ability.

Spiritual, Moral, Social, and Cultural Development: Another key objective is to achieve and promote pupils’ spiritual, moral, social, and cultural development. This holistic approach prepares students for the opportunities, responsibilities, and experiences they will encounter throughout life.

While state schools need to adhere to the National Curriculum, independent schools have more flexibility. While many independent schools choose to follow the National Curriculum, they do not have to do so. Instead, they may opt for alternative curricula such as the Common Entrance curriculum.

Common Entrance Curriculum: Independent preparatory schools often adopt the Common Entrance curriculum. It builds upon the National Curriculum but delves deeper into subjects and broadens the scope of topics covered. This approach not only ensures a rigorous academic experience but also fosters intellectual curiosity and critical thinking skills among students.

Overall, the British education system curriculum aims to provide a well-rounded education. It should be able to equip students with the knowledge, skills, and values necessary for success in both academic and personal spheres of life.

British Education Grading System

The British education grading system is structured to assess students’ academic performance across various stages of their education journey. Here’s an overview of the grading system commonly used in the UK:

Early Years Foundation Stage (EYFS):

• In the Early Years Foundation Stage, assessment is based on observations of children’s progress against developmental milestones rather than formal grades.

Key Stages 1 to 3:

• At Key Stages 1 to 3, students’ progress is assessed using a combination of teacher assessments and standardised tests. However, formal grades are not typically assigned during these stages.

Stage 4 (GCSEs):

• This stage culminates in the General Certificate of Secondary Education (GCSE) examinations, usually taken at age 16. GCSEs are graded on a scale from 9 to 1, with 9 being the highest grade and 1 being the lowest. Grades 4 and above are generally considered a pass, with grade 5 being a standard pass and grade 7 or above being considered a strong pass.

Stage 5 (A-levels):

• This stage comprises post-16 education, typically involving Advanced Level qualifications (A-levels) taken at ages 16 to 18. A-levels are graded on a scale from A* to E, with A* being the highest grade and E being the lowest passing grade.

Additional Grading Systems:

• In addition to GCSEs and A-levels, other qualifications may use different grading systems. For example, vocational qualifications like BTECs (Business and Technology Education Council) often use a pass, merit, distinction, and distinction* grading system.

UK Education System vs US Education System

British Education System Explained

Navigating the British education system can seem daunting, with its array of terms and institutions. Here’s a breakdown categorised for clarity:

Type of Schools in the UK Education System

Public Schools: In the UK, public schools are fee-paying institutions that cater to students of all ages, from primary to secondary education. Despite their name, the government does not fund public schools and these institutions operate independently. The term “public” originated from their historical roots, where they were initially established to provide education for the general public. However, access was often limited to those who could afford the fees. Over time, these institutions gained a reputation for academic excellence, prestigious facilities, and a tradition of producing prominent alumni. 

State Schools: State schools are funded and overseen by the government. They follow the National Curriculum and are free for students to attend. They include both primary and secondary institutions.

Independent Schools: Independent schools are privately funded institutions that operate outside of government control. They have the autonomy to set their own curriculum, admissions criteria, and fees.

Type of Schools by Structure

Boarding Schools: Boarding schools provide accommodation for students, who live on campus during term time. They offer a full educational experience alongside extracurricular activities and pastoral care.

Day Schools: Day schools are institutions where students attend classes during the day and return home in the evenings. They can be either state-funded or independent.

Types of Schools by Age Range

Prep Schools: Prep schools, short for preparatory schools, provide education for children aged 7 to 13. They prepare students for entry into senior schools and often follow the Common Entrance curriculum.

Junior School: Junior schools cater to primary-aged children, typically from ages 7 to 11, covering Key Stage 2 of the National Curriculum.

Senior School: Senior schools provide education for secondary-aged students, typically from ages 11 to 16, covering Key Stages 3 and 4 of the National Curriculum.

Additional Terms You Might Find Useful

Grammar Schools : Grammar schools are state-funded secondary schools that select students based on academic ability, usually through entrance exams known as the 11+. They typically offer a traditional academic curriculum with a focus on core subjects.

Common Entrance: Common Entrance is an exam taken by students at the end of their time in prep school, usually around age 13 (Year 8). It assesses their readiness for entry into senior schools.

Comprehensive Schools : Comprehensive schools are state-funded secondary schools that do not select students based on academic ability. They aim to provide a comprehensive education to students of all backgrounds and abilities.

Selective Schools : Selective schools are state-funded or independent schools that admit students based on academic ability or other criteria, such as religious affiliation or special talents.

Faith Schools: Faith schools are state-funded or independent schools with a religious ethos, often affiliated with a particular faith or denomination. They may prioritise religious education and have admissions criteria based on faith.

Specialist Schools: Specialist schools are state-funded secondary schools in England with a focus on a particular subject area, such as performing arts, science, or languages. They receive additional funding to develop expertise in their chosen specialism.

Frequently Asked Questions about the British Education System

The key stages include Early Years Foundation Stage (EYFS), Primary Education, Secondary Education (Key Stage 3 and Key Stage 4), Post-16 Education, and Higher Education.

State-funded schools are funded and overseen by the government and follow the National Curriculum, while independent schools are privately funded and have more autonomy over their curriculum and admissions processes.

The main types of schools in the UK include state schools, which are government-funded and free to attend, independent schools, which are privately funded, and special schools, which cater to students with special educational needs.

Yes, alternative options include vocational qualifications like BTECs, apprenticeships, and adult education courses, providing diverse pathways for students of all ages and backgrounds.

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Comparison of Education System in the UK and USA

Introduction.

Education remains the fundamental basis for socio-economic development in different social setups around the globe. Countries and governmental systems also adopt different educational strategies that accredit standardized qualifications preparatory for job opportunities (Shaturaev,2021). Countries have adopted industrial and standard forms of education to prepare learners and integrate young minds into critical thinkers and cognitive problem solvers (Toquero,2020). Britain holds the world’s most robust and prestigious education systems appreciated globally. UK education system assumes four divisional bridges: primary education, secondary education, further education, and higher education (Stuart & Walker, 2019). However, primary and secondary education is compulsory. The USA’s formal education system is described as K12, meaning “Kindergarten to the 12 th  grade,” as a mandatory education; where learners pass through elementary schools, primary (junior School), secondary (high school), and university education (Kubey,2018). Elementary education is the earliest formal education unit for every American child, while primary education, where there is Nursery education, is the most elementary education unit for UK children. This discussion is hence a defined comparison of these systems of education, their implications, and attributes to the preparation of learners efficiently and effectively in their societies.

UK education system

The UK education system introduces pupils to formal learners at the age of 4, much earlier than that in the USA. Examination and student assessment are continual and done in different stages of the learners’ development. The final 2 years of the 14-year course are summarized with a General Certificate of Secondary Education to mark the O-level education. With a conglomeration of an Advanced Education level in English Baccalaureate, a secondary education diploma certification at the age of 16th year marks the end of compulsory education in the UK(Golding, 2022). The design education structure in the UK is a compound specialization education as learners advance right from their O-level of education (niDirect Government Service, 2021). The GCSE certification is crucial for UK learners as higher institutions of learning and employers require it for various opportunity assessments, and often used as leaving certification. The GCSE is varied and ranges differently from over 50 subjects with a precedent of a five-semester-long course. The GCSE assessments are national, and learners take the examinations simultaneously throughout the country in their 11 th  year of studies (Bond et al., 2020). According to Statista (2023), the gender ratio of UK level-o graduates presents an 8.8% gap between female and male graduates. For instance, in the 2022 academic year, the percentage pass rate stood at 76.6% for female students and 68.9% for male students(Statista, 2023). The GCSE program is focused on equipping learners with inquiry-based learning dependencies through critical thinking, problem solutions, and cognitive analytical appreciation, as established by the UK’s independent school board and the University of Cambridge International Examination (CIE) (CAIE, 2022). The percentage transition to university by GCSE graduates for the 2021/22 academic year represented a 7% increase from the 2020/21 calendar year (UK Universities, 2021). Further, the country also has A-level qualifications, a certificate established for students aspiring to join the top best higher education centers. A-level is hence more advanced than the GCSE course and is a requirement for students joining university education in the country.

Education in the USA

The US education system is integrative, focusing on overall development and minimal emphasis on the examination assessment of the learners. In the K-12 curriculum course, learners are exposed to general subjects and juggle through them until their last year in high school (year 12). The state-financed education only starts in the Kindergarten period with the equivalence of the British year 1 for its learners. However, preschool learnings through daycare are also promoted privately as part-time learning (Windolf,2018). The American system procedurally induces learners younger to learn a language and simple concepts, emphasizing the interactive and socialization skills in their Kindergarten up to the grade three levels. The elementary education skills are hence identified and vigorously undergo development and growth through grade 4 as they progress to their senior years. The system is hence of three major categories:

• Basic Education: Elementary schooling (K grade 5)
• Middle School (grades 6-8)
• High School (grades 9-12)

The system here is hence implemented through an extensive and interactive curriculum. As the learners advance, their subjects catalog also grows from simple language orientations to advanced literature studies, mathematics, science, and other subjects of choice until they graduate from high school in their twelfth year. The curriculum has a non-significant assessment framework like the GCSE system in the UK. However, learners are gauged through various parameters, including yearly assessments as they graduate to the next learning grade. The American system of education assessment systems has little dictation on the development and progression to the next level or grade as social, cocurricular, and academic averaging remain sentimental to the assessment. However, only in the advanced levels (grade 10 – 12) will the learner choose a course in a subject of passion for pursuing. The system, unlike in the UK’s, teaches the science and mathematical concepts alternatingly, from science to mathematics or vice versa. A learner in this year’s calculus class will choose physics or chemistry in the next academic year, unlike the UK, where the subjects are taught simultaneously. The study programs are progressive, and subjects are in alternate continuation from grade 9 to grade 12. The high school grades are averaged into a Grade Point Average where all the elemental subjects over the 4-year course are compounded for legibility into the college and other tertiary educational centers (Windolf,2018).

According to National Center for Education Statistics (2019), the average USA high school graduation rate stood at 86% for the 2018/19 academic period. This percentage represents an average of 2.9 million graduates across the USA. According to the 2020 statistics, 3.6 million students graduated from high school, with a 52% increase in states graduates representing 79% black students, 81% Hispanic students, and 89.7% of Caucasian graduates within the timely 4years between grades 9 and 12 th  grade (National Center for Education Statistics, 2022).

The US college systems often appreciate additional information from the learner besides the GPA and high school diploma certification. Therefore, learners enroll for their Scholastic Aptitude Test (SAT) and the American College Test (ACT) for admission to their required institution. SAT and ACT assessments are the nationally recognized tertiary learning admissions test in the USA. Both SAT and ACT assess learners’ communication, science, and essay skills and their ability to study in college (Alaa et al., 2019). All these tests can be taken internationally for admission to American Colleges.

Another Advanced assessment recognized in the USA system is the Advanced Placement (AP) test, a program and an assessment structured for Tertiary institutes to call for student admissions. The AP test is detailed and compares with the A level and the International Baccalaureate (IB), the highest college admissions qualifications.

Similarities in the system

A significant similarity between the American and British Education systems is the language of instruction. Toropova et al. (2021) point out that both systems use English as the language of instruction for learners. The disparity might exist in dialect due to the visional variation of the language. However, the English language’s basics, grammar rules, and other phonological and semantic orientations remain constant between the two systems. The UK and the US governments are responsible for educational funding. Education is guaranteed freely for both USA and UK learners in their jurisdictions. The UK government, through the central government, funds free elementary and level O – studies. Similarly, the US state budget allocates free education and funds for children through public schools (Holmes & McLean, 2018).

Within both countries, education is compulsory and mandatory, a responsibility restored on the parents of parents to engage the children in educational adoption (Kubey, 2018). The UK’s and USA’s systems call for elementary studies, junior school, senior school, and tertiary education. Both systems hence establish the necessity for elementary studies and the integration of the education system into industrial and entrepreneurial preparation of the learners through educational enlightenment. These countries also have a similar curriculum dispensation on the structural subjects and preparation of learners for their future careers. The system uses subject orientation to enable learners to define and distinguish their passions toward a carrier orientation. In both systems, entry into university education includes language assessment and English language improvement, which is compulsory for both public and private universities. According to Hammond et al.(2019), the university preparation programs require an average English input of 6.5 -7 points, considered sufficient for the admission boards; however, the English preparation programs are exceptions for British and American students in their respective jurisdictions. Both the systems learners preparing for tertiary education must also display the abilities and disciplines in repetitive and systematic knowledge designs. Therefore, in the pre-course, learners learn new skills from statistical mathematics, business management, and oral communications and express the ability to develop and uphold academic skills and motives.

The difference in the Systems

The study by Meghji (2021) establishes that amongst a myriad of differences between the systems of education, the role of government in the management of education in the UK is different from the USA. In the UK, education is overseen by the local governments. Hence the government is responsible for funding and curriculum organization. Therefore, the assessment structure in the UK is universal through the National examination, unlike the USA, where the school board assesses the exams. Another difference is the nature of the examination system of the USA education system. A student of the K-12 learning system has his assessment continuous and procedural throughout their studies. Niedzwiedz et al. (2020) point out that in the USA K12 system, students are graded and assessed by their class works, quizzes, continuous assessment tests, class projects, and learning activities. All these sum up to the final grade they will have in at the end of the 12-year course. In the UK, through the National Curriculum, the GCSE examination is taken nationally, and the certification that remains mandatory for every learner is awarded at the end of high school. Children in America start their preschool learning, Kindergarten, depending on the state of origin, with ages ranging from 5-8 years. However, in the UK, nursery learning starts at age 3-4 when the child will sit their GCSE at 16. However, the age gap is minimal because, in most USA states where Kindergarten starts at age 5, the child will graduate from high school at 16 or 14.

There is also a difference in the British and the American term dates. The UK’s terms start in September and through to July. The terms are, however, in recognition of the December Christmas and Easter holidays. Shaturaev & Bekimbetova (2021) also points out that between the Easter and the Christmas holidays, learners are exposed to a short holiday of weeks and days before the continuation of their learning. The semesters are thus grouped into a four-stage orientation. However, in the USA, the term dates are seasonal, with winter, summer, and fall seasons. The UK’s four education strategies are primary, secondary, higher, and further education. The same is established in the American system, which names the elementary, high school, undergraduate, and postgraduate education ranks before the learner is exposed to the job market. Holmes (2018) indicates that after the undergraduate level, one is capable of employment, and most USA’s junior job market comprises undergraduate employees.

Implications and Attributes

Both countries’ education systems have varied implications, and several pieces of literature have established the course of difference in their education structures. Malisa & Missedja (2019) points out that the socio-economic difference among learners has established a compromise in education systems in USA and UK as educational costs rise maximally. America’s education system has various regulations, and every state’s involvement in managing its education system is different for the existing educational implications. On the other hand, the British believe in an early start of the learning process, and the government sponsors 15 hours within 38 weeks of early childhood learning at the nursery level(Chinofunga et al., 2022). According to Windolf (2018), the feeding programs and other government sponsorships in the UK system at an early start is an added advantage over other education systems, including the Americas’ K-12 system. Brookfield (2018) also points out that quality education before age five is proximal and intently beneficial. Learners and the entire workforce are developed from energetic and youthful situations, establishing that their future potential is enhanced as retardation in learning is limited (Chinofunga et al., 2022).

Another positional difference between the two systems is the approaches to science subjects. America Science is introduced much later than in the UK, where parallel science subjects are taught as early as age 12 and 13. The implication of this difference is reflected in the higher number of science authors and scientists from the UK than from the USA (Shah & Kolhekar,2021). The USA system is art-oriented, with music, and related subjects performing maximally, then in the UK. The assessment levels of extracurricular activities that involve prestigious university scholarships incentive have empowered US students to afford quality education, producing elite athletes, i.e., in American Football and NBA (Singh & Rawani,2019).

Another significant attribute is the learning pace between these central learning systems. The Americans’ pace of learning is built on the gradual appreciation of the existing concepts, and the integration and knowledge acquisition graph develop as the learners climb up the education ladder (Brookfield, 2018). However, in the British system, the curriculum is intense, and a learner is already introduced to various concepts at a younger age. The national curriculum’s primary/secondary learning ranks are hoisted as higher and advanced learning. The commencement of the British curriculum in mid-July also influences the student’s learning and considerable academic development in the two systems. From September to July, a mid-break or holiday of 6 weeks is provided for the learners in the UK; however, for the American systems, the long holidays within the summer break are a challenge as students need to remember the acquired skills over the summer holidays. The three-month break is a challenge and a factor of imposition in the standardization of their learning structure after the holidays. Schultz (2019) points out that the students’ standards drop, and it becomes a slippery path to reestablish the learners’ level before they break for their summer holiday. Hence a recommendation by scholars has focused on the long holiday for American students who risk losing two months at the beginning of the academic year. The pace of learning is hence different and instinctive to differentiate the British and American learners (Fafunwa & Aisiku, 2022). Another significant attribute is the emphasis on uniforms within the British education system. The British system stresses the adoration of the English culture, which is established and upheld through school uniforms at the secondary and primary school levels. Therefore the oration of school blazers and ties is established as a tradition for public and government-sponsored institutions. However, for American learners, school uniform dressing is not mandatory, and public schools have no emphasis policy on the same. Private schools and missionary-oriented schools in America can have school uniform-wearing policies. However, several public schools have no limiting or restraining policies against what to wear to school or how a learner should present themselves(Schultz,2019).

Bain (2018) established that the British system believes that learners’ discipline is restored and upheld through school uniforms. School uniforms implicitly enhance and promote learners’ equity during their course. Uniform for them hence a cognitive resistant mentality and an aspiration for unity and solidarity within the education system. The study by Bryan et al. (2018) established that American learners often might experience discrimination due to the clothing, especially the power of wearing and adorning trendy fashion, in their learning environment. The absence of unifying proximity like uniforms has established and exposed American learners, especially those from poor backgrounds, to psychological disorientation, especially when they cannot afford trendy fashion(Bain, 2018). For the learners, this is impactful, influences their cognitive development, and inflicts and contributes to social class disparity within the school. For further uniformity, every British public school has a feeding program for their primary students for the first three years of their learning. The government has established this feeding program to bridge the gap of social disparity and enable good nutrition and a healthy diet for young learners for maximal case development. The school feeding lunch initiative is a practical approach the government has established to enhance and complement the development of its young learners(Taylor,2022). The presence of uniforms is for uniformity, and various schools have distinct uniforms to maintain uniqueness and brand identity for their affiliate schools. The British government ensures the students use the same facilities, enhancing equity, proximity, and closeness of the British learners without social class desperation. However, American public schools are non-rigid and flexible in what students wear to school(van de Werfhorst,2021). The schools are casual in their uniform policies, and in the modern era, some schools have stressed the adoration of polo shirts or neutral trousers for their students.

The British and UK teaching systems also vary, and they have different implications and attrition to the development of students. From elementary education, the students are taught differently to address their teachers. The British system has upheld traditional honors, and learners use them to address their teachers. Similarly, in Americans, as the students develop honorary titles and addresses, the salutations to the teacher become more significant only in their official communication as they appear casual depending on the relationship they have established with the teacher(Winter et al., 2022). The aspects of the English system are still upheld in the current environment through its relations and modesty of the traditional teaching methodology. Learners still stand on the arrival of a teacher, and attention must shift to the teachings.

Similarly, any correction towards the teacher has to be suggestively courteous and respectful. The interaction between the student and the teacher must remain professional and modest, preserving level domain implications. The American and the British learning systems of teaching and student-teacher engagements are formal, and both ensure that the; earners are given a safe space for growth, an environment free of intimidation, and psychologically calm environments.

Both systems upheld extracurricular activities as the development structure of the learners. However British system is very sharp on talent identification and growth of the same due to the existing football background in the country. Developing skills outside the classroom environment is significant in both systems. In America, the competition for talent within schools is maximal(Bond et al., 2019). Institutions of higher learning, with sports and other related academies, especially in American Football and Basketball, emphasize extracurriculars, identify raw talents, and grow them through scholarship and partnership between schooling and playing. Similarly, English soccer academies rely on young talent acquisitions from public and private schools; hence the power of extracurricular activity in the systems cannot be underrated (Bond et al., 2019).

The UK and USA education systems are universally accepted for their integrative and transformative attributes. The British system emphasizes the adoration of the English culture in their learning systems. Through their secondary and primary schooling systems, students are given a common learning environment through a uniform system, government sponsorships, and a general national assessment system before they graduate to the advanced learning systems. In the USA, with its K12 system, the formal orientation is relaxed through a diversified learning system. The government and private sectors are very critical in enhancing and facilitating learning developments in both countries. Developing skills outside the classroom environment is significant in both systems. Students’ development is compared overall from the classroom, social to mental growth. Hence cocurricular activities are promoted in both systems, with each country highly developed sporting systems. Americans have American football and basketball at elite levels, while UK’s premier league remains the global footballing destination.

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• Health and wellbeing during COVID-19

People with symptoms of a respiratory infection including COVID-19

Guidance for people with symptoms of a respiratory infection including COVID-19, or a positive test result for COVID-19.

Applies to England

As we learn to live safely with COVID-19, there are actions we can all take to help reduce the risk of catching COVID-19 and passing it on to others. These actions will also help to reduce the spread of other respiratory infections. COVID-19 and other respiratory infections such as flu can spread easily and cause serious illness in some people.

Vaccinations are very effective at preventing serious illness from COVID-19, however even if you are vaccinated there is a chance you might catch COVID-19 or another respiratory infection and pass it on to other people.

Who this guidance is for

Most people can no longer access free testing for COVID-19. This guidance is in 2 parts:

Actions you can take to protect other people if you are unwell with symptoms of a respiratory infection, including COVID-19, and you have not taken a test for COVID-19.

Advice for people who have taken a COVID-19 test and have received a positive test result.

There is separate guidance for people who have been informed by the NHS that they are at highest risk of becoming seriously unwell and who might be eligible for new COVID-19 treatments.

There is also additional guidance for those working in health and social care settings.

People at higher risk of becoming seriously unwell from a respiratory infection, including COVID-19

People who are at higher risk from COVID-19 and other respiratory infections include:

• older people
• those who are pregnant
• those who are unvaccinated
• people of any age whose immune system means they are at higher risk of serious illness
• people of any age with certain long-term conditions

The risk of becoming seriously unwell from COVID-19 and other respiratory infections is very low for most children and young people.

Some children aged under 2 years, especially those with a heart condition or born prematurely, as well as very young infants, are at increased risk of hospitalisation from respiratory syncytial virus ( RSV ) .

You will not always know whether someone you come into contact with outside your home is at higher risk of becoming seriously unwell. They could be strangers (for example, people you sit next to on public transport) or people you may have regular contact with (for example, friends and work colleagues). This means it is important to follow the advice in this guidance to reduce the spread of infection and help to keep others safe.

Symptoms of respiratory infections, including COVID-19

Respiratory infections can spread easily between people. It is important to be aware of symptoms so you can take action to reduce the risk of spreading your infection to other people.

The symptoms of COVID-19 and other respiratory infections are very similar. It is not possible to tell if you have COVID-19, flu or another respiratory infection based on symptoms alone. Most people with COVID-19 and other respiratory infections will have a relatively mild illness, especially if they have been vaccinated.

If you have symptoms of a respiratory infection, such as COVID-19, and you have a high temperature or you do not feel well enough to go to work or carry out normal activities, you are advised to try to stay at home and avoid contact with other people.

Symptoms of COVID-19, flu and common respiratory infections include:

• continuous cough
• high temperature, fever or chills
• loss of, or change in, your normal sense of taste or smell
• shortness of breath
• unexplained tiredness, lack of energy
• muscle aches or pains that are not due to exercise
• not wanting to eat or not feeling hungry
• headache that is unusual or longer lasting than usual
• sore throat, stuffy or runny nose
• diarrhoea, feeling sick or being sick

If you are feeling unwell with these symptoms you should get plenty of rest and drink water to keep hydrated. You can use medications such as paracetamol to help with your symptoms. Antibiotics are not recommended for viral respiratory infections because they will not relieve your symptoms or speed up your recovery.

In some cases, you might continue to have a cough or feel tired after your other symptoms have improved, but this does not mean that you are still infectious.

You can find information about these symptoms on NHS.UK .

If you are concerned about your symptoms, or they are worsening, seek medical advice by contacting NHS 111. In an emergency dial 999.

What to do if you have symptoms of a respiratory infection, including COVID-19, and have not taken a COVID-19 test

Try to stay at home and avoid contact with other people.

If you have symptoms of a respiratory infection, such as COVID-19, and you have a high temperature or do not feel well enough to go to work or carry out normal activities, try to stay at home and avoid contact with other people, until you no longer have a high temperature (if you had one) or until you no longer feel unwell.

It is particularly important to avoid close contact with anyone who you know is at higher risk of becoming seriously unwell if they are infected with COVID-19 and other respiratory infections, especially those whose immune system means that they are at higher risk of serious illness, despite vaccination .

Try to work from home if you can. If you are unable to work from home, talk to your employer about options available to you.

If you have been asked to attend a medical or dental appointment in person, contact your healthcare provider and let them know about your symptoms.

You may wish to ask friends, family or neighbours to get food and other essentials for you.

If you leave your home

If you leave your home while you have symptoms of a respiratory infection, and you have a high temperature or feel unwell, avoid close contact with anyone who you know is at higher risk of becoming seriously unwell, especially those whose immune system means that they are at higher risk of serious illness, despite vaccination .

The following actions will reduce the chance of passing on your infection to others:

• wearing a well-fitting face covering made with multiple layers or a surgical face mask
• avoiding crowded places such as public transport, large social gatherings, or anywhere that is enclosed or poorly ventilated
• taking any exercise outdoors in places where you will not have close contact with other people
• covering your mouth and nose when you cough or sneeze; wash your hands frequently with soap and water for 20 seconds or use hand sanitiser after coughing, sneezing and blowing your nose and before you eat or handle food; avoid touching your face

Reduce the spread of infection in your household

While you are unwell there is a high risk of passing your infection to others in your household. These are simple things you can do to help prevent the spread :

• try to keep your distance from people you live with
• in shared areas wear a well-fitting face covering made with multiple layers or a surgical face mask, especially if you live with people whose immune system means that they are at higher risk of serious illness, despite vaccination
• ventilate rooms you have been in by opening windows and leaving them open for at least 10 minutes after you have left the room
• wash your hands regularly and cover your mouth and nose when coughing or sneezing
• regularly clean frequently touched surfaces, such as door handles and remote controls, and shared areas such as kitchens and bathrooms
• advise anyone that does need to come into your home that you have symptoms, so they can take precautions to protect themselves such as wearing a well-fitting face covering or a surgical face mask, keeping their distance if they can, and washing their hands regularly

GermDefence is a website that can help you identify simple ways to protect yourself and others in your household from COVID-19 and other viruses. People who use GermDefence are less likely to catch flu and other infections and are less likely to spread them at home.

There is further guidance on protecting yourself and others in living safely with respiratory infections, including COVID-19.

Children and young people (aged 18 years and under) who have symptoms of a respiratory infection, including COVID-19

Respiratory infections are common in children and young people, particularly during the winter months. Symptoms can be caused by several respiratory infections including the common cold, COVID-19 and RSV .

For most children and young people, these illnesses will not be serious, and they will soon recover following rest and plenty of fluids.

Very few children and young people with respiratory infections become seriously unwell. This is also true for children and young people with long-term conditions. Some children under 2, especially those born prematurely or with a heart condition, can be more seriously unwell from RSV .

Attending education is hugely important for children and young people’s health and their future.

When children and young people with symptoms should stay at home and when they can return to education

Children and young people with mild symptoms such as a runny nose, sore throat, or slight cough, who are otherwise well, can continue to attend their education setting.

Children and young people who are unwell and have a high temperature should stay at home and avoid contact with other people, where they can. They can go back to school, college or childcare, and resume normal activities when they no longer have a high temperature and they are well enough to attend.

All children and young people with respiratory symptoms should be encouraged to cover their mouth and nose with a disposable tissue when coughing and/or sneezing and to wash their hands after using or disposing of tissues.

It can be difficult to know when to seek help if your child is unwell. If you are worried about your child, especially if they are aged under 2 years old, then you should seek medical help.

What to do if you have a positive COVID-19 test result

If you have a positive COVID-19 test result, it is very likely that you have COVID-19 even if you do not have any symptoms. You can pass on the infection to others, even if you have no symptoms.

Most people with COVID-19 will no longer be infectious to others after 5 days. If you have a positive COVID-19 test result, try to stay at home and avoid contact with other people for 5 days after the day you took your test. There is different advice for children and young people aged 18 and under .

During this period there are actions you can take to reduce the risk of passing COVID-19 on to others.

If you have been asked to attend a medical or dental appointment in person, contact your healthcare provider and let them know about your positive test result.

At the end of this period, if you have a high temperature or feel unwell, try to follow this advice until you feel well enough to resume normal activities and you no longer have a high temperature if you had one.

Although most people will no longer be infectious to others after 5 days, some people may be infectious to other people for up to 10 days from the start of their infection. You should avoid meeting people at higher risk of becoming seriously unwell from COVID-19, especially those whose immune system means that they are at higher risk of serious illness from COVID-19, despite vaccination , for 10 days after the day you took your test.

If you leave your home during the 5 days after your positive test result the following steps will reduce the chance of passing on COVID-19 to others:

• wear a well-fitting face covering made with multiple layers or a surgical face mask
• avoid crowded places such as public transport, large social gatherings, or anywhere that is enclosed or poorly ventilated
• take any exercise outdoors in places where you will not have close contact with other people
• cover your mouth and nose when you cough or sneeze; wash your hands frequently with soap and water for 20 seconds or use hand sanitiser after coughing, sneezing and blowing your nose and before you eat or handle food; avoid touching your face

While you are infectious there is a high risk of passing your infection to others in your household. These are simple things you can do to help prevent the spread :

• advise anyone that does need to come into your home that you have a positive test result, so they can take precautions to protect themselves such as wearing a well-fitting face covering or a surgical face mask, keeping their distance if they can, and washing their hands regularly

What to do if you are a close contact of someone who has had a positive test result for COVID-19

People who live in the same household as someone with COVID-19 are at the highest risk of becoming infected because they are most likely to have prolonged close contact. People who stayed overnight in the household of someone with COVID-19 while they were infectious are also at high risk.

If you are a household or overnight contact of someone who has had a positive COVID -19 test result it can take up to 10 days for your infection to develop. It is possible to pass on COVID-19 to others, even if you have no symptoms.

You can reduce the risk to other people by taking the following steps:

• avoid contact with anyone you know who is at higher risk of becoming severely unwell if they are infected with COVID-19, especially those whose immune system means they are at higher risk of serious illness from COVID-19, despite vaccination
• limit close contact with other people outside your household, especially in crowded, enclosed or poorly ventilated spaces
• wear a well-fitting face covering made with multiple layers or a surgical face mask if you do need to have close contact with other people, or you are in a crowded place
• wash your hands frequently with soap and water or use hand sanitiser

If you develop symptoms of a respiratory infection try to stay at home and avoid contact with other people and follow the guidance for people with symptoms.

If you are a contact of someone with COVID-19 but do not live with them or did not stay in their household overnight, you are at lower risk of becoming infected. There is guidance on protecting yourself and others in living safely with respiratory infections, including COVID-19 .

Children and young people aged 18 years and under who have a positive test result

It is not recommended that children and young people are tested for COVID-19 unless directed to by a health professional.

If a child or young person has a positive COVID-19 test result they should try to stay at home and avoid contact with other people for 3 days after the day they took the test, if they can. After 3 days, if they feel well and do not have a high temperature, the risk of passing the infection on to others is much lower. This is because children and young people tend to be infectious to other people for less time than adults.

Children and young people who usually go to school, college or childcare and who live with someone who has a positive COVID-19 test result should continue to attend as normal.

How to reduce the spread of infection with the people you live with if you have COVID-19

COVID-19: reduce the spread of infection with the people you live with (infographic) English

PDF , 158 KB , 1 page

This file may not be suitable for users of assistive technology.

Infographic text alternative

If you have COVID-19, there is a high risk that others in your household will catch it from you. There are several things you can do to reduce the spread of infection in your household.

Limit close contact with others. Spend as little time as possible in communal areas.

Regularly clean frequently touched surfaces and shared rooms like kitchens and bathrooms.

Wash your hands regularly using soap and water, particularly after coughing and sneezing.

Get help where possible from those you live with. Ask for help with cleaning and being brought food safely to avoid unnecessary contact.

Use a face covering if you need to spend time in shared spaces.

Keep rooms well ventilated.

Catch coughs and sneezes in disposable tissues and put them straight in the bin.

People with symptoms of a respiratory infection including COVID-19 (easy read)

PDF , 1.75 MB , 12 pages

What to do if you test positive for COVID-19 (easy read)

PDF , 627 KB , 7 pages

Translations

People with symptoms of a respiratory infection including COVID-19 (Arabic) ( PDF , 149 KB , 11 pages )

People with symptoms of a respiratory infection including COVID-19 (Bengali) ( PDF , 169 KB , 14 pages )

People with symptoms of a respiratory infection including COVID-19 (Chinese Simplified) ( PDF , 214 KB , 9 pages )

People with symptoms of a respiratory infection including COVID-19 (Chinese Traditional) ( PDF , 252 KB , 9 pages )

People with symptoms of a respiratory infection including COVID-19 (Farsi) ( PDF , 149 KB , 11 pages )

People with symptoms of a respiratory infection including COVID-19 (French) ( PDF , 108 KB , 13 pages )

People with symptoms of a respiratory infection including COVID-19 (Gujarati) ( PDF , 209 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Hindi) ( PDF , 214 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Pashto) ( PDF , 150 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Polish) ( PDF , 173 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Portuguese) ( PDF , 104 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Punjabi Gurmukhi) ( PDF , 227 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Punjabi Shahmukhi) ( PDF , 172 KB , 12 pages )

People with symptoms of a respiratory infection including COVID-19 (Russian) ( PDF , 187 KB , 14 pages )

People with symptoms of a respiratory infection including COVID-19 (Slovak) ( PDF , 169 KB , 11 pages )

People with symptoms of a respiratory infection including COVID-19 (Somali) ( PDF , 104 KB , 13 pages )

People with symptoms of a respiratory infection including COVID-19 (Tamil) ( PDF , 236 KB , 18 pages )

People with symptoms of a respiratory infection including COVID-19 (Ukrainian) ( PDF , 152 KB , 13 pages )

People with symptoms of a respiratory infection including COVID-19 (Urdu) ( PDF , 153 KB , 12 pages )

Reduce the spread of infection with the people you live with (infographic)

COVID-19: reduce the spread of infection with the people you live with (infographic) Arabic ( PDF , 438 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Bengali ( PDF , 429 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Chinese simplified ( PDF , 421 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Chinese traditional ( PDF , 426 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Farsi ( PDF , 458 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) French ( PDF , 392 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Gujarati ( PDF , 417 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Hindi ( PDF , 427 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Russian ( PDF , 352 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Pashto ( PDF , 458 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Polish ( PDF , 392 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Portuguese ( PDF , 390 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Punjabi Gurmukhi ( PDF , 415 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Punjabi Shahmuki ( PDF , 442 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Slovak ( PDF , 391 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Tamil ( PDF , 430 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Ukrainian ( PDF , 352 KB , 1 page )

COVID-19: reduce the spread of infection with the people you live with (infographic) Urdu ( PDF , 461 KB , 1 page )

Added easy read on testing positive for COVID-19.

Added easy read.

Added Russian and Ukrainian translations.

Added translated versions of the infographic.

Added translations.

First published.

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