Revisiting the Education Skills Act’s (2008) Raising the Participation Age (RPA) – Impact of the RPA within Further Education Health and Social Care, and Analysis of ‘Effective Participation’

This study explores the rationale and impact of the Raising the Participation Age (RPA) policy within Further Education (FE), drawing on my experience lecturing Health and Social Care. Introduced following the 2007/08 financial crisis and fully implemented in 2015, the RPA requires young people to remain in education or training until the age of eighteen, aiming to address skills shortages and reduce unemployment. Existing research indicates limited understanding of the policy’s effects on FE learners, particularly within health and social care. This study examines how the RPA has shaped students’ academic and career trajectories, with a focus on the notion of ‘effective participation’. Using a combination of policy analysis and reflective qualitative insights from practice, the study identifies both benefits and limitations of the RPA. While participation rates have increased, the policy has also contributed to larger class sizes and students enrolling through compulsion rather than choice. This has led to disengagement and heightened mental health concerns, often compounded by inadequate support for diverse learning needs. The findings suggest that an emphasis on numerical participation overlooks students’ holistic development. Addressing social inequalities and reconsidering the causes of NEET status are essential to achieving meaningful engagement and improved educational and societal outcomes.