We dont need for education

03.09.202203.09.2022 admin 0 Comments

We dont need for education

Перевод песни Another brick in the wall (part II) (Pink Floyd)

В исполнении: Pink Floyd.

Another brick in the wall (part II)

Еще один киpпич в стене (часть II)

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave them kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.

We don’t need no education
We dont need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave them kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.

«Wrong, Do it again!»
«If you don’t eat yer meat, you can’t have any pudding.
How can you have any pudding
If you don’t eat yer meat?»
«You! Yes, you behind the bikesheds, stand still laddy!»

Нам не нужно никакого образования
Не надо зомбировать нас
Никакого сарказма в классе
Учителя, оставьте же вы детей в покое
Эй, учителя! Оставьте их в покое!
Это ж всего лишь ещё один кирпич в этой стене
Ты же всего лишь ещё один кирпич в этой стене

«Неправильно, переделывай всё!»
«Не съешь мясо, тогда не получишь никакого пуддинга!
О каком пуддинге может идти речь,
Если ты ещё не доел мяса!»
«Ты! Да, ты, за пристройкой, стой смирно, парень!»

Текст песни Pink Floyd — We Dont Need No Education

Оригинальный текст и слова песни We Dont Need No Education:

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it’s just another brick in the wall

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Нам не нужно образования,
Нам не нужно контроля над мыслями
И мрачного сарказма в классе.
Учитель, оставьте этих детей в покое!
Эй! Учитель! Оставьте этих детей в покое!
По сути, это просто еще один кирпичик в стене.

Нам не нужно образования,
Нам не нужно контроля над мыслями
И мрачного сарказма в классе.
Учитель, оставьте этих детей в покое!

Нам не нужно образования…

Перевод на русский или английский язык текста песни — We Dont Need No Education исполнителя Pink Floyd:

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Нам не нужно образования…

Если нашли опечатку в тексте или переводе песни We Dont Need No Education, просим сообщить об этом в комментариях.

Если вы нашли ошибку, пожалуйста, выделите фрагмент текста и нажмите Ctrl+Enter.

We don’t need no education
We dont need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it’s just another brick in the wall.
(All in all you’re just) another brick in the wall.

We don’t need no education.

Нам не нужно никакого образования
Мы не нужно никаких мыслей контроль
Нет мрачного сарказма в классе
Учитель оставить их детей в покое
Эй! Учитель! Оставьте их детей в покое!
В целом, это всего лишь еще один кирпич в стене.
(Всего ты просто) еще один кирпич в стене.

Данный перевод песни на русском языке является художественным, т.е. перевод недословный. Чтобы узнать дословный перевод песни, можете наводить мышкой на английские слова.

Another brick in the wall (part II)

«Wrong, Do it again!»
«If you don’t eat yer meat, you can’t have any pudding. How can you
have any pudding if you don’t eat yer meat?»
«You! Yes, you behind the bikesheds, stand still laddy!»

Еще один киpпич в стене (часть II)

История песни Another Brick in the Wall – Pink Floyd

Учителя, любите своих подопечных и честно выполняйте профессиональные обязанности. В противном случае, не исключено, что кто-то из ваших учеников вырастет талантливым музыкантом и посвятит системе образования песню, которая совсем вас не обрадует.

Преподавателям Роджера Уотерса из кембриджширской школы наверняка было неприятно слушать композицию Another Brick in the Wall – Part II, которую сочинил их знаменитый выпускник.

История песни Another Brick in the Wall – Pink Floyd

Бас-гитарист группы Pink Floyd никогда не скрывал, что школа вызывала у него отвращение. Он вспоминал, что учителей больше интересовала тишина в классе, чем знания учеников, а оскорбления детей являлись обычной составляющей учебного процесса:

О, это было отвратительно, просто ужасно. Она [песня] не задумывалась как повальное осуждение всех учителей, но плохие действительно способы изматывать людей.

BBC Radio 1, 1979

История песни началась летом 1978 года, когда Роджер Уотерс представил коллегам по группе наброски будущего концептуального альбома The Wall. В числе незавершенных треков, находившихся на разных стадиях готовности, была композиция под названием Another Brick in the Wall – Part II.

Исполняется она от лица главного героя Стены, мальчика по имени Пинк Флойд, который не хочет, чтобы школа промывала ему мозги, превращая в серую массу безликих граждан. Основную идею Another Brick in the Wall – Part II Роджер Уотерс объяснил так:

Во всем мире вы не найдете большего сторонника образования, чем я. Но образование, которое я получил в пятидесятые годы в средней школе для мальчиков, было очень жестким и вынуждало к непокорности. Учителя были слабы и потому оказывались легкими мишенями.

Песня задумывалась как бунт против заблуждающегося правительства, против людей, который имеют над тобой власть, которые ошибаются. Тогда она, безусловно, требовала, чтобы ты восстал против этого.

Делитесь в комментариях своими мнениями, о чём песня Another Brick in the Wall. Давайте вместе обсудим смысл композиции.

Запись Another Brick in the Wall

Изначально песня состояла из куплета и припева, которые Уотерс намеревался исполнять под акустическую гитару. По воспоминаниям Мэйсона, она была «траурной, наводящей тоску вещью». Окончательный вариант появился в результате кропотливой студийной работы при непосредственном участии продюсера Боба Эзрина, благодаря которому песня приобрела неожиданный для Pink Floyd диско-ритм.

Идея оживить композицию детским вокалом также пришла в голову Эзрину. Поисками подходящего коллектива занялся звукоинженер Ник Гриффитс из Britannia Row. Он договорился с руководителем хора школы Islington Green, что его коллектив споет в обмен на возможность бесплатно записаться в студии.

Результат впечатлил музыкантов Пинк Флойд. Уотерс вспоминал:

Меня и сейчас пробирает дрожь при воспоминаниях о чувстве, которое я испытал, услышав, как те дети поют эту песню.

Хотя изначально партия детского хора задумывалась как фон, стало ясно, что ее нужно выдвинуть на передний план и сделать главной «фишкой» композиции.

Достижения песни

Когда Another Brick in the Wall – Part II стала хитом, она подверглась жесткой критике. Многие увидели в ней призыв отказаться от образования и посчитали ее крайне вредной для молодого поколения. Слово Уотерсу:

Песня доводила людей до неистовой ярости. Они думали, что когда я сказал: “Нам не нужно образование”, – это было сродни приземленной революционной позиции. Но если вы послушаете ее в контексте, это ведь явно не так.

Привлечение школьников к записи трека тоже вызывало негодование о представителей сферы образования и родителей, но их бурная реакция лишь способствовала раскрутке песни.

Another Brick in the Wall – Part II группы Pink Floyd номинировалась на «Грэмми», но не получила награду. Она входит в рейтинг 500 величайших песен всех времен, составленный Rolling Stone, а также ряд других авторитетных списков.

Видеоклип Another Brick in the Wall – Pink Floyd

Существует несколько видеоклипов для песни, включая тот, что был смонтирован на основе фильма «Стена». Далее предлагают посмотреть онлайн музыкальное видео Another Brick in the Wall 1979 года.

Интересные факты

Текст песни Another Brick in the Wall – Pink Floyd

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey!
Teacher, leave them kids alone!
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey!
Teacher, leave us kids alone!
All in all you’re just another brick in the wall
All in all you’re just another brick in the wall

Wrong! Do it again!
If you don’t eat your meat, you can’t have any pudding!
How can you have any pudding if you don’t eat your meat?
You! Yes! You behind the bike sheds! Stand still laddie!

Перевод песни Another Brick in the Wall – Pink Floyd

Нам не нужно образование,
Нам не нужен контроль мыслей,
Не нужен мрачный сарказм в классе –
Учителя, оставьте детей в покое
Эй!
Учитель, оставь детей в покое!
В конце концов, это лишь еще один кирпичик в стене
В конце концов, ты – лишь еще один кирпичик в стене

Нам не нужно образование,
Нам не нужен контроль мыслей,
Не нужен мрачный сарказм в классе –
Учителя, оставьте детей в покое
Эй!
Учитель, оставь детей в покое!
В конце концов, ты – лишь еще один кирпичик в стене
В конце концов, ты – лишь еще один кирпичик в стене

Неправильно! Еще раз!
Если не съешь мясо, пудинга не получишь!
Куда тебе пудинг, если ты не ешь мясо!
Ты! Да! Ты, за навесом для велосипедов! Парень, стой спокойно!

Another brick in the wall

Еще один киpпич в стене

Нам не нужно образования
Не надо зомбировать нас
Никакого сарказма в классе
Учителя, оставьте же вы детей в покое
Эй, учителя! Оставьте их в покое!
Это ж всего лишь ещё один кирпич в этой стене
Ты же всего лишь ещё один кирпич в этой стене

«Неправильно, переделывай всё!»
«Не съешь мясо, тогда не дам никакого пуддинга! О каком пуддинге может идти речь,
Если ты ещё не доел мяса!»
«Ты, парень возле гаража, стой смирно!»

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Another Brick in the Wall — Еще один кирпич в стене

Есть музыка, к которой возвращаешься снова и снова, спустя годы. Это музыка, которая необычайно волнует и вызывает такую бурю эмоций и мыслей, что иногда не знаешь, куда спрятаться от нахлынувших чувств и воспоминаний. Со мной такое бывает, поэтому мне очень захотелось поделиться с вами вновь пережитыми эмоциями.

Наверное, вы помните (вы просто не можете не помнить) композицию «Another Brick in the Wall» британской группы Pink Floyd. «Another Brick in the Wall» («Еще один кирпич в стене») — это название трех песен из рок-оперы «The Wall» (1979), которые являются по сути вариациями на одну тему и имеют подзаголовки Part I, Part II, Part III. Очень меня трогает именно вторая часть (Part II), в которой мы слышим и чувствуем отчаяние главного героя, его протест против существующей системы образования.

Текст и перевод «Another Brick in the Wall»

“Wrong, Do it again!” — «Неверно, переделай!»
“If you don’t eat yer meat, you can’t have any pudding. — «Если ты не съешь мясо, ты не получишь свой пудинг.»
How can you have any pudding if you don’t eat yer meat?” — Как ты можешь есть пудинг, если ты не съешь мясо?»
“You! Yes, you behind the bike sheds, stand still, laddie!” — «Эй, ты! Да, ты за гаражом, стой смирно, парнишка!»

P.S. Обратите внимание, на двойное отрицание в строчках «We don’t need no education», «We don’t need no thought control», что недопустимо в английском языке. Вероятно, это намеренно допущенная ошибка с целью подчеркнуть низкое качество образования.

В своей песне Роджер Уотерс, бас-гитарист группы Pink Floyd и автор всех трех композиций, делится своими воспоминаниями и чувствами, которые всегда вызывала в нем школа. Надо сказать, что по поводу этой песни, много разных мнений, часто неоднозначных. Но если почитать об авторе или послушать интервью, где он высказывает свое мнение, то оказывается, что все гораздо проще. И не нужно делать категоричных выводов о том, что песня призывает нас отказаться от образования как такового. Эта песня — крик отчаяния против обезличивания, против превращения людей в серую безликую массу. Роджер Уотерс учился в Кембриджширской школе для мальчиков. Он вспоминает, что в большинстве случаев учителей интересовала тишина в классе и послушание, нежели сам процесс обучения.

«Вы не найдете во всем мире большего сторонника образования, чем я. Но образование, которое я получил в 50-ые годы в средней школе для мальчиков, было очень жестким и вынуждало сопротивляться. Учителя были слабы, и поэтому оказывались легкой мишенью. Эта песня задумана как бунт против заблуждающегося правительства, против людей, которые имеют над тобой власть и которые не правы. Поэтому, безусловно, песня призывала протестовать против всего этого.»

We Dont Need No Education

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We don’t need no education.

★Pink Floyd We don’t need no education

Текст песни «★Pink Floyd — We don’t need no education»

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

We don’t need no education.

Нам не нужно образования.
Ну и что, что смысла мало)

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Нам не нужно образования. We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it’s just another brick in the wall

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Кто круче?

Another Brick In the Wall* (оригинал Pink Floyd)
Ещё один кирпич в стене (перевод Илья Тимофеев)

Another Brick In The Wall (Part I):
Ещё один кирпич в стене (Часть 1):

Daddy’s gone across the ocean,
Папочка сгинул за океаном,
Leaving just a memory,
Оставив лишь воспоминания,
A snapshot in the family album.
Фотокарточку в семейном альбоме.
Daddy, what else did you leave for me?
Папа, что ещё ты оставил мне?
Daddy, what you leave behind for me?
Папа, что ты оставил мне после себя?
All in all it was just a brick in the wall.
В общем-то, это был лишь кирпич в стене.
All in all it was just the bricks in the wall.
В общем-то, это были лишь кирпичи в стене.

Another Brick In The Wall (Part II):
Ещё один кирпич в стене (Часть 2):

«Wrong! Do it again!
Неверно! Переделай!
If you don’t eat yet meat, you can’t have any pudding! How can you have any pudding if you don’t eat yet meat?!»
Если ты не доел мясо, не получишь никакого пудинга! Как ты можешь есть пудинг, если ещё не съел мясо?!
«You! Yes! You behind the bike sheds! Stand still, laddie!»
Ты! Да, ты, который за гаражом! Стой смирно, малец!

Another Brick in the Wall (Part III):
Ещё один кирпич в стене (Часть 3):

I don’t need no walls around me.
Не нужно мне никаких стен вокруг.
And I don’t need no drugs to calm me.
И никакие наркотики не утешат меня.
I have seen the writing on the wall.
Я видел послание на стене.
Don’t think I need any thing at all.
Думаю, мне совсем ничего не нужно.
No. Don’t think I need anything at all.
Нет. Не думаю, что мне вообще что-то нужно.
All in all it was all just the bricks in the wall.
В общем-то, всё это были лишь кирпичи в стене.
All in all it was all just the bricks in the wall.
В общем-то, всё это были лишь кирпичи в стене.

Another Brick in the Wall (Part II)
Ещё один кирпич в стене (Часть II) (перевод Dolci)

We don’t need no education
К черту образование!
We don’t need no thought control
Хватит покушаться на наши мысли!
No dark sarcasm in the classroom
Довольно едкого сарказма в классе!
Teacher leave them kids alone
Учитель, оставь ребят одних.
Hey teacher, leave the kids alone
Эй, учитель, не иди к детишкам!
All in all it’s just
В общем, это всего лишь очередной
Another brick in the wall
Кирпич в стене.
All in all you’re just
В общем, это всего лишь очередной
Another brick in the wall
Кирпич в стене.

We don’t need no education
К черту образование!
We don’t need no thought control
Хватит покушаться на наши мысли!
No dark sarcasm in the classroom
Довольно едкого са Another Brick In the Wall* (оригинал Pink Floyd)
Ещё один кирпич в стене (перевод Илья Тимофеев)

Another Brick In The Wall (Part I):
Ещё один кирпич в стене (Часть 1):

Another Brick In The Wall (Part II):
Ещё один кирпич в стене (Часть 2):

Another Brick in the Wall (Part III):
Ещё один кирпич в стене (Часть 3):

Another Brick in the Wall (Part II)
Ещё один кирпич в стене (Часть II) (перевод Dolci)

We don’t need no education
К черту образование!
We don’t need no thought control
Хватит покушаться на наши мысли!
No dark sarcasm in the classroom
Довольно едкого са

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Для вашего поискового запроса Pink Floyd We Dont Need No Education мы нашли 50 песен, соответствующие вашему запросу. Теперь мы рекомендуем загрузить первый результат Pink Floyd Another Brick In The Wall Official Music Video Lyrics In Description который загружен XGunsSaysBAANGx размером 7.92 MB, длительностью 6 мин и 1 сек и битрейтом 192 Kbps.

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Текст

We don’t need no education.

Перевод

(helicopter in background)

When we grew up and went to school
There were certain teachers who would hurt the children any way they could

A boring ready region upon anything we did exposing every weakness how the kid did bye the kid (laughter)

Out in the middle of nowhere they were home at night with friends, psychopathic wads would flash down with a inches of their lives

We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall

All in all, you’re just a
Nother brick in the wall

(british kids)
We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall
All in all, you’re just a
Nother brick in the wall

If u dont eat ur meat u kant have ne pudding
How kan u have any pudding if u dont eat ur meat

Неверно! Переделай!
Если ты не доел мясо, не получишь никакого пудинга! Как ты можешь есть пудинг, если ещё не съел мясо?!
Ты! Да, ты, который за гаражом! Стой смирно, малец!

Ещё один кирпич в стене (Часть 3):

Не нужно мне никаких стен вокруг.
И никакие наркотики не утешат меня.
Я видел послание на стене.
Думаю, мне совсем ничего не нужно.
Нет. Не думаю, что мне вообще что-то нужно.
В общем-то, всё это были лишь кирпичи в стене.
В общем-то, всё это были лишь кирпичи в стене.

TRSONGS.RU

Переводы песен

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Another Brick in the Wall Part 2

Всего лишь еще один кирпич в стене (Часть II)

Текст песни (исполняет Pink Floyd)

Перевод песни (автор неизвестен)

Мы сыты по горло учебой,
Мы не хотим, чтобы на наши мысли набрасывали узду,
С нас довольно черного сарказма учителей.
Учителя, оставьте детей в покое!
Эй, учитель, оставь нас в покое!
В целом это всего лишь еще один кирпич в стене.
В целом ты — лишь еще один кирпич в стене.

Перевод добавил(а): trsongs.

Добавлен/редактирован: 25.04.2011 Просмотров: 13384

Another Brick in the Wall Part 2

Ещё один кирпич в стене (Часть 2)

Текст песни (исполняет Pink Floyd)

Перевод песни (автор неизвестен)

We don’t need no education.
We don’t need no thought control.
No dark sarcasm in the classroom.
Teacher, leave those kids alone.
Hey, Teacher, leave those kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.

We don’t need no education.
We don’t need no thought control.
No dark sarcasm in the classroom.
Teachers, leave those kids alone.
Hey, Teacher, leave those kids alone!
All in all you’re just another brick in the wall.
All in all you’re just another brick in the wall.

«Wrong! Do it again!
If you don’t eat yet meat, you can’t have any pudding! How can you have any pudding if you don’t eat yet meat?!»
«You! Yes! You behind the bike sheds! Stand still, laddie!»

Перевод добавил(а): Андрей.

Добавлен/редактирован: 29.02.2012 Просмотров: 11542

Another Brick in the Wall Part 2

Ещё один кирпич в стене (Часть 2)

Текст песни (исполняет Pink Floyd)

Перевод песни (автор неизвестен)

К черту образование!
Хватит покушаться на наши мысли!
Довольно едкого сарказма в классе!
Учитель, оставь ребят одних.
Эй, учитель, не иди к детишкам!
В общем, это всего лишь очередной
Кирпич в стене.
В общем, это всего лишь очередной
Кирпич в стене.

К черту образование!
Хватит покушаться на наши мысли!
Довольно едкого сарказма в классе!
Учитель, оставь ребят одних.
Эй, учитель, не иди к детишкам!
В общем, ты всего лишь очередной
Кирпич в стене.
В общем, ты всего лишь очередной
Кирпич в стене.

Перевод добавил(а): Андрей.

Добавлен/редактирован: 29.02.2012 Просмотров: 11540

Another Brick in the Wall Part 2

Каждый из нас лишь кирпич

Текст песни (исполняет Pink Floyd)

Перевод песни (DavydovBotany)

Нам не нужно наставлений,
Нам не нужен Ваш контроль,
Избавьтесь от предубеждений,
Позвольте детям быть собой!
Эй, учитель! Позволь детям быть собой!
Каждый из нас лишь кирпич, но стоим мы стеной.
Каждый из нас лишь кирпич, но стоим мы стеной.

Перевод добавил(а): DavydovBotany.

Добавлен/редактирован: 24.03.2013 Просмотров: 8702

Another Brick in the Wall Part 2

Очередной кирпич в стене глухой

Текст песни (исполняет Pink Floyd)

Перевод песни (sipweb)

Нам нет нужды в образовании
Через мышления контроль.
Нет мрачному сарказму в воспитании!
Учитель, оставить детям детство ты позволь!
Эй, Учитель, оставить детям детство ты позволь!
Всего то на всего, очередной кирпич в стене глухой.
Всего то на всего, вы очередной кирпич в общественной стене глухой.

Не правильно! Так сделай правильно!
И никакого сладкого, пока не съел ты мясо!
И никакго пудинга, если не съедено всё мясо!
Ты, да ты! Постой! Ты перед леди прямо стой!

Перевод добавил(а): sipnet.

Добавлен/редактирован: 21.03.2017 Просмотров: 2794

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Для вашего поискового запроса We Dont Need No Education мы нашли 50 песен, соответствующие вашему запросу. Теперь мы рекомендуем загрузить первый результат Pink Floyd Another Brick In The Wall Official Music Video Lyrics In Description который загружен XGunsSaysBAANGx размером 7.92 MB, длительностью 6 мин и 1 сек и битрейтом 192 Kbps.

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We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Another Brick In The Wall (part II) (Ещё один кирпич в Стену (Часть 2)) — Pink Floyd

Интересные факты о песне

Строчка «We don’t need no education» неверна с точки зрения английской грамматики: она содержит распространённую ошибку «двойное отрицание» (в предложении должна быть только одна отрицательная частица, иначе, если подойти совсем уж формально, то смысл поменяется на противоположный). Двойное отрицание очень часто используют для усиления смысла (вспомните ещё «(I can’t get no) Satisfaction»), но ошибкой быть оно от этого не перестаёт.

Возможно, это сознательный намёк на качество обучения: по тексту песен и кадрам фильма The Wall можно сделать вывод, что Уотерс обвиняет учителей в том, что они больше заинтересованы муштровать детей, нежели учить.

Когда была готова запись с таким ритмом, я им сказал: «Чувак, да это же хит! Но продолжительность (1 мин. 20 сек.) не позволяет её играть вне альбома. Нам нужны два куплета и два припева». А они сказали: «Хрен тебе. Мы не делаем синглы, так что пошёл на. » Я ответил: «Окей, прекрасно», и они ушли. Пока их не было поблизости, мы скопировали первый куплет и припев, взяли одну из дорожек с ударными и вдвое растянули вещь. Мы послали из Америки ленту Нику Гриффитсу с просьбой сделать запись учеников школы поблизости от студии Pink Floyd. Когда всё было сделано, я позвал Роджера в комнату и поставил запись. Когда запели дети, выражение его лица смягчилось, он наконец понял, насколько это важная вещь.»

Школьный хор для песни нашли в ближайшей к студии школе (в районе Лондона Ислингтон). Пели 23 ребёнка в возрасте от 13 до 15-ти. Пение было наложено двенадцать раз, что создало ощущение куда большего хора.

После выхода пластинки разразился скандал. Потому что, во-первых, детям не было заплачено. Во-вторых, песня по тематике вовсе не радовала руководство школы. Школе было заплачено 1000 фунтов и платиновая пластинка.

Когда один из главных героев британского сериала The IT Crowd Рой напевал строчку We don’t need no education, его педантичный коллега Мосс заметил: Yes you do, you’ve just used a double negative.

Идея использовать детский хор для песни принадлежит продюсеру Бобу Эзрину, который столкнулся с необходимостью продублировать куплет и припев, чтобы сделать песню длиннее, при этом повторяющийся фрагмент песни надо было как-то изменить. Использовать хор ему подсказал знакомый, который записывал его для «антишкольной» песни Элиса Купера «School’s Out», в 1972-м году.

В «Another Brick In The Wall (part II)» заметно влияние диско, хотя ранее было просто невозможно представить, что «Pink Floyd» сыграют нечто подобное. А просто продюсер Боб Эзрин как-то сказал Гилмору: «Дэйв, зайди-ка в пару любых дискоклубов и послушай музыку, под которую там увивается народ». Гилмор вспоминает, что «буквально силой заставил себя пойти туда и послушал этот музыкальный отстой в ритме полтораста ударов в минуту, а вернувшись, стал упражняться со второй частью «Another Brick In The Wall», пытаясь превратить её в некий музыкальный продукт, который цеплял бы обитателей дискотек за живое. То же самое мы сделали с «Run Like Hell»».

Источник: статья Гленна Поуви, журнал «Classic Rock», март 2010

Pink Floyd
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Proper Education (оригинал Eric Prydz feat. Pink Floyd)

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

We don’t need no education.

Текст песни Proper Education

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

We don’t need no education.

Перевод песни Proper Education

Нам не нужно образования,
Нам не нужноконтроля над мыслями
И мрачного сарказма в классе.
Учитель, оставьте этих детей в покое!
Эй! Учитель! Оставьте этих детей в покое!
По сути, это просто еще один кирпичик в стене.

Нам не нужно образования,
Нам не нужноконтроля над мыслями
И мрачного сарказма в классе.
Учитель, оставьте этих детей в покое!

Is the double negative in ‘we don’t need no education’ intentional?

The famous Pink Floyd Song Another Brick in the Wall (Part 2) uses double negative in the chorus:

We don’t need no education
We dont need no thought control
.

Using double negation in the above lyrics implies that we need both education and thought control.

Is this some mistake they made when writing the lyrics (since this is a really common mistake that a lot of people actually make) or did Pink Floyd used these phrases willingly?

6 Answers 6

This is quite certainly intentional. While the double negative used as an intensified negative is considered ungrammatical in «standard» English, it is very common in many English dialects, particularly those associated with lower socioeconomic class levels (see my answer to a similar question in ELU).

Song lyrics are typically written in conversational English, not formal English, so non-standard and ungrammatical constructions are more the rule than the exception. Ungrammatical lyrics are often more memorable, and can seem more immediate, intimate and powerful. Compare «Ain’t No Mountain High Enough,» «You Ain’t Seen Nothing Yet,» and «I Don’t Wanna Hurt No More,» for similar examples.

It’s also worth noting that the standard English usage of the double negative to mean a positive is rare, because it is confusing, and therefore avoided by most careful speakers.

I’ve been unable to find any comments directly from Roger Waters (writer of the music and lyrics of the song) on the meaning of those lines. Looking at the lyrics on Genius.com, the annotation for the first line says that if you read it as a double negative, it could mean two different things

Personally, I’d be inclined to disagree with this assessment. I’ve always thought that it was just slang for «We don’t need education», for a few reasons.

First, if you remember the second time they sing through the verse, it’s just a bunch of kids singing it; «we don’t need no» is absolutely something a school age working class kid with a Cockney accent in England in the 70s might say instead of «we need no» or «we don’t need».

Second, either potential meaning of the double negative doesn’t really make sense for the second line. «We need thoughts control»? «We don’t need this type of thoughts control»? Neither of those make sense, at least to me. And if the second line is not a double negative, then why would the first one be? Furthermore, do children need «dark sarcasm in the classroom»? I don’t think so either.

Third, the whole song is a rebellion against the school, and when «Another Brick In the Wall» plays in The Wall film, Pink has a day dream of the children chanting «we don’t need no education», destroying the school building with sledgehammers and crowbars, setting it on fire, and dragging the teachers out kicking and screaming. To me, this doesn’t say «we need education» or «we need a different type of education», it says «we don’t need education at all». I don’t know if the call for alternative education is even something a kid of that age would think of; school is the way that it is and Pink hates it.

(helicopter in background)

When we grew up and went to school
There were certain teachers who would hurt the children any way they could

A boring ready region upon anything we did exposing every weakness how the kid did bye the kid (laughter)

Out in the middle of nowhere they were home at night with friends, psychopathic wads would flash down with a inches of their lives

We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall

All in all, you’re just a
Nother brick in the wall

(british kids)
We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall
All in all, you’re just a
Nother brick in the wall

If u dont eat ur meat u kant have ne pudding
How kan u have any pudding if u dont eat ur meat

Ещё один кирпич в стене (Часть 3):

«Another Brick In The Wall (Part II)» lyrics

Pink Floyd Lyrics

«Another Brick In The Wall (Part II)»

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher, leave them kids alone

Hey, teacher, leave them kids alone

All in all it’s just another brick in the wall
All in all you’re just another brick in the wall

[Chorus by pupils from the Fourth Form Music Class Islington Green School, London]

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers, leave them kids alone

Hey, teacher, leave us kids alone

All in all you’re just another brick in the wall
All in all you’re just another brick in the wall

[Spoken:]
Wrong! Do it again!
Wrong! Do it again!
If you don’t eat your meat, you can’t have any pudding!
How can you have any pudding if you don’t eat your meat?!
You! Yes, you, behind the bike sheds, stand still, laddy!

We dont need no education

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We don’t need no education

shosuro91

Member

Could anybody give me an explanation about the grammatical features of the following sentences?

«We don’t need no education,
We don’t need no thought control»

Are they grammatically correct?

They are taken from We don’t need no education, a song by Pink Floyd.

Thank you in advance.

kayokid

Senior Member

Hello. In my opinion and from an AmE point of view this can be labeled either slang or dialectical depending on how you want to describe it. Some may describe it as an example of Ebonics, as well.

The double negative does not exist in standard English.

shosuro91

Member

Adolfo Afogutu

Senior Member

Peterdg

Senior Member

stickyfloor

Senior Member

The phrases are not grammatically correct. A correct equivalent would be:
We don’t need any/an education
We don’t need thought control

The use of the double negative makes the phrases sound like slang, and I would say it serves a rhythmic purpose in the context of the song.

On another note, the name of the Pink Floyd song is actually «Another Brick in the Wall part 2» according to the album but is commonly referred to by the incorrect name.

donbill

Senior Member

Could anybody give me an explanation about the grammatical features of the following sentences?

«We don’t need no education,
We don’t need no thought control»

Are they grammatically correct?

They are taken from We don’t need no education, a song by Pink Floyd.

Thank you in advance.

Actually the song is «Another brick in the wall» by Pink Floyd. The lyrics cited are clearly incorrect by prescriptive standards.

I must, however, take issue with my compatriot, KayoKid. I would not classify this as Ebonics at all. As I understand the term, Ebonics refers to a form of English—a dialect, if you wish to use the term—spoken by African Americans in the US. In my opinion, there’s nothing racial or ethnic about the examples from the lyrics. They’re simply examples of usage that is frowned upon by most careful speakers of English. I doubt that Pink Floyd was trying to imitate African American dialect in the song.

Trailbosstom

Senior Member

In English song lyrics double negatives are quite common because they provide the correct rhythm in a sentence. The same is true of otherwise incorrect constructions like «she don’t,» «It don’t,» and nonstandard forms like ain’t.

They all provide fewer syllables. ain’t has one syllable and takes the place of two-syllable words like isn’t, haven’t and hasn’t.
Double negatives let you use «no» instead of «any»

Not rhythmic: It doesn’t mean a thing if it hasn’t got that swing.
The real lyrics: It don’t mean a thing if it ain’t got that swing.

Not rhythmic: My love doesn’t give me presents.
The real lyrics. My love don’t give me presents.

Not rhythmic: Doesn’t it make my brown eyes blue?
The real lyrics. Don’t it make my brown eyes blue?

DOUBLE NEGATIVE EXAMPLES:

Not rhythmic: I haven’t got anybody.
The real lyrics: I ain’t got nobody.

Not rhythmic: I’m not anybody’s sugar daddy now.
The real lyrics: I ain’t nobody’s sugar daddy now.

Gabriel

Senior Member

@ Trailbosstom:
However, the «no» of the double negation could be swiftly replaced by a grammatically correct «an» with the same rhythm and almost the same pronunciation within a song:

We don’t need an education

Gabriel

Senior Member

duvija

Senior Member

fernandodanielbruno

Member

Trailbosstom

Senior Member

Bondstreet

Senior Member

Fat33

Member

The use of double negatives such as that are common in common speech, that is, speech between less educated people. I think the artists use this technique in solidarity with the class that they have sympathy with or perhaps come from.

This is quite palpable in the Pink Floyd lyrics:

«We don’t need no education,
We don’t need no thought control»

The reference to «thought control» elicits the counterculture’s worldview of the 1960s and 70s that the people controlling the country had too much power and not enough heart.

Trailbosstom

Senior Member

The use of these forms ALWAYS omits syllables that are rhythmically out of place and ruin the beat. I personally think that the bad grammar is in the songs specifically because of this.

The fact that they impart a feeling of street language usage or rebellion of some sort is just by chance.

A lyricist MUST adhere to the strict rules of tempo and rhythmic structure. He or she can do it grammatically or ungrammatically, but the «he don’t,» «ain’t got no,» «She don’t need no» forms often solve the rhythm problem quickly and easily. They are almost always used for no other reason in my opinion.

I think the flavor they add is only incidental, serendipitous. You simply cannot sing: «It doesn’t mean a thing if it hasn’t got that swing» because the PROSODY is bad. «It don’t mean a thing if it ain’t got that swing,» however works.

The composer and singer are not admired for their uneducated use of language or for being linguistic iconoclasts; they are, on the contrary, forgiven for their very dumb-sounding grammar because their rhythm works.

Just my opinion.

I wrote other examples above.

duvija

Senior Member

The use of these forms ALWAYS omits syllables that are rhythmically out of place and ruin the beat. I personally think that the bad grammar is in the songs specifically because of this.

The fact that they impart a feeling of street language usage or rebellion of some sort is just by chance.

Just my opinion.

I wrote other examples above.

Forero

Senior Member

Could anybody give me an explanation about the grammatical features of the following sentences?

«We don’t need no education,
We don’t need no thought control»

Are they grammatically correct?

They are taken from We don’t need no education, a song by Pink Floyd.

Thank you in advance.

Senior Member

Though it is true English does love monosyllables. For example, this book claims 71.5% of all words are monosyllabic, per frequency distribution. There should be a «natural» preference for /doʊnt/ over /ˈdʌzˌənt/ and /eɪnt/ over /ɪzɨnt/. If languages in general like to simplify, English more so than most.

If there is only do, did, done, doing, «does» might be expendable. In the same rural zones, did

have done was also confused (colloquial today, «You done fucked up now!«). And of course, the emotional charge comes after. If don’t and ain’t are normal at home, change will give off an artificial flavor.

Though I‘m sure blues and country music had something to do with it, elsewhere.

Fat33

Member

SevenDays

Senior Member

Could anybody give me an explanation about the grammatical features of the following sentences?

«We don’t need no education,
We don’t need no thought control»

Are they grammatically correct?

They are taken from We don’t need no education, a song by Pink Floyd.

Thank you in advance.

It’s not really a matter of correctness.

This «We don’t need no education» is what linguists call negative concord, i.e. the presence of two or more negative elements in the same sentence (don’t, no) which reinforce each other for emphasis without creating a positive result (in mathematics, two negatives make a positive, but that’s not the case in linguistics).

But the fact that negative concord isn’t a part of English syntax doesn’t mean that the English language rejects negative concord. In actuality, negative concord is quite common in certain environments and in certain dialects. A case in point is «We don’t need no education.» Music, particularly rock/pop/rap music, is an environment where negative concord commonly appears («I can’t get no satisfaction»). Why is this? Well, it could be a matter of rhythm/sound (try singing «We don’t need any education;» it just doesn’t work), or it could be that negative concord has an expressiveness, punch that’s absent in the standard form («We don’t need any education» comes across as rather weak and bland).

Then again, negative concord is also common in working-class British English, the kind of English found in Pink Floyd’s lyrics.

So, negative concord is «correct» is a music context, and in the context of certain English dialects, but it will be rejected by your English teacher.

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Another Brick in the Wall Part 2

Всего лишь еще один кирпич в стене (Часть II)

Мы сыты по горло учебой,
Мы не хотим, чтобы на наши мысли набрасывали узду,
С нас довольно черного сарказма учителей.
Учителя, оставьте детей в покое!
Эй, учитель, оставь нас в покое!
В целом это всего лишь еще один кирпич в стене.
В целом ты – лишь еще один кирпич в стене.

Кто знает, где найти слова песни «we dont need no education» уже везде смотрела, нигде нету :(((((

вот все три части:

Daddy`s flown across the ocean
Leaving just a memory
A snap shot in the family album
Daddy what else did you leave for me
Daddy what d`ya leave behind for me
All in all it was just a brick in the wall
All in all it was all just bricks in the wall

We don`t need no education
We don`t need no thought control
No dark sarcasm in the classroom
Teachers leave the kids alone
Hey teacher, leave us kids alone
All in all it`s just another brick in the wall
All and all you`re just another brick in the wall

I don`t need no arms around me
I don`t need no drugs to calm me
I have seen the writing on the wall
Don`t think I need anything at all
No don`t think I`ll need anything at all
All in all it was all just bricks in the wall
All in all you were all just bricks in the wall

We dont need no education.
We dont need no thought control.
No dark sarcasm in the classroom.
Teacher, leave those kids alone.
Hey, teacher, leave those kids alone!
All in all its just another brick in the wall.
All in all youre just another brick in the wall.

We dont need no education.
We dont need no thought control.
No dark sarcasm in the classroom.
Teachers, leave those kids alone.
Hey, teacher, leave those kids alone!
All in all youre just another brick in the wall.
All in all youre just another brick in the wall.

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Текст песни Another Brick in the Wall Part 2

Перевод песни Всего лишь еще один кирпич в стене (Часть II)

We dont need for education

We don’t need no education….or do we?

The children who sang on Another Brick in the Wall by the British group Pink Floyd have changed their tune since 1979. 25 years later, they are trying to take the group to court because of unpaid royalties.The song, which was a number 1 in the UK and abroad, was an attack on school and education and it had the famous chorus, ‘We don’t need no education, we don’t need no thought control… teacher, leave those kids alone!’

The chorus was sung by thirteen schoolchildren from Islington Green School in London who were taken to the Britannia Row record studios to sing on the recording by their music teacher. Their never met the group and were not paid for their work. When the head of the school heard the song with its anti-social lyrics, she banned the children from receiving any publicity or from appearing on TV.

Mirabai Narayan, another one of the children, now works as a teacher herself. She said, I sometimes wonder if the song influenced my career. My job now is to help kids with learning difficulties.’

Adopted from New English File Intermediate, Student’s Book

We Dont Need No Education Pink Floyd

Автор: Pink Floyd

Название песни: We Dont Need No Education

Текст просмотрен: 765

Текст песни:

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Pink Floyd We Dont Need No Education

Другие песни

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Текст песни Pink Floyd — Another brick in the wall русскими буквами

Транскрипция

уи доунт нид ноу ˌедьюˈкейшэн
уи доунт нид ноу сот кэнˈтроул
ноу дак ˈсакэзм ин зэ ˈкласрум
ˈтичэз лив зем кидз эˈлоун
хей! ˈтичэз! лив зем кидз эˈлоун!
ол ин ол итс джаст эˈназэ брик ин зэ уол.
ол ин ол юэ джаст эˈназэ брик ин зэ уол.

уи доунт нид ноу ˌедьюˈкейшэн
уи dont нид ноу сот кэнˈтроул
ноу дак ˈсакэзм ин зэ ˈкласрум
ˈтичэз лив зем кидз эˈлоун
хей! ˈтичэз! лив зем кидз эˈлоун!
ол ин ол итс джаст эˈназэ брик ин зэ уол.
ол ин ол юэ джаст эˈназэ брик ин зэ уол.

«рон, ду ит эˈген!»
«иф ю доунт ит yer мит, ю кант хэв ˈени ˈпудин. хaу кэн ю
хэв ˈени ˈпудин иф ю доунт ит yer мит?»
«ю! йес, ю биˈхайнд зэ bikesheds, стэнд стил laddy!»

Оригинал

we don’t need no education
We dont need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! teachers! leave them kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.
We don’t need no education
We dont need no thought control

No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! teacher! leave us kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.
«wrong, do it again!»
«wrong, do it again!»
«if you don’t eat yer meat, you can’t have any pudding. how can you
Have any pudding if you don’t eat yer meat?»
«you! yes, you behind the bikesheds, stand still laddy!»

Нам не нужно никакого образования
Мы не нуждаемся в контроле над мыслями
Никакого темного сарказма в классе
Учителя оставляют их детей в покое
Привет! Учителей! оставьте детей в покое!
В общем, это просто еще один кирпич в стене.
В общем, ты просто еще один кирпич в стене.
Нам не нужно никакого образования
Мы не нуждаемся в контроле над мыслями

Никакого темного сарказма в классе
Учителя оставляют их детей в покое
Привет! Учитель! Оставь нас в покое!
В общем, это просто еще один кирпич в стене.
В общем, ты просто еще один кирпич в стене.
«Неправильно, сделай это еще раз!»
«Неправильно, сделай это еще раз!»
«Если вы не едите мясо, у вас не может быть пудинга.
У тебя есть пудинг, если ты не ешь мясо?
«Ты! Да, ты за мотоциклами, стой на месте!»

What does «We don’t need no education» mean?

I am an english learner.
I general ( or may be I am wrong ) we use:
any in both negative and positive sentences. for example: I don’t need any education
no in positive phrases ( may be I am wrong ). for example: I need no education

But in We don’t need no education sentence, there is Don’t and No in phrase. which I can’t understand the meaning of it. what does it mean?

Thanks. And sorry if my english is still too bad. I hope you understand what I asked 🙂

1 Answer 1

You are right that it is not gramatically correct, but certainly in British English it is quite commonly used. It is a double negative, which if we would take literally would mean a positive. But in fact we don’t take it literally, and the meaning which it still conveys is

I would argue that the reason it is used in the Pink Floyd song, is for irony. This is because using no instead of any in a sentence like this, is considered to be something someone uneducated would do. You certainly wouldn’t hear the Queen saying it like this!

Also, maybe the single-syllabled «no» just works better for the rhythm than «any».

Not obeying the rules of grammar, in some circles, makes one appear outrageously cool and hip to one’s peers. In civilised England however, we recognise that speaking and writing grammatically is more important than anything else in the world.

Текст песни Pink Floyd — We Dont Need No Education

Оригинальный текст и слова песни We Dont Need No Education:

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Нам не нужно образования…

Перевод на русский или английский язык текста песни — We Dont Need No Education исполнителя Pink Floyd:

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

Нам не нужно образования…

Если нашли опечатку в тексте или переводе песни We Dont Need No Education, просим сообщить об этом в комментариях.

Если вы нашли ошибку, пожалуйста, выделите фрагмент текста и нажмите Ctrl+Enter.

Pink Floyd – We dont need no education 0

(helicopter in background)

When we grew up and went to school
There were certain teachers who would hurt the children any way they could

A boring ready region upon anything we did exposing every weakness how the kid did bye the kid (laughter)

Out in the middle of nowhere they were home at night with friends, psychopathic wads would flash down with a inches of their lives

We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall

All in all, you’re just a
Nother brick in the wall

(british kids)
We don t need no education
We don t need no thought control
No dark sarcasm in the class room
Teachers leave those kids alone
(yells) Hey, teachers! Leave those kids alone!

All in all, it’s just a
Nother brick in the wall
All in all, you’re just a
Nother brick in the wall

If u dont eat ur meat u kant have ne pudding
How kan u have any pudding if u dont eat ur meat

Ещё один кирпич в стене (Часть 3):

Опции темы

Отображение

we don’t need no education
We dont need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone
Hey! Teacher! Leave them kids alone!
All in all it’s just another brick in the wall.
(All in all you’re just) another brick in the wall.

We don’t need no education.

Подскажите аккорды и бой для этой песни)

Korn Another We Dont Need No Education

Текст песни «Korn — Another We Dont Need No Education»

Daddy’s flown across the ocean
Leaving just a memory
A snap shot in the family album
Daddy what d’ya leave behind for me?
Daddy what d’ya leave behind for me?!
All in all it was just another brick in the wall
All in all it was just another brick in the wall

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey, Teacher! Leave them kids alone!
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall

I don’t need no arms around me
I don’t need no drugs to calm me
I have seen the writing on the wall
Don’t think I need anything at all
No, I don’t think I need anything at all
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall

Goodbye cruel world, I’m leaving here today
Goodbye, goodbye, goodbye
Goodbye all the people, there’s nothing I can say
To make me change my mind, goodbye.

We Don T Need No Education

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We Don’t Need No Education

Copy a link to the article entitled http://We%20Don’t%20Need%20No%20Education

One salient feature of the United States in the 21 st century is a belief that our school system – from pre-kindergarten to higher education – is failing us. There are commercials, charter schools, Pell Grants, teacher training and a focus on test scores all in the name of improving education. Those predicting our demise point to the numbers: we’re behind in math and science to ex-soviet bloc nations; the number of people with a college degree is at an all time low; kids today are less likely than their parents to earn a high school diploma. If we don’t act now economic growth will slow to a crawl; we are breeding an incompetent workforce that European and Asian countries will outperform.

This is not the first time Americans have raised concerns about how (and what) they are teaching their youth. Pundits and politicians in the later half of the 19 th century feared that schools were not preparing students for the demands of the second industrial revolution – students in Germany, Austria and other industrialized nations were surely outperforming their Americans peers. During an 1885 Senate committee report Joseph Medill, the former Mayor of Chicago and managing editor of the Chicago Tribune, testified that the

college system certainly does not train our youth in habits of useful industry… On the contrary, college education is conducted with a view to imparting a knowledge of dead languages and the higher mathematics to the pupils, which is all well enough for the wealthy and leisure classes, but is not best suited for bread-winners.

Medill was right. Booming industries (railroad, steel, etc.) spawned massive companies. With hundreds, sometimes thousands of employees, owners needed people who knew how to manage other people and make sales. Unfortunately, business “skills” at the time were bookkeeping, penmanship and arithmetic, nothing close to an MBA – Greek and Latin certainly weren’t helping the railroad and steel industries.

Worse, college grads developed a poor relationship with the business world. In an 1899 New York Tribune article Andrew Carnegie proclaimed that, “college education as it exists seems almost fatal to success… the graduate has little chance, entering at twenty, against the boy who swept the office, or who begins as shipping clerk at fourteen.” As Carnegie saw it, college was a highbrow institution that contributed little. Physical work, not intellectual merit propelled the prosperity of the Gilded Age.*

Like the present, the worry then was that the American education system was “useless, obsolete, and far behind that of other counties.” The source of this fear was (and still is) the belief that education leads to prosperity. That is, without education wealth and economic growth was impossible. A now widely cited paper by Lant Pritchett – then an economist for the World Bank – shows that the casual arrow is backwards. After analyzing data from developing and rich countries from 1960 to 1987 Pritchett found that wealth and economic growth actually precede education.

Proper Education

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

We don’t need no education…

Правильное образование

We dont need for education

This report makes a powerful case for further expanding higher education.

One of its most striking findings is just how much we have come to rely on the expansion of education to prop up economic growth – and that the UK’s already delicate figures in recent years would have been more fragile still without it.

Despite this, the popular notion that “too many go to university” is rooted in the view that we churn out more graduates than befits our economy, and that public money is wasted on low-value courses.

As this paper acknowledges, we do need to tidy up some of the rough edges that lead to poor outcomes in some instances, and there are lower-level skills gaps in our economy that do not require higher education. But neither of these mean that we have reached “peak grad”.

The first reason is that we still don’t have enough highly skilled individuals to fill many vacancies today, for instance in professional occupations.

The second reason – and this is arguably the report’s most important message – is that we cannot just think about skills demand in a static way; we must also plan for a future economy that will look very different to the one we currently occupy. The share of jobs that are high-skilled is forecast to grow. As emerging technologies disrupt markets, high value will lie in roles that are less routine and can pair cognitive with complex non-cognitive skills. And as we continue to mature as a knowledge economy, more jobs will be generated in sectors that disproportionately employ graduates.

High-innovation economies, like South Korea, Japan and Canada, understand this and have boosted higher education; participation rates in these countries are already between 60 per cent and 70 per cent. We cannot afford for policy to remain steeped solely in today’s challenges, and our ambition should be to join them.

Getting there, as this report explains, will not be without its challenges. For instance, school attainment would need to improve and more would need to be done to widen access for disadvantaged learners. New courses would also need to align well with changes in our economy. But with the right policies, all these challenges are surmountable – and we should be confident and proactive in meeting them.

Lord Johnson
President’s Professorial Fellow, King’s College London, and Former Minister of State for Universities

Executive Summary

The government appears increasingly sceptical of the value of higher education (HE) and looks set to call a halt to the 40-year expansion of student numbers. This would undo a central plank of the skills consensus of recent decades. It wants to emphasise “skills” and technical routes into the labour market instead, under the erroneous assumption that there is a clear divide between these and the training and education offered in HE institutions.

The funding earmarked for the government’s skills agenda, while welcome, will not even fully restore the cuts made after 2010. More fundamentally, however, its turn against HE is based on a static view of the economy’s skills needs and would be a mistake. The country faces a set of profound economic challenges in the years ahead that will require many more highly skilled workers possessing a combination of the technical and “soft” skills that HE is best able to provide. Squeezing HE participation, therefore, represents an unambitious skills agenda that will leave Britons unprepared for the economy of the future.

Using “growth accounting” analysis to tease out the underlying drivers of economic growth, we demonstrate how the expansion of HE over the past generation has become a progressively more important source of prosperity and the mainstay of economic growth since the global financial crisis. Without the policy of educational expansion, the UK economy would be significantly smaller than it is now.

Looking ahead, our analysis suggests that if seven in ten young people completed HE, this would significantly raise the rate of productivity growth and boost the size of the economy by almost 5 per cent over the next generation compared to allowing educational attainment to stagnate. As well as meaning higher incomes for individuals, this would also generate substantial extra taxes for public services.

The effectiveness of our education system depends on how well it meets the needs of the emerging economy. If educational attainment remains at its current levels, the augurs are not good. Analysis shows there are already substantial deficits in high-skill occupations, which will get worse in future without action.

What kinds of skill will be needed? The impact of technology on the economy and labour market presents challenges for the education system beyond mere numbers. To thrive alongside machines and AI, workers will need attributes that enable them to complement rather than compete with the new technologies. They will increasingly require a combination of aptitudes such as critical thinking, communication and interpersonal skills, alongside technical knowledge, to prosper in the labour market of the future.

HE (level 4 and above) is the ideal way to provide such a breadth of skills. Far from reaching “peak grad”, as some in government argue, we will need many more workers with abilities acquired in HE settings. We must therefore embark on a multi-parliament drive to raise educational attainment substantially with an eye on the skills our workforce will need not today, but in 20 or 30 years’ time.

Therefore, we recommend expanding the proportion of young people entering HE from the current 53 per cent of the cohort to 60 per cent by the end of this decade, and 70 per cent by 2040. This would put the UK on a trajectory to catch up with the most highly skilled workforces in other Organisation for Economic Co-operation and Development (OECD) countries.

Expansion must, however, be well attuned to the needs of our economy. Some argue that our HE system today does not always achieve this because a minority of courses appear not to offer a positive financial benefit to students. But this should not blunt our ambition for three reasons. First, this view is based on the skills needs of the labour market of the 2010s, when what should really drive policy are the needs of our workforce in the 2030s and 2040s. Second, there are signs that better information about the opportunities that flow from different courses is starting to influence students’ choices of degree course towards ones more likely to offer strong returns. More can be done to reform courses that don’t build valuable skills. Finally, wage returns are only one part of the value provided by HE and are too narrow a basis for shaping HE policy. Some courses create substantial social value, justifying public subsidy, while others offer significant private non-financial rewards that may explain students’ choices.

Aiming for a 70 per cent target would galvanise efforts to tackle barriers to educational attainment and access. Low school attainment, which is still pervasive, would need to be significantly improved for such a target to be achieved. Non-traditional routes would also need to be improved, including through sound lifelong-learning policies. Entrance to HE must remain rigorous and challenging but measures could be employed to test whether ostensibly underqualified candidates are nonetheless ready to enter HE. Finally, more would need to be done to make the decision to attend HE attractive to disadvantaged students, including by improving access initiatives and by addressing financial barriers. These challenges can all be overcome. But the first step is to raise our ambition for skills policy and the workforce of the future.

Introduction

In 1999, the Labour government set a goal of getting 50 per cent of young people into higher education (HE), a target which, contrary to common misperception, covered the full range of higher-level courses of qualification level 4 and above and not just conventional degrees. Even before this, governments recognised the value of expanding HE, not least during the Major years when participation rose rapidly. Labour’s goal has now been met and exceeded. More and more young people aspire to HE, with applications last year at an all-time high.

Yet the political mood is souring over further HE expansion. A Conservative former universities minister has warned his party has developed a “uniphobia”, 1 Johnson, Jo. ‘It’s time to end Tory uniphobia: Conservatives should overcome their misgivings about higher education’. 2020. https://www.spectator.co.uk/article/its-time-to-end-tory-uniphobia while a former Conservative party leader has complained that too much emphasis is put on academic versus non-academic training. 2 Daily Telegraph. ‘It is high time we invested more in further education, says Iain Duncan Smith’. 19 February 2019. https://www.telegraph.co.uk/politics/2019/02/19/high-time-invested-education-says-iain-duncan-smith Think tanks close to the government claim many students are being “sold a false promise” 3 Onward. ‘A question of degree’. 2019 and “getting a bad deal”. 4 ‘The value of university’. Centre for Policy Studies. 2021. https://cps.org.uk/wp-content/uploads/2021/11/CPS_VALUE_OF_UNIVERSITY-1.pdf And key advisors note that far more students in red-wall seats study technical subjects at underfunded further education (FE) colleges than go to university. 5 ‘Neil O’Brien: Higher and technical education. The universities should reform themselves. Or have reform forced on them.’ Conservative Home. 1 June 2020.

The government’s 2019 general-election manifesto mentioned HE only in passing, with a vow to “tackle the problem of low-quality courses”. 6 Conservative party manifesto. 2019. https://www.conservatives.com/our-plan/conservative-party-manifesto-2019 Last year’s skills white paper cast doubt on universities as the main vehicle for higher-level skills formation, arguing that in many cases a college course or apprenticeship offers better outcomes. 7 DfE. ‘Skills for Jobs: Lifelong Learning for Opportunity and Growth’. 2021. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/957856/Skills_for_jobs_lifelong_learning_for_opportunity_and_growth__web_version_.pdf

Consultations on grade floors and controls on student numbers are also underway. The freeze on student fees until 2025 at a time when inflation is at a 30-year high will slash the real cost of the tuition fee to £6,600 in 2012–2013 prices, damaging the quality of student education. 9 ‘What do government changes to education mean for universities?’ Universities UK, 25 February 2022. All these things signal the government’s cold feet about HE and its desire to curb participation. 10 ‘The government’s HE reform package is unfair and misses the point’. Tony Blair Institute for Global Change. February 2022. The Government’s HE Reform Package Is Unfair and Misses the Point | Institute for Global Change

Some reappraisal of how the market for HE operates is a justifiable response to concerns about the affordability and labour-market value of some degrees. 11 ‘Where is the money going? Estimating government spending on different university degrees’. Institute for Fiscal Studies. Briefing Note. 2019. The best available analysis of labour-market outcomes from HE over the past decade suggests that a significant minority of courses appear to offer no or limited economic benefit to either the students taking them or the taxpayer subsidising them. It is also true that the technical and vocational qualifications offered by FE and through apprenticeships, which the government now champions, are a critical part of a successful skills agenda. The move to return some of the funding for FE that was cut in the 2010s is therefore welcome.

But, through its current approach, the government is setting up a false choice between HE and technical, vocational education. HE comes in many forms, and much of it is both practically focused and an excellent preparation for the labour market, boosting incomes and growth. It is important that there are good alternatives to HE available for those who do not choose this path, and renewed funding for FE is welcome. A focus on providing many more high-quality apprenticeships and other vocational options outside university settings would diversify the options for educational attainment. But the two forms of education need not be in opposition – both academic GCSEs and technical PhDs co-exist in the same education system, for example.

The government’s reforms risk going in the wrong direction, doing real harm to a critical source of UK prosperity in the years ahead at a time when economic growth will face several headwinds.

The Economic Context

The debate about the proportion of national resources to devote to HE takes place against a darkening economic backdrop. The UK’s unprecedented productivity slowdown – which has seen very weak growth in GDP per hour for more than a decade – is the worst since the dawn of the industrial revolution. Closely linked to this is the almost 20-year stagnation in real wages, now set to be exacerbated by the highest inflation rate in at least three decades.

This is sparking an unprecedented squeeze on living standards that will hit the poorest hardest. 12 ‘Poorer households face the worst of the living standards shock’. Tony Blair Institute for Global Change. 25 January 2022. Subpar GDP growth since the global financial crisis (GFC) has been compounded by the twin economic shocks of Brexit and Covid, which the Office for Budget Responsibility estimates to have reduced the potential of the UK economy by 4 per cent and 2 per cent respectively. The Trade and Cooperation Agreement signed with the EU has begun to transform our existing economic model, leading to a drop in trade with Europe and, the government hopes, in time an expansion in trade with the rest of the world.

The economic travails of the recent past are one part of the context for HE policy, but so too are the developments we can expect down the track. The technology revolution is radically changing the economy and labour market. Whole sectors of the economy, both services and manufacturing, will feel the impact. The application of new technologies offers enormous opportunities through its creation of new industries, as well as its radical transformation of existing ones. But exploiting these opportunities will put huge demands on our skills and innovation system.

Moreover, the massive societal challenge of achieving net-zero carbon emissions by 2050 entails decarbonising large parts of the economy and society, which will have a profound impact on the shape of the economy and the demand for different skills. The scale of the shift that is required has been compared to the impact of the first industrial revolution in the 18th century. This colossal task is achievable, and successive UK governments have made creditable progress to date. But much more profound changes lie ahead for business, society and the labour market as we adapt.

Education and skills policy is at the centre of the challenge of reviving prosperity growth in the context of recent stagnation and future tests. Success in the global race to the top will increasingly revolve around countries’ ability to develop and deploy their “human capital” – the skills, education and qualities of their people.

Our peer economies are busy expanding their HE sectors, and the UK is not world-leading in the proportion of its school leavers (53 per cent) going to university. The technologically advanced economies of Ireland, Canada, South Korea and Japan all have participation rates well above ours at around 60 per cent or higher, and there are 12 Organisation for Economic Co-operation and Development (OECD) member nations besides the UK with rates above 50 per cent. Germany, a country often lauded by politicians for its supposedly greater focus on technical skills and vocational routes into the labour market, is significantly expanding student numbers. 14 Federal Statistics Office of Germany

Expanding HE is also the key to inclusive growth. Increasing student numbers and founding new universities and affiliated colleges in left-behind regions could reduce spatial disparities in growth and productivity, and break the cycle of intergenerational disadvantage. Levelling up is a central part of the government’s agenda, for which it has big plans to boost transport, research and development, and infrastructure spending in areas beset by structural economic problems. But interventions to improve the capital stock and foster innovation in these areas also require a complementary investment in skills in order to be effective.

This paper examines the economic case for HE. What exactly is the link between education and prosperity? Have we gone too far with the expansion of HE? What kinds of skills do we need to address the current and future challenges we face, and do we need more graduates as a result? If other forms of technical-skills training are also needed to plug immediate gaps at lower levels, does it make sense to think about the relationship between these and HE as a zero-sum game when they speak to different challenges?

We begin by analysing the contribution of skills to economic growth in recent years and what different levels of policy ambition imply for economic growth in the 2030s and 2040s. We then move from the macroeconomic to the microeconomic to explore exactly what kinds of skills are in growing demand across the economy and the role of HE in supplying them.

Higher Education and Economic Growth

The UK economy has grossly underperformed since the GFC, leaving us significantly poorer than we would have been had productivity increased in line with its long-term trend (see Figure 1). There are numerous factors behind the economic stagnation of the past 14 years and many of them are global in scale. 15 For a good overview of the competing explanations: https://www.inet.ox.ac.uk/publications/no-2021-12-why-is-productivity-slowing-down But some are more within the grasp of domestic policy.

Figure 1 – Output per hour – actual compared with trend

Source: ONS. Note: “Trend” here is an extrapolation of 1990-2007 (pre-GFC) average growth.

This section employs growth accounting to decompose growth into separate components of human capital, physical capital and a “residual” (total-factor productivity, or TFP) in order to compare their contribution and understand what role education has played in generating prosperity. 17 See methodological appendix for a full description of this method. This analysis allows us not only to see what the contribution to economic growth from the expansion of HE has been over the past generation, but also to assess the possible implications for future growth of different HE strategies from here onwards.

How is the human-capital input to economic output calculated? The stock of human capital in the economy depends upon the number of workers and the hours they spend at work, as well as their education level and workforce experience. The number of workers and their hours capture the raw quantity of labour inputs, while education and experience can be thought of as a measure of the “quality” of the workforce. The impact of education on the stock of human capital is captured by the wage premiums seen in the labour market for people with different qualifications.

Figure 2 – Distribution of educational attainment per age group for workers in 2020

Source: TBI calculations using Labour Force Survey data. Note: For this chart, we used data on years of education which was then mapped to the corresponding qualification level. This mapping is not perfect.

Since the rapid expansion of HE began in the 1990s, it has had a stark effect on the average skill level among the workforce (Figure 2). 18 It should be noted, however, that higher qualification levels do not equate to skills. As less well-educated workers have retired and younger workers entered the labour force, often with many more years of education, and the workforce has expanded, the total “stock” of human capital in the UK has risen strongly (Figure 3). The expansion of HE over the past 30 years has revolutionised the workforce in a way that is often overlooked.

Figure 3 – Educational attainment has driven strong growth in human capital

Source: TBI calculations using Labour Force Survey and ONS data

Without the Education Boom, Our Economy Would Barely Have Grown in Recent Years

What contribution has this made to economic growth? In this analysis we decompose the contributions to growth from different inputs from 1997 to 2019, the last year before the pandemic (Figure 4). Dividing the period into the years before and after the GFC allows us to see where responsibility for the slowdown in growth lies. In the 12 years before the GFC, annual growth in GDP per capita averaged a healthy 2.4 per cent, comprised of broadly equal contributions from physical capital (0.8 per cent), human capital (0.9 per cent) and TFP (0.7 per cent).

Between 2008 and 2019, by contrast, per capita GDP growth averaged just 0.6 per cent annually. But the contributions of the three inputs to that growth were markedly different. Anaemic investment meant that capital contributed just 0.3 per cent to growth each year, while TFP accounted for a negative contribution (-0.2 per cent). But human capital continued to make a strong positive contribution to economic growth throughout the period, lifting the economy by 0.5 per cent, accounting for almost all of the overall growth rate. Our analysis of the period between 1997 and 2019 shows that the UK economy has become progressively more reliant on human capital to drive growth, with this trend accelerating in the decade or so since the GFC.

Figure 4 – Growth decomposition, 1997 to 2019

Annual growth in GDP per capita

Source: TBI calculations using Labour Force Survey and ONS data

As outlined in Figure 4, GDP per capita growth since the GFC has remained stubbornly below its long-run trend, averaging just 0.6 per cent over the period from 2008 to 2019 – a quarter of the pre-crisis growth rate. But without the contribution of a growing stock of human capital, the growth slowdown would have been even greater. Strip away this contribution and we would have experienced a paltry growth rate of just 0.1 per cent between 2008 and 2019.

But how much of this growth can be attributed specifically to the role of education, rather than other elements of human capital such as a growing workforce? Decomposing human capital into its constituent factors – education, experience, hours worked and numbers employed – shows that education levels and the size of the labour force have been the two most important contributors to human-capital growth in recent decades (Figure 5). Prior to the financial crisis, education accounted for well over half of its growth, and since then it has accounted for all of it. On top of this, education’s contribution to growth in the underlying potential of the economy exhibited remarkable resilience during recessions. This is an impressive and underappreciated legacy of successive governments’ focus on expanding HE.

Figure 5 – Growth decomposition by period

Source: TBI calculations using Labour Force Survey and ONS data. Note: HC refers to human capital.

Fully Grown? Human Capital, Growth and the US Experience

In an influential book in 2020, US economist Dietrich Vollrath used growth-accounting analysis to diagnose some of the causes of the productivity-growth slowdown that has been taking place in the US economy since the early years of the 21st century. He shows that the human-capital (per capita) index for the US grew strongly at a rate of 1-1.5 per cent from the mid-1960s to the end of the century. He estimates that this added perhaps 1 per cent to economic growth each year on average – a huge contribution to rising prosperity.

But after 2000, the effect stagnated as the impact of the workforce’s massive educational upgrade petered out, and human capital has since made a mildly negative contribution to economic growth in the US. Vollrath shows that the pace of productivity growth has also slowed for other reasons – such as the changing shape of the economy, away from manufacturing and towards services, within which he argues productivity gains are inherently harder to achieve. But the dominant effect stems from the end of the human-capital revolution.

Our analysis demonstrates that the same story does not (yet) hold for the UK economy, and that human-capital accumulation has continued at a healthy rate through the first two decades of the 21st century. This suggests that the UK’s poor growth performance in recent years is more likely attributable to sluggish innovation and investment in physical (or intangible) capital.

But the growth-accounting results presented in this paper also show that without increased ambition, the UK is on track to see the growth impact of educational attainment begin to peter out, as it appears to have done in the US.

The implications of this analysis are clear: although our economy has performed unimpressively over the past 14 years, it would have been in far worse shape had it not been for the boost to human capital from better education driven by the expansion of HE over the past few decades.

The Potential for Education to Propel Future Growth

The analysis above shows how important the policy focus on producing better-educated young people has been in the recent past. What about the future? As older people with below-average education retire and leave the labour force, this will mean the skill level of the workforce will continue to climb for a number of years yet, supporting economic growth.

But that trend is weakening and will wane rapidly from the end of the decade. Education growth is increasingly dependent on the retirement of those with below-average education rather the inflow of better-educated young workers. This means that as less well-educated cohorts retire, education growth will inevitably decline unless the educational attainment of the young is pushed upwards. As a result of this dynamic, the education tailwind to economic growth of recent years will abate if the average education level of new entrants to the workforce stagnates at its current level, with roughly half of the cohort gaining degree-level education but a still significant minority leaving formal education at 16 or 18.

By contrast, if policy were to increase average education levels to achieve 70 per cent participation in HE for each new cohort, the human-capital stock would continue to grow strongly in the years ahead, ending up 8.5 per cent bigger by 2050 than in the stagnation scenario.

Figure 6 – Human-capital growth with expanded HE

Source: TBI calculations using Labour Force Survey and ONS data. Note: Even in the expanded HE scenario, human capital declines a bit after 2040. This is explained by two factors. First, the experience and hours components of HC exhibit negative growth rates (their 2008–2019 average growth rates are weakly negative). Second, education growth gradually declines following this one-off jump in university participation (as most poorly educated cohorts retire). Hence, there comes a time when education growth fails to compensate for these negative growth rates.

While it is uncertain what the growth contribution of other inputs is likely to be in the years ahead, the estimated impact of a higher university-participation rate is independent of the future growth path of other inputs.

Increasing HE participation to 70 per cent would unleash a further shift in the educational attainment of new entrants to the workforce that gradually moves through the entire workforce over time. Figure 7 illustrates the education-age distribution of the 2040 workforce in the scenario where there is an immediate increase to 70 per cent HE participation from 2022 onwards.

Figure 7 – Educational attainment by age group for the 2040 workforce

Source: TBI calculations based on Labour Force Survey data

To gain an impression of the effects of a more ambitious skills strategy, we estimate the likely impact of the growth in potential output under these two scenarios for the evolution of human capital. 19 As a proxy for the latter, we use 2019 figures for 18- to 23-year-olds. To do this, we assume that physical capital, TFP, working hours and the experience index change at their 1997–2019 average growth rates. Population grows according to Office for National Statistics (ONS) projections, and employment rates are assumed to remain unchanged from their current level. 20 The precise assumptions have a negligible impact on the comparison between the scenarios, hence our conclusions are not dependent on them. See the Annex for full details on methodology.

The results are sobering. Between now and 2050, if there were to be no further increase in educational attainment for new cohorts, this would result in human-capital growth of just 0.01 per cent per year on average. 21 Human-capital growth is so low because, apart from a stagnant education component, the experience and hours growth rates we use (2008–2019 averages) are weakly negative. Based on past trends in the other components this would lead us to expect a meagre 0.78 per cent annual growth in output per capita – around half the average growth rate between 1997 and 2019.

Under the 70 per cent HE participation scenario, growth is materially stronger, averaging 0.94 per cent per year. This may seem like a small difference, but over time it would cumulate to a significant impact on prosperity, with the economy being around 4.5 per cent larger by 2050 and tax receipts in 2050 some £57bn higher, in today’s prices, as a result.

It may of course be the case that other contributors to growth – the capital stock or technological know-how – will take on a bigger driving role in the years ahead than they have over the past 25 years. But whether or not that happens, if we stop raising education levels we will blunt an obvious and tangible route to a faster rate of economic growth.

Overall, the conclusions in this section are compelling. Human-capital development has been a critical driver of our economic growth for many years, including as a mainstay of growth since the GFC. Without successive governments’ policy over the past generation of rapidly expanding HE, it is reasonable to imagine that our economy would be significantly smaller than it is today. But we cannot take that past growth contribution for granted. If average educational attainment stagnates in the years ahead – or if the harm done to educational attainment by Covid disruption is not repaired – a key driver of economic growth will weaken. Consequently, a pro-growth skills policy needs to focus on significantly raising, rather than lowering, our national ambition for education attainment.

Growth accounting cannot tell us with certainty what the effect of further expansion of education would be on the economy. It is indicative of its importance as a driver of prosperity and serves to illustrate why a policy move by the government towards curbing the growth of HE would be unwise.

But the effectiveness of additional years of education will depend not just on the amount of education we equip our young people with, but also on how well the training meets the needs of the modern economy. We will need an ever more skilled workforce, but of what type of skills? Is HE the right vehicle to provide them? The next section looks in closer detail at the evolving microeconomic demands of the economy and what they tell us about the role of HE.

The UK Labour Market and the Need for Higher-Level Skills

As the previous section shows, education is a critical driver of growth. It is also one ingredient of growth over which policy has very direct control. From a macroeconomic perspective, then, we can say that a more skilled workforce will help to sustain prosperity growth in the years ahead. But what kinds of skills does our economy require? In this section we move from the macroeconomic perspective to a microeconomic one, analysing both current and future demand for different types of skills.

Current Skills Bottlenecks

Official data show there is already evidence of substantial deficits in high-skill occupations. The government-commissioned Employer Skills Survey (ESS) allows us to identify the types of skills bottlenecks that exist in different parts of the labour market, all of which highlight a lack of appropriate high-skilled individuals (defined as people with level 4 qualifications and above) in our workforce.

The first of these bottleneck types, “skills shortage vacancies” (SSVs), relates to jobs employers find hard to fill because they cannot find applicants with the right skills, experience or qualifications. The ESS shows that SSVs exist in all three of the broad one-digit Standard Occupational Classification (SOC2010) categories associated with high-skilled workers: “managers, directors and senior officials”, “professionals” and “associate professionals”.

The prevalence of SSVs in these roles is substantial: in 2019, there were 210,800 SSVs in total across all occupations and 73,400 of these SSVs were in occupational categories typically associated with high skill levels. Although this is not the only part of the labour market suffering from deficits, the fact that there are so many SSVs in high-skill occupations suggests there is already significant unmet demand for high-skilled employees across the labour market.

While SSVs measure skill shortages among job applicants, the second category of bottlenecks, “skills gaps”, relates to current workers. An employer is deemed to have a skills gap when a worker does not have all the skills they need to be fully proficient at their job. Prominent skills gaps also exist in all three of the SOC categories associated with high-skilled workers.

In total, 292,900 current workers are not fully proficient across the three occupational bands typically associated with high skill levels.

The ESS findings are supported by other analyses that show widespread underqualification. For instance, the OECD has calculated that around a quarter of UK workers were underqualified for their jobs in 2015. 22 OECD (2016), Mismatch – National Statistics, available at https://stats.oecd.org/Index.aspx?DataSetCode=MISMATCH#; OECD (2017) Getting Skills Right: United Kingdom, available at: https://read.oecd-ilibrary.org/employment/getting-skills-right-united-kingdom_9789264280489-en#page30 In other words, these individuals were working in roles that typically required higher-level qualifications than they possessed. The rate of underqualification in the UK was also one of the highest when compared to those of OECD peers.

There is also some overqualification (workers possessing skills above the level needed to do their job). In some cases, overqualification simply arises from a misalignment in the type, rather than the level, of some courses and vacancies – which can be corrected in future. 23 Green, McIntosh and Vignoles. ‘The utilization of education and skills: Evidence from Britain’. SSRN 2002. In other cases, skills mismatch is part of the natural rhythm of a labour market in flux – for example, because people move jobs, roles change and information asymmetries hinder matching. It may also be that some workers initially accept jobs that require less education than they possess, but subsequently move into more senior roles that befit their skills. 24 ONS. ‘Graduates in the labour market’. 2017

Seen through a static prism, though, overqualification might still be taken as evidence that we have already reached “peak grad”, and that further HE expansion would be a wasteful misallocation of resources (despite current evidence of low and falling investment in training by firms). 25 Learning and Work Institute. ‘Employer investment in skills’. July 2021. But when taking a more dynamic view of a global economy where a more highly skilled labour force is increasingly pivotal to countries’ ability to compete, such a workforce is an asset.

Future Demand for High Skills

This suggests our education system is not currently providing enough of the right kind of high-skilled workers. Policymakers need to consider how to plug these short-term deficits. But they also need to keep a close eye on the skills needs of tomorrow’s economy. Without action now, skills gaps will become a major drag on our economic performance in the future.

The Learning and Work Institute estimates that by 2030 there could be as many as 5.1 million low-skilled people chasing 2 million low-skilled jobs; 12.7 million people with intermediate skills chasing 9.5 million jobs; and 17.4 million high-skilled jobs with only 14.8 million high-skilled workers to fill them.

On this basis, and in the absence of further action, England potentially faces a deficit of high skills in 2030, amounting to around 2.6 million people. 26 ‘Local skills deficits and spare capacity’. Learning and Work Institute. 2019.

Official forecasts from the government-commissioned Working Futures analyses, which draw on Labour Force Survey data, also show that demand for high skill levels – where we already face shortages – will increase significantly in the future. 27 ‘Working Futures’. DfE. 2021.

Figure 8, which outlines changing skills demands between 2007 and 2017 (showing a marked rise in employment shares of occupational groups associated with high skills, such as professional, director and senior-official occupations), also incorporates the Working Futures skills forecast for 2017 to 2027. The projections derive from multisectoral, multiregional econometric models, based on official data. The forecasts suggest that the occupational structure of employment will continue to tilt more heavily towards high-skilled occupations.

Figure 8 – Occupational trends (% shares), 2007–2027

Source: DfE, “Working Futures”, 2021

What kinds of jobs are designated as “high skill”, and what sort of qualifications do they require? Figure 9, which splits Figure 8’s categories into the next level of their constituent parts, further underlines just how much more these occupations are associated with higher levels of qualification than other groups. In the 11 job categories typically associated with higher-level skills, 68 per cent of workers in those occupations possess HE qualifications of level 4 or above (among the rest of the workforce, the figure is 24 per cent).

Figure 9 – Highest qualification by occupation group, 2017

Source: DfE, “Working Futures”, 2021. Note: RQF refers to the Regulated Qualifications Framework.

But the need for high skills is not only about future growth in demand. It is important to consider replacement demand, too. Current workers will at some point vacate their roles due to retirement, family formation, career moves, mortality or other reasons. This means that not only will we need high-skilled workers to meet expanding demand in growth areas, but also to fill existing high-skilled roles when they are vacated by the high-skilled older workers who currently hold them. As a result, replacement demand will further reinforce overall demand for high skills.

With the economy already facing skills shortages in many areas and particularly of high skills, and with demand for high skills set to increase in future, now is clearly not the time to abandon ambitions for a substantially more highly educated workforce. Instead, we must invest more in education. But what kind of high skills are needed and what role does HE have in their provision?

Why HE Expansion Is Key to Building the Skills Needed in the Labour Market of the Future

The previous sections set out why we need more high-skilled workers to meet the requirements of the kind of jobs set to grow in number in the future. This section explores the types of high skills that will be required and the implications for which educational setting is best suited to their provision.

It is very important to be clear that most universities are not the academic ivory towers imagined by some. They offer a wide range of higher-level options spanning both academic and vocational areas, and both degree-level and non-degree courses. For example, in 2016–2017, 32 per cent of all level 4 and 5 students were taught in universities. More than half of degree courses at newer, technical universities such as Oxford Brookes are professionally accredited. 28 ‘Powering the UK’s future: How Alliance universities are driving our economic, social and cultural future’. University Alliance. 2020.

The critical distinction between universities and other learning institutions is breadth, as well as the opportunity to proceed to greater depth if required. HE is very good at supplementing the technical skills that can be acquired in other educational settings with additional skills-sets, particularly the non-cognitive skills (for example, social and emotional skills, communication, planning and teamwork) that are growing steadily in importance. 29 McKinsey. ‘Skill shift: Automation and the future of the workforce’; Castro, D and Clyde, C. ‘College Education as a Powerful Incubator of Social and Emotional Development’, Social Innovations Journal. Vol 44, February 2018; Kassenboehmer, S. et al. ‘University education and non-cognitive skill development’, 2018.

The ability to combine these two types of skills – technical and non-cognitive – is critical to success in the future labour market. This is due to changes in the labour market which mean that in increasingly sophisticated manufacturing and services industries, value is more and more being created by combining labour with knowledge assets such as computer systems and intellectual property. 30 Haskel, J and Westlake, S. ‘Capitalism without capital: The rise of the intangible economy’. (2018) Princeton University Press.

Technological Change and the Labour Market of the Future

Two main effects of the application of technology to the labour market have been identified. The first is what is known as “skills-biased technological change”, a process in which technology increases the productivity of high-skilled workers, which raises demand for them relative to workers with lower skills. 31 Autor, Levy and Murnane (2003). ‘The skill content of recent technological change: An empirical exploration.’ Quarterly Journal of Economics, Vol 118, 4). Skills-biased technological change therefore raises the urgency of human-capital strategies geared towards producing high-skilled workers.

The second effect revolves around tasks rather than jobs, and suggests that technology displaces jobs that involve a lot of routine tasks and increases those involving non-routine tasks (as these are more difficult to automate). Since non-routine tasks are a feature of jobs at both the upper and lower end of the skills spectrum (management consultants and care workers, for example), so-called “routine-biased technological change” polarises the labour market by raising demand for both low and high skills at the same time, at the expense of those mid-skill jobs characterised by routine tasks. 32 Goos, Manning and Solomons. Explaining Job Polarization: Routine-Biased Technological Change and Offshoring. The American Economic Review. The value of HE in a labour market characterised by routine-biased technological change stems from the breadth of skills that graduates build, compared to settings that tend to build narrower sets of technical skills which make these workers’ roles more vulnerable to automation.

Like most advanced countries, the UK seems to have experienced a combination of both these effects. However, it is an asymmetric polarisation in which jobs have grown at both ends of the labour market, but with a marked overall trend towards an upgrading of skills demand and the growth of high-skilled jobs being dominant. 33 ‘Skills demand, training and skills mismatches: A review of key concepts, theory and evidence’. Future of Skills and Lifelong Learning. Evidence Review for the Government Office for Science. 2016. The most up-to-date analysis from the Resolution Foundation suggests that most sectors are upgrading their skills requirements right across the board, producing rising demand for high-skilled workers and stagnant or declining demand for both mid- and low-skilled jobs. 34 Resolution Foundation. ‘Changing jobs. Change in the UK labour market and the role of job mobility’. Feb 2022. The Working Futures data presented in Figure 8 bears this out, showing sharply rising demand for high skills, falling demand for mid skills and, within the lower skills bracket, a moderate rise in the share of jobs requiring interpersonal skills – “low skill (service-intensive)” – at the expense of those that don’t.

ONS analysis shows that the roles of people with lower qualifications are far more prone to automation than those with higher-level qualifications. Of the 1.5 million people who are at high risk of automation, 59.8 per cent are not qualified to level 2 and 39 per cent are only qualified to levels 2 or 3. Conversely, 87 per cent of low-risk jobs were held by people with degrees. 35 ONS

Figure 10 – Proportion of main jobs at risk of automation by education level, 2017

Source: ONS. Note: Degree defined as level 6; higher education defined as levels 4 and 5.

These shifts are being driven by the changing organisation of work. 36 Green, F. (2012). ‘Employee involvement, technology and evolution in jobs skills: A task-based analysis’. Industrial and Labor Relations Review. Col 65, 1. The application of technology, particularly IT, to most areas of business as well as the public sector has allowed flatter management structures that mean work is increasingly organised into semi-autonomous teams, rather than organised hierarchically as before. These developments place a premium on workers whose skill advantage lies in their ability to work in small groups to absorb, analyse and communicate ever-changing knowledge, rather than on technical know-how alone.

The impact of technology on the labour market appears, therefore, to be twofold. The first and most obvious effect is to generally raise the value of being able to work with increasingly sophisticated machines and computer systems. But another is to erode the importance of many basic, codifiable skills at all levels while raising the value of many general, co-specific skills – the ability to cooperate with others and learn new techniques in a continually changing environment – particularly at a higher level.

The upshot is that workers with a combination of high-level technical and non-cognitive skills are far more likely to possess attributes that complement machines and AI than be displaced by them. These workers will be more productive and adaptive as a result, and the transferable skills they acquire may help guard against job and skill redundancy later in their careers. What is the evidence for HE’s role in providing this combination of skills?

HE’s Ability to Meet Skills Needs

The most obvious indication of the strong labour-market value of workers with HE is the fact that employers are prepared to pay a premium for them. Strong employer demand for HE graduates is reflected in a significant and durable wage premium. According to Institute for Fiscal Studies (IFS) estimates, over their working lives, men can expect to be £130,000 better off on average by going to university, and the figure for women is £100,000. This figure considers taxes, student-loan repayments and foregone earnings. 37 IFS. ‘The impact of undergraduate degrees on lifetime earnings’.

But how do we know that this wage premium reflects tangible value rather than mere “signalling”? As universities are selective, some critics suggest that most of the value of HE attendance comes from demonstrating a worker’s pre-existing abilities, rather than developing these abilities. If so, expanding HE further would simply fuel a costly and futile educational “arms race” that would not enhance human capital.

The signalling argument is intrinsically difficult to evaluate, but many studies have tried to quantify the benefit of extra years of education to employers. These employ different econometric techniques and arrive at varying conclusions. However, a recent meta study suggests the signalling effect is likely to be relatively modest and certainly not significant enough to justify ceasing further investment in education. 38 UCL, Centre for Education Policy and Equalising Opportunities. ‘Briefing note: Does education raise people’s productivity or does it just signal their existing ability?’ 2021 Experts also suggest that in parts of the education system where signalling may be a tangible problem, good policy solutions are available to minimise its impact – for example by improving student and employer information and making grading more rigorous. 39 College Education as a Powerful Incubator of Social and Emotional Development: ‘Why higher education should take the “signalling critique” seriously – and what that might look like’. HEPI blog, Chris Percy & Dr Aveek Bhattacharya. October 2021.

The graduate premium is likely to remain strong, even as the labour market continues to evolve. Research by the European Commission shows that in future, while workers will typically need to build at least a moderate level of digital skills, problem-solving will become one of the most important cognitive skills, and the strongest overall demand from employers will be for non-cognitive skills of the sort best acquired in an HE environment. 40 EU Commission (2019), The changing nature of work in the digital age, available at: https://publications.jrc.ec.europa.eu/repository/handle/JRC117505 Research by McKinsey suggests there will be less need for manual skills and basic cognitive skills, and more for technological, social and emotional, and high-order cognitive skills. 41 McKinsey (2018), Skill shift: Automation and the future of the workforce, available at: https://www.mckinsey.com/featured-insights/future-of-work/skill-shift-automation-and-the-future-of-the-workforce

According to the World Economic Forum, 42 World Economic Forum (2016), The Future of Jobs, available at: https://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf social skills such as persuasion and emotional intelligence will be in higher demand than narrow technical skills such as equipment operation. And the OECD 43 OECD (2017), Skills Outlook available at: https://www.oecd-ilibrary.org/education/oecd-skills-outlook-2017_9789264273351-en shows that, aside from their industry-specific capabilities, more people will need to build “catch-all” skills such as digital, problem-solving, and social and emotional skills.

The available evidence suggests that graduates are well-equipped to meet these demands. A recent McKinsey study 44 McKinsey (2021), Defining the skills citizens will need in the future world of work, available at: https://comskills.co.uk/wp-content/uploads/2021/11/defining-the-skills-citizens-will-need-in-the-future-world-of-work.pdf identified 56 core transferable skills that workers in all sectors would benefit from building in an increasingly automated, digital economy. Each of these foundational skills pertained to one of four broader categories:

Higher proficiency in these areas was associated with a stronger likelihood of being employed, being satisfied in the job and earning more. And people with a university degree had higher average proficiency scores across the 56 skills than those without, which suggests that higher-educated individuals are better positioned to grasp the opportunities that lie in the future of work.

As well as changing the nature of the domestic workforce, technological change is making the labour market more global. Pandemic-induced changes to the labour market have sparked fears that white-collar, professional jobs, once seen as immune to being offshored, are increasingly migratable from rich countries to lower-cost locations. 45 ‘Anywhere jobs: Reshaping the geography of work’. Tony Blair Institute for Global Change. June 2021. TBI analysis suggests that such “anywhere jobs” account for 18 per cent of employment in the UK – 5.9 million workers in total. With jobs becoming less local, doubling down on the non-cognitive social and digital skills that HE provides is becoming even more essential to our ability to compete. 46 Deming, D (2017), ‘The growing importance of social skills in the labour market’, NBER Working Paper Indeed, deepening the pool of skilled HE graduates here may also help the UK attract businesses employing white-collar labour from other countries that fail to invest in graduate skills.

The government’s post-Brexit plans also underscore the role of graduates in the economy of the future. Its aim is to readjust our trade focus from the EU onto emerging global markets. The rapid rise of a global middle class with significantly increased spending power is fuelling demand for business and professional services, which are increasingly driving global trade. The UK is one of the most services-intensive of all the advanced economies and enjoys a strong comparative advantage in high-end services sectors, where our exports are twice the global average.

These sectors are heavy recruiters of graduates. For example, 60 per cent of workers in financial services are in high-skilled positions compared with 40 per cent in the economy overall. 47 Financial Services Taskforce report. The City UK. 2020. In manufacturing, industry analysis shows our comparative advantage lies in the most advanced engineering sectors, which are predominantly staffed by graduate engineers. 48 ‘Smart skills spending. Funding for engineering in the higher education sector’. Engineering Employers Federation. 2014. Squeezing HE funding and participation rates will therefore threaten the government’s ambitions for Global Britain.

Net Zero and the Demand for High Skills

Reaching net-zero emissions by the 2050 target entails decarbonising large parts of the economy and re-equipping the labour market with new, greener skills. New jobs will be created, but significant upskilling and reskilling of existing jobs will also be necessary.

The Climate Change Committee estimates that overall, 300,000 jobs will be created from decarbonisation by 2050. 49 Climate Change Committee (2020), Economic impact of the Sixth Carbon Budget (Cambridge Econometrics) The skill requirements of these jobs will vary. Some will be mid-skill jobs, for example retrofitting home heating. But there will also be many that are high-skilled. These jobs will require not just STEM skills but data, project-management, leadership and change-management, and communication proficiencies, all of which are graduate-level skills. 50 ‘Green jobs taskforce. Report to the government, industry and skills sectors’. 2021. Indeed, three-quarters of manufacturers see extra provision of skills of level 4 and above as critical for the success of the green transition (yet less than half believe the UK’s education and training system is fit to deliver these). 51 ‘Unlocking the skills needed for a green and digital future’. Make UK. October 2021.

Net zero will also affect existing and emerging jobs by making them more complex, and thereby changing the skills required to perform them. 52 Valero, A et al. (2021) ‘Are green jobs good jobs?’ LSE Grantham Institute. Analysis of tasks, rather than occupations or industries, shows that around 17 per cent of UK jobs are currently directly or indirectly “green”, and hence are set to grow in number as the economy decarbonises.

The majority of these jobs (12 per cent of total UK jobs) are already held by people with degrees, or are likely to require them to have a degree. This is because the jobs are more complex and involve more non-routine analytical tasks than non-green jobs, as they are concentrated in occupations that are intensive in abstract skills, such as management or business and financial operations. 53 ‘Are good jobs green jobs? How lessons from the experience to-date can inform labour market transitions of the future’. Grantham Research Institute on Climate Change and the Environment and Centre for Economic Performance, London School of Economics. October 2021. Net zero, in other words, presents a critical labour-market challenge that heightens the importance of graduate skills in existing jobs, and those yet to be created.

Would More Graduates Add the Same Value?

This paper has set out evidence of the critical importance of expanding HE for the country’s future prosperity. Much of that evidence suggests that society benefits from strong positive returns to the average degree course, in particular, and that chief among the beneficiaries is the graduate themselves. That in turn implies that there are substantial benefits to be had from the further expansion of HE.

These insights are based upon outcomes observed for the average graduate. But there is a final question that needs answering: would additional students, attracted to an expanded HE sector, generate such significant returns? In other words, can we be sure that all HE courses are delivering a broad set of relevant skills?

While our HE system is successful at delivering graduates with valuable skills, it still falls short in many respects as some courses lack traction in the labour market. IFS analysis (Figure 11) shows that around one in five graduates do not derive a net lifetime financial gain (the change in earnings associated with a course once loan repayments, taxes, prior attainment and socioeconomic background are factored in). Average returns to courses also vary significantly from negative to around £500,000 over a working lifetime, and the public subsidy (in the form of teaching grants and unrepaid student loans) is disproportionately high for some courses. 54 IFS. ‘The impact of undergraduate degrees on lifetime earnings’.

This evidence of variation in outcomes has been cited by some as evidence that the expansion of HE has gone as far as it should, if not further, and that would-be graduates should instead pursue lower-level technical options. Influential think tanks claim students are being misled about returns, 55 Onward. ‘A question of degree.’ 2019; Centre for Policy Studies. ‘The value of university’. 2021 while key government appointees have spoken about the need to “rebalance the system from higher to technical education”. 56 Conservative Home. ‘Neil O’Brien: Higher and technical education. The universities should reform themselves. Or have reform forced on them.’ 2020

The problem of poor returns for some courses cannot be dismissed lightly, nor can the presence of skills gaps in middling technical roles. However, there are three reasons why such reasoning is faulty. First, the zero-sum logic that underpins it makes little sense. High-level skills deficits in professional occupations and skills gaps in middling technical roles are two separate problems, each of which requires a bespoke solution. If a minority of students are doing low-value degrees, the right response is to nudge them towards better-value ones – not to downscale HE and divert would-be graduates to technical courses to which they are unlikely to be suited.

Second, estimates of private financial returns for graduates in their 20s are far from a full reflection of the total social return on which we should assess the value of HE. Private financial returns comprise just one type of benefit, but various non-pecuniary private benefits are also strongly associated with graduate status, including better health, greater social engagement, intergenerational mobility, lower propensity to commit crime and higher levels of entrepreneurial activity. In addition, some courses that tend to offer lower financial returns to the individual have substantial social value – nursing is one example. The student-loan write-offs associated with these careers should be seen as conscious investments in key public roles.

As well as non-financial returns, graduates generate financial benefits for their employers. Their skills raise the returns to capital investment, boosting profits as well as wages. While hard to estimate, these wider economic benefits are a critical part of the social return to HE that justifies public subsidy and which is underplayed by a narrow focus on wages. Of course, HE institutions still need to ensure they incorporate a wider range of labour-market friendly skills in each course (digital skills in arts degrees, for example). But this does not detract from the fact that education is an important investment, and not just in a narrow financial sense. 57 ‘Are there too many arts graduates? That is the wrong question’. Vignoles, A. Times Higher Education. 7 December 2021.

Third, even if we were to judge the utility of a course on private financial value alone, it is not obviously the case that the marginal student is likely to take up the type of “low-returns” course often derided by critics of HE expansion. Perhaps because of concerns aired repeatedly over the past few years about graduate prospects in parts of the HE market, demand is shifting. Courses with the lowest apparent financial returns 58 Analysis of returns based on actual (up to age 30) and predicted (ages 31 to 67) earnings of students in the 2002 GCSE cohort are becoming less popular, while the opposite is true for more lucrative options. Figure 12 compares the respective shares of acceptances through the Universities and Colleges Admissions Service (UCAS) in creative arts, the course identified by IFS analysis as offering the lowest financial returns, and three of the four degrees offering the highest returns (economics, law and business studies – the fourth being medicine, which has restricted supply).

Figure 11 – Financial returns to HE by subject (mean)

Source: Institute for Fiscal Studies

While the share of UCAS acceptances in creative arts has diminished in the past decade-and-a-half, the acceptances for the other three degrees have risen steadily during that time. If segments of the HE sector have offered a bad deal for some students in the past then this is starting to change, for instance because there is now better information on financial returns to applicants and those who are motivated by such returns are acting accordingly. The result is that while the number of accepted applicants through UCAS has surged, from 413,000 in 2007 to 562,000 in 2021, 59 UCAS. ‘End of cycle data resources 2021 and earlier’. the proportion of students going into the lowest-return subject areas has been declining. There is no reason why this should not continue as participation grows.

Figure 12 – Share of yearly UCAS acceptances, undergraduate courses (2007–2021)

Source: TBI calculations

In summary, ongoing labour-market trends point to the need for a widespread upskilling of current and future workers. Technical training and qualifications – provided through FE and apprenticeships – remain an important part of that task, and setting them up in tension with HE provision represents a false choice. But technical training is often no longer sufficient by itself, as such skills tend to erode over time and are prone to being made redundant by automation. To guard against this, these attributes need increasingly to be supplemented by the “softer” skills of teamwork, entrepreneurship and critical thinking, as well as embedded in a high level of general education that enables the worker to pick up new skills and techniques as their job and the economy change.

These are best provided by HE institutions. There is little reason for concern about waning graduate returns to an expanded HE sector, and substantial evidence that they offer the skills we need, pushing further and faster along a pathway that has contributed substantially to UK prosperity over the past 30 years. Far from curbing HE, we therefore need a concerted push to expand it much further.

Conclusion and Recommendations

Our country needs more graduates. The unprecedented slowdown in growth and productivity over the past decade or more, which has sapped living standards, would have been worse still had education not rescued an element of growth. It has, after all, been the only consistent driver while other potential contributors have ground to a near halt.

As older people with below-average education retire, the level of skills in our workforce will continue to rise and therefore boost growth, at least for a while. But this trend is fading quickly and if the average education level of new workers stagnates, economic growth risks being even more meagre than its current rate. By increasing the proportion of young people who stay in education longer, we have a chance to avoid this glum scenario.

How do we know that HE, specifically, is the way to go? There is already clear evidence of deficits in high-skilled occupations, and demand for high-level skills will only grow as technology transforms the economy and helps it to mature into one that is more knowledge-rich. By splicing complex analytical skills with non-cognitive ones, HE harnesses the aptitudes that meet those demands.

We should, therefore, aim to raise participation in HE at levels 4 and above to 60 per cent by the end of this decade and 70 per cent by 2040. Such a goal is achievable, and would allow the UK to catch up with the most dynamic and highly educated economies, such as South Korea. 60 ‘We must continue to expand higher education’. Nick Hillman, Conservative Home. 2017: This would make a significant difference to the level of prosperity over the next generation.

Achieving a 70 per cent participation rate would be a major undertaking, spanning multiple parliaments and requiring action to tackle several barriers that would otherwise frustrate such a goal.

There are, of course, reasonable arguments to be had about the precise form that HE should take, the courses people choose, the fairest way to apportion the cost between state, individual and society, and the systems that knit together different institutions. Some of these questions will be the focus of our future work. But what is beyond doubt is that turning away from HE now would be a grave mistake for the future prosperity of the UK. Radicalism and much greater ambition are required. Graduate education is, in short, not a luxury but a necessity.

Acknowledgments

The authors would like to thank Nick Hillman, Alexander Iosad, Lord Johnson, Andrew McNeil, Anne Rimmer, Professor David Soskice, Professor Anna Vignoles and Professor Andy Westwood for their input. All errors are the responsibility of the authors.

Technical Appendix

Lead Image: Getty Images

Charts created with Highcharts unless otherwise credited.

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teacher leave them kids alone

We don’t need no education.

Нам не нужно образования.
Ну и что, что смысла мало)))

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