Exporting education: still a success story

The DfE has published the latest annual report in the success of education as a contributor to the nation’s wealth through exporting educational goods and services. This includes both selling and providing services , and the provision of services within the United Kingdom. Of the latter, UK Higher Education is the major earner.

I have written about trends from previous reports, but not for some time.  Making money from Education | John Howson In 2021 the DfE changed the methodology for collecting the data. This year, in the report figures for 2021 and onwards are presented using the new methodology only. Release home – UK revenue from education related exports and transnational education activity – Explore education statistics – GOV.UK

The latest data are for the year 2024. The report notes that

‘total UK education related exports and TNE activity was estimated to be £36.7 billion in 2024, an increase of £7.2 billion in nominal terms since 2021. Over the same period, in nominal terms, education related exports have increased by £5.8 billion while TNE activity has increased by £1.4 billion.’

This is a good news story, although not all sectors have performed as well as in the past. Both further education and English Language training recorded improvements over the previous year, although further education fee income was down on the previous year, and both sectors had much higher earnings a decade ago, before covid.

As the report notes: ‘Higher education exports grew by £0.1 billion (0.5%) from £26.4 billion to £26.6 billion between 2023 and 2024. The low growth rate in HE exports can partly be attributed to the reduction in international HE student enrolments since 2022/23.’

This low growth rate must be a worry for the future as this has traditionally been such a key source of income from both fees and living costs.

 Between 2023 and 2024, schools’ exports grew by £0.1 billion (7.4%). This is good news for the economy, but a concern for state-funded schools if it diverts scarce teaching resources in subjects such as physics and mathematics away from upskilling pupils in state-funded schools to educate elites elsewhere in the world or in UK boarding schools.

Elsewhere, equipment sales grew from £0.20 Bn in 2021 to £0.37bn in 2024. During the same period, publishing income rose from £2.31bn to £3.15bn, and earnings from qualification awarding bodies, from £0.36bn to £0.51bn.

No doubt there is room for further growth along the lines of the export strategy Exports good, but the poor won’t be able to afford them | John Howson However, as I pointed out in my earlier post, there is also the contribution to development aid to consider alongside the income from exporting education goods and services. Sadly, as a nation we seem less interested in development aid these days.

What of the future? How will AI affect export opportunities, and will the nation’s attitude to those who are not natives cause a reduction in the significant higher education income if overseas students decide to go elsewhere to study. If that happens, will universities take their product overseas, or just retrench? How will our relationship with Europe affect education exports in the future, especially if there is a growth in Erasmus type programmes?

Finally, we do need to do more to help aspiring entrepreneurs starting out selling goods and services in the education field.

How about a university course for those wanting to start out in this field?

Trends in academy accounts

The 2024-25 accounts for academy trusts, covering the year up to the 31st August 2025, are now being posted at Companies House, for anyone to view. Not all Trusts have yet published their accounts. Some Trusts are large and complex, and others may not want to be in the first groups that might draw attention to their results.

This analysis is for 86 schools in one geographical area, and where the school has been in the Trust for at least two reporting periods. Two indicators are considered: the pay of the highest-ranking employee – often the Chief Executive, but in single academy trusts, normally it is the headteacher, and changes in declared reserves held by the school. This latter indicator is complicated, as some MATs pool reserves, while all others hold both reserves at the school level and for central services.

Salary Trends

So far, of the 13 Trusts reporting, there have been no really significant changes. The highest salary band reported band was £200,000-210,000, up by £10,000, the same increase of £10,000 as seen in 5 other trusts; one trust saw a £10,000 decrease; two trusts no change, and four increases in the £20,000 range. The lowest salary for the year was £100,000, for a trust with four schools.

Trusts with headquarters outside the geographical area tended to have higher salary bands for their highest paid employee than those headquartered in the local area. This might take into account the complexity of London weightings for salaries.

Changes in reserves

Here, two-year’s worth of data is available for 72 of the 86 schools in the area. The other 14 schools changed trusts, so the data for the two years is incomplete. Of the 72 schools with data for both years:

29 ended the 2025 reporting period with a deficit

43 ended with reserves

Of those schools in deficit at the end of the reporting period

14 increased their deficits over the year

5 schools went from surplus to deficit

Of schools with reserves

10 reduced the amounts of their reserves.

The other 33 increased their reserves.

The largest deficit reported in 2025 account, so far is £1,060,000 – an increase of £232,000 in one year, or more than 20%.

The largest reported surplus held by a school was £2,641,000 – up by £290,000 over the year. Another school in a MAT, but located outside the area reviewed, also had a balance of £2,400,000.

Comment

From the data on salaries, it seems that seven MATs had increases to their salary bands for the highest paid employee that were less than 10%; one MAT saw the incoming employee on a lower band than their predecessor. Five had increases in the band of the highest paid employee of more than 10%.

Four of the MATs surveyed paid their highest paid employee in a band above the salary of the local authority’s Director of Children’s Services. This is not surprising, since nationally, the highest starting salary for a headteacher in an advertised vacancy in 2026 has been £123,000.

On the issue of reserves, some schools are facing pressures while others are still adding to their reserves. I have always maintained that revenue funding should be spent in the year in which was provided, including up to 10% for a sensible reserve, based upon the profile of the past five years of expenditure where the reserve is not excessive.

Why do schools hold more than £2 million pounds of public money in their reserves? Schools in deficit, often seem to struggle to clear their deficit, and if they don’t attract pupils, then it is a challenge to ever return to a surplus without damaging the education of their pupils.

I will return to this topic when I have processed the data from the remaining MATs yet to file their accounts.

The Spending Review and savings

Next week will set the direction for government spending over the rest of this parliament. Although education is a ‘protected’ department that may not mean as much now as it did last year at the time of the general election.

Changes in the geopolitical situation, and an economy where the green shoots are barely peeking through the surface, and could be killed off by the equivalent of one night of freezing temperatures doesn’t bode well for the education sector. This is especially the case when set against falling school rolls and the crisis in the higher education sector. The skills sector might be the one bright spot, and it wouldn’t surprise me if that is where most of the investment will be directed.

The present government is lucky in that the weakening job market means recruiting new teachers will be easier, and the pressure for pay rises might also abate if the choice is more pay for some and redundancies for others. Unions would, in my view, be wise to tackle conditions of service rather than majoring on pay rises and the risk of confrontation with a government that has been generous so far, but might not want to see the limits of that generosity tested.

So, might there be saving to be made?

If there are school closures, will this allow the most expensive and inefficient buildings to be removed from the estate. Why spend time taking out asbestos, if you can just close the school? How would such a policy be managed? Frankly, I have no idea, but to let market forces prevail might have an unnecessary cost attached. So parental choice or rational use of buildings?

And then there is the muddle of academies and the maintained sector.

I looked at the accounts for the period up to August last summer for the 30 single academies and Multi Academy Trusts with schools in one local authority area. The total pay bill for their single highest paid employee came to around £4 million pounds. Now, take out of that total the Trusts where the headteacher is the single highest paid employee, and the total might be around £2 million. Cut this to just five trusts: one each for the two main Christian Churches (CofE and RC) and one each for other primary, secondary and special schools and what might be the savings?

Then there is the audit, legal and professional fees. I doubt whether the private sector charges the same rate as local authorities do to maintained schools. Perhaps academies should be required to employ local authority services, if the quote is lower than that from the private sector?

SEND is the other area where spending needs reviewing. For many, the cost of an EHCP started early in the primary sector should be the first point of focus. Are there differences between schools in different locations, and if so, then why? Can an early diagnosis save costs.

What of Education Other than at School packages? How much are they costing the system, and why are they necessary in such a growing number of cases?

With 150 plus local authorities, how much might be saved from present budgets in order to support investment in teaching and learning in the new world created by the latest technological revolution?