8.21 Empirical evidence demonstrates that there is currently considerable disparity in student support available to further education against full-time higher education students. This manifests itself in mandatory grants (until now), loans and access funds. We note also the evidence that the overwhelming majority of working class participants in post-school education use further education. We recognise, too, that endorsement of the Kennedy Committee's principles would involve a transfer of funding within further education. Established students over nineteen, with the ability to pay, would need to pay more of the costs of provision.

8.22 We also note that while there is evidence about rates of return on investment in higher education, there is little comparable evidence in further and adult education. The data on the volume of provision and on the economic and social backgrounds of those involved in community based adult learning are haphazard, and the economic returns are difficult to estimate. This is particularly true for the sort of capacity building collective activities which can be awkward to limit to pre-negotiated curricular (including much family and inter-generational learning, tenants' group work, and voluntary agencies' programmes).

8.23 We believe that comparative studies should be instigated to identify rates of return on investment in different post compulsory education and training, including the long-term benefits. Such analysis should extend beyond the narrowly economic, and beyond those broader benefits to individuals and society which are readily susceptible to short-term monitoring.

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