Kevan Collins criticized that the 1.4 billion pound ($2 billion) education recovery fund which has been announced Wednesday, describing it as a portion of what is required to satisfy the scale of this challenge.
"The bundle of support declared yesterday falls far short of what's needed," Collins wrote Thursday in the Times of London. "It's too narrow, too little and will be sent too slowly."
Children across the U.K. dropped an average of 115 days of classroom time throughout the pandemic, curtailing academic achievement and social growth. Collins reportedly suggested that the government plow an extra 15 billion pounds into education during the next three years to help pupils catch up.
Together with the financing announced this week, Prime Minister Boris Johnson's Conservative government has pledged about 3.1 billion pounds to the education recovery effort, or roughly 400 lbs ($566) per student. That's compared to the U.S., which has allocated the equivalent of 1,600 lbs ($2,265) per student, or the Netherlands, which has announced plans to spend over 2,500 lbs ($3,540) per student.
"A half-hearted approach threats failing hundreds of thousands of pupils," Collins wrote. "The support declared by government so far doesn't come close to fulfilling the scale of the challenge and is the reason why I don't have any choice but to resign."
Central into Collins' program is a proposal to prolong each school day an average of 30 minutes so kids can get the extra academic help they need without sacrificing enrichment programs such as sports and music.
The authorities said it is still reviewing suggestions to extend the school day and a decision will be made as part of the annual budget review. The spending declared this week includes 1 billion pounds to fund tutoring for disadvantaged students and 400 million pounds for teacher instruction.
The consequences of this debate are deep amid estimates that lost learning could cost children more than 100 billion lbs in life earnings.
The impact is very likely to be greatest on children from low-income and cultural minority families.
Before the pandemic, students from disadvantaged backgrounds were approximately 18 months behind their classmates at the end of secondary school.
"In normal times, schools have a critical part to play in fighting inherent inequalities in society," explained Luke Sibieta, among the report's authors. "And once we stop children being able to go to school normally, we sort of shed some of the advantage that schools play"