The United Kingdom shows the lowest public confidence among 31 countries in the value of university degrees, according to the 2026 Ipsos Education Monitor. The survey of more than 20,000 people reports that just 28% of Britons consider degrees to be good value for money, and only 40% said a university qualification is very important to succeed in life — the lowest figures in the international sample.
What the poll found
On average across the 31 countries polled, a slim majority — 53% — view higher education as good value for money. The Ipsos report highlights notable national differences in how the public balances the importance of a degree with its perceived return on investment.
- Argentina and Singapore rank among countries where degrees are widely seen as worthwhile.
- The Netherlands is cited as a country where university is seen as good value but not the only route to success.
- The United States shows a more transactional view: degrees are often considered necessary even when concerns about value persist.
“While higher education remains the default route to career opportunity globally, public opinion across Great Britain has diverged significantly from international norms,” the Ipsos findings report said.
The survey also indicates a generational and educational split within Britain: while 59% of highly educated Britons agree that a degree supports career progression, only 45% of those with lower educational attainment share that view. Roughly equal shares of the public would now recommend entering the workforce directly rather than pursuing higher education, making the UK one of only two countries in the study where immediate entry to work is preferred by more people than further study.
Context and consequences for policy and careers
For education policymakers, career advisers and families, these findings underscore shifting public expectations about what higher education delivers. In countries where degrees remain widely valued, universities are often seen both as gateways to better jobs and as sound investments. Where public confidence has waned, as in Britain, the findings suggest growing appetite for alternatives — vocational training, apprenticeships and direct labour-market entry.
Although the Ipsos Monitor does not measure domestic policy settings directly, the survey will be read alongside other UK research showing rising scepticism about the cost-effectiveness of degrees. For South African readers, the results resonate with local debates around the affordability and labour-market relevance of tertiary study, the expansion of TVET and skills programmes, and the need for clearer career pathways for matriculants.
| Measure | UK result | Survey average |
|---|---|---|
| Think degrees are good value | 28% | 53% |
| Say degree very important to succeed | 40% | — |
| Highly educated who see degree aiding career progression | 59% | — |
For learners and parents deciding on post-school plans, the Ipsos data points to two practical implications. First, evidence about graduate employment outcomes and alignment between programmes and industry remains crucial when choosing an institution or qualification. Second, effective career guidance — from schools and public services — must present credible alternatives to university where they exist.
International comparisons in the report also show that perceptions of value do not always match views about necessity. In some countries people may doubt the financial payoff of a degree but still consider it essential for social or professional reasons; in others, the route to a secure livelihood may run outside traditional higher education.
As policymakers consider how to broaden access to worthwhile post-school pathways, the Ipsos Monitor will likely prompt renewed attention on graduate outcomes, transparent labour-market data and the quality of vocational routes. For stakeholders in South Africa — where questions about the cost, quality and relevance of tertiary education are ongoing — the British example highlights how public confidence can shift and what that might mean for the choices learners make.
