Education, Training and Skills The Cohesion and Equality Dimension.

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Presentation transcript:

Education, Training and Skills The Cohesion and Equality Dimension

The Evidence The relationship between education, training and skills and regional economic growth Lancashire’s position

Education Outcomes data Aims To examine qualification levels in Lancashire To identify key disadvantaged groups To examine higher education participation rates and degree classification

5 A*-C GCSE including English and Maths (2011/12) - Ethnicity

QUALIFICATIONS Jan 2011-Dec 2011 LancashireNorth WestGreat Britain NVQ 4 and above NVQ3 and above NVQ2 and above NVQ1 and above No qualifications ONS Annual Population Survey, 2011

Jan-Dec 2011Lancashire (%) North West (%) Great Britain (%) Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec Jan-Dec NVQ Level 4 and Above

NVQ Level 4 and above by District (%) Source: Lancashire County Council

Ethnicity - Lancashire

EAL - Lancashire

FSM - Lancashire

SEN – Lancashire and National GCSEs A*-C including English and Maths

2008/092009/102010/11 Diff To 2008/09Diff to LADiff to Nat District Lancaster ↑5.5↑6.8↑8.5 Wyre ↑0.1↓-0.7↑1.0 Ribble Valley ↑6.1↑5.5↑7.2 Fylde ↑1.8↑3.7↑5.4 Preston ↑7.1↑3↑4.7 South Ribble ↑3.4↑4.9↑6.6 West Lancs ↑2.4↓-2.9↓-1.2 Chorley ↑2.3↑3.8↑5.5 Hyndburn ↑2.5↓-0.4↑1.3 Burnley ↑1.4↓-19.9↓-18.2 Pendle ↑3.5↓-9.7↓-8.0 Rossendale ↑2.8↑2.9↑4.6 Lancashire ↑2.6 England LA ↑3.1 5 GCSE A*-C including English and Maths by District

Higher Education Participation Rates up to age 19 (2005/06)

Higher Degree Classification by Ethnicity 2010/11

Hefce (2010) Ethnic groupActualBenchmarkDifference White62%61%1% Black37%49%-11% Pakistani & Bangladeshi42%50%-8% Chinese52%60%-7% Indian & other Asian49%55%-6% Mixed & other56%58%-2% Student Ethnicity: Profile and Progression of Entrance to Full Time, First Degree Entry Actual and expected rates of high classification for young UK finalists

Leavers Destination by Ethnicity (2010/11)

Key Issues How can Lancashire address the gap that emerges at a very young age between children from different socio-economic backgrounds? How can Lancashire address the disparities in attainment at KS2 and KS4 based on ethnicity, fsm, disability and district? How can Lancashire increase the proportion of its population at NVQ level 4 and above? How can post-16 education providers tackle the issues of differential access and outcomes?