HC Deb 04 February 2002 vol 379 cc714-5W
Dr. Stoate

To ask the Secretary of State for Education and Skills what percentage of higher education entrants in 2000–01 and 2001–02(a) from Dartford and Gravesham and (b) in England were from social classes HI, IV and V. [28241]

Margaret Hodge

The available information on the social class of higher education students in the UK, covering only those who apply to full-time and sandwich undergraduate courses via the Universities and Colleges Admissions Service (UCAS) are given in the table; data on the family background of students on postgraduate or part-time courses are not held centrally. Comparable figures on the social class of HE students from each constituency are not held centrally.

The Government are committed to raising the participation rates for people from less affluent family backgrounds, and have introduced Excellence Challenge, including the AimHigher campaign, which is targeted at raising attainment and aspirations among young people who traditionally would not consider going to university.

UK domiciled accepted applicants to full-time and sandwich undergraduate courses in the UK
Year of entry
2000–01 2001–02
Social class Number Percentage Number Percentage
I Professional 38,800 14 39,700 14
II Intermediate 117,700 44 120,800 44
IIIN Skilled non-manual 37,800 14 38,800 14
IIIM Skilled manual 44,400 17 48,400 18
IV Partly skilled 24,200 9 23,100 8
V Unskilled 5,500 2 5,600 2
Total known 268,400 100 276,500 100
Unknown 40,300 — 49,000 —
Total 308,700 — 325,500 —

Source

Universities and Colleges Admissions Service (UCAS)

Alistair Burt

To ask the Secretary of State for Education and Skills what proportion of students from socio-economic classes IIIm, IV and V she estimates higher education institutions will accept by(a) 2005 and (b) 2010; whether each higher education institution will be expected to accept the same proportion; what deviation from a standard proportion will be accepted; and if she will make a statement. [31979]

Margaret Hodge

We are committed to widening participation in higher education, and we are raising the attainment and aspirations of young people from these social classes through our work in schools and colleges and the Excellence Challenge. As we progress towards our target to increase participation to 50 per cent. of those aged 18–30 by the end of the decade, we expect the proportion from these social classes to increase. The Higher Education Funding Council for England will be setting targets to support this objective.

Mr. Willis

To ask the Secretary of State for Education and Skills what her definition is of higher education. [31373]

Margaret Hodge

[holding answer 29 January 2002]: The Act of Parliament which defines courses of higher education is the Education Reform Act 1988. Schedule 6 of the Act describes courses of higher education as:

  1. (a) a course for the further training of teachers or youth and community workers;
  2. (b) a post-graduate course (including a higher degree course);
  3. (c) a first degree course;
  4. (d) a course for the Diploma of Higher Education:
  5. (e) a course for the Higher National Diploma or Higher National Certificate of the Business and Technician Education Council, or the Diploma in Management Studies;
  6. (f) a course for the Certificate in Education;
  7. (g) a course in preparation for a professional examination at higher level;
  8. (h) a course providing education at a higher level (whether or not in preparation for an examination).

Mr. Willis

To ask the Secretary of State for Education and Skills what criteria the Government use for determining which higher education courses qualify for meeting the university participation target of 50 per cent. of people under the age of 30 years. [31269]

Margaret Hodge

[holding answer 29 January 2002]: The target relates to good quality HE experiences. We are therefore including all courses of one year or more, above A level and its equivalents, that lead to a qualification awarded by higher education institutions or widely recognised national awarding bodies (eg the Institute of Management).

We are also considering including a small number of professional qualifications of less than one year's duration, for example in nursing, law, business and management. We are currently seeking advice from the QCA as to whether the nature and content of these qualifications could appropriately be classified as being of a higher education standard.

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