§ Paul HolmesTo ask the Secretary of State for Education and Skills what proportion of UK entrants to initial(a) full time and (b) part time higher education aged 21 or more was from each social class group between 1980 and 2000; and if he will make a statement. [106449]
§ Margaret HodgeThe available information for the years since 1994, showing students accepted to full-time undergraduate courses via the Universities and Colleges Admissions Service (UCAS) is given in the table. UCAS does not cover students applying to part-time courses, the majority of whom are mature. Around three-quarters of all mature students enter part-time courses. Comparable figures for earlier years are not held centrally. In 2002, a new socio-economic classification was introduced, which is not directly comparable with the social class figures for previous years. The Department has increased significantly its targeted support for mature students, through increased Access and Hardship funds but also through a package of help for student parents including a generous childcare grant introduced in 2001. In addition, the AimHigher HE roadshow and advertising campaign have been launched to promote the benefits of higher education. 559W
Accepted applicants aged 21 or over to full-time undergraduate courses in the UK UK domiciled students Year of entry 1994 1995 1996 1997 1998 1999 2000 2001 Numbers I Professional 5,686 5,743 5,044 2,976 2,695 2,185 2,017 2,128 II Intermediate 18,588 18,712 17,656 17,560 15,473 13,815 14,159 14,846 IIIN Skilled non manual 7,115 7,228 7,913 11,324 9,606 9,228 9,703 10,716 HIM Skilled manual 9,995 10,530 8,868 8,030 6,911 6,152 6,202 6,773 IV Semi Skilled 4,864 5,339 5,156 6,767 5,897 5,801 6,071 6,308 V Unskilled 1,431 1,561 1,254 1,321 1,138 1,077 982 887 Total known 47,679 49,113 45,891 47,978 41,720 38,258 39,134 41,658 Not Known 8,623 11,968 13,301 17,821 16,837 19,181 19,035 22,049 Total 56,302 61.081 59,193 65,799 58,557 57,439 58,169 63,707 Total I-IIIN 31,389 31,683 30,613 31,860 27,774 25,228 25,879 27,690 Total IIIM-V 16,290 17,430 15,278 16,118 13,946 13,030 13,255 13,968 Percentages1 I Professional 11.9 11.7 11.0 6.2 6.5 5.7 5.2 5.1 II Intermediate 39.0 38.1 38.5 36.6 37.1 36.1 36.2 35.6 IIIN Skilled non-manual 14.9 14.7 17.2 23.6 23.0 24.1 24.8 25.7 IIIM Skilled manual 21.0 21.4 19.3 16.7 16.6 16.1 15.8 16.3 IV Semi-skilled 10.2 10.9 11.2 14.1 14.1 15.2 15.5 15.1 V Unskilled 3.0 3.2 2.7 2.8 2.7 2.8 2.5 2.1 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Total I-IIIN 65.8 64.5 66.7 66.4 66.6 65.9 66.1 66.5 Total IIIM-V 34.2 35.5 33.3 33.6 33.4 34.1 33.9 33.5 1Based on students whose occupation was known.
Numbers 2002 Higher managerial/professional occupations 3,680 Lower managerial/professional occupations 10,294 Intermediate occupations 9,438 Small employers and own account workers 2,076 Lower supervisory and technical occupations 1,293 Semi-routine occupations 9,512 Routine occupations 3,306 Total known 39,599 Not known 27,412 Total 67,011 Percentages1 Higher managerial/professional occupations 9.2 Lower managerial/professional occupations 26.0 Intermediate occupations 23.8 Small employers and own account workers 5.2 Lower supervisory and technical occupations 3.3 Semi-routine occupations 24.0 Routine occupations 8.3 Total 100.0 1 Based on students whose occupation was known.
§ Dr. FrancisTo ask the Secretary of State for Education and Skills what action the Government are taking to encourage higher educational institutions to develop stronger structures of regional planning. [R] [113208]
§ Margaret HodgeOur White Paper 'The Future of Higher Education' acknowledged the critical involvement of Higher Education Institutions (HEIs) in regional, social and economic development, it welcomed the involvement of HEIs in developing Regional Economic Strategies and the new Frameworks for Regional Employment and Skills Action. The White Paper proposed strengthening the growing HE partnerships with Regional Development Agencies (RDAs) and confirmed a larger formal role for RDAs within the next round of the Higher Education Innovation Fund to ensure that the funding is properly focused on regional development priorities.
560WThe allocation of funding for additional student places, widening access, and higher education working with business and community is also informed by regional and sub-regional priorities. To help determine these priorities, the Higher Education Funding Council for England works with regional advisory groups which include the Regional Development Agencies (RDAs).