Apprenticeships and Work Based Learning – Diversity (2021-22 Year-End)
Impact on Diversity and Inclusion
16 – 18 Apprenticeships
Gender mix
Ethnicity mix
Learning difficulty or disability
19+ Apprenticeships
Gender mix
Ethnicity mix
Learning difficulty or disability
In 2021/22 although the percentage of female adult apprentices has remained at similar levels to the previous year 36.4% compared to 36% the previous year, the percentage of female 16-18 apprentices has continued to slightly decline from 17% to 16.4%. Overall female apprenticeship participation at 29% (31%) remains below expectation. This may be as a result in a fall in young people starting Health & Social Care, Early Years, Hospitality and Hairdressing apprenticeships, curriculum areas with traditionally high female to male ratios. We continue to work with schools to drive up female engagement in STEM careers, supported by the introduction of the Institute of Technology. There is no difference in achievement between male and female apprentices.
Our BAME apprenticeship participation profile is broadly representative of the communities we serve and marginally higher than the previous year 12% (11%) but lower than other College student cohorts such as classroom-based provision. There is variable achievement performance of BAME apprentices with Black, Mixed and Other ethnic minority being below expectations. The College will continue work hard to ensure intervention is in place to narrow the gap of achievement for the Black, Mixed and Other ethnic minority categories and this will remain a focus of the Equality & Diversity Group.
We were pleased to support 216 apprentices with self-diagnosed learning difficulties or disabilities (LLDD) in 2021/22, which is the same percentage to the previous year at 10% of all apprentices. We deliver support to these apprentices using a dedicated apprenticeship support team. We have continued to focus on ensuring this support programme meets individual needs.
Apprentices with a declared disability achieve at a slightly lower rate than their peers -6% . This is different to 20/21 where achievement of learners with a disability was better than their peers. The College will continue to use support systems to close the gap in achievement seen this year.
