The Oldham Fairness Commission aims to identify and address the causes of inequalities in education, employment and income, and to define action to address these issues through our local partners and beyond.
The first inquiry of the Commission will examine the evidence on inequalities in education.
The Commission has invited a range of national and local organisations to provide written and oral evidence to the education inquiry. The Commission has asked for evidence which would contribute to its understanding of:
- The current and historical differences in educational attainment for different population groups i.e. men/women, BAME groups, people with disabilities, different socioeconomic groups, Looked after children, adult learners;
- The underlying causes for these inequalities, with particular attention to current issues;
- The current national and local policy context and how this is affecting these inequalities;
- What other interventions are needed to address these inequalities, including the evidence of their effectiveness.
The session will run in ‘Select Committee-style’, with an analysis of data, policies and evidence, written evidence submissions and oral hearings from expert witnesses. The session will be held in public and the minutes from these meetings will be published on Debbie Abrahams MP’s website.
The outcome from the Commission will be recommendations for adoption and implementation by the partner organisations and agencies.
Facts and Figures:
Data from the Office of National Statistics for 2012 shows 15.7% of the resident population in Oldham have no qualifications compared with 11.1% regionally and 9.5% nationally. (ONS, 2012)
77.3% of Oldham residents have an NVQ1 and above qualification, compared with 83.1% regionally and 84.2% nationally. Only 22.1% of Oldham residents have a NVQ 4 and above qualification, which is lower than the regional (30.3%) and national (34.2%) figures. (ONS, 2012)
Differences are apparent in terms of the level of further education courses entered by males and females In particular a significantly higher percentage of males than females entered courses at below Level 2 and significantly more females enter courses at NVQ Level 3 or equivalent. (Positive Steps, 2012)