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Education Policy Brief (Recommendations (The DfE should ensure that…

- - - - Parental Engagement
      - Career support for Women - so at least they know their options.
  - - - As found in the majority of families in this study, parents were eager to be involved in home-school collaboration but many parents need a facilitator to enable the first steps to be taken.
      - Although some of the mothers in the local community had not been to school, there seems to be much that these mothers can do with a greater understanding of early literacy development. There are great opportunities here and a willingness on the part of the parents for families and school to work together.
      - Policy-makers should ensure that time and resources are allocated to enable greater home-school links to be established with these families or great opportunities will be lost. With knowledge of what already happens in a community and the ORIM framework as a conceptual tool, we now have a promising basis for developing parental involvement in young children's literacy development.
- - - - Pupil entries by ethnicity (A Level or equiv.), 2014 - 2+ is 93% for P+B (second highest), 3+ is 86% (second highest). (FIGURE 9A)
      - KS5 APS and STEM APS by ethnicity, 2014 - P+B APS is 209 (second lowest), STEM APS is 212 (second lowest). (FIGURE 9B) More variation in STEM.
      - Participation in HE - P=45%, B=49% (middle) (FIGURE 11A)
      - Gender gaps in A Level or equiv. not that high for P+B. (FIGURE 17), slightly higher in STEM subjects (FIGURE 17C)
      - Cultural Norms Hinder Women in LM
        
        Expectations of girls to marry and have children rather than a career.
        
        BE AWARE -- PATTERNS ARE CHANGING (norms less prevalent with , NEW ISSUES MAY OCCUR!!
      - Geographical distribution affects access to Labour Markets, particularly for Bangladeshi women who do not internally locate (cultural norms) - Niven, 2013.
      - Labour Market segregation particularly affects P+B groups, Bangladeshi men concentrated in the distribution sector.
      - Return on education in earnings for P+B men is relatively low. Bangladeshi men more likely to have higher returning in earnings for qualifications than Pakistani men. Bangladeshi women with level 1-3 qualifications more likely to get managerial jobs than Pakistani women of the same.
      - Pakistanis have a substantially lower chance of ending up in a professional or managerial role compared to white groups (Platt, 2005).
      - Brown 2016 - unemployment rates highest for Pakistani and Bangladeshi women - 16%, double that of P+B men.
      - DISCRIMINATION
    - - Proportion of pupils meeting expected standards in English by ethnicity, 2014 - for Pakistani's or Bangladeshi's this is 61% in FSP (second lowest), catches up after that, middle by KS4 (68%). (FIGURE 8A)
      - Proportion of pupils meeting expected standards in Maths by ethnicity, 2014 - for Pakistani's and Bangladeshi's this is 67% (joint lowest), catches up in KS1+2 (78%/75%), falls again in KS4 to 66%. (FIGURE 8B)
      - Change in proportion of pupils achieving national thresholds, 2006-2014 - P+B change high in EYFSP (FIGURE 14).
      - KS2-4 value added 2006-2014 by ethnicity has decreased for P+B - decreasing levels of progress. (FIGURE 15)
      - % of pupils achieving expected standards in English and Maths at EYFSP is below the national aveage for P+B both FSM and non-FSM (FIGURE 19A and 20A)
      - Uptake of free early education for 3+4 y/o, by ethnic group 2008-2010 = 72% P (third lowest), 64% for B (lowest). (FIGURE 27) LINKED TO CULTURAL NORMS
      - Pre-School - P+B pupil scores relatively low compared to other ethnic groups. (FIGURE 8) LINK TO LACK OF ACCESS TO HIGH QUALITY PRE-SCHOOLS
      - Language Acquisition - Pakistani FSM pupils perform poorly compared to White British at the age of 5. Greaves and Crawford (2015) - 91% of Pakistani pupils and 96% of Bangladeshi pupils reported to have EAL.
      - Low uptake of childcare in early years linked to cultural norms of women caring for children. THIS MAY TRANSLATE INTO EMPLOYMENT DIFFICULTIES
- - - - More money for early years English support.
        
        But will be less of an issue as we move to second/third generations.
- - - - Many women reported that they would feel guilty if they left their child or children or would worry that someone else could not meet the needs of their child, especially when they were very young: ‘Muslim culture is to stay home, clean and look after the kids' (Bangladeshi woman in her 50s)
      - Aspirations around work and
        education were felt to be changing, and changing fairly rapidly.
      - Family was viewed as the most important thing in women’s lives by virtually all of the women in this research. They valued education and employment as well, but felt that family should come first.
      - Socioeconomic background was a factor in the importance placed on education for its own sake, with families from more middle class backgrounds placing considerable importance on the intrinsic value of education.
      - There appeared to be a strong link between women’s levels of education and
        qualifications, and their engagement in the labour market.
        
        It was extremely rare for women to choose a career over having a family, and rare for women to choose to work full-time once they had young children.