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DescriptionDifferences in the median earnings of female and male graduates five years after graduation broken down by subject of graduation.CoverageUK domiciled first degree graduates from all HE providers in Great Britain (England, Scotland and Wales) with earnings data five years later in the UK (England, Scotland, Wales and Northern Ireland). Earnings are from the 2021-22 tax year, five years after graduation in 2016.File formats and conventionsFormat: Comma separated values (CSV).Conventions: Percentages are rounded to 0.1%.
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United Kingdom UK: Secondary Education: Pupils: % Female data was reported at 49.596 % in 2015. This records a decrease from the previous number of 49.805 % for 2014. United Kingdom UK: Secondary Education: Pupils: % Female data is updated yearly, averaging 49.195 % from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 49.921 % in 2013 and a record low of 48.422 % in 1971. United Kingdom UK: Secondary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).
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This release contains figures for all students, for male and female students and for full-time and part-time students. Source agency: Business, Innovation and Skills Designation: National Statistics Language: English Alternative title: Participation Rates in Higher Education: Academic Years Data and Resources 1999/2000 to 2007/2008 (Provisional)HTML 1999/2000 to 2007/2008 (Provisional) 2006/07 - 2008/09 (Provisional)HTML 2006/07 - 2008/09 (Provisional)
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United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.337 Ratio in 2015. This records an increase from the previous number of 1.323 Ratio for 2014. United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.012 Ratio from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 1.406 Ratio in 2006 and a record low of 0.509 Ratio in 1971. United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).
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This data is available through the ‘Explore data and files’ section in the file called ‘Time series - A level subject entries and grade by gender’.In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the latest 2022/23 provisional data ) with selected older data compiled from previous versions of the ‘A level and other 16 to 18 results’ statistical release: 16-18 Time-series attainment and single year entriesOn the left-hand side, clicking on the link ‘A level entries and grade distribution' brings up the dashboard with A level entries and A level grades - comparison by subject and gender.These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.
Abstract copyright UK Data Service and data collection copyright owner.The Great Britain Historical Database has been assembled as part of the ongoing Great Britain Historical GIS Project. The project aims to trace the emergence of the north-south divide in Britain and to provide a synoptic view of the human geography of Britain at sub-county scales. Further information about the project is available on A Vision of Britain webpages, where users can browse the database's documentation system online. Although these data come from the reports of the 1851 Census, they result not from the main household enumeration but from a separate survey of school attendance conducted on 31st March 1851. While modern census education statistics, from 1951 onwards, are concerned mainly with educational attainment, measured by either level of qualification achieved or age at termination of education, the 1851 data are concerned mainly with how schools were funded, and in particular the role of different religious denominations, which were very finely categorised. The only data concerning pupils are the numbers of female and male pupils on the attendance register of each category of school, except that for Scotland there are separate counts of the actual numbers of females and males in attendance on the census day. Main Topics: Numbers of schools, and total numbers of female and male pupils, in schools of different types in each area. Schools are divided into day schools and sunday schools, and day schools are finely categorised in terms of how they were administered and funded, with a particular emphasis on schools operated by different religious demominations. No sampling (total universe)
Abstract copyright UK Data Service and data collection copyright owner. The purpose of this study was to construct a data base as a preliminary to the multivariate analysis of the inter-relationship between local education authority resources and policies, the education provision they make, and the attainment of children in their areas. Data utilized include: census data on the socio-economic class structure of LEAs; census data on housing conditions; data on the financial behaviour of LEAs drawn from rating returns; a variety of measures of educational provision drawn from the Institute of Municipal Treasurers and Accountants' Education Statistics; the Dept of Education and Science's Statistics of Education; and data relating to rates of `staying on' and uptake of further and higher education derived from the Dept of Education and Science Statistics of Education, vols 1 and 5. Main Topics: Variables Local education authority, rates of girls and boys remaining at school over 16 and over 17 in 1970, proportion of 13 year old girls and boys in secondary modern/grammar schools in 1970, entrance to university/further education or teacher training. Pupil/teacher ratios for primary and secondary schools in 1970, teachers' salaries per pupil for primary and secondary schools, non-teaching staff salaries per pupil for primary and secondary schools. Expenditure in primary and secondary schools: fuel and light, repairs, furnishings, rent and rates, textbook and library, educational equipment, stationery, other supplies, miscellaneous, debt charges and total costs (expressed as cost per pupil). Industrialisation index, total rateable value, resources element of rate support grant, population size and density, Labour control (i.e. proportion of the years 1957 - 70 during which LEA was controlled by the Labour party). Proportion of males and females of 25 years and over who left school at the age of 15 or under in 1961. Class structure of LEAs (Registrar General's socio-economic groups). Proportion of owner occupiers, council tenants and private tenants in LEAs. Household density, amenities. 16 plus, 17 plus and 19 plus cohorts; proportion of 13 year old girls and boys in secondary modern/comprehensive or grammar schools in 1967; pupil/teacher ratio in primary schools between 1959 and 1965. Total expenditure, teachers' salaries and debt charges in primary schools between 1959 and 1965. Pupil/teacher ratio in secondary schools between 1966 and 1969. Total expenditure, teachers' salaries and debt charges in secondary schools between 1966 and 1969. Overcrowding in both secondary and primary schools, percentage of teachers in each LEA who were graduates 1964/1967/1970.
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This dataset provides Census 2021 estimates that classify usual residents aged 16 years and over in England and Wales by highest level of qualification and by sex. The estimates are as at Census Day, 21 March 2021.
There are quality considerations about higher education qualifications, including those at Level 4+, responses from older people and international migrants, and comparability with 2011 Census data. Read more about this quality notice.
Area type
Census 2021 statistics are published for a number of different geographies. These can be large, for example the whole of England, or small, for example an output area (OA), the lowest level of geography for which statistics are produced.
For higher levels of geography, more detailed statistics can be produced. When a lower level of geography is used, such as output areas (which have a minimum of 100 persons), the statistics produced have less detail. This is to protect the confidentiality of people and ensure that individuals or their characteristics cannot be identified.
Lower tier local authorities
Lower tier local authorities provide a range of local services. There are 309 lower tier local authorities in England made up of 181 non-metropolitan districts, 59 unitary authorities, 36 metropolitan districts and 33 London boroughs (including City of London). In Wales there are 22 local authorities made up of 22 unitary authorities.
Coverage
Census 2021 statistics are published for the whole of England and Wales. However, you can choose to filter areas by:
Highest level of qualification
The highest level of qualification is derived from the question asking people to indicate all qualifications held, or their nearest equivalent.
This may include foreign qualifications where they were matched to the closest UK equivalent.
Sex
This is the sex recorded by the person completing the census. The options were “Female” and “Male”.
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Proportion of working age (19 years to retirement age) population qualified to at least level 4 or higher. People are counted as being qualified to level 4 or above if they have achieved qualifications equivalent to NQF levels 4-8. (Level 4-6 qualifications include foundation or first degrees, recognised degree-level professional qualifications, teaching or nursing qualifications, diploma in higher education, HNC/HND or equivalent vocational qualification. Qualifications at level 7-8 include higher degrees, and postgraduate level professional qualifications. Age group; 19 to 59 inclusive for women and 19-64 inclusive for men
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Analysis of homeschooling in Great Britain during the coronavirus (COVID-19) pandemic from the Opinions and Lifestyle Survey (OPN). Data relate to homeschooling from the COVID-19 module of the OPN, collected between 13 January and February 2021
Abstract copyright UK Data Service and data collection copyright owner. In 2012, the UK Department for International Development (DFID) launched the £355 million Girls' Education Challenge Fund (GEC) to support up to a million of the world's most marginalised girls to improve their lives through education. GEC projects are providing girls with access to education, materials, safe spaces to learn and a 'voice'. They help to mobilise and build capacity within governments, communities and schools through training and mentoring teachers, governors and community leaders. Baseline data As part of the evaluation of GEC, a substantial amount of primary data was collected at baseline. The GEC baseline research aimed to capture the scale and nature of educational marginalisation in project areas before the start of GEC programme activities. It measured current education outcomes of girls (and boys) with respect to attendance, enrolment, retention and learning outcomes. It also explored the prevalence and importance of potential barriers to girls' education, ranging from poverty and household economics through early marriage and pregnancy, cultural attitudes, and violence. Data were collected from households and schools in GEC intervention and control areas to enable a counterfactual evaluation design. It is planned that the Household Survey will be conducted three times in total, with the aim of tracking a cohort of girls in the respondent households over the course of the GEC's programme lifecycle. Midline data The midline evaluation covers the first two years of the projects' three-year implementation period in the first phase of the GEC. The purpose of the midline evaluation was to provide evidence of the programme's impact on being-in-school and learning outcomes, effectiveness and sustainability. As part of the evaluation of the GEC, a substantial amount of primary data was collected at midline. This included roughly 6,000 household surveys in fourteen GEC project areas across nine countries, and associated learning assessments for randomly selected girls within each respondent household (these girls were followed-up from the baseline sample). In addition, around 6,200 learning assessments were conducted in schools in five project locations across three countries which included boys and girls selected from primary school grades 2 and 4. The GEC midline research aimed to capture the scale and nature of educational marginalisation in project areas before the start of GEC programme activities. Similar to the baseline survey, it measured current education outcomes of girls (and boys) with respect to attendance, enrolment, retention and learning outcomes (literacy and numeracy). It also explored the prevalence and importance of potential barriers to girls' education, ranging from poverty and household economics through early marriage and pregnancy, cultural attitudes, and violence. Data was collected from households and schools in GEC intervention and control areas to enable a counterfactual evaluation design. This was the second of the planned three household survey waves. Further information about the project can be found on the gov.uk Girls' Education Challenge webpage. For the second edition (July 2017) data and documentation from the midline evaluation phase of the project were added to the study, which previously contained materials from the baseline phase only. Main Topics: The data cover a range of information about the selected girls, their households, their experience at school, their achievements and their teachers. Detailed information on the structure of each dataset can be found in the User Guides. Multi-stage stratified random sample Face-to-face interview Educational measurements
Abstract copyright UK Data Service and data collection copyright owner. The General Teaching Council for England (GTCE), which closed at the end of March 2012, was the professional body for teachers in England. The GTCE provided teacher registration and awarded qualified teacher status (QTS), gave trainee teachers provisional registration, maintained professional standards and gave advice to government. The GTCE also regulated the teaching profession in England in the public interest, including investigating allegations of serious professional incompetence and unacceptable professional conduct reported to the organisation. From April 2012, the Department for Education took over some of the functions of the GTCE. Further information may be found on the GTCE website. The Registered Teachers in England data comprise an anonymised selection of fields from the GTCE's Register of Teachers, the database created to service the work of the organisation from 2000 to 2012. The database held all relevant details of teachers working in the field in England, their qualifications, places of work and any disciplinary sanctions relevant to their fitness to practice in English schools. The UK Data Archive holds data from a survey series conducted by the GTCE, the Surveys of Teachers, 2004-2010, under SN 6890. Main Topics: The dataset consists of six data fields:registration category (provisional trainee or instructor, or Qualified Teacher)gender of teacher (male or female)age of teacher (five-year age bands))school Local Authority area)school type (using 'Edubase' database categories); school category and school phase)Calendar year in which Qualified Teacher Status (QTS) was awarded (for full registrants only)The data have been anonymised to comply with the Data Protection Act 1988. No sampling (total universe)
Reference Id: SFR01/2012
Publication type: Statistical First Release
Publication data: Local authority data
Local authority data: LA data
Region: England
Release date: 26 January 2012
Coverage status: Final
Publication status: Published
This release updates the provisional SFR released in October 2011 and contains revised national level analyses by school type, gender and subject, and revised local authority level analyses.
Further tables are provided separately on the Department for Education’s statistics website only, including alternative local analyses, time series giving achievements in GCE A/AS level subjects, and achievements in GCE A level subjects by institution type and local authority.
The information in this SFR is based on data collated for the 2011 school and college (key stage 5) performance tables, which has now been checked by schools, and covers achievements in all level 3 qualifications approved under Section 96 of the Learning and Skills Act (2000). The Department for Education’s performance table points are used to calculate point scores for all Level 3 qualifications.
Underlying data at institution level and by subject, examination entries, and result for a range of academic and vocational level 3 qualifications, including GCE/Applied A/AS levels, the International Baccalaureate, BTEC National qualifications, Vocational Related Qualifications, is available from the http://www.education.gov.uk/schools/performance/download_data.html" class="govuk-link">performance tables section.
All comparisons are made against revised 2009 to 2010 figures published in January 2011.
For students aged 16-18 in schools and colleges entered for all level 3 qualifications in 2010 to 2011 (Table 1a):
For students aged 16 to 18 in schools and colleges entered for GCE or applied GCE A level and double awards in 2010 to 2011:
David Bartholomew
0370 000 2288
Abstract copyright UK Data Service and data collection copyright owner.Gender and Adolescence: Global Evidence (GAGE) is a ten-year (2015-2025) research programme, funded by UK Aid from the UK Foreign, Commonwealth and Development Office (FCDO), that seeks to combine longitudinal data collection and a mixed-methods approach to understand the lives of adolescents in particularly marginalized regions of the Global South, and to uncover 'what works' to support the development of their capabilities over the course of the second decade of life, when many of these individuals will go through key transitions such as finishing their education, starting to work, getting married and starting to have children.GAGE undertakes longitudinal research in seven countries in Africa (Ethiopia, Rwanda), Asia (Bangladesh, Nepal) and the Middle East (Jordan, Lebanon, Palestine). Sampling adolescent girls and boys aged between 10‐19‐year olds, the quantitative survey follows a global total of 18,000 adolescent girls and boys, and their caregivers and explores the effects that programme have on their lives. This is substantiated by in‐depth qualitative and participatory research with adolescents and their peers. Its policy and legal analysis work stream studies the processes of policy change that influence the investment in and effectiveness of adolescent programming.Further information, including publications, can be found on the Overseas Development Institute GAGE website. In Jordan, GAGE recruited a sample of 4,101 adolescent girls and boys in two separate cohorts (younger adolescents aged 10-12 years and older adolescents age 15-18 years at baseline). GAGE surveyed the adolescents, as well as their adult female caregivers and, for those enrolled in formal schooling, conducted surveys at their schools. This sample includes Syrian refugees living in refugee camps, informal tented settlements (ITS) and host communities, as well as Palestinian refugees living in refugee camps and host communities, vulnerable Jordanian adolescents living in communities hosting refugees, and a small group of adolescents of other nationalities (Egyptian, Iraqi, and others) living in Jordan. The research sample was recruited during 2018 and 2019. Additional information about the sample and the baseline Jordan data are available in the GAGE Jordan Baseline Sample Overview and Data Use Manual (2021) available from UK Data Archive SN 8866. Gender and Adolescence: Global Evidence: Jordan Baseline School Survey, 2019-2020 contains data collected at baseline from an additional survey conducted in adolescents' communities, which focused on formal primary and secondary schools. Specific schools where Core Respondents attended were identified and linked based on the details collected from the Core Respondent baseline survey. Where schools consented to participate, questionnaires were administered to a key school informant, such as the principal or head teacher, in September 2019 through January 2020. Main Topics: Youth; adolescence; gender; longitudinal impact evaluation of youth programming Purposive selection/case studies Convenience sample Face-to-face interview: Computer-assisted (CAPI/CAMI)
Abstract copyright UK Data Service and data collection copyright owner.Gender and Adolescence: Global Evidence (GAGE) is a ten-year (2015-2025) research programme, funded by UK Aid from the UK Foreign, Commonwealth and Development Office (FCDO), that seeks to combine longitudinal data collection and a mixed-methods approach to understand the lives of adolescents in particularly marginalized regions of the Global South, and to uncover 'what works' to support the development of their capabilities over the course of the second decade of life, when many of these individuals will go through key transitions such as finishing their education, starting to work, getting married and starting to have children.GAGE undertakes longitudinal research in seven countries in Africa (Ethiopia, Rwanda), Asia (Bangladesh, Nepal) and the Middle East (Jordan, Lebanon, Palestine). Sampling adolescent girls and boys aged between 10‐19‐year olds, the quantitative survey follows a global total of 18,000 adolescent girls and boys, and their caregivers and explores the effects that programme have on their lives. This is substantiated by in‐depth qualitative and participatory research with adolescents and their peers. Its policy and legal analysis work stream studies the processes of policy change that influence the investment in and effectiveness of adolescent programming.Further information, including publications, can be found on the Overseas Development Institute GAGE website. Gender and Adolescence: Global Evidence: Ethiopia Baseline, 2017-2018 includes a sample of nearly 7,000 adolescent girls and boys in two separate cohorts (younger adolescents aged 10–12 years and older adolescents age 15–17 years at the time of baseline data collection), as well as their caregivers and communities. The research sample, composed of both randomly sampled and purposely selected adolescents and their families, was recruited during 2017 and 2018 from both urban and rural areas of Ethiopia. Further information about the research site, sample selection, and data collection process is available in the documentation. Main Topics: The Adult Female (AF) dataset contains information on the household, including the household roster, household assets, sources of income, and household construction, among other household information. In addition, the AF survey contains detailed information about the AF herself, such as her health, marriage and fertility, attitudes, and parenting practices. The Core Respondent (CR) dataset contains data from the survey administered to the CR and covers education, time allocation, employment, health, attitudes, marriage and fertility.The Adult Male (AM) dataset contains information on the adult male in the subset of households where surveys were conducted with adult males, covering parenting practices, time allocation use of information and communication technologies, health, attitudes, attitudes and social inclusion. Simple random sample Face-to-face interview
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DescriptionUnderlying data file for the ‘Earnings by subject and sex’ section of the LEO Graduate Outcomes provider level data publication.CoverageComparison of median earnings across HEIs between male and female graduates for each subject area five years after graduation, UK domiciled male and female first degree graduates from HEIs in Great Britain, 2020/21 tax year.File formats and conventionsFormatFiles are Comma Separated Value (CSV)ConventionsPercentages are rounded to the nearest 0.1%c = data has been supressed due to small numbers. z = there is no result (N/A)
These data contain lifetables derived from the ONS Longitudinal study dataset, and according to age, sex and individual socio-economic status measured with education, occupation or wage in England and Wales in 2011. Life table according to age, sex and individual’s education, or occupation or wage for the England & Wales population in 2011 The data contained in these files are aggregated data from the ONS Longitudinal Study (ONS LS). The ONS LS is a long-term census-based multi-cohort study. It uses four annual birthdates as random selection criteria, giving a 1% sample of the England and Wales population (10.1093/ije/dyy243). The initial sample was drawn from the 1971 Census, and study members’ census records have been linked every 10 years up to the 2011 Census. New members enter the study through birth or immigration, and existing members leave through death or emigration. Vital life events information (births, deaths and cancer registrations) are also linked to sample members’ records. File lifetab_2011_educ.csv Life table according to age, sex and education level for the England & Wales population in 2011 age x: attained age (years) from 20 to 100 sex: 2 categories: male (m) and female (f) educ: 6 categories of highest educational attainment: A: no qualifications; B: 1-4 GCSEs/O levels; C: 5+ GCSEs/O levels, D: Apprenticeships/Vocational qualifications, E: A/AS levels, F: Degree/Higher Degree mx: mortality rate for 1 person-year qx: annual probability of death ( = 1 - exp(-mx) ) ex: life-expectancy (years) File lifetab_2011_inc.csv Life table from age 20 onwards and according to age, sex and income level for the England & Wales population in 2011 age x: attained age (years) from 20 to 100 sex: 2 categories: male (m); female (f) inc: 5 categories of income: Least deprived; 4; 3; 2; Most deprived mx: mortality rate for 1 person-year qx: annual probability of death ( = 1 - exp(-mx) ) ex: life-expectancy (years) File lifetab_2011_occ.csv Life table from age 20 onwards and according to age, sex and occupation for the England & Wales population in 2011 age x: attained age (years) from 20 to 100 sex: 2 categories: male (m); female (f) occ: 3 categories of occupation: C: Technical/Routine; B: Intermediate; A: Managerial/Administrative/Professional mx: mortality rate for 1 person-year qx: annual probability of death ( = 1 - exp(-mx) ) ex: life-expectancy (years) File lifetab_2011_overall.csv Life table from age 20 onwards and according to age and sex for the England & Wales population in 2011 age x: attained age (years) from 20 to 100 sex: 2 categories: male (m); female (f) mx: mortality rate for 1 person-year qx: annual probability of death ( = 1 - exp(-mx) ) ex: life-expectancy (years) More details can be found in the following paper: Ingleby F, Woods L, Atherton I, Baker M, Elliss-Brookes L, Belot A. (2021). Describing socio-economic variation in life expectancy according to an individual's education, occupation and wage in England and Wales: An analysis of the ONS Longitudinal Study. SSM - Population Health, doi: 10.1016/j.ssmph.2021.100815
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This dataset provides Census 2021 estimates that classify usual residents aged 16 years and over in England and Wales, by sexual orientation and sex. The estimates are as at Census Day, 21 March 2021.
Some sub-populations have age and geographic profiles that may affect the relationships with other variables such as education, employment, health and housing. Take care when using this variable with others. We will publish more detailed commentary and guidance later this year. Read more about this quality notice.
Area type
Census 2021 statistics are published for a number of different geographies. These can be large, for example the whole of England, or small, for example an output area (OA), the lowest level of geography for which statistics are produced.
For higher levels of geography, more detailed statistics can be produced. When a lower level of geography is used, such as output areas (which have a minimum of 100 persons), the statistics produced have less detail. This is to protect the confidentiality of people and ensure that individuals or their characteristics cannot be identified.
Coverage
Census 2021 statistics are published for the whole of England and Wales. Data are also available in these geographic types:
Sexual orientation
Classifies people according to the responses to the sexual orientation question. This question was voluntary and was only asked of people aged 16 years and over.
Sex
This is the sex recorded by the person completing the census. The options were “Female” and “Male”.
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Abbreviation: IQR – interquartile range. PAL – physically active learning. Bold p-value numbers represent statistical significance of p
This is a collection of data on men and women in the IT sector in India and the UK. The data includes quantitative survey undertaken with 155 IT firms in India; 400 IT workers in India and the UK divided across the following cohorts: migrant and non-migrant, in India and the UK, men and women. The deposited data also includes 86 interviews with migrant and non-migrant IT workers in India and the UK. This data explores the nature of the IT industry, its gendered formations, experiences of migration and future plans. The use of a comparative methodology in understanding gender issues in the IT sector makes it unique.The global Information Technology (IT) sector is characterised by low participation of women and the UK is no exception. In response, UK organizations (e.g. Women in Technology), committees (e.g. BCS Women) and campaigns (e.g. Computer Clubs for Girls) have been set up to address the problem and increase the small and falling number of women in IT education, training and employment. To complement and provide an evidence base for future interventions this project adopted a new approach by considering the problem from two unexplored angles simultaneously. First, India, in comparison with most OECD countries, has a much higher proportion of women working as IT specialists; the project compared the experiences of IT workers in India and the UK to see what the UK can learn from the Indian case. Secondly, the research explored the insights of migrant women and men who moved between UK and India and had experience of both work cultures in order to obtain new insights into gender norms in each country as well as best practice. The project answered the following questions: a) What are the gender differences in the labour market among migrant and non-migrant workers in the IT sector in India and the UK?; b) What processes have led to different gendered patterns of workplace experiences among migrant and non-migrant workers in the IT sector in India and the UK?; c) What is the role of firms, industry and national regulations and cultures in creating barriers and opportunities for migrant and non-migrant men and women's career entry and progression and labour markets? Data collection consisted of questionnaire surveys and interviews. A. Quantitative data: This data was collected through a market survey firm, KANTAR IMRB based in India. The company was employed to run two surveys. 1. a company level survey, undertaken with HR managers in 156 IT sector companies in India across nine cities. The responses to the company survey came from mid to senior level HR professionals; The sample had the following characteristics: 156 firms were surveyed; these included small (5000 employees) organisations. 2. a survey of 417 individuals working in the sector. This survey was organised around three variables: gender (male, female), migration status (migrant and non-migrant), and country of fieldwork (UK and India). This resulted in four cohorts: non-migrant IT workers in the UK and India; Indian migrant women and men in the UK and UK women and men who are visiting India. The respondents were all middle level IT workers with 10-15 years work experience in the sector. Non-probability sampling techniques were used to recruit the respondents through panels of IT sector firms and individuals in India and the UK. B. Qualitative data: Parallel to the application of these quantitative methods, we conducted semi structured interviews with employees working in the Indian and UK locations of selected multinational companies of which 86 are being submitted here. They were recruited through HR managers of participating firms.
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DescriptionDifferences in the median earnings of female and male graduates five years after graduation broken down by subject of graduation.CoverageUK domiciled first degree graduates from all HE providers in Great Britain (England, Scotland and Wales) with earnings data five years later in the UK (England, Scotland, Wales and Northern Ireland). Earnings are from the 2021-22 tax year, five years after graduation in 2016.File formats and conventionsFormat: Comma separated values (CSV).Conventions: Percentages are rounded to 0.1%.