Across all CWM colleges, the female/male split of those starting apprenticeships was 36.5% female to 63.5% male, a gap of 27%.
When taking into account whether the apprentices resides in the WMCA patch or outside, the same higher proportion of male apprentices is present. However within the WMCA postcodes the Female/Male gap is lower at 13.6% and outside the WMCA patch the gap is higher at 35.4%
When considering other factors alongside the sex of the apprenticeship starter, it is clear that there are differences according to age group.
In the case of apprentices living in areas outside the WMCA patch, there were more males than females in every age group, with the greatest proportion (73%) in the 16-18 category.
Within the WMCA patch we see proportionally more female representation compared with the outside regions. Males still form the majority in the case of apprentices aged 16-18 and 19-23, however in the 24+ age category 65% of the 536 apprentices are female.
The profile of CWM apprenticeship starters is disproportionally White, with 85% of starters identifying in that broad group.
There is some difference according to the apprentices’ location. In the WMCA 76% of apprenticeship starters identify as White and this rises to 93% outside the WMCA.
Looking within the broad ethnic groups, the largest single group is apprentices who say they are White British at 82.6%. The next largest groups, after a gap of about 80% are those identifying as Pakistani (3.8%) and Indian (2.5%).
Data shows that 5% of apprentices who started in 2021/22 lived in the most deprived areas, compared with an average of 28% of residents in these areas. On the opposite end of the deprivation scale, apprentices are more likely to be living in the least deprived areas compared with the resident profile.
The proportion of apprenticeship starters disclosing a learning difficulty and/or a disability was 14% averaged across all age groups. disclosure.
When looking at the three different age categories of apprenticeship starters and comparing them with alternative learning provision, it is clear that the proportion of apprentices disclosing a learning difficulty and/or disability is relatively lower.