All CWM learners reported are funded through the Education and Skills Funding Agency, which funds learning up to 19.
Learner number trends
Overall the number of 16-19 funded learners is 6.6% higher than three years ago, despite a small dip since 2020/21.
The growth was almost all evident in areas outside the WMCA where growth in 16-19 numbers was over 13%, compared with 1.3% within the WMCA region.
Over half of learners are studying at level 3 and above and this proportion is increasing steadily year on year.
By contrast, the number of learners on Level 2 and Level 3 programmes is declining with those on Entry Level programmes remaining fairly static at just over 6%
When comparing CWM learners in the WMCA postcodes with those in outlying areas, we see that a higher proportion of learners in the WMCA are studying at Level 3 and the three-year growth has been almost 5% to 56.3% compared with a 3% growth to 52% outside the WMCA areas.
In the colleges outside the WMCA the number of young people studying at l
Level 2 dropped by 5% compared with a 3% fall within the WMCA areas.
The local authority with the largest number of 16–19-year-olds is Birmingham where approximately 45% of 16-18 learners live. The next largest LA in terms of 16-19 numbers is Dudley with 4,370 learners in 2021/22. The LA areas that demonstrated growth in CWM college 16-19 numbers over the three-year period are Sandwell, Solihull, Walsall and Wolverhampton.
|WMCA – all levels||2019/20||2020/21||2021/22|
Subjects and sector trends
Over 50% of 16-19 learners at CWM colleges were studying the top six subjects (learning aims) in 2021/22: Construction, Health and Care, Preparation for Life and Work, Business, A Levels and Art and Design.
|Core learning aim – CWM 16-19 learners in all locations||2019/20||2020/21||2021/22||% change over 3 years|
|08. Construction, Planning and the Built Environment||3,950||4,680||4,976||26%|
|01. Health, Nursing and Social Care||3,965||4,400||4,249||7%|
|19. Preparation for Life and Work||3,464||3,765||3,904||13%|
|20. Business, Administration and Law||3,581||3,550||3,572||0%|
|17. Art and Design||2,818||3,029||3,027||7%|
|04. Science and Mathematics||2,478||2,378||2,529||2%|
|09. Information and Communication Technology||2,506||2,494||2,321||-7%|
|13. Sport, Leisure and Recreation||2,449||2,267||2,159||-12%|
|11. Hair, Beauty and Services||1,894||2,036||1,918||1%|
|07. Motor Vehicle and Transportation||1,807||1,993||1,775||-2%|
|03. Child Development and Well Being||1,652||1,692||1,635||-1%|
|16. Media and Communication||1,458||1,526||1,567||7%|
|02. Public Services||1,481||1,531||1,504||2%|
|15. Performing Arts||2,079||2,119||1,442||-31%|
|05. Agriculture, Horticulture and Animal Care||842||1,351||1,394||66%|
|18. Education, Humanities, Languages, Social Sciences and General Education||744||855||764||3%|
|14. Leisure, Travel and Tourism||687||596||579||-16%|
|12. Hospitality and Catering||622||596||446||-28%|
|10. Retailing, Wholesaling, Warehousing and Distribution||34||38||43||26%|
Learners on Construction programmes grew by over 1,000 in the three-year period which represented a 26% growth. Around 500 were living within the WMCA region and 500 outside, making the percentage growth of those living outside the WMCA 52%.
Learners studying A-Levels increased by 512 with almost all (440) living in WMCA, making the A-Level growth 13% for WMCA residents.
Learners with a Preparation for Life and Work learning aim increased by 440, with most of the growth outside the WMCA where numbers rose by 308 to 975, representing a 46% increase.
Learners on Health and Care grew overall by 7% (284) with growth split roughly equally between the WMCA LA residents and those outside.
There was a 66% growth in learners on Agriculture, Horticulture and Animal Care programmes and 372 of these 552 additional learners were resident outside the WMCA regions.
Although Business and Administration make up a large proportion of learning aims, the proportion of learners on these programmes is static oveall with 2% growth in the WMCA and 11% decline outside the WMCA.
Other changes to note are:
- Increase in Art and Design and Engineering learning aims outside WMCA which grew by 32% and 18% respectively.
- Overall declining uptake in: ICT; Leisure, Travel and Tourism; Hospitality and Catering; Performing Arts and Sport, Leisure and Recreation.
|Core learning aim – 16-19 learners in WMCA||2019/20||2020/21||2021/22||% change over 3 years|
|08. Construction, Planning and the Built Environment||2,959||3,234||3,472||17.3%|
|05. Agriculture, Horticulture and Animal Care||666||841||846||27.0%|
|01. Health, Nursing and Social Care||2,968||3,191||3,121||5.2%|
|19. Preparation for Life and Work||2,797||2,744||2,929||4.7%|
|20. Business, Administration and Law||2,922||2,813||2,983||2.1%|
|04. Science and Mathematics||2,243||2,142||2,278||1.6%|
|02. Public Services||925||976||945||2.2%|
|11. Hair, Beauty and Services||1,156||1,187||1,169||1.1%|
|10. Retailing, Wholesaling, Warehousing and Distribution||24||34||36||50.0%|
|17. Art and Design||2,042||2,057||2,003||-1.9%|
|03. Child Development and Well Being||1,230||1,125||1,166||-5.2%|
|09. Information and Communication Technology||1,891||1,871||1,816||-4.0%|
|18. Education, Humanities, Languages, Social Sciences and General Education||503||560||428||-14.9%|
|16. Media and Communication||829||807||739||-10.9%|
|07. Motor Vehicle and Transportation||1,257||1,293||1,161||-7.6%|
|14. Leisure, Travel and Tourism||460||370||352||-23.5%|
|12. Hospitality and Catering||363||328||251||-30.9%|
|15. Performing Arts||1,013||1,000||815||-19.5%|
|Core learning aim – 16-19 learners outside WMCA||2019/20||2020/21||2021/22||% change over 3 years|
|08. Construction, Planning and the Built Environment||991||1,446||1,504||51.8%|
|05. Agriculture, Horticulture and Animal Care||176||510||548||211.4%|
|19. Preparation for Life and Work||667||1,021||975||46.2%|
|17. Art and Design||776||972||1,024||32.0%|
|16. Media and Communication||629||719||828||31.6%|
|01. Health, Nursing and Social Care||997||1,209||1,128||13.1%|
|18. Education, Humanities, Languages, Social Sciences and General Education||241||295||336||39.4%|
|07. Motor Vehicle and Transportation||550||700||614||11.6%|
|03. Child Development and Well Being||422||567||469||11.1%|
|04. Science and Mathematics||235||236||251||6.8%|
|11. Hair, Beauty and Services||738||849||749||1.5%|
|02. Public Services||556||555||559||0.5%|
|14. Leisure, Travel and Tourism||227||226||227||0.0%|
|10. Retailing, Wholesaling, Warehousing and Distribution||10||4||7||-30.0%|
|13. Sport, Leisure and Recreation||713||657||700||-1.8%|
|12. Hospitality and Catering||259||268||195||-24.7%|
|20. Business, Administration and Law||659||737||589||-10.6%|
|09. Information and Communication Technology||615||623||505||-17.9%|
|15. Performing Arts||1,066||1,119||627||-41.2%|
Priority Sector trends
Overall the number of CWM 16-19 learners studying in the four priority sectors grew by 8% in the three years to 2021/22.
The sectors which saw growth were Construction (26%) and Engineering (4%), Business, Administration and Law flatlined and there was a 7% drop in the number of learners studying ICT.
Within the separate sector areas we saw a general trend towards higher level learning.
A higher proportion of learners in Business, Administration and Law, Engineering and ICT studied at level 3 and there was a corresponding decline in the proportion at level 1 and level 3.
|Business, Administration and Law||2019/20||2020/21||2021/22|
In the case of Construction there was very little change in the proportion of learners studying at each level over the three-year period.
Looking at choice of subject area some persistent preferences are evident. Last year less than 10% of learners on the following programmes were female: ICT, Construction, Motor Vehicle and Engineering. And less than 8% of the cohorts on Childcare and Health and Care were male.
The profile of all CWM 16-19 learners by the ethnic group with which they have identified was fairly stable over the three-year period. Overall White learners make up 50% of learners, with 25% identifying as Asian.
When looking at the more detailed ethnic breakdown, the same stability is evident. There was a very marginal decrease in the proportion of White and Asian learners and a corresponding increase in students of mixed heritage and those whose ethnicity was described as ‘other’.
|Ethnicity of all CWM 16-19 learners||2019/20||2020/21||2021/22|
|Any other Black / African / Caribbean background||1%||1%||2%|
|Any other Asian Background||2%||1%||2%|
|White and Asian||1%||1%||1%|
|White and Black African||0%||0%||1%|
|White and Black Caribbean||3%||3%||3%|
|Any Other Mixed / Multiple ethnic background||1%||1%||1%|
|English / Welsh / Scottish / Northern Irish / British||57%||58%||57%|
|Gypsy or Irish Traveller||0%||0%||0%|
|Any Other White Background||4%||4%||4%|
|Any other Ethnic Group||1%||1%||1%|
White learners make up 49% of 16-19 students based in the WMCA area, compared with 63% of all CWM learners. In the WMCA patch, Black learners account for 12% of learners, double that in the wider region where CWM learners are resident.
|Ethnicity of all WMCA based 16-19 learners||2019/20||2020/21||2021/22|
|Any other Black / African / Caribbean background||2%||2%||2%|
|Any other Asian Background||2%||2%||2%|
|White and Asian||1%||1%||2%|
|White and Black African||1%||0%||1%|
|White and Black Caribbean||4%||4%||4%|
|Any Other Mixed / Multiple ethnic background||2%||2%||2%|
|English / Welsh / Scottish / Northern Irish / British||47%||46%||45%|
|Gypsy or Irish Traveller||0%||0%||0%|
|Any Other White Background||4%||4%||4%|
|Any other Ethnic Group||2%||1%||1%|