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Developing the young workforce: fifth annual progress report 2018-2019

Fifth annual report of developing the young workforce covers academic year 2018 to 2019 and highlights early progress made in the first part of academic year 2019-2020.


Footnotes:

1. Getting it Right for Every Child

2. Data for 2014/15 has been used to baseline - this represents the percentage of confirmed destinations of 16-24 year olds in a positive progression. Data for 2013/14 has not been used as these figures were experimental data.

3. Data for 2014/15 has been used to baseline - this represents the percentage of confirmed destinations of 16-24 year olds in a positive progression. Data for 2013/14 has not been used as these figures were experimental data.

4. When drawing conclusions about trends, it should be noted that as of 2018/19 the total number of Apprenticeship starts at SVQ Level 3 / SCQF Level 6 + will be artificially increased by approximately 2.0% as a result of SVQSCQF Level changes

5. The target is for MA starts from minority ethnic communities to be equal to the population share, and will change year on year as the population share figure is updated.

6. When drawing conclusions about trends, it should be noted that as of 2018/19 the total for MA achievements at SVQ Level 3+ / SCQF Level 6+ will be artificially increased by approximately 2.0% as a result of SVQSCQF Level changes.

7. 2017/18 figures do not include Graduate Apprenticeship starts

8. In 2016/17, SDS introduced a disability disclosure monitoring question was introduced. This question is likely to have contributed to the increase in disability disclosure - 2016/17 is used as a baseline here.

9. KPI 9's target is for MA starts from minority ethnic communities to be equal to the population share. The target will change year on year as the population share figure is updated. The 2018/19 target is 4.1%.

10. As defined in the Equality Act (2010)

11. Defined as work-based learning, vocational qualifications / Apprenticeships, and work placements

12. The Youth Action Success forum was set up to promote and facilitate on-going engagement and participation of disabled young people in the development and implementation of relevant legislation and policies

13. For the purposes of baselining, we are interpreting this as National Certificates, Higher National Qualifications, Scottish Vocational Qualifications, National Progression Awards, and Skills for Work at SCQF Level 5 and above but recognise that this should evolve to fully reflect vocational qualifications valued by employers. We will consult further with stakeholders on this.

14. The wording of KPI 4 has been amended to improve accuracy and better reflect the coverage of the data source. To improve accuracy, "young" college students has been revised to "16-24 year old' college students". To better reflect the coverage of the data source, which is a survey of full-time college students who have successfully completed their course, the phrase "who have successfully completed a full-time course" has been added.

15. 'Modern Apprenticeship frameworks' refers to those MA frameworks where there was at least one start during the measurement period.

16. Superclasses are subject groups in colleges.

17. Following a review of the data source, for the purposes of this KPI, the 'looked after children' cohort has been revised from 'children who have been looked after for part of the year or the full year' to 'children who have been looked after for the full year' only.

Contact

Email: paul.fagan@gov.scot

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