F SISTEMAS INTERNOS DE CONTROL Y GESTIÓN DE RIESGOS EN RELACIÓN CON EL PROCESO DE EMISIÓN DE LA INFORMACIÓN FINANCIERA (SCIIF)
F.2 Evaluación de riesgos de la información financiera Informe, al menos, de:
Education (NIACE)
Investigate the role of ACE for disabled people, and the degree of potential demand. Plan and invest so that disabled people of all ages can participate as they wish.
Further research, improving statistics
Government, Funding bodies and London Skills and Employment Board to consider how to fill these gaps in research and information
A. Review student statistics in the FE sector: Find more effective and acceptable categories for learning difficulty and disability, which relate in a meaningful way to academic achievement; reduce the size of the ‘other’ categories. Statistics for the Workers’ Educational Association should be separated from the student figures for London. (FE)
B. Analyse in more depth the participation of disabled people by age band. Research the reasons for the low participation of older adults in FE, taking into account trends over time, their qualifications and reported experiences. (FE)
C. Investigate the situation of disabled people coming to study in London from other parts of the UK, including their
accommodation. (HE)
D. Investigate the low representation of disabled people among overseas students. (HE)
E. Investigate the participation of disabled people among
Bangladeshi, Pakistani and Other Asian students. (FE and HE) F. Investigate the financial situations of disabled people entering
and leaving HE and FE. Research how disabled students and potential students are affected by the pressure to take student jobs. (FE and HE)
V Anderson, S Faraday, S Prowse, G Richards and D Swindells, for Learning and Skills Development Agency, Count me in further education, LSDA, London 2003
E Avramides and D Skidmore, Reappraising learning support in higher education, Research in Post Compulsory Education, 9, 1, 2004
S Baker, B Brown and J Fazey, Mental health and higher education: Mapping field, consciousness and legitimation, Critical Social Policy, 26(1) 31-56, 2006
J Borland and S James, The learning experiences of students with disabilities in higher education. A case study of a UK university, Disability and Society, 14(1), 85-101, 1999 C Callender, The changing finances of students studying in London: Evidence from the 2002/03 Student Income and Expenditure Survey, South Bank University, 2004
Cambridge Training and Development (CTAD) for LSC London North and North London Connexions Partnership, Disability and learning in North London: Baseline study, LSCLN & NLCP, London 2004
H Connor et al., Institute for Employment Studies, for
Department for Education and Skills, Why the difference? A closer look at higher education minority ethnic students and graduates, DfES Research Report 552, 2004
R Dearing (Chair), National Committee of Inquiry into Higher Education, Higher Education in the learning society, HMSO, 1997
Department for Education and Skills, Grant letter to the
Learning and Skills Council for 2007/08, DfES, London October 2006.
Department for Education and Skills, Further education: Raising skills, improving life chances, CM6768 (white paper), TSO Ltd., March 2006
Department for Education and Skills, Grant letter to the
Learning and Skills Council for 2006/07, DfES, London October 2006.
Department for Education and Skills, Departmental Report 2005, TSO 2005
Department for Education and Skills, Youth Cohort Study: The activities and experiences of 16 year olds: England and Wales 2004, DfES, SFR 04/2005
Department for Education and Skills, Youth Cohort Study: The activities and experiences of 18 year olds: England and Wales 2004, DfES, SFR 43/2004
Department for Work and Pensions, Family Resources Survey 2004/05 and 2003/04, DWP 2005 and 2004
S Dewson, J Aston, P Bates, H Ritchie and A Dyson, Institute of Employment Studies and University of Manchester, for Department for Education and Skills, Post-16 transitions: A longitudinal study of young people with special educational needs: Wave two, DfES Research Report RR582, DfES 2004 Disability Development Network (DDN) for Association of Graduate Careers Advisors (AGCAS), What happens next: A report on the first destinations of 2004 graduates with disabilities, AGCAS Disabilities Task Group, March 2006. Disability Development Network (DDN) for Association of Graduate Careers Advisors (AGCAS), What happens next: A report on the first destinations of 2003 graduates with disabilities, AGCAS Disabilities Task Group, March 2005.
Disability Rights Commission, Making rights a reality, Disability Briefing March 2006, DRC 2006
N Farmakopoulou and N Watson, Motivations for entering and pathways of progression of disabled students in further
education, International Journal of Inclusive Education, 7(3), 223-239, 2003
M Fuller, A Bradley and M Healey, Incorporating disabled students in an inclusive higher education environment, Disability and Society, 19(5), 455-468, 2004
P Gray, Disability discrimination in education: A review of the literature on discrimination across the 0-19 age range,
undertaken on behalf of the Disability Rights Commission, 2002
www.drc-gb.org publications and reports/research/education Greater London Authority and London Health Observatory for London Health Commission, Health in London 2003: Review of the London Health Strategy high level indicators. Focus on the experience of disabled Londoners, LHC, London 2003
Greater London Authority, Valuing older people: The Mayor of London’s Older People Strategy, GLA, London, September 2006 Greater London Authority, Data Management and Analysis Group, Introducing the Annual Population Survey: Preliminary Results from the Annual Population Survey for London, GLA DMAG Briefing 2005/34, September 2005
Greater London Authority, Higher and Further Education in London: A review, GLA, London, February 2004
Greater London Authority, Making London better for all Children and Young People: The Mayor’s Children and Young People’s Strategy, GLA, London, January 2004
Greater London Authority, Disability Capital: Research and Information, GLA, London October 2003
Greater London Authority, Third country nationals living in London 2000/01: A profile of Londoners who have non-EU nationality based on analysis of Labour Force Survey data, GLA, London February 2003
Greater London Authority, Disabled people and the labour market. An analysis of Labour Force Survey data for London 2001/02, GLA, London January 2003.
Greater London Authority, Higher and Further Education in London: A review, GLA, London, April 2002
Greater London Authority, London Household Survey 2002. This is a data source only. (There is no formal report of the survey, because it was intended as a multi-policy area tool). Guardian Society, A class apart, 1/11/2000
J Hall and T Tinklin, Students first. The experiences of disabled students in higher education, Scottish Council for Research in Education, Research Report 85, Edinburgh, 1998
D Harley, T Nowak, L Gassaway and T Savage, Lesbian, gay, bisexual and transgender college students with disabilities: A look at multiple cultural minorities, Psychology in the Schools, 39(5), 525-38, 2002
N Hendey and G Pascall, for Joseph Rowntree Foundation, Disability and transition to adulthood, Pavilion Publishing, Brighton 2001
Higher Education Funding Council for England, 2006 Regional Profiles London, available from HEFCE
Higher Education Funding Council for England, Annual Review 2004/05, HEFCE, Bristol 2005
Higher Education Statistics Agency, Performance Indicators in Higher Education in the UK, 2003/04, HESA 2005, available on www.hesa.ac.uk
Higher Education Statistics Agency, Disability in higher
education 1995/6, Research datapack 5, available from HESA House of Commons Education and Skills Committee, Further Education: Fourth Report of Session 2005-06, HC 649, 2006 A Hurst, Reflecting on researching disability and higher education, in ed. L Barton, Disability and Society: Emerging issues and insights, Addison, Wesley Longman Ltd, Harlow, 1996
IFF Research Ltd for DfES, Study of Learners in Further Education, DfES, Nottingham 2003
Independent, University applicants undeterred by fees and A lesson that proves all the doubters wrong, pp. 20 and 30, 15th February 2007.
Ionann Management Consultants Ltd., Equal Ability Ltd. and Future Inclusion Ltd. for Greater London Authority, Towards joined up lives: Disabled and Deaf Londoners’ experience of housing, employment and post-16 education from a Social Model perspective, GLA, London March 2006
Learning and Skills Council, student figures supplied by London Regional Office and London Central
Learning and Skills Council, Learning for living and work: Improving education and training for people with learning difficulties and/or disabilities. The National Strategy for LSC- funded provision for learners with learning difficulties and/or disabilities across the further education system, 2006/07 to 2009/10, LSC National Office, Coventry October 2006
Learning and Skills Council, Improving services for people with mental health difficulties, LSC National Office, Coventry August 2006
Learning and Skills Council – Steering Group for Review, Through inclusion to excellence: The report of the steering group for the strategic review of the LSC’s planning and funding of provision for learners with learning difficulties and/or disabilities across the post-16 learning and skills sector, LSC National Office, Coventry 2005
Learning and Skills Development Agency, Skill and National Institute of Adult Continuing Education, for Learning and Skills Council: Programme of action research projects on
implementation of the DDA, published on the internet in 2004: www.lsda.org.uk/programmes/dda
Lord Low of Dalston, Speech on disability in Second Reading of the Further Education Bill, 13th December 2006.
S Maynard Campbell and A Maynard Lupton, Bureaucratic barriers to normal day-to-day activity, Muscle Power, Derby, 2000
H Metcalf, Paying for University: The impact of increasing costs on student employment, debt and satisfaction, National
Institute Economic Review, 191 (January), 106-117, 2005 O Miller, S Keil and R Cobb, Institute of Education, A review of the literature on accessible curricula, qualifications and
assessment, Disability Rights Commission 2005
W Mitchell, Leaving special school: The next step and future aspirations, Disability and Society, 14(6), 753-769, 1999 National Audit Office, Widening Participation in Higher Education in England, NAO, January 2002
National Disability Team and Skill, Aspiration raising and transition of disabled students from Further Education to Higher Education, NDT, 2004
National Foundation for Educational Research, for Disability Rights Commission, The implementation of the Disability Discrimination Act Part 4 in educational establishments: Some evidence from case studies, DRC, October 2003
National Union of Students, NUS Press Pack 2006-2007: Higher Education Student Finance, NUS, London 2006 National Union of Students, Hidden Disabilities Briefing, www.nusonline.co.uk
S Powell ed., Special teaching in higher education, Kegan Page, London, 2003
Prime Minister’s Strategy Unit, Improving the life chances of disabled people, Final Report, PMSU, January 2005
S Riddell, T Tinklin and A Wilson, Disabled students and
multiple policy innovations in higher education, Final report to the Economic and Social Research Council, 2004
www.ed.ac.uk/ces/PDF%20Files/Disability_Report.pdf S Riddell, A Wilson and T Tinklin, Disability and the wider access agenda: Supporting disabled students in different institutional contexts, Journal of Widening Participation and Lifelong Learning, 2002
A Sanderson, Disabled students in transition; a tale of two sectors’ failure to communicate, Journal of Further and Higher Education, 25(2), 227-240, 2001
K Simons, Home, work and inclusion, Joseph Rowntree Foundation, York, 1998
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T Tinklin, A Wilson and S Riddell, Policy and provision for
disabled students in Higher Education in Scotland and England: The current state of play, Studies in Higher Education, 29(5), 637-657, 2004
J Tomlinson (Chair), Further Education Funding Council, Inclusive learning: Report of the Learning Difficulties &/or Disabilities Committee, FEFC, HMSO, London, 1996
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England, Review of widening participation research: Addressing barriers to participation in higher education, HEFCE, July 2006. Available on www.hefce.ac.uk
L M Wilson, Towards equality: The voices of young disabled people in Disability Rights Commission research, Support for Learning, 19(4), 162-168, 2004
HESA rounding strategy
(applies to higher education)
‘Due to the provisions of the Data Protection Act 1998 and the Human Rights Act 1998, HESA implements a strategy in
published and released tabulations designed to prevent the disclosure of personal information about any individual. These tabulations are derived from the HESA non-statutory
populations and may differ slightly from those published by related statutory bodies. This strategy involves rounding all numbers to the nearest 5. A summary of this strategy is as follows:
• 0, 1, 2 are rounded to 0
• All other numbers are rounded to the nearest 5
So for example 3 is represented as 5, 22 is represented as 20, 3286 is represented as 3285 while 0, 20, 55, 3510 remain unchanged.
This rounding strategy is also applied to total figures; the consequence of which is that the sum of numbers in each row or column will rarely match the total shown precisely. Note that subject level data calculated by apportionment will also be rounded in accordance with this strategy.
Average values, proportions and FTE values prepared by HESA will not be affected by the above strategy, and will be
calculated on precise raw numbers. However, percentages calculated on populations which contain 52 or fewer individuals will be suppressed and represented as '..' as will averages based on populations of 7 or less.’
ACE Adult and community education
AGCAS Association of Graduate Careers Advisory Services APS Annual Population Survey
DDA Disability Discrimination Act DDN Disability Development Network DfES Department for Education and Skills
DRC Disability Rights Commission DSA Disabled Students’ Allowance DWP Department for Work and Pensions
ESF European Social Fund FE Further education
GLA Greater London Authority H of C House of Commons
HE Higher education
HEFCE Higher Education Funding Council for England HESA Higher Education Statistics Agency
LD Learning difficulty
LGBT Lesbian, gay, bisexual and transgender LHO London Health Observatory
LSC Learning and Skills Council
LSDA Learning and Skills Development Agency
LSE London School of Economics and Political Science NAO National Audit Office
NIACE National Institute of Adult and Continuing Education NUS National Union of Students
ONS Office for National Statistics SEN Special Educational Needs
SOC Standard Occupational Classification
UCAS Universities and Colleges Admissions Service WEA Workers’ Educational Association
Glossary
Disability
Disability is caused, not by a person’s impairment, but by barriers in his or her physical and social environment –
buildings, transport, information provision, people’s attitudes etc. (This is the definition used by the GLA, which is based on the social model of disability).
The definitions used in the higher and further education sectors are given below:
a) Higher education students: Disability is self-assessed. Students are asked about disability, but not obliged to report it. The types of impairment reported are also based on self-
assessment, although the categories are provided by HESA. HESA categories are consistent with those of UCAS.
b) Disability/health problem and/or learning difficulty (further education)
Further education students are asked if they have a
disability/health problem and/or learning difficulty. This is self- assessment in principle, although in practice assessments are often made by parents or professionals.
If the answer is ‘yes’ to the general question, students then answer separate questions about disability/health problem and learning difficulty; some students have both. The categories are provided by the FE sector. All kinds of learning difficulty are included in further education.
GLA group
The Mayor sets the annual budget for five organisations known as the GLA group: The Greater London Authority, the London Development Agency, Transport for London, the Metropolitan Police Authority, and the London Fire & Emergency Planning Authority.
Impairment
A physical, mental or sensory functional limitation within the individual.
Learning difficulty
The following definition comes from the Learning and Skills Act 2000: A person has a learning difficulty if
‘(a) he has a significantly greater difficulty in learning than the majority of persons of his age, or:
(b) he has a disability which either prevents or hinders him from making use of facilities of a kind generally provided by institutions providing post-16 education or training.’
Medical model
From a medical model perspective, people are disabled by their impairment and the absence of or reduction of functionality that it causes. There is a focus on medical intervention.
Social model
From a social model perspective, people are disabled, not by their impairment, but by environmental and social barriers that prevent them from participating fully as members of society. There is a focus on removal of barriers, and providing ‘different but equal’ treatment to enable all people to participate.
Higher education
‘Higher education (HE) students are those students on
programmes of study for which the level of instruction is above that of level 3 of the National Qualifications Framework, i.e. courses leading to the Advanced Level of the General
Certificate of Education (GCE A-levels), the Advanced Level of the Vocational Certificate of Education (VCE A-levels) or the
Advanced Higher Grade and Higher Grade of the Scottish Qualifications Authority (SQA) Advanced Highers/Highers). The HESA Student Record contains information about
individual enrolments, which, because a student can be
enrolled on more than one programme of study, will exceed the number of students. Postdoctoral students are not included in the HESA Student Record.’
April 2007