Women’s equality in the UK – A health check

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applications (figures in June 2012 showed women’s applications down by 7.1% and men’s
applications down by 8.6% 84 ), it is worth noting that the October 2011 figures showed a marked
drop in women’s applications. 85 This is particularly significant as the applications submitted in
October are overwhelmingly for Medicine, Veterinary Science, and Dentistry. These are all courses
which have seen increasing female participation of recent decades, as the Government’s report
rightly noted, 86 but which are also some of the most expensive and lengthiest degree courses.
Analysis by London Economics suggests that 70-80% of women will never be able to repay their
student loan (currently 20-30%) due to women’s pay being lower than men’s and women’s
career trajectories often incorporating periods out of the labour market for childbirth and caring
responsibilities. 87 Women continue to earn less than men throughout their lives and female
graduates earn less than male graduates. Three and a half years after graduating, 22% of men
earn more than £30,000 compared to only 12% of women. 88 (See Article 11)
Recommendations:
• Undertake a full equalities impact assessment of the increase in tuition fees
• In order for Higher Education to genuinely be equally accessible to all, Higher
Education institutions must provide adequate childcare provision to both
students and staff
English for Speakers of Other Languages (ESOL)
Access to ESOL is particularly important for ethnic minority women, who may have limited
opportunities to enter training and the labour market, and are more vulnerable to isolation and
difficulties integrating within communities because of lack of English language skills, childcare
and confidence, as well as familial responsibilities and domestic arrangements. Research shows
that without free childcare and classes that take place at child friendly times, many women find
it very difficult to access ESOL provision. 89
In November 2010 the Government announced that it would change the funding eligibility for all
adult learners on so-called ‘inactive’ benefits. 90 This meant that up to 75% of students learning
ESOL, mainly women from BME groups, would not have been able to afford to pay for English
classes, as students on benefits such as Income Support would be asked to pay up to £1,200
for a course. These fees would have been unaffordable for the vast majority of ESOL students
and would have had a devastating impact on ESOL students and women from all communities.
According to the Association of Colleges, two thirds of ESOL learners are women 91 and 74% of
84. UCAS website http://www.ucas.com/about_us/media_enquiries/media_releases/2012/20120709 Accessed: 25/03/13
85. Garner, R. (2011) ‘Big drop in women’s applications after university tuition fees increase’, The Independent, 25th October 2011 http://www.
independent.co.uk/news/education/education-news/big-drop-in-womens-applications-after-university-tuition-fees-increase-2375537.
html
86. Government Equalities Office (2011) CEDAW (Convention on the Elimination of all forms of Discrimination against Women) report. United
Kingdom’s Seventh Periodic Report. GEO: London http://www.homeoffice.gov.uk/publications/equalities/international-equality/7thcedaw-report?view=Binary
Paragraph 151
87. Business, Innovation and Skills Select Committee (Session 201011) The Future of Higher Education: Written submission from London
Economics http://www.publications.parliament.uk/pa/cm201011/cmselect/cmbis/writev/885/m16.htm
88. Six months after graduating, the pay gap between graduate women and men is 7.5 points. Even when type of degree and employment
is taken into account, there is a gap of 4.1%. This goes up to 6.5% three and a half years after graduating. National Equality Panel (2009)
Differences in Labour Market Gains from Higher Education Participation, 25 September 2009. http://sta.geo.useconnect.co.uk/pdf/
Variation%20in%20gains%20from%20university%20education.pdf
89. Aspinall, P. and Watters, C. (2010) Research Report 52: Refugees and asylum seekers: A review from an equality and human rights
perspective. EHRC: Manchester http://www.equalityhumanrights.com/uploaded_files/research/refugees_and_asylum_seekers_research_
report.pdf
90. Action for ESOL (2012) The ESOL Manifesto: A statement of our beliefs and values http://actionforesol.org/wp-content/uploads/2012/02/
ESOL-leaflet-v4b-online-interactive-Feb12.swf
91. Moore, K. (2011) ‘’Women affected most’ by English language funding cuts’, BBC News London, 18th May 2011 http://www.bbc.co.uk/news/
uk-england-london-13412811
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