The Equality Commission has issued the findings of an expert paper which looks at the migration of Higher Education students from Northern Ireland to universities in Britain.
The paper entitled, “Educational Migration & Non-Return in Northern Ireland” summarises available data and research. It profiles those who progress to Higher Education before examining the composition of those who stay, migrate or return. The review also summarises key drivers of student and graduate migration and non return.
The report, launched at a briefing for educationalists, key stakeholders and political parties, notes that students from a Protestant community background are more likely to migrate from Northern Ireland to Great Britain for Higher Education, than those from a Roman Catholic background. Around two-thirds of Northern Ireland domiciled graduates, who studied in Great Britain, do not return to Northern Ireland in the short-to medium terms.
The Equality Commission’s Chief Commissioner Bob Collins welcomed the report saying, “Education has a key role in ensuring Northern Ireland’s future economic success and will play a vital role in improving the lives of its citizens.” Mr Collins continued, “Education migration and non-return has far reaching consequences, especially in relation to the community composition of the labour pool available to employers in Northern Ireland. The high level of students who do not return home after studying in Britain may also have a knock on effect for the Northern Ireland economy.”
The findings show that in 2005/6, 29% (2,736) of NI school leavers migrated to study in Great Britain. The total number of Protestants (1,217) and Roman Catholics (1,148) migrating was broadly similar. However, when expressed as a proportion of all Protestants or Roman Catholics, Protestant school leavers (34%) were more likely than Roman Catholic school leavers (23%) to migrate to study in GB. Also of note was that almost half (49%, 371) of those whose community background was recorded as ‘other’ went to GB.
Factors noted to influence student migration to Great Britain included personal choice and aspirations; socioeconomic status and affluence, with students from more affluent backgrounds more likely to migrate than less affluent students. Also, Higher Education policy relating to student funding, widening access and the number of places available within local universities may also serve to impact on the choice of where to study.
For university graduates migration and return was noted to be associated with a number of factors including educational performance; the location of employment opportunities; local ties to regions (including region of study) and knowledge of other regions.
The report also set out differences in educational attainment by community background and gender. Roman Catholic students (40%) were more likely than Protestant students (34%) to progress onto Higher Education. By contrast, Protestant students (32%) were more likely than Roman Catholic students (24%) to go on to Further Education. This may be influenced by a number of factors, including different levels of educational attainment, aspirations and culture, for example, Roman Catholic school leavers (47%) were more likely than Protestant school leavers (41%) to have 2 or more ‘A’ Levels on leaving school.
Research showed that students living in more affluent areas were more likely to go onto Higher Education and also to migrate to GB for education. When gender was considered, girls continued to outperform boys. In 2005/06, 53% of girls and 39% of boys left school achieving 2 or more ‘A’ Levels. Girls (44%) were more likely than boys (31%) to progress onto Higher Education. Those who are underachieving or leaving school with limited or no qualifications were mainly working class boys.
Chief Commissioner Bob Collins concluded, ”Education often determines a person’s life chances and opportunities in terms of social and economic mobility. This research has shown that factors such as social deprivation and higher education policy directly influence the decisions our young people make when considering their higher education options and should, therefore, be of prime importance to educationalists, politicians and government agencies.”