Close the gap

There must be a concerted effort to close the nontechnical skill gap, particularly for individuals who find their educational attainment affected by socio-economic disadvantage. Addressing this issue has the potential to improve the outcomes of those whose education has been disrupted by their socio-economic background and may narrow the education attainment gap, thus contributing to a fairer, more prosperous and equitable society for all.

The role of education within social mobility has been debated for years (Elliot Major, 2012). “It has become increasingly the case that where you come from – who you are born to and where you are born – matters more than ever for where you are going to” (Elliot Major and Machin, 2018).

Debate aside, there is certainty that socio-economic status plays a role in educational outcomes. It is widely understood and academically researched that wider educational experiences and skill development play a role in student success and progression (Angus et al, 2020; Kashefpakdel et al, 2021).

Data evidences that areas of high disadvantage and diverse communities often have poorer educational outcomes and quality of life. This is the same for health, earnings and social mobility.

Attainment gaps begin at school age, with the brightest children in disadvantaged settings underperforming against the least academically able in affluent schools (Jerrim et al, 2016). This continues into further education and life. By the age of 16 young people find it harder to catch up; pre-pandemic, around 40 per cent of young people did not attain a pass grade (C/4), with half of those being from disadvantaged backgrounds (Department for Education, 2017). While outcomes have improved in recent exam series, we still see issues in attainment for those most affected by socio-economic disadvantage.

The government has, for decades, sought to address this through national policy and legislative bills. In 2017, the Department for Education bid to improve social mobility through its Unlocking Talent, Fulfilling Potential White Paper, which said: “In our country today, where you start still all too often determines where you finish. And while talent is spread evenly across the country, opportunity is not.

“None of us should accept this. Everyone deserves a fair shot in life and a chance to go as far as their hard work and talent can take them” (Department for Education, 2017).

Move forward some five years and the recently published Levelling Up White Paper echoed words of the past: “Not everyone shares equally in the UK’s success. While talent is spread equally across our country, opportunity is not. Levelling up is a mission to challenge, and change, that unfairness” (HM Government’s Levelling Up the United Kingdom Executive Summary, 2022).

While the White Paper suggests positive steps toward improvement, such as attention to funding and development for