Education Sector

The education sector, for the purposes of this mapping exercise, includes the locations of schools, colleges and nursery settings which account for the education of children aged two years of age to eighteen years of age (compulsory education starts at the age of five years old and finishes at eighteen years old). This mapping exercise does not attempt to map, specifically, provision of English to Speakers of Other Languages (ESOL).

The education of refugee children is crucial for a variety of reasons. Firstly, education empowers them with the knowledge and skills necessary to rebuild their lives, integrate into their new communities, and become self-sufficient. Studies have shown that access to education positively impacts the mental health, well-being, and economic outcomes of refugees. An example of this can be found in a report by the World Bank found that refugees who attend school are more likely to obtain employment, earn higher wages, and contribute to their host countries’ economies. Furthermore, education provides a safe and structured learning environment that offers protection to refugees, particularly children, from the negative effects of displacement, such as trauma and isolation. Education also promotes social cohesion and integration, which can help reduce discrimination against refugees and improve relations with host communities.

The map demonstrates nursery provision (two to five years of age), primary provision (five to eleven years of age), secondary provision (eleven to sixteen years of age) and college provision (sixteen to eighteen years of age). Each provision has been attributed its own layer and colour code. The data which is demonstrated on the map was collected from gov.uk and is publicly available.

The mapping exercise found a clear correlation between the frequency of education provision and population hubs in the South West region. Urban and densely populated areas demonstrated a higher concentration of educational facilities. These population hubs, such as major cities and towns, exhibited a greater number of schools per capita, indicating a higher accessibility to education.

Nursery and primary education emerged as the most widely available form of education in the South West region. These educational levels were found to be more prevalent across the entire region, regardless of population density.

Despite the apparent higher frequency of provision in rural areas, it is crucial to investigate whether the identified schools have sufficient capacity to accommodate the local population. The current analysis does not address this issue directly and serves as a caveat for further investigation. An evaluation of school capacities and their ability to meet the demand in these areas would provide a comprehensive understanding of the education provision landscape.

In conclusion, this analysis demonstrates a clear link between the frequency of education provision and population hubs in the South West region. Nursery and primary provision emerged as the most widespread educational levels, with a higher frequency of provision in rural areas with low populations. However, further investigation is needed to determine if these schools in rural areas have sufficient capacity to meet the demand. This analysis provides valuable insights into the educational landscape in the South West region and paves the way for future research and policy interventions to ensure equitable access to quality education for all, including those who migrants and refugees.