text: arrangements.) The statistics will be collected from September 1990 when a pupil enters primary or secondary school, i.e. when pupils are aged 5 or 11 years. The data will in due course assist the DES, local education authorities, schools, parents and others to ensure that the education provided in schools meets the needs of all pupils and thus helps secure equality of opportunity for those who are from the ethnic minorities. Further and higher education 365. On 25 July 1989, it was announced that there should be national data collection on ethnicity for each and every student on enrolment for further education. This would be achieved in incorporating a question in the Further Education Statistical Record, the first of which would be returned in November 1990. In addition, both the University Central Council on Admissions (UCCA) and the Polytechnic Central Admissions System have agreed CCPR/C/58/Add.6 page 78 to include an ethnicity question in their admission material for full-time first degree courses from 1990/91 onwards. UCCA data will then be transferred to the University Statistical Record in respect of those students enrolled at university. Civil Service 366. Four per cent of the non—industrial staff in the Civil Service are from the ethnic minorities, but the proportion at executive officer level and above is only 2.2 per cent. Of new entrants, however, 8.2 per cent are from the minorities, and at executive officer level and above 3.9 per cent of new entrants are from the minorities. Recruitment 367. Recruitment drives aimed specifically at members of the ethnic minorities are part of the recruitment process for the police, the probation service, the prison service and the Civil Service, among other institutions. (In England and Wales, just under 1 per cent of police and prison officers have an ethnic 
analysis: The text appears to be focused on the collection and analysis of data related to the ethnic minorities in various sectors such as education, employment, and government institutions. The data is being collected to ensure that the education provided meets the needs of all pupils and to secure equality of opportunity. This suggests that the text is primarily concerned with the social and educational aspects of the ethnic minorities, rather than their economic or environmental circumstances.