Equality in Colleges in Scotland: Statistical Report 2015

Equality in colleges in Scotland: statistical report 2015

14.6% FE students disclosed as disabled in 2013/14 15.3% FE students disclosed as disabled in 2012/13The statistic on the cover shows the proportion of further education (FE) students with a known disability status who disclosed as disabled in 2013/14, compared with 2012/13. Time series data from 2006/07 to 2013/14 show that until 2013/14 there had been a steady increase in the proportion of FE students disclosing as disabled.

Written and produced by Equality Challenge Unit (ECU). Data provided by the Scottish Further and Higher Education Funding Council (SFC) and analysed by the Higher Education Statistics Agency (HESA) and ECU.

With thanks to the above agencies for help and guidance in producing this report.

Further information

Ashlee Christoffersen [email protected] [email protected] Equality in colleges in Scotland: Statistical report 2015

Contents Introduction

This is the fourth national student equality data report for colleges in Scotland. Its aim is to assist the sector in better understanding the main equality challenges for students and directing future efforts to overcome them.

The report presents an equality-focused analysis of information on students from the 2013/14 academic year and participation data from 2006/07 to 2013/14.

Data and analysis is provided on age, disability, ethnicity and gender, as well as on the interplay of these identities (for example, female black students and male disabled students). The report also considers students’ socioeconomic class, based on the Scottish Index of Multiple Deprivation (SIMD).

In 2013/14, data collection and reporting on sexual orientation and religion, religious denomination or body were introduced by the Scottish Further and Higher Education Funding Council (SFC). These fields were optional for colleges and will remain so for 2014/15 and 2015/16. The SFC has made a statement of intent that these two areas will become mandatory for colleges to collect and report from 2016/17. Further information can be found at: www.sfc.ac.uk/web/FILES/GUI_SFCGD012015_Guidancenotesandcodelistsforcompletion/FES_2_ Guidance_ notes_and_code_lists_for_completion_2015-16.pdf

Where there have been notable changes from last year’s data, this is noted in the commentary. Therefore it may be helpful to read this report alongside last year’s, available to download: www.ecu.ac.uk/publications/equality-in-colleges-in-scotland-statistical-report-2014

This report, alongside information gathered by colleges at a local level, will continue to provide an evidence base to assist colleges to identify and tackle equality challenges. It will also assist the sector to further develop and assess progress against appropriate equality outcomes and embed equality in regional outcome agreements with the SFC.

Online data tables

Download national and regional data tables www.ecu.ac.uk/ publications/equality-in-colleges-in- scotland-statistical-report-2015

All data tables presented in this report are also available to download in Excel format. These provide totals for each table, higher and further education (HE and FE) specific breakdowns for regional data and further disaggregated data on ethnicity.

In addition to national figures, ECU has also produced corresponding data tables for multi-college and merger regions. These aim to support regional benchmarking and assist colleges to identify equality challenges at a regional level, particularly where data systems are in the process of being aligned.

Feedback on this report is welcome: [email protected]. About the data

This section describes the data used in this report.

The SFC centrally collates further education statistics (FES) through annual student record returns. This covers all college activity funded by the SFC. This ECU report presents an equality-focused analysis of this student data. Further information on the FES collection process can be found at: www.sfc.ac.uk/guidance/SubmittingStatisticalInformation/FE_statistical_ data/20Data2013- 14/fes_1314.aspx

Utilising the new Higher Education Statistical Agency (HESA) rounding strategy, all counts have been rounded to the nearest five in order to protect the confidentiality of individuals. To prevent over interpretation of small numbers, percentages based on 22.5 or fewer students or averages based on seven or fewer students have been omitted. This is indicated by ‘..’ in the relevant tables. Please note that in previous years’ reports, percentages based on 52 or fewer students were omitted. This report therefore shows percentages in some tables where previously figures were suppressed.

With the exception of tables relating to retention and completion outcome, students who attended less than 25 per cent of their course have been excluded from all tables. This information has been included in the retention and completion outcome tables for the purpose of highlighting early withdrawal rates.

Percentages in most tables are based on those students for whom the data in question are known. Online versions of the data tables provide unknown figures where possible www.ecu.ac.uk/ publications/equality-in-colleges-in-scotland-statistical-report-2015. If percentages are calculated otherwise, this is indicated in the explanatory text that appears below the table.

The following section provides definitions and notes for key variables presented in this report. Detailed guidance notes and code lists on the FES dataset are available on the SFC website: www.sfc.ac.uk/guidance/SubmittingStatisticalInformation/ FE_statistical_data/20Data2013- 14/fes_1314.aspx

The SFC publishes performance indicators for Scottish colleges annually. Further information on these is available here: www.sfc.ac.uk/communications/Statisticalpublications/2015/ SFCST022015.aspx

Age Student age is now calculated by the SFC as the age of the student at 31 December. Please note that in previous reports student age was calculated as the age of the student at 31 August. This report uses the following age categories:  under 16  16–19  20–24  25–29  30–34  35–39  40 and over

Deprivation groups Data on students’ deprivation classification as determined by the Scottish Index of Multiple Deprivation (SIMD) is provided to allow analysis of students’ socioeconomic background as it relates to their protected characteristics.

This report presents students in two categories based on the SIMD data quintiles: SIMD Q5 students from the most deprived 20 per cent of data zones SIMD Q1–4 students from the remaining 80 per cent of data zones

Please note that this report follows the quintile numbering system used by the SFC. The Scottish Government inverts this numbering, such that Q1 indicates the most deprived 20 per cent of data zones.

Further information on SIMD can be found here: www.scotland.gov.uk/Topics/Statistics/SIMD

Disability ECU promotes the social model of disability, which views environmental, physical, structural and attitudinal barriers to be disadvantaging – or disabling – for people with impairments. The report presents a student’s disability status as follows: non-disabled – those who did not disclose as disabled disabled – those who disclosed as disabled unknown (information unknown or refused)

Impairment type The report presents data on the following impairment types:  blind/partially sighted  deaf/hearing impairment  dyslexia  mental health difficulties  personal care support  wheelchair user/mobility difficulties  other impairment  other unseen impairment not listed above  multiple impairments Disabled students’ allowance (DSA) This identifies whether a student who has disclosed as disabled receives DSA or not. The DSA is a supplementary allowance available to UK domiciled students who incur additional expenditure because of a disability. Only HE level students are eligible to receive DSA.

To assist comparison with national levels of DSA take-up, information is presented on:  disabled HE students in receipt of DSA  disabled HE students not in receipt of DSA  disabled HE students whose DSA information is unknown

It should be noted that in the 2012 report, DSA data was not restricted to only those who disclosed as disabled. This accounts for small differences between trend data concerning DSA provided in the 2013, 2014 and 2015 reports compared with the 2012 report. It should also be noted that the way that the percentages have been calculated for DSA data are different in this report than in the 2014 report. The percentages presented are based on the total number of students whose DSA status is known, as well as based on the total number of students including those whose DSA status is unknown.

Ethnicity

Ethnicity categories have been aggregated into the following groups:  white total  UK white  all other white (Irish white, Polish, Gypsy traveller, other white background)

 black and minority ethnic (BME) total  Asian (Indian, Pakistani, Bangladeshi, Chinese, any other Asian background)  black (Caribbean, African, any other black background)  mixed and other (mixed: any mixed background, other: Arab, any other background)

The corresponding online tables www.ecu.ac.uk/publications/ equality-in-colleges-in-scotland- statistical-report-2015 provide additional detail on those in the all other white and mixed and other categories. The online tables contain the following ethnicity categories:  white total UK white  Irish white  Polish  Gypsy traveller  other white background

 BME total Asian  black  mixed  other

Please note that a different data field has been used to calculate ethnicity from the 2012 report. Whereas in the 2012 report, we utilised the FES2 ethnic2 field, which applied a derived formula to students whose ethnicity was unknown, since 2013 we have used the FES2 ethnic field, which only includes self-reported data. This has resulted in some differences in ethnicity trend data reported in the 2013, 2014 and 2015 reports compared with the 2012 report.

Domicile Domicile is defined as ‘pre-study permanent home location of student’. The report presents information on the domicile of students using the following categories:  UK domiciled  non-UK domiciled

Gender

The report presents data on the gender of the student. 2013/14 SFC records state whether a student’s sex is:  male  female  other

Due to the small numbers of the group, students with an ‘other’ gender have been excluded from the analysis.

Level of study and qualification types

The report presents data on students’ level of study by HE and FE level. Within HE and FE levels, data is presented across the 12 levels of the Scottish Credit and Qualification Framework (SCQF), which cover mainstream qualifications across education providers in Scotland. The levels provide an indication of the complexity of qualifications and programmes studied, with SCQF level 1 being the least demanding and SCQF level 12 the most demanding.

Students studying programmes outside the SCQF levels are grouped into an ‘other’ category. Students in professional bodies are also included in a separate category.

Qualification types were mapped onto SCQF level using the Scottish Qualifications Authority’s ready reckoner and with advice from SFC. Please note that for the purposes of this report, SVQ level 4 is considered as SCQF level 8 only. For clarity, diplomas (HNC/D level for diploma and degree holders) are considered as SCQF level 8, and postgraduate diplomas and certificates are considered as SCQF levels 11–12. Further information can be found at: www.sqa.org.uk/sqa/files_ccc/readyreckoner.html

Qualification types The levels presented group the following qualification types:

 SCQF levels 11–12  doctoral degree  master’s degree  postgraduate diploma and certificate  Scottish vocational qualification (SVQ)  national vocational qualification (NVQ) level 5

 SCQF levels 9–10  ordinary degree  honours degree

 SCQF level 8  higher national diploma (HND) or equivalent  diploma (HND/C level for diploma and degree holders)  other advanced diplomas  SVQ or NVQ level 4

 SCQF level 7  higher national certificate (HNC) or equivalent  advanced certificate (bridge to HNC/D)  other advanced certificates  higher national units not leading to certificate

 professional body  fellowship, graduateship, membership, associateship, licentiateship

 other HE

FE  SCQF levels 6–7  advanced higher (group award and unit)  certificate of sixth year studies (CSYS)  higher (group award and unit)  other non-advanced diploma or equivalent  SCE/GCE/GCSE examinations  SVQ, NVQ and GSVQ/GNVQ level 3

 SCQF level 5  intermediate 2 (group award and unit)  SVQ, NVQ and GSVQ/GNVQ level 2

 SCQF level 4  intermediate 1 (group award and unit)  other non-advanced certificate  national units alone not leading to a qualification  SVQ, NVQ and GSVQ/GNVQ level 1

 SCQF level 3  access (group award and unit)  no recognised qualification  Please note that SCQF level 3 also covers awards (where available) and units at SCQF levels 1 and 2. ECU is working with SFC to enable disaggregation of this data for future analysis and reports.

 other (not SCQF) – non vocational  other recognised qualification  no recognised qualification

 other (not SCQF) – vocational  other recognised qualification  no recognised qualification

 other FE

Recognising that a high number of students study in certain qualification levels, we have included more detail for the following levels:

HE  SCQF level 8  HND or equivalent  SCQF level 7  HNC or equivalent

FE  SCQF levels 6–7  advanced higher (unit)

 SVQ level 3  higher (unit)

 SCQF level 5  SVQ level 2  intermediate 2 (unit)

 SCQF level 4  SVQ level 1  intermediate 1 (unit)  other non–advanced certificate  national units alone not leading to a qualification

 SCQF level 3  access (group award)  access (unit)  no recognised qualification

 other: non–vocational  other recognised qualification  no recognised qualification

 other: vocational  other recognised qualification  no recognised qualification

Mode of study

The mode of study categories presented cover the following:

 full-time Programme that meets SFC’s new full-time criteria from 2013/14 of at least 640 hours for FE (16 student units of measurement (SUMs)) or 480 hours (12 SUMs) for HE of planned notional hours.

 part-time, which includes:  short full-time Self-contained full-time programme, ie one not supplemented by other periods of study of 18 weeks duration or less.

 block release Programme for which students are released by their employer for periods of full-time attendance.  part-time (day release) Programme for which students are released by their employer for part of the week.

 other part-time day programme Part-time programmes held in the day also include day programmes in which periods of evening or twilight study form an integral part of the programme.

 evenings only and weekends Programme held only in evening or twilight sessions or at weekends.

 assessment of work based learning Provision for assessment of work based learning.

 part-time (previously met full-time criteria)

 self study and distance learning, which includes:  distance learning Programme designed for study by correspondence, although may involve study weekends, summer schools etc.

 locally-based learning Programme designed mainly for study at home, though with some tutorial visits to college.

 college-based private study Programme designed for private study in college with some tutorial assistance.

 other open learning or directed private study systems

 flexible learning Programme designed to be studied flexibly with varying patterns of attendance which could include day, evening and/or home/ distance learning.

Multiple identities The SFC student record records students’ age, disability status, ethnicity and gender.

All people have a combination of these identities which may lead to different experiences. For example a non-disabled woman may have a different experience to a disabled woman.

In order to illustrate the potential interplay between equality characteristics, this report presents data on:  age and disability  age and ethnicity  age and gender  disability and ethnicity  disability and gender  ethnicity and gender

Regional and national groupings

Download national and regional data tables www.ecu.ac.uk/ publications/equality-in-colleges-in- scotland-statistical-report-2015

Over the course of 2012–14, the Scottish college sector moved to a new regional structure. The report presents data on the student populations within the new regional and national groupings. While the data in this report is presented at a national level, corresponding data tables for multi college and regions where mergers have occurred are available for download on the ECU website at the link to the left. Regions for which regional data tables are available are highlighted in blue.

 Aberdeen and Aberdeenshire  North East Scotland College

 Ayrshire  Ayrshire College

 Borders  Borders College

 Dumfries and Galloway  Dumfries and Galloway College

 Edinburgh and Lothians  Edinburgh College

 Fife  Fife College

 Forth Valley  Forth Valley College

 Glasgow  City of Glasgow  Glasgow Clyde College  Glasgow Kelvin College

 Highlands and Islands  Argyll College  Inverness College  Lews Castle College  Moray College  North Highland College  Orkney College  Perth College  Sabhal Mor Ostaig  Shetland College  West Highland College

 Lanarkshire  New College Lanarkshire  South Lanarkshire College

 Land based  Scotland’s Rural College

 National provision  Newbattle Abbey College  Tayside  Dundee and Angus College

 West  West College Scotland

 West Lothian  West Lothian College

Retention and completion outcome Colleges in Scotland provide the SFC with information about students who enrol on courses and details of their results at the end of the academic year – or their withdrawal date if the student does not continue to the end of the course.

For the purpose of highlighting any equality concerns among those who withdraw early, students who left before the 25 per cent required attendance rate have been included in sections relating to retention and completion outcome. They are excluded from all other analysis in this report.

In line with SFC performance indicators, students who enrolled on the programme/course but never attended, students who completed the programme/course but were not assessed (although the programme/course was designed to be assessed), or students who died have been excluded from all retention and completion outcome data.

Also in line with SFC performance indicators, our tables show completion rates as a percentage of all students, including those classified as early withdrawal or further withdrawal.

Student outcomes are organised into one of three possible categories:

 early withdrawal (EW) Students who withdrew before the required 25 per cent attendance date. The SFC does not provide colleges with activity funding for students who leave before the 25 per cent date (also known as the funding qualifying date).

 further withdrawal (FW)

Students who attended the course past the required 25 per cent attendance date but withdrew from their studies before the programme ended. This includes students who have: withdrawn from a programme/course and commenced employment withdrawn from a programme/course and are now studying in a higher education institution (HEI) withdrawn from a programme/course with an unknown destination transferred to another programme/course within the college withdrawn from a programme/course and are now studying elsewhere (not an HEI).

 completion (C) Students who completed their programme/course, irrespective of success (sometimes also referred to as ‘retention’).

Completion outcome This report examines whether students who completed their course were successful in progressing to the next year or gaining a qualification if the were in their last year of study or on a one-year course. Students who completed their course/programme are categorised into the following:

 partial completion (PC) The student completed the programme but was assessed as gaining less than 70 per cent of the credits undertaken. They were not successful in gaining a qualification nor did they progress to the next year of a course of more than one year.

 successful completion (SC) The student completed the course year and, if in their final year or in the case of a one-year course, gained the qualification they were aiming for. For students on a course of more than one year’s duration and not in their final year, they are considered to have successfully completed if they are eligible to progress to the next year of study and have achieved at least 70 per cent of the units studied in the current year. Included in this category are students who have:  completed programme/course – assessed and successful  completed programme/course – not assessed as programme/ course not designed to be assessed  progressed to next year and achieved 70 per cent of the credits undertaken  achieved 70 per cent of the credits undertaken but have chosen not to progress onto the next year  completed first year of a higher national diploma but have chosen to leave with a higher national certificate.

Subject areas The report follows the subject groupings utilised by the SFC and presents data on the subjects studied across HE/FE and SCQF levels. The groupings for HE and FE levels are therefore different. In addition, HE level subjects are split into SET (science, engineering and technology) and non SET areas; however this is not possible for FE level. FE subjects are grouped to correspond with the SFC college performance indicators, which consolidate superclass 2 subject areas into Education Scotland subject classifications. Further information can be found here: www.sfc.ac.uk/ communications/Statisticalpublications/2015/SFCST022015.aspx

HE subjects considered as SET are:  agriculture and related subjects  architecture, building and planning  biological sciences  engineering and technology  mathematical and computing science  medicine and dentistry  physical sciences  subjects allied to medicine

HE subjects considered as non-SET are:  business and administrative studies  combined and general programmes  creative arts and design  education  humanities  language and related disciplines  mass communication and documentation  social studies

FE subjects are:  art and design  business, management and administration  care  computing and ICT  construction  education and training  engineering  hairdressing, beauty and complementary therapies  hospitality and tourism  land-based industries  languages and English for speakers of other languages (ESOL)  media  nautical studies  performing arts  science  social subjects  sport and leisure  special programmes Overview

 The total number of students studying in Scotland’s colleges decreased from its peak of 489,610 in 2007/08 to a low of 297,085 in 2011/12. In 2013/14 there was a slight increase for the second year running, to 299,830 (0.75% increase from 2012/13 levels).  83.8% of students in colleges in Scotland studied at FE level and 16.2% studied at HE level.  The largest proportion of all students studied at SCQF level 4 (27.1%). The proportion studying at level 5 increased slightly from 2012/13 levels to 11.3%, and at level 6–7 to 12.9%.  66.2% of FE students studied their course part-time, a decrease of 0.6 percentage points from 2012/13.  Among FE students, the overall completion rate increased slightly from 2012/13 levels to 89.2% (increase of 0.8 percentage points).  Among HE students, overall completion rates increased slightly for both SET and non-SET subjects from 2012/13 levels (by 1.4 percentage points for SET and 1.5 percentage points for non- SET).  Successful completion rates for both HE and FE students increased slightly from 2012/13 levels (by 1.1 and 0.5 percentage points, respectively).  HE and FE students in SIMD Q5 had lower successful completion rates than those in SIMD Q1–4 (69.2% compared with 74.6% in the case of HE, and 75.1% compared with 81.8% in the case of FE).  A higher proportion of students studied in Glasgow than any other region (21.2% of all students).

Profile over time

The total number of students studying in Scotland’s colleges decreased steadily from its peak of 489,610 in 2007/08 to a low of 297,085 in 2011/12. This is largely attributable to a decline in the number of FE students.

2012/13 was the first year to see an increase in the total number of students since 2007/08. In 2013/14 there was a slight increase for the second year running (0.75% increase from 2012/13 levels, greater than the increase from 2011/12 to 2012/13).

The overall number of students increased in 2013/14 to 299,830. The numbers of both FE students and HE students increased from 2012/13 levels.

0.1 Profile over time FE students HE students All students

2006/07 418695 49460 468155

2007/08 441840 47770 489610

2008/09 435115 48355 483470

2009/10 388720 49800 438520

2010/11 331650 51355 383005

2011/12 249345 47740 297085 2012/13 249790 47795 297585

2013/14 251135 48690 299830 Profile over time FE students HE students All students

2006/07 418695 49460 468155

2007/08 441840 47770 489610

2008/09 435115 48355 483470

2009/10 388720 49800 438520

2010/11 331650 51355 383005

2011/12 249345 47740 297085

2012/13 249790 47795 297585

2013/14 251135 48690 299830

Level of study A majority of 83.8% of students in colleges in Scotland studied at FE level and 16.2% studied at HE level.

The largest proportion of students studied at SCQF level 4 (27.1%). The proportion studying at level 5 increased slightly from 2012/13 levels to 11.3%, and at level 6–7 to 12.9%.

0.2 All by FE/HE level and SCQF level Total

SCQF 11–12 25 0.0

SCQF 9–10 1135 0.4

SCQF 8 21145 7.1

HND or equivalent 19220 6.4

SCQF 7 25760 8.6

HNC or equivalent 17160 5.7

Professional body 620 0.2

Other HE students 0 0.0

All HE students 48690 16.2

SCQF 6–7 38660 12.9

Advanced higher (unit) 780 0.3

SVQ level 3 11775 3.9 Higher (unit) 17940 6.0

SCQF 5 33775 11.3

SVQ level 2 8700 2.9

Intermediate 2 (unit) 17885 6.0

SCQF 4 81120 27.1

SVQ level 1 1275 0.4

Intermediate 1 (unit) 16860 5.6

Other non–advanced certificate 56435 18.8

National units alone not leading to any qualification listed above 3905 1.3

SCQF 3 9445 3.1

Access (group award) 480 0.2

Access (units) 8965 3.0

No recognised qualification 0 0.0

Other: non–vocational 13885 4.6

Other recognised qualification 795 0.3

Other: vocational 74250 24.8

Other recognised qualification 14220 4.7

Other FE students 0 0.0

All FE students 251135 83.8

All students 299830 100

Percentages are based on the total number of students minus those whose level is unknown. HE and FE totals are a sum of the individual SCQF level totals stated above in bold. SCQF levels not stated above therefore are not included in the totals.

All students by SCQF level %

Other vocational 24.8

Other, non-vocational 4.6

SCQF 3 3.1 SCQF 9-10 0.4

SCQF 8 7.1

SCQF 7 8.6

Professional body 0.2

SCQF 6-7 12.9

SCQF 5 11.3

SCQF 4 27.1

Subject areas: HE

The most popular subjects for HE students were business and administrative studies (23.5% of HE students studied this), followed by creative arts and design (19.4%), and engineering and technology (16.5%).

Overall completion rates increased slightly for both SET and non-SET subjects from 2012/13 levels (by 1.4 percentage points for SET and 1.5 percentage points for non-SET).

The highest rate of early withdrawal was in medicine and dentistry (5.6%). The highest rate of further withdrawal was in agriculture (12.4%).

The proportion of HE students who successfully completed their course was lowest in physical sciences (63.8%) and highest in languages (92.8%).

0.3 HE students by subject area, retention and completion outcome

Total Early withdrawal

No. %* No. %*

Medicine and dentistry 235 0.5 15 5.6

Subjects allied to medicine 1565 3.3 70 4.6

Biological sciences 785 1.7 35 4.6

Agriculture 250 0.5 5 2.8

Physical sciences 80 0.2 0 2.5

Mathematical and computing science 3685 7.8 190 5.2

Engineering and technology 7865 16.5 275 3.5

Architecture, building, planning 1415 3.0 60 4.3 SET total 15875 33.4 655 4.1

Social studies 6850 14.4 285 4.2

Business and administrative studies 11155 23.5 585 5.2

Mass comms, documentation 990 2.1 35 3.5

Languages 555 1.2 5 1.1

Creative arts and design 9200 19.4 350 3.8

Education 450 0.9 10 2.0

Combined 2470 5.2 115 4.7

Non-SET total 31665 66.6 1385 4.4

All HE students 47540 100 2040 4.3

Further withdrawal Completion

No. %* No. %*

Agriculture 30 12.4 210 84.8

Architecture, building, planning 85 6.1 1265 89.6

SET total 1200 7.6 14020 88.3

Social studies 695 10.1 5870 85.7

Languages 5 1.3 540 97.6

Education 50 11.6 385 86.4

Combined 290 11.8 2065 83.5

Non-SET total 3265 10.3 27015 85.3 All HE students 4465 9.4 41035 86.3

Partial completion Successful completion

No. %* No. %*

Agriculture 35 14.4 175 70.4

Architecture, building, planning 145 10.1 1125 79.5

SET total 2435 15.3 11585 73.0

Social studies 735 10.7 5140 75.0

Languages 25 4.9 515 92.8

Education 90 19.9 300 66.5

Combined 290 11.7 1775 71.8

Non-SET total 3700 11.7 23315 73.6

All HE students 6135 12.9 34900 73.4

^ the percentage of all HE students within a subject area (compare vertically) * the percentage of all HE students within a retention/completion outcome (compare horizontally) Percentages are based on the total number of students minus those whose retention/completion outcome or subject is unknown.

Subject areas: FE

The most popular subjects for FE students were care (18.6%) and engineering (11.7%).

The overall completion rate increased slightly from 2012/13 levels to 89.2% (by 0.8 percentage points). The highest rate of further withdrawal was in social subjects (13.5%).

The proportion of FE students who successfully completed their course was lowest in social subjects (62.6%) and highest in nautical studies (97.9%).

0.4 FE students by subject area, retention and completion outcome Total Early withdrawal

No. %^ No. %^

Art, design 7295 3.3 290 4.0

Business, management and administration 9205 4.2 465 5.1

Care 40895 18.6 1180 2.9

Computing and ICT 14525 6.6 595 4.1

Construction 13780 6.3 650 4.7

Education and training 4745 2.2 135 2.8

Engineering 25815 11.7 875 3.4

Hairdressing, beauty, complementary therapies 14240 6.5 980 6.9

Hospitality and tourism 15640 7.1 460 2.9

Land-based industries 6960 3.2 170 2.5

Languages and ESOL 14095 6.4 755 5.4

Media 3415 1.6 240 7.0

Nautical studies 3660 1.7 15 0.4

Performing arts 4000 1.8 105 2.6

Science 9325 4.2 350 3.8

Social subjects 4160 1.9 325 7.8

Sport and leisure 8600 3.1 310 4.5

Special programmes 21295 9.7 745 3.5

All FE students 219850 100 8650 3.9

Further withdrawal Completion

No. %^ No. %^

Art, design 645 8.8 6360 87.2 Business, management and administration 795 8.7 7940 86.3

Care 2230 5.5 37485 91.7

Construction 1075 7.8 12060 87.5

Engineering 1340 5.2 23595 91.4

Hairdressing, beauty, complementary therapies 1735 12.2 11525 81.0

Hospitality and tourism 795 5.1 14385 92.0

Media 405 11.9 2770 81.1

Science 595 6.4 8380 89.9

All FE students 15045 6.8 196155 89.2

Partial completion Successful completion

No. %^ No. %^

Art, design 540 7.4 5820 79.8

Business, management and administration 1005 10.9 6935 75.4

Care 4000 9.8 33485 81.9

Construction 1170 8.5 10890 79.0

Engineering 1995 7.7 21600 83.7

Hairdressing, beauty, complementary therapies 1340 9.4 10185 71.5 Hospitality and tourism 965 6.2 13420 85.8

Media 485 14.1 2285 66.9

Science 995 10.7 7380 79.2

All FE students 20060 9.1 176095 80.41

^ the percentage of all FE students within a retention/completion outcome (compare horizontally) * the percentage of all FE students within a retention/completion outcome (compare horizontally) Percentages are based on the total number of students minus those whose retention/completion outcome or subject is unknown.

Mode of study

Overall, 26.7% of students in Scotland’s colleges studied full-time; 60.1% studied part-time; and 13.1% through self study and distance learning.

A majority of 66.2% of FE students studied their course part time. This represents a slight decrease from 2012/13, when this figure was 66.8% (a decrease of 0.6 percentage points).

60.2% of FE students within the SCQF studied part-time, a slight increase from 2012/13 levels. A higher proportion of FE students outside the SCQF studied part-time (77.4%).

0.5 All by FE/HE level and mode of study Total

HE students

Full-time 31825 65.4

Part-time 13920 28.6

Self study and distance learning 2945 6.0 All HE students 48690 100

FE students

Part-time 166355 66.2

Self study and distance learning 36455 14.5

All FE students 251135 100

FE students within the SCQF

All FE students within the SCQF 136000 100

FE students outside the SCQF

Full-time 885 1.0

All FE students outside the SCQF 88140 100

All students

Part-time 180270 60.1

All students 299830 100 Percentages are based on the total number of students minus those whose mode is unknown. SCQF total is a sum of levels SCQF 6–7, 5, 4 and 3 as in other level tables. All other levels therefore are not included in the total.

All by FE/HE level and mode of study HE

Full-time 65.4

Part-time 28.6

Self-study and distance learning 6.0 FE

Full-time 19.2

Part-time 66.2

Self-study and distance learning 14.5

All students

Full-time 26.7

Part-time 60.1

Self-study and distance learning 13.1

Retention and completion outcome

73.4% of HE students successfully completed their course. This is an increase of 1.1 percentage points from 2012/13 levels.

The successful completion rate of students in SIMD Q5 was lower (69.2%) than that of students in SIMD Q1–4 (74.6%).

0.6 All HE students in deprivation groups by retention and completion outcome Total

Early withdrawal 2040 4.3

Further withdrawal 4465 9.4

Completion 41035 86.3 All HE students Partial completion 6135 12.9

Succ. completion 34900 73.4

All 47540 100

SIMD Q5 Early withdrawal 590 5.3

Completion 9390 83.9

Partial completion 1650 14.7 Succ. completion 7740 69.2

All 11190 100

Completion 30725 86.8 SIMD Q1-4 Partial completion 4340 12.3

All 35390 100

SIMD unknown 965 Percentages for the top six rows are based on the total number of students minus those whose retention/completion outcome is unknown or not applicable. Percentages for the remaining rows are based on the total number of students minus those whose retention/completion outcome or deprivation group is unknown. SIMD unknown in this table covers HE students whose retention/completion outcome is known but their SIMD is unknown.

All HE students in deprivation groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

All HE students * 9.4 12.9 73.4

HE students in 5.3 10.8 14.7 69.2 SIMD Q5

HE students in 9.1 12.3 74.6 SIMD Q1-Q4 * values less than 5.0 are not displayed

80.1% of FE students successfully completed their course, which is an increase of 0.5 percentage points from 2012/13.

Students in SIMD Q5 had a lower successful completion rate (75.1%) than students in SIMD Q1–4 (81.8%).

0.7 All FE students in deprivation groups by retention and completion outcome Total

All FE students Early withdrawal 8650 3.9

Further withdrawal 15045 6.8 Completion 196155 89.2

Partial completion 20060 9.1

All 219850 100

Completion 54460 85.9 SIMD Q5 Partial completion 6845 10.8

All 63365 100

Completion 138080 90.4 SIMD Q1-4 Partial completion 13105 8.6

All 152770 100

SIMD unknown 3715

Percentages for the top six rows are based on the total number of students minus those whose retention/completion outcome is unknown or not applicable. Percentages for the remaining rows are based on the total number of students minus those whose retention/completion outcome or deprivation group is unknown. SIMD unknown in this table covers FE students whose retention/completion outcome is known but their SIMD is unknown.

All FE students in deprivation groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

All FE students * 6.8 9.1 80.1

FE students in 5.5 8.6 10.8 75.1 SIMD Q5

FE students in 6.2 8.6 81.8 SIMD Q1-Q4 * values less than 5.0 are not displayed Region

The largest proportion of both FE and HE students studied in Glasgow (21.2%).

The second largest number of FE students studied in Highlands and Islands (10.7% of all students studied here).

The second largest number of HE students studied in Edinburgh and Lothians (7.4% of all students).

0.8 All by region/provision HE students FE students All students

Aberdeen and Aberdeenshire 4700 19235 23935 8.0

Ayrshire 3045 12265 15310 5.1

Borders 320 5010 5330 1.8

Dumfries and Galloway 595 4925 5520 1.8

Edinburgh and Lothians 5300 16810 22110 7.4

Fife 4245 20745 24990 8.3

Forth Valley 1915 12075 13990 4.7

Glasgow 15660 47915 63580 21.2

Highlands and Islands 0 32075 32075 10.7

Lanarkshire 4770 26205 30975 10.3

Tayside 3215 15970 19185 6.4

West 3380 26795 30175 10.1

West Lothian 1545 5360 6905 2.3

Land based 0 4780 4780 1.6

National provision 0 975 975 0.3

Total 48690 251135 299830 100 Percentages are based on the total number of students minus those whose region is unknown.

All by region/provision %

Aberdeen and Aberdeenshire 8.0

Ayrshire 5.1 Borders 1.8

Dumfries and Galloway 1.8

Edinburgh and Lothians 7.4

Fife 8.3

Forth Valley 4.7

Glasgow 21.2

Highlands and Islands 10.7

Lanarkshire 10.3

Tayside 6.4

West 10.1

West Lothian 2.3

Land based 1.6

National provision 0.3 1 Age

 Though there was a drop in student numbers across all age groups between 2007/08 and 2013/14, this was disproportionately high among the youngest and oldest age groups.  Students aged under 16 made up 9.5% of all students, a decrease of 0.4 percentage points from 2012/13 levels.  Care was the most popular subject for FE students in all age groups except those aged under 16, for whom engineering (17.1%) and special programmes (15.5%) were more popular.  At HE level, SET subjects were more popular among younger students than among older students (35.2% of students aged 16–24 studied SET subjects, compared with 21.3% of students aged 40 and over).  Among all students, a higher proportion of students aged 16–19 studied full-time than part-time (47.4% compared with 45.5%), whereas this is reversed among all other age groups.  At FE level, the highest rate of early withdrawal was among students aged 20–24 (5.0% of students this age). The highest rate of further withdrawal was among students aged 16–19 (10.0%).  The proportion of FE students aged under 16 in SIMD Q5 who successfully completed their course decreased again from 77.3% in 2012/13 to 76.1% in 2013/14. This follows a large decrease of 5.9 percentage points from 2011/12 to 2012/13.  HE students aged 16–19 had a higher rate of further withdrawal (9.7%) than HE students in any other age group.  The region with the highest proportion of students aged 16–19 was Forth Valley (44.1%).

Profile over time

The overall number of students studying in Scotland’s colleges was at its peak in 2007/08. Though there was a drop in student numbers across all age groups between 2007/08 and 2013/14, this was disproportionately high among the youngest and oldest groups.

Student numbers for 2013/14 represented just 32.4% of those from 2007/08 for students aged under 16, 47.1% for those aged 35–39 and 46.7% for those aged 40 and over.

In comparison, in 2013/14 the number of students aged 16–19 represented 90.0% of their numbers in 2007/08, and those aged 20–24, 90.3%.

Between 2012/13 and 2013/14, the proportion of students aged 16–19 fell from 31.1% to 30.7%.

1.1 Profile over time by age Under 16 16-19 20-24 25-29 No % No % No % No % 06/07 67815 14.5 99670 21.3 51030 10.9 36780 7.9 07/08 87420 17.9 102325 20.9 52160 10.7 38805 7.9 08/09 92770 19.2 103720 21.5 52930 10.9 37640 7.8 09/10 81375 18.6 101550 23.2 50980 11.6 35300 8.1 10/11 64200 16.8 95175 24.9 48260 12.6 32240 8.4 11/12 34625 11.7 88160 29.7 43455 14.6 26730 9.0 12/13 29490 9.9 92595 31.1 45995 15.5 27035 9.1 13/14 28355 9.5 92055 30.7 47110 15.7 28155 9.4

30-34 35-39 40 and over No % No % No % 06/07 32645 7.0 37640 8.0 142570 30.5 07/08 31980 6.5 35610 7.3 141310 28.9 08/09 29945 6.2 32455 6.7 134005 27.7 09/10 27330 6.2 27235 6.2 114740 26.2 10/11 24895 6.5 22715 5.9 95515 24.9 11/12 20085 6.8 17290 5.8 66745 22.5 12/13 20435 6.9 16585 5.6 65445 22.0 13/14 21440 7.2 16765 5.6 65950 22.0

Percentages are based on the total number of students minus those whose age is unknown.

Profile over time by age Under 16 16-19 25-29 35-39 40 and 20-24 30-34 over 06/07 14.5 21.3 10.9 7.9 7.0 8.0 30.5 07/08 17.9 20.9 10.7 7.9 6.5 7.3 28.9 08/09 19.2 21.5 10.9 7.8 6.2 6.7 27.7 09/10 18.6 23.2 11.6 8.1 6.2 6.2 26.2 10/11 16.8 24.9 12.6 8.4 6.5 5.9 24.9 11/12 11.7 29.7 14.6 9.0 6.8 5.8 22.5 12/13 9.9 31.1 15.5 9.1 6.9 5.6 22.0 13/14 9.5 30.7 15.7 9.4 7.2 5.6 22.0 Level of study

Students aged 16–24 made up 46.4% of all students studying in colleges in Scotland. A considerable proportion of students aged 16–24 studied at HE level (22.6%).

Students aged under 16 made up 9.5% of all students, a decrease of 0.4 percentage points from 2012/13 levels.

Students aged under 16 were particularly represented among those studying other vocational degrees with no recognised qualification (52.0% of students aged under 16 studied these courses, compared with 11.4% of students aged 16–24, and 26.3% of students aged 40 or over).

Students aged 16–19 made up the largest proportion of students at both HE and FE level (38.8% and 29.1%, respectively).

Students aged 40 and over made up 22.0% of all students studying in colleges in Scotland. A considerable proportion of these (31.5%) studied at SCQF level 4, an increase of 2.5 percentage points from 2012/13 levels.

1.2 All by FE/HE level, SCQF level and age Under 16 16-19 No. %* %^ No. %* %^ SCQF 11-12 0 0.0 0.0 0 3.7 0.0 SCQF 9-10 0 0.0 0.0 230 20.1 0.2 SCQF 8 0 0.0 0.0 9435 44.6 10.2 HND or equivalent 0 0.0 0.0 9205 47.9 10.0 SCQF 7 35 0.1 0.1 9165 35.6 10.0 HNC or equivalent 15 0.1 0.0 7240 42.2 7.9 Professional body 0 0.0 0.0 65 10.8 0.1 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 35 0.1 0.1 18900 38.8 20.5 SCQF 6-7 765 2.0 2.7 18885 48.8 20.5 Advanced higher (unit) 10 1.3 0.0 490 62.6 0.5 SVQ level 3 55 0.5 0.2 5385 45.8 5.9 Higher (unit) 475 2.7 1.7 8335 46.5 9.1 SCQF 5 2850 8.4 10.1 14595 43.2 15.9 SVQ level 2 220 2.5 0.8 4025 46.3 4.4 Int. 2 (unit) 1815 10.1 6.4 7490 41.9 8.1 SCQF 4 7795 9.6 27.5 23040 28.4 25.0 SVQ level 1 265 21.0 0.9 700 54.9 0.8 Int. 1 (unit) 3325 19.7 11.7 5130 30.4 5.6 Other non-advanced 2745 4.9 9.7 14845 26.3 16.1 National units alone 315 8.1 1.1 1400 35.8 1.5 SCQF 3 775 8.2 2.7 2520 26.7 2.7 Access (group award) 15 3.3 0.1 135 27.8 0.1 Access (units) 755 8.4 2.7 2385 26.6 2.6 No. rec qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 1205 8.7 4.2 1290 9.3 1.4 Other rec.qual. 15 1.6 0.0 190 23.6 0.2 No rec. qual. 1190 9.1 4.2 1100 8.4 1.2 Other: vocational 14935 20.1 52.7 12830 17.3 13.9 Other rec. qual. 205 1.4 0.7 2905 20.4 3.2 No rec.qual. qual. 14735 24.5 52.0 9925 16.5 10.8 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 28320 11.3 99.9 73160 29.1 79.5 All students 28355 9.5 100 92055 30.7 100

20-24 25-29 No. %* %^ No. %* %^ SCQF 11-12 0 3.7 0.0 5 11.1 0.0 SCQF 9-10 470 41.5 1.0 160 13.9 0.6 SCQF 8 5875 27.8 12.5 2205 10.4 7.8 HND or equivalent 5615 29.2 11.9 1960 10.2 7.0 SCQF 7 6035 23.4 12.8 3110 12.1 11.0 HNC or equivalent 4125 24.0 8.8 2005 11.7 7.1 Professional body 105 16.8 0.2 140 22.9 0.5 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 12490 25.6 26.5 5620 11.5 20.0 SCQF 6-7 7555 19.5 16.0 3590 9.3 12.7 Advanced higher (unit) 90 11.8 0.2 55 7.2 0.2 SVQ level 3 2845 24.2 6.0 950 8.1 3.4 Higher (unit) 3245 18.1 6.9 1890 10.5 6.7 SCQF 5 5225 15.5 11.1 3045 9.0 10.8 SVQ level 2 1575 18.1 3.3 765 8.8 2.7 Int. 2 (unit) 2430 13.6 5.2 1595 8.9 5.7 SCQF 4 11190 13.8 23.8 7340 9.1 26.1 SVQ level 1 160 12.7 0.3 60 4.9 0.2 Int. 1 (unit) 1945 11.5 4.1 1285 7.6 4.6 Other non-advanced 8315 14.7 17.6 5550 9.8 19.7 National units alone 545 13.9 1.2 350 9.0 1.2 SCQF 3 975 10.3 2.1 1005 10.6 3.6 Access (group award) 70 14.8 0.2 55 11.9 0.2 Access (units) 905 10.1 1.9 945 10.6 3.4 No. rec qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 1310 9.4 2.8 1225 8.8 4.4 Other rec.qual. 100 12.4 0.2 80 9.9 0.3 No rec. qual. 1215 9.3 2.6 1145 8.8 4.1 Other: vocational 8365 11.3 17.8 6330 8.5 22.5 Other rec. qual. 2460 17.3 5.2 1640 11.5 5.8 No rec.qual. qual. 5905 9.8 12.5 4690 7.8 16.7 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 34620 13.8 73.5 22535 9.0 80.0 All students 47110 15.7 100 28155 9.4 100

30-34 35-39 No. %* %^ No. %* %^ SCQF 11-12 5 14.8 0.0 5 14.8 0.0 SCQF 9-10 85 7.6 0.4 50 4.5 0.3 SCQF 8 1275 6.0 5.9 785 3.7 4.7 HND or equivalent 1030 5.4 4.8 585 3.1 3.5 SCQF 7 2250 8.7 10.5 1450 5.6 8.6 HNC or equivalent 1355 7.9 6.3 795 4.6 4.7 Professional body 100 16.0 0.5 70 11.6 0.4 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 3710 7.6 17.3 2365 4.9 14.1 SCQF 6-7 2340 6.1 10.9 1610 4.2 9.6 Advanced higher (unit) 55 6.9 0.3 35 4.4 0.2 SVQ level 3 635 5.4 3.0 490 4.2 2.9 Higher (unit) 1215 6.8 5.7 855 4.8 5.1 SCQF 5 2160 6.4 10.1 1470 4.4 8.8 SVQ level 2 500 5.8 2.3 355 4.1 2.1 Int. 2 (unit) 1230 6.9 5.7 845 4.7 5.0 SCQF 4 6015 7.4 28.0 4975 6.1 29.7 SVQ level 1 35 2.6 0.2 15 1.1 0.1 Int. 1 (unit) 1030 6.1 4.8 875 5.2 5.2 Other non-advanced 4620 8.2 21.5 3795 6.7 22.6 National units alone 265 6.8 1.2 235 6.0 1.4 SCQF 3 890 9.4 4.1 810 8.6 4.8 Access (group award) 50 10.2 0.2 40 8.6 0.2 Access (units) 840 9.4 3.9 765 8.6 4.6 No. rec qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 1090 7.8 5.1 1045 7.5 6.2 Other rec.qual. 80 9.8 0.4 60 7.7 0.4 No rec. qual. 1010 7.7 4.7 980 7.5 5.9 Other: vocational 5240 7.1 24.4 4495 6.1 26.8 Other rec. qual. 1275 9.0 5.9 1005 7.1 6.0 No rec.qual. qual. 3965 6.6 18.5 3490 5.8 20.8 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 17730 7.1 82.7 14405 5.7 85.9 All students 21440 7.2 100 16765 5.6 100

40 and over No. %* %^ SCQF 11-12 15 51.9 0.0 SCQF 9-10 140 12.4 0.2 SCQF 8 1570 7.4 2.4 HND or equivalent 820 4.3 1.2 SCQF 7 3715 14.4 5.6 HNC or equivalent 1625 9.5 2.5 Professional body 135 21.9 0.2 Other HE students 0 .. 0.0 All HE students 5575 11.5 8.5 SCQF 6-7 3920 10.1 5.9 Advanced higher (unit) 45 5.9 0.1 SVQ level 3 1405 12.0 2.1 Higher (unit) 1925 10.7 2.9 SCQF 5 4430 13.1 6.7 SVQ level 2 1265 14.5 1.9 Int. 2 (unit) 2475 13.9 3.8 SCQF 4 20770 25.6 31.5 SVQ level 1 35 2.8 0.1 Int. 1 (unit) 3275 19.4 5.0 Other non-advanced 16565 29.4 25.1 National units alone 795 20.4 1.2 SCQF 3 2475 26.2 3.8 Access (group award) 110 23.4 0.2 Access (units) 2365 26.4 3.6 No. rec qualification 0 .. 0.0 Other: non-vocational 6720 48.4 10.2 Other rec.qual. 280 35.0 0.4 No rec. qual. 6445 49.2 9.8 Other: vocational 22055 29.7 33.4 Other rec. qual. 4735 33.3 7.2 No rec.qual. qual. 17320 28.9 26.3 Other FE students 0 .. 0.0 All FE students 60375 24.0 91.5 All students 65950 22.0 100

* within a level, the percentage of students in an age group (compare horizontally) ^ within an age group, the percentage of students in a level (compare vertically) Percentages are based on the total number of students minus those whose age or level is unknown. HE and FE totals are a sum of the individual SCQF level totals stated above in bold. SCQF levels not stated above therefore are not included in the totals.

Students in SCQF levels by age <16 16-19 20-24 25-29 30-34 35-39 >40 HE SCQF 11-12 * 11.1 14.8 14.8 51.9 SCQF 9-10 20.1 41.5 13.9 7.6 12.4 SCQF 8 44.6 27.8 10.4 6.0 7.4 SCQF 7 35.6 23.4 12.1 8.7 5.6 14.4 Professional body 10.8 16.8 22.9 16.0 11.6 21.9 Other HE students .. FE SCQF 6-7 48.8 19.5 9.3 6.1 10.1 SCQF 5 8.4 43.2 15.5 9.0 6.4 13.1 SCQF 4 9.6 28.4 13.8 9.1 7.4 6.1 25.6 SCQF 3 8.2 26.7 10.3 10.6 9.4 8.6 26.2 Other: non-vocational 8.7 9.3 9.4 8.8 7.8 7.5 48.4 Other: vocational 20.1 17.3 11.3 8.5 7.1 6.1 29.7 Other FE students ..

* values less than 5.0 are not displayed .. percentages based on totals of 22.5 or less are not shown

Students in age groups by SCQF level <16 16-19 20-24 25-29 30-34 35-39 >40 SCQF 9-10 0.2 1.0 0.6 0.4 0.3 0.2 SCQF 8 10.2 12.5 7.8 5.9 4.7 2.4 SCQF 7 0.1 10.0 12.8 11.0 10.5 8.6 5.6 Professional body 0.1 0.2 0.5 0.5 0.4 0.2 SCQF 6-7 2.7 20.5 16.0 12.7 10.9 9.6 5.9 SCQF 5 10.1 15.9 11.1 10.8 10.1 8.8 6.7 SCQF 4 27.5 25.0 23.8 26.1 28.0 29.7 31.5 SCQF 3 2.7 2.7 2.1 3.6 4.1 4.8 3.8 Other: non-vocational 4.2 1.4 2.8 4.4 5.1 6.2 10.2 Other: vocational 52.7 13.9 17.8 22.5 24.4 26.8 33.4

Subject areas: HE

At HE level, SET subjects were more popular among younger students than among older students (35.2% of students aged 16–24 studied SET subjects, compared with 21.3% of students aged 40 and over). Overall, the most popular subject was business and administrative studies, which was studied by 20.7% of HE students aged 16–19 and 22.8% of HE students aged 20–24.

For HE students aged 16–19, the most popular non-SET subject was creative arts and design (22.0%) and the most popular SET subject was engineering and technology (17.4%).

Among HE students aged 40 and over, the most popular subject was social studies (30.3%).

1.3 HE students by subject area and age Under 16 16-19 No. %* %^ No. %* %^ Medicine and dentistry 0 0.8 5.9 60 24.2 0.3 Allied to medicine 0 0.0 0.0 425 24.5 2.3 Biological sciences 0 0.0 0.0 420 55.7 2.2 Agriculture 0 0.0 0.0 95 37.2 0.5 Physical sciences 0 0.0 0.0 40 48.7 0.2 Maths, computing 5 0.1 14.7 1480 41.1 7.8 Engineering and tech. 10 0.1 29.4 3280 40.3 17.4 Architecture, building, 0 0.0 0.0 575 41.5 3.0 planning SET total 15 0.1 50.0 6370 39.3 33.7 Social studies 0 0.0 5.9 2150 30.0 11.4 Business, admin studies 0 0.0 5.9 3920 33.5 20.7 Mass comms, 5 0.4 11.8 550 57.5 2.9 documentation Languages 0 0.0 0.0 280 50.6 1.5 Creative arts and design 10 0.1 26.5 4160 46.2 22.0 Education 0 0.0 0.0 0 0.3 0.0 Combined 0 0.0 0.0 1465 61.2 7.8 Non-SET total 15 0.1 50.0 12530 38.5 66.3 All HE students 35 0.1 100 18900 38.8 100

20-24 25-29 No. %* %^ No. %* %^ Medicine and dentistry 65 26.6 0.5 30 13.1 0.6 Allied to medicine 365 21.1 2.9 250 14.3 4.4 Biological sciences 185 24.9 1.5 60 8.0 1.1 Agriculture 75 29.6 0.6 30 11.2 0.5 Physical sciences 25 30.8 0.2 10 10.3 0.1 Maths, computing 980 27.2 7.8 440 12.2 7.8 Engineering and tech. 2570 31.6 20.6 1025 12.6 18.2 Architecture, building, 415 29.9 3.3 130 9.5 2.3 planning SET total 4680 28.9 37.5 1970 12.2 35.1 Social studies 1330 18.5 10.6 860 12.0 15.3 Business, admin studies 2850 24.4 22.8 1610 13.8 28.7 Mass comms, 275 29.0 2.2 65 7.0 1.2 documentation Languages 180 32.7 1.4 35 6.7 0.7 Creative arts and design 2575 28.6 20.6 870 9.7 15.5 Education 15 1.8 0.1 45 6.1 0.8 Combined 580 24.2 4.7 160 6.6 2.8 Non-SET total 7805 24.0 62.5 3650 11.2 64.9 All HE students 12490 25.6 100 5620 11.5 100

30-34 35-39 No. %* %^ No. %* %^ Medicine and dentistry 30 11.9 0.8 15 5.3 0.5 Allied to medicine 175 10.0 4.7 150 8.6 6.3 Biological sciences 35 4.8 1.0 25 3.6 1.1 Agriculture 15 6.4 0.4 5 2.8 0.3 Physical sciences 5 5.1 0.1 0 2.6 0.1 Maths, computing 290 8.1 7.8 175 4.9 7.4 Engineering and tech. 605 7.4 16.3 280 3.5 11.9 Architecture, building, 90 6.4 2.4 60 4.4 2.6 planning SET total 1245 7.7 33.5 720 4.4 30.4 Social studies 640 8.9 17.2 515 7.1 21.7 Business, admin studies 1090 9.3 29.4 725 6.2 30.6 Mass comms, 25 2.5 0.6 10 1.3 0.5 documentation Languages 15 2.5 0.4 10 1.6 0.4 Creative arts and design 525 5.8 14.2 265 2.9 11.1 Education 105 14.7 2.8 95 13.8 4.1 Combined 70 2.9 1.9 30 1.2 1.2 Non-SET total 2465 7.6 66.5 1645 5.1 69.6 All HE students 3710 7.6 100 2365 4.9 100

40 and over No. %* %^ Medicine and dentistry 45 18.0 0.8 Allied to medicine 375 21.5 6.7 Biological sciences 25 3.1 0.4 Agriculture 30 12.8 0.6 Physical sciences 0 2.6 0.0 Maths, computing 230 6.4 4.1 Engineering and tech. 365 4.5 6.6 Architecture, building, planning 115 8.2 2.0 SET total 1185 7.3 21.3 Social studies 1690 23.5 30.3 Business, admin studies 1500 12.8 26.9 Mass comms, documentation 20 2.3 0.4 Languages 30 5.8 0.6 Creative arts and design 610 6.7 10.9 Education 445 63.3 8.0 Combined 95 3.9 1.7 Non-SET total 4390 13.5 78.7 All HE students 5575 11.5 100 * within a subject area, the percentage of students in an age group (compare horizontally) ^ within an age group, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose age or subject is unknown.

HE students in SET subject areas by age <16 16-19 20-25 26-29 30-34 35-39 >40 Medicine and dentistry 24.2 26.6 13.1 11.9 5.3 18.0 Allied to medicine 24.5 21.1 14.3 10.0 8.6 21.5 Biological sciences 55.7 24.9 8.0 * Agriculture 37.2 29.6 11.2 6.4 12.8 Physical sciences 48.7 30.8 10.3 5.1 Maths, computing 41.1 27.2 12.2 8.1 6.4 Engineering and tech. 40.3 31.6 12.6 7.4 Architecture, building, 41.5 29.9 9.5 6.4 8.2 planning * values less than 5.0 are not displayed

HE students in non-SET subject areas by age <16 16-19 20-25 26 30-34 35-39 >40 - 29 Social studies 12 30.0 18.5 8.9 7.1 23.5 .0 13 Business, admin studies 33.5 24.4 9.3 6.2 12.8 .8 Mass comms, 7. 57.5 29.0 * documentation 0 Languages 6. 50.6 32.7 5.8 7 9. Creative arts and design 46.2 28.6 5.8 6.7 7 6. Education 14.7 13.8 63.3 1 6. Combined 61.2 24.2 6 * values less than 5.0 are not displayed Subject areas: FE

Care was the most commonly studied subject for students in all age groups except those aged under 16, for whom engineering (17.1%) and special programmes (15.5%) were more popular.

Computing and ICT was studied by 11.5% of students aged under 16 and 17.6% of students aged 40 and over, compared with 5.2% of students aged 16–19 and 6.3% of students 20–24.

1.3% of students aged under 16 and 1.6% of those aged 16–19 studied languages and ESOL, compared with 12.2% of those aged 25–29.

1.4 FE students by subject area and age Under 16 16-19 No. %* %^ No. %* %^ Art, design 325 3.2 1.2 2655 26.4 3.6 Business…admin 270 2.7 0.9 3080 30.5 4.2 Care 2200 4.9 7.8 11160 24.9 15.3 Computing and ICT 3250 12.9 11.5 3805 15.1 5.2 Construction 2485 17.1 8.8 6995 48.1 9.6 Education and training 435 8.1 1.5 2055 38.1 2.8 Engineering 4835 17.8 17.1 10640 39.1 14.5 Hairdressing, beauty… 2215 16.0 7.8 5240 37.8 7.2 Hospitality, tourism 1925 11.0 6.8 4430 25.2 6.1 Land-based industries 940 12.4 3.3 2300 30.3 3.1 Languages, ESOL 360 2.3 1.3 1165 7.6 1.6 Media 310 8.8 1.1 1240 35.2 1.7 Nautical studies 205 5.5 0.7 740 19.8 1.0 Performing arts 1365 31.1 4.8 1590 36.3 2.2 Science 1400 14.1 4.9 2940 29.6 4.0 Social subjects 170 4.2 0.6 1915 47.8 2.6 Sport, leisure 1245 17.4 4.4 2910 40.7 4.0 Special programmes 4390 16.4 15.5 8290 31.0 11.3 All FE students 28320 11.3 100 73160 29.1 100

20-24 25-29 No. %* %^ No. %* %^ Art, design 1005 10.0 2.9 745 7.4 3.3 Business…admin 1580 15.6 4.6 1130 11.2 5.0 Care 6000 13.4 17.3 4580 10.2 20.3 Computing and ICT 2180 8.7 6.3 1805 7.2 8.0 Construction 2190 15.0 6.3 800 5.5 3.6 Education and training 740 13.7 2.1 415 7.7 1.8 Engineering 4670 17.2 13.5 1855 6.8 8.2 Hairdressing, beauty… 2525 18.2 7.3 1505 10.9 6.7 Hospitality, tourism 2225 12.7 6.4 1465 8.3 6.5 Land-based industries 1045 13.7 3.0 575 7.5 2.5 Languages, ESOL 1655 10.8 4.8 2760 17.9 12.2 Media 655 18.6 1.9 360 10.2 1.6 Nautical studies 1070 28.6 3.1 565 15.1 2.5 Performing arts 340 7.7 1.0 115 2.6 0.5 Science 1565 15.8 4.5 1060 10.7 4.7 Social subjects 775 19.4 2.2 345 8.6 1.5 Sport, leisure 900 12.6 2.6 515 7.2 2.3 Special programmes 3505 13.1 10.1 1935 7.2 8.6 All FE students 34620 13.8 100 22535 9.0 100

30-34 35-39 No. %* %^ No. %* %^ Art, design 605 6.0 3.4 565 5.6 3.9 Business…admin 945 9.4 5.3 700 6.9 4.9 Care 3840 8.6 21.6 3185 7.1 22.1 Computing and ICT 1800 7.2 10.1 1715 6.8 11.9 Construction 470 3.2 2.7 370 2.5 2.6 Education and training 415 7.7 2.3 305 5.7 2.1 Engineering 1270 4.7 7.2 855 3.1 5.9 Hairdressing, beauty… 950 6.9 5.4 500 3.6 3.5 Hospitality, tourism 1205 6.9 6.8 1070 6.1 7.4 Land-based industries 495 6.5 2.8 405 5.3 2.8 Languages, ESOL 2370 15.4 13.4 1935 12.6 13.4 Media 255 7.2 1.4 180 5.1 1.2 Nautical studies 280 7.5 1.6 175 4.6 1.2 Performing arts 100 2.3 0.6 75 1.8 0.5 Science 675 6.8 3.8 525 5.3 3.6 Social subjects 235 5.9 1.3 175 4.4 1.2 Sport, leisure 325 4.5 1.8 245 3.4 1.7 Special programmes 1495 5.6 8.4 1425 5.3 9.9 All FE students 17730 7.1 100 14405 5.7 100

40 and under No. %* %^ Art, design 4140 41.2 6.9 Business…admin 2385 23.7 4.0 Care 13830 30.9 22.9 Computing and ICT 10610 42.2 17.6 Construction 1240 8.5 2.1 Education and training 1030 19.1 1.7 Engineering 3075 11.3 5.1 Hairdressing, beauty… 920 6.6 1.5 Hospitality, tourism 5245 29.9 8.7 Land-based industries 1845 24.2 3.1 Languages, ESOL 5155 33.5 8.5 Media 525 14.9 0.9 Nautical studies 705 18.8 1.2 Performing arts 800 18.2 1.3 Science 1760 17.7 2.9 Social subjects 385 9.6 0.6 Sport, leisure 1010 14.1 1.7 Special programmes 5725 21.4 9.5 All FE students 60375 24.0 100 * within a subject area, the percentage of students in an age group (compare horizontally) ^ within an age group, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose age or subject is unknown.

FE students in subject areas by age <16 16-19 20-25 26-29 30-34 35-39 >40 Art, design * 26.4 10.0 7.4 6.0 5.6 41.2 Business…admin 30.5 15.6 11.2 9.4 6.9 23.7 Care 24.9 13.4 10.2 8.6 7.1 30.9 Computing and ICT 12.9 15.1 8.7 7.2 7.2 6.8 42.2 Construction 17.1 48.1 15.0 5.5 8.5 Education and training 8.1 38.1 13.7 7.7 7.7 5.7 19.1 Engineering 17.8 39.1 17.2 6.8 11.3 Hairdressing, beauty… 16.0 37.8 18.2 10.9 6.9 6.6 Hospitality, tourism 11.0 25.2 12.7 8.3 6.9 6.1 29.9 Land-based industries 12.4 30.3 13.7 7.5 6.5 5.3 24.2 Languages, ESOL 7.6 10.8 17.9 15.4 12.6 33.5 Media 8.8 35.2 18.6 10.2 7.2 5.1 14.9 Nautical studies 5.5 19.8 28.6 15.1 7.5 * 18.8 Performing arts 31.1 36.3 7.7 18.2 Science 14.1 29.6 15.8 10.7 6.8 5.3 17.7 Social subjects 48.8 19.4 8.6 5.9 9.6 Sport, leisure 17.4 40.7 12.6 7.2 14.1 Special programmes 16.4 31.0 13.1 7.2 5.6 5.3 21.4 * values less than 5.0 are not displayed Mode of study

Among all students, a higher proportion of students aged 16–19 studied full-time than part-time (47.4% compared with 45.5%), whereas this is reversed among all other age groups.

At HE level, 26.1% of students aged 40 and over studied full-time, compared with 83.3% of students aged 16–19.

For HE students aged 16 and over, part-time study and self study and distance learning become increasingly common as age increases. 55.5% of students aged 40 and over studied part-time, and 18.4% through self study and distance learning, compared with 15.1% and 1.6% respectively of those aged 16– 19.

The same trend can be observed at FE level. 53.3% of students aged 16–19 studied part-time compared with 76.6% of those aged 40 and over.

1.5 All by FE/HE level, mode of study and age Under 16 16-19 No. %* %^ No. %* %^ HE students Full-time 0 0.0 2.9 15745 49.5 83.3 Part-time 25 0.2 79.4 2855 20.5 15.1 Self study/distance 5 0.2 17.6 300 10.1 1.6 All HE students 35 0.1 100 18900 38.8 100 FE students Full-time 1730 3.6 6.1 27855 57.6 38.1

Part-time 22825 13.7 80.6 39005 23.4 53.3

Self study/distance 3770 10.3 13.3 6300 17.3 8.6 All FE students 28320 11.3 100 73160 29.1 100 All students Full-time 1730 2.2 6.1 43600 54.4 47.4 Part-time 22855 12.7 80.6 41855 23.2 45.5 Self study/distance 3775 9.6 13.3 6600 16.7 7.2 All students 28355 9.5 100 92055 30.7 100

20-24 25-29 No. %* %^ No. %* %^ HE students Full-time 8640 27.1 69.2 3205 10.1 57.0 Part-time 3455 24.8 27.6 1960 14.1 34.8 Self study/distance 395 13.4 3.2 460 15.6 8.2 All HE students 12490 25.6 100 5620 11.5 100 FE students Full-time 8715 18.0 25.2 4120 8.5 18.3 Part-time 21365 12.8 61.7 14730 8.9 65.4

30-34 35-39 No. %* %^ No. %* %^ HE students Full-time 1805 5.7 48.7 975 3.1 41.2 Part-time 1480 10.6 39.8 1055 7.6 44.6 Self study/distance 425 14.5 11.5 335 11.4 14.2 All HE students 3710 7.6 100 2365 4.9 100 FE students Full-time 2440 5.1 13.8 1440 3.0 10.0

Part-time 12060 7.3 68.0 10125 6.1 70.3

40 and over No. %* %^ HE students Full-time 1455 4.6 26.1 Part-time 3095 22.2 55.5 Self study/distance 1025 34.8 18.4 All HE students 5575 11.5 100 FE students Full-time 2030 4.2 3.4

Part-time 46240 27.8 76.6

Self study/distance 12100 33.2 20.0 All FE students 60375 24.0 100 All students Full-time 3490 4.4 5.3 Part-time 49335 27.4 74.8 Self study/distance 13125 33.3 19.9 All students 65950 22.0 100 * within a mode of study and FE/HE level, the percentage of students in an age group (compare horizontally) ^ within an age group and FE/HE level, the percentage of students in a mode of study (compare vertically) Percentages are based on the total number of students minus those whose age or mode is unknown.

Students in age groups and FE/HE level by mode of study <16 16-19 20-24 25-29 30-34 35-39 >40 HE students Full-time 2.9 83.3 69.2 57.0 48.7 41.2 26.1 Part-time 79.4 15.1 27.6 34.8 39.8 44.6 55.5 Self-study/distance learning 17.6 1.6 3.2 8.2 11.5 14.2 18.4 FE students Full-time 6.1 38.1 25.2 18.3 13.8 10.0 3.4 Part-time 80.6 53.3 61.7 65.4 68.0 70.3 76.6 Self-study/distance learning 13.3 8.6 13.1 16.3 18.2 19.7 20.0 All students Full-time 6.1 47.4 36.8 26.0 19.8 14.4 5.3 Part-time 80.6 45.5 52.7 59.3 63.2 66.7 74.8 Self-study/distance learning 13.3 7.2 10.5 14.7 17.0 18.9 19.9

HE students aged 16–19 had a higher rate of further withdrawal (9.7%) than HE students in any other age group. However, students in this age group had a successful completion rate of 73.5%, an increase of 1.5 percentage points from 2012/13 levels.

In all age groups except those aged 35–39, rates of successful completion increased slightly in 2013/14 from 2012/13 levels.

Across all age groups, students in SIMD Q5 had higher rates of early withdrawal and lower rates of successful completion than those in SIMD Q1–4. The difference in the rate of early withdrawal was largest among students aged 25–29: 7.0% of students in SIMD Q5 withdrew early compared with 4.7% of students in SIMD Q1–4.

Students aged 16–19 in SIMD Q5 had a successful completion rate of 69.5%, compared with 74.4% in SIMD Q1–4.

1.6 All HE students by deprivation groups, retention, completion outcome and age

Under 16 16-19 No. %* %^ No. %* %^ All HE EW 0 0.0 2.9 700 34.3 3.6 FW 5 0.1 8.8 1860 41.6 9.7 C 30 0.1 88.2 16640 40.6 86.7 PC 5 0.1 11.8 2525 41.2 13.2 students SC 25 0.1 76.5 14115 40.4 73.5

ALL 35 0.1 100 19200 40.4 100

EW 0 0.0 .. 150 25.7 4.0 FW 0 0.0 .. 410 34.0 11.0 C 5 0.1 .. 3180 33.9 85.0 SIMD Q5 PC 0 0.1 .. 580 35.1 15.4 SC 5 0.1 .. 2600 33.6 69.5 ALL 5 0.0 .. 3740 33.4 100 EW 0 0.1 3.4 545 37.8 3.6 FW 5 0.1 10.3 1445 44.8 9.4 C 25 0.1 86.2 13300 43.3 87.0 SIMD Q1-4 PC 5 0.1 10.3 1930 44.4 12.6 SC 20 0.1 75.9 11370 43.1 74.4 ALL 30 0.1 100 15290 43.2 100 SIMD unknown 0 170

20-24 25-29 No. %* %^ No. %* %^ EW 530 25.9 4.2 285 14.0 5.3 FW 1155 25.8 9.2 520 11.6 9.6 C 10800 26.3 86.5 4615 11.2 85.1 All HE PC 1645 26.9 13.2 680 11.1 12.5 students SC 9155 26.2 73.3 3935 11.3 72.6

ALL 12485 26.3 100 5420 11.4 100

EW 160 27.6 5.2 110 19.0 7.0 FW 355 29.4 11.3 165 13.5 10.2 C 2625 27.9 83.5 1330 14.1 82.8 SIMD Q5 PC 485 29.3 15.4 220 13.2 13.6 SC 2140 27.7 68.1 1110 14.3 69.2 ALL 3140 28.1 100 1605 14.3 100 SIMD Q1-4 EW 365 25.2 4.0 175 12.0 4.7 FW 780 24.3 8.7 350 10.9 9.6 C 7850 25.6 87.3 3120 10.2 85.6 PC 1135 26.2 12.6 435 10.0 11.9 SC 6715 25.5 74.7 2685 10.2 73.7 ALL 8995 25.4 100 3645 10.3 100 SIMD unknown 345 175

30-34 35-39 No. %* %^ No. %* %^ EW 165 8.2 4.8 125 6.2 5.8 FW 310 7.0 8.9 200 4.5 9.3 C 3020 7.4 86.3 1840 4.5 84.9 All HE PC 455 7.4 13.0 265 4.4 12.3 students SC 2565 7.4 73.4 1575 4.5 72.6

ALL 3500 7.4 100 2170 4.6 100

EW 60 10.4 5.9 40 6.8 6.8 FW 100 8.3 9.7 70 5.8 11.3 C 875 9.3 84.4 505 5.4 82.2 SIMD Q5 PC 140 8.6 13.7 80 4.8 12.8 SC 735 9.5 70.7 430 5.5 69.4 ALL 1040 9.3 100 615 5.5 100 EW 105 7.2 4.5 85 5.9 5.7 FW 205 6.4 8.8 130 4.1 8.8 C 2025 6.6 86.7 1270 4.1 85.5 SIMD Q1-4 PC 280 6.4 12.0 170 3.9 11.3 SC 1745 6.6 74.8 1100 4.2 74.1 ALL 2335 6.6 100 1485 4.2 100 SIMD unknown 125 65

40 and over No. %* %^ EW 235 11.4 4.9 FW 420 9.4 8.8 C 4090 10.0 86.3 PC 555 9.0 11.7 All HE students SC 3535 10.1 74.6

ALL 4740 10.0 100

SIMD Q5 EW 60 10.5 6.0 FW 110 9.0 10.5 C 870 9.3 83.6 PC 145 8.9 14.1 SC 725 9.3 69.5 ALL 1040 9.3 100 EW 170 11.9 4.7 FW 305 9.4 8.4 C 3140 10.2 86.9 SIMD Q1-4 PC 390 9.0 10.8 SC 2750 10.4 76.1 ALL 3615 10.2 100 SIMD unknown 85

* within a retention/completion outcome and deprivation group, the percentage of students in an age group (compare horizontally) ^ within an age group and deprivation group, the percentage of students in a retention/completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose age or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose age, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers HE students whose retention/completion outcome is known but their SIMD is unknown.

EW early withdrawal FW further withdrawal C completion PC partial completion SC successful completion

All HE students by retention, completion outcome and age Early withdrawal Further Partial completion Suc. Comp. % % withdrawal % % HE students under * 8.8 11.8 76.5 16 HE students 16-19 9.7 13.2 73.5 HE students 20-24 9.2 13.2 73.3 HE students 25-29 5.3 9.6 12.5 72.6 HE students 30-34 8.9 13.0 73.4 HE students 35-39 5.8 9.3 12.3 72.6 HE students 40 8.8 11.7 74.6 and over * values less than 5.0 are not displayed

At FE level, the highest rate of early withdrawal was among students aged 20–24 (5.0% of students this age). The highest rate of further withdrawal was among students aged 16–19 (10.0%).

Students aged 16–19 had the lowest completion (85.1%) and successful completion rates (73.4%). Students aged 20–24 also had a comparatively low successful completion rate (78.1%).

Across SIMD Q5 and Q1–4, students aged 16–19 had the highest rates of further withdrawal (11.6% and 9.5%), and lowest rates of completion (82.4% and 86%) and successful completion (69.5% and 74.8%). The proportion of students aged under 16 in SIMD Q5 who successfully completed their course decreased from 77.3% in 2012/13 to 76.1% in 2013/14. This follows a large decrease of 5.9 percentage points from 2011/12 to 2012/13.

1.7 All FE students by deprivation group, retention, completion outcome and age Under 16 16-19 No. %* %^ No. %* %^ EW 770 8.9 3.0 3400 39.3 4.9 FW 1380 9.2 5.3 6915 45.9 10.0 C 23700 12.1 91.7 58925 30.0 85.1 PC 2275 11.4 8.8 8095 40.4 11.7 All FE students SC 21420 12.2 82.9 50830 28.9 73.4

ALL 25845 11.8 100 69235 31.5 100

20-24 25-29 No. %* %^ No. %* %^ EW 1525 17.6 5.0 865 10.0 4.4 FW 2355 15.7 7.7 1320 8.8 6.8 C 26860 13.7 87.4 17295 8.8 88.8 PC 2850 14.2 9.3 1560 7.8 8.0 All FE students SC 24010 13.6 78.1 15740 8.9 80.8

ALL 30740 14.0 100 19480 8.9 100

SIMD Q5 EW 630 18.3 6.7 390 11.3 6.0 FW 885 16.2 9.4 560 10.3 8.6 C 7875 14.5 83.9 5570 10.2 85.5 PC 1005 14.7 10.7 615 9.2 9.5 SC 6870 14.4 73.2 4955 10.4 76.0 ALL 9390 14.8 100 6520 10.3 100 EW 885 17.2 4.3 470 9.1 3.8 FW 1455 15.3 7.1 755 7.9 6.1 C 18220 13.2 88.6 11165 8.1 90.1 SIMD Q1-4 PC 1830 13.9 8.9 930 7.1 7.5 SC 16390 13.1 79.7 10235 8.2 82.6 ALL 20560 13.5 100 12385 8.1 100 SIMD unknown 790 575

30-34 35-39 No. %* %^ No. %* %^ EW 605 7.0 4.1 415 4.8 3.5 FW 850 5.6 5.7 600 4.0 5.1 C 13485 6.9 90.3 10805 5.5 91.4 PC 1250 6.2 8.4 885 4.4 7.5 All FE students SC 12235 6.9 81.9 9915 5.6 83.9

ALL 14940 6.8 100 11820 5.4 100

40 and over No. %* %^ All FE students EW 1070 12.4 2.2 FW 1630 10.8 3.4 C 45090 23.0 94.3 PC 3145 15.7 6.6 SC 41945 23.8 87.8 ALL 47790 21.7 100

EW 440 12.8 3.8 FW 595 10.9 5.1 C 10640 19.5 91.1 SIMD Q5 PC 1030 15.0 8.8 SC 9610 20.2 82.3 ALL 11675 18.4 100 EW 630 12.2 1.8 FW 1025 10.8 2.9 C 33555 24.3 95.3 SIMD Q1-4 PC 2095 16.0 5.9 SC 31460 25.2 89.3 ALL 35215 23.0 100 SIMD unknown 905 * within a retention/completion outcome and deprivation group, the percentage of students in an age group (compare horizontally) ^ within an age group and deprivation group, the percentage of students in a retention/completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose age or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose age, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers FE students whose retention/completion outcome is known but their SIMD is unknown.

All FE students by retention, completion outcome and age Early withdrawal Further Partial completion Suc. Comp. % % withdrawal % % FE students under 5.3 8.8 82.9 16 FE students 16-19 10.0 11.7 73.4 FE students 20-24 5.0 7.7 9.3 78.1 FE students 25-29 6.8 8.0 80.8 FE students 30-34 5.7 8.4 81.9 FE students 35-39 5.1 7.5 83.9 FE students 40 and 6.6 87.8 over * values less than 5.0 are not displayed Region

The region with the highest proportion of students aged under 16 was Tayside (19.4% of students in that region). In contrast, 4.9% of students studying in Forth Valley were aged under 16.

The region with the highest proportion of students aged 16–19 was Forth Valley (44.1%). The proportion of students aged 16-19 studying in the Highlands and Islands was relatively low (24.1%).

The region with the highest proportion of students aged 20–24 was Edinburgh and Lothians (19.1%).

61.0% of students studying in national provision and 32.4% in the Highlands and Islands were aged 40 and over, compared with 12.2% in Edinburgh and Lothians.

1.8 All students by region/provision and age Under 16 16-19

No. %* %^ No. %* %^

Aberdeen and 2720 11.4 9.6 7215 30.1 7.8 Aberdeenshire

Ayrshire 1070 7.0 3.8 6230 40.7 6.8

Borders 290 5.4 1.0 1595 29.9 1.7

Dumfries and Galloway 290 5.3 1.0 1590 28.8 1.7

Edinburgh and Lothians 1225 5.5 4.3 8250 37.3 9.0

Fife 3075 12.3 10.8 7500 30.0 8.1

Forth Valley 690 4.9 2.4 6170 44.1 6.7

Glasgow 480 7.5 16.9 18680 29.4 20.3

Highlands and Islands 3595 11.2 12.7 7740 24.1 8.4

Lanarkshire 2325 7.5 8.2 10895 35.2 11.8

Tayside 3730 19.4 13.1 5095 26.6 5.5

West 3380 11.2 11.9 7415 24.6 8.1

West Lothian 425 6.2 1.5 2075 30.1 2.3

Land based 710 14.8 2.5 1525 32.0 1.7

National provision 25 2.7 0.1 70 7.4 0.1

Total 28355 9.5 100 92055 30.7 100

20-24 25-29

No. %* %^ No. %* %^ Aberdeen and 3590 15.0 7.6 2340 9.8 8.3 Aberdeenshire

Ayrshire 2810 18.4 6.0 1290 8.4 4.6

Borders 740 13.9 1.6 485 9.1 1.7

Fife 3595 14.4 7.6 2070 8.3 7.3

Forth Valley 2520 18.0 5.4 1135 8.1 4.0

Glasgow 11225 17.7 23.8 6910 10.9 24.5

Lanarkshire 5575 18.0 11.8 2900 9.4 10.3

Tayside 2520 13.1 5.3 1560 8.1 5.5

West 4150 13.8 8.8 2750 9.1 9.8

West Lothian 975 14.1 2.1 730 10.6 2.6

Land based 610 12.8 1.3 325 6.8 1.2

Total 47110 15.7 100 28155 9.4 100

30-34 35-39

No. %* %^ No. %* %^

Ayrshire 940 6.1 4.4 665 4.3 4.0

Borders 380 7.1 1.8 315 5.9 1.9

Fife 1630 6.5 7.6 1290 5.2 7.7

Forth Valley 820 5.8 3.8 630 4.5 3.8

Glasgow 5135 8.1 24.0 3900 6.1 23.3

Highlands and Islands 2215 6.9 10.3 1980 6.2 11.8 Lanarkshire 2015 6.5 9.4 1600 5.2 9.5

Tayside 1295 6.7 6.0 855 4.5 5.1

West 2225 7.4 10.4 1810 6.0 10.8

West Lothian 495 7.2 2.3 450 6.5 2.7

Land based 275 5.8 1.3 210 4.4 1.3

Total 21440 7.2 100 16765 5.6 100

40 and over

No. %* %^

Aberdeen and Aberdeenshire 4925 20.6 7.5

Ayrshire 2310 15.1 3.5

Borders 1525 28.6 2.3

Dumfries and Galloway 1600 29.0 2.4

Edinburgh and Lothians 2695 12.2 4.1

Fife 5825 23.3 8.8

Forth Valley 2030 14.5 3.1

Glasgow 12930 20.3 19.6

Highlands and Islands 10400 32.4 15.8

Lanarkshire 5660 18.3 8.6

Tayside 4130 21.5 6.3

West 8445 28.0 12.8

West Lothian 1755 25.4 2.7

Land based 1125 23.5 1.7

National provision 595 61.0 0.9

Total 65950 22.0 100 * within a region/provision, the percentage of students in an age group (compare horizontally) ^ within an age group, the percentage of students in a region/provision (compare vertically) Percentages are based on the total number of students minus those whose age or region is unknown.

Students in regions/provisions by age <16 16-19 20-25 26-29 30- 35- >40 34 39

Aberdeen and 11.4 30.1 15.0 9.8 7.3 5.9 20.6 Aberdeenshire

Ayrshire 7.0 40.7 18.4 8.4 6.1 4.3 15.1

Borders 5.4 29.9 13.9 9.1 7.1 5.9 28.6

Dumfries and 5.3 28.8 14.2 8.8 7.1 6.8 29.0 Galloway

Edinburgh and 5.5 37.3 19.1 12.1 8.3 5.4 12.2 Lothians

Fife 12.3 30.0 14.4 8.3 6.5 5.2 23.3

Forth Valley 4.9 44.1 18.0 8.1 5.8 4.5 14.5

Glasgow 7.5 29.4 17.7 10.9 8.1 6.1 20.3

Highlands and Islands 11.2 24.1 11.6 7.6 6.9 6.2 32.4

Lanarkshire 7.5 35.2 18.0 9.4 6.5 5.2 18.3

Tayside 19.4 26.6 13.1 8.1 6.7 4.5 21.5

West 11.2 24.6 13.8 9.1 7.4 6.0 28.0

West Lothian 6.2 30.1 14.1 10.6 7.2 6.5 25.4

Land based 14.8 32.0 12.8 6.8 5.8 4.4 23.5

National provision 2.7 7.4 8.6 6.4 5.0 8.8 61.0 2 Disability

 13.6% of students with a known disability status disclosed as disabled in 2013/14. The disability status of 8.4% of students was unknown.  27.4% of disabled students had an impairment other than those listed. This is an increase of 7.8 percentage points compared with 2012/13.  14.6% of FE students with a known disability status disclosed as disabled in 2013/14. The disability status of 9.8% of FE students was unknown, compared with 2.9% in 2011/12. Until 2013/14 there had been a steady increase in the proportion of FE students who disclosed as disabled. In 2013/14, the proportion of disabled FE students was 0.7 percentage points lower than in 2012/13 (15.3%).  There has been a steady increase in the proportion of HE students who disclosed as disabled since 2006/07. The disability status was unknown for 1.4% of HE students. This is the lowest figure since the time series began in 2006/07.  DSA status was unknown for more than two thirds of disabled HE students (68.2%). This proportion is higher than it was when the time series began in 2006/07 (when it was 62.1%), and 8.6 percentage points higher than in 2012/13.  Among those with known DSA status, the proportion of disabled HE students who received DSA decreased from 20.5% in 2012/13 to 17.2% in 2013/14.  Less than 10.0% of FE students studying nautical studies, languages, engineering and science disclosed as disabled (3.0%, 6.4%, 7.6% and 8.4% respectively).  Only 2.9% of HE students studying education and 3.4% in languages disclosed as disabled.  A higher proportion of disabled than non-disabled students studied full-time.  At FE level, the proportion of non-disabled students who completed their course was 2.6 percentage points higher than that of disabled students (89.6% and 87.0% respectively). This gap has increased since 2012/13.  At HE level, the proportion of non-disabled students who completed their course was 3.0 percentage points higher than that of disabled students (86.6% and 83.6% respectively). This gap has increased since 2012/13.

Profile over time

13.6% of students with a known disability status disclosed as disabled in 2013/14. The disability status of 8.4% of students was unknown.

In 2013/14 the proportion of students with a known disability status who disclosed as disabled was lower than it was in 2012/13 (14.2%) and in 2011/12 (13.7%). This was the first year that the proportion of students who disclosed as disabled decreased since the time series began in 2006/07.

2.1 Profile over time by disability status Non-disabled Disabled Unknown No. % No % No. %

06/07 361475 88.3 48105 11.7 58575 12.5 07/08 378890 88.1 50975 11.9 59745 12.2 08/09 380345 87.7 53165 12.3 49960 10.3 09/10 347430 87.3 50750 12.7 40340 9.2 10/11 299580 86.4 47060 13.6 36360 9.5 11/12 249430 86.3 39550 13.7 8100 2.7 12/13 226930 85.8 37505 14.2 33155 11.1 13/14 237165 86.4 37480 13.6 25185 8.4

Percentages in the non-disabled and disabled columns are based on the total number of students minus those whose disability status is unknown. Percentages in the unknown column are based on the total number of students including those whose disability status is unknown.

Profile over time by disability status Non-disabled % Disabled %

06/07 88.3 11.7 07/08 88.1 11.9 08/09 87.7 12.3 09/10 87.3 12.7 10/11 86.4 13.6 11/12 86.3 13.7 12/13 85.8 14.2 13/14 86.4 13.6

Dyslexia was the most common impairment type disclosed among those who disclosed as disabled (32.4%).

27.4% of disabled students had an impairment other than those listed. This is an increase of 7.8 percentage points compared with 2012/13.

13.8% of disabled students had mental health difficulties, and 9.1% had another unseen impairment.

2.2 2013/14 disabled students by impairment No. %

Blind/partially sighted 635 1.7

Deaf/hearing impairment 1365 3.6

Dyslexia 12125 32.4

Mental health difficulties 5165 13.8

Personal care support 0 0.0

Wheelchair user/mobility difficulties 1320 3.5

Other unseen impairment 10285 27.4

Multiple impairments 3410 9.1

Other impairment 3170 8.5

Total 37480 100 Percentages are based on the total number of disabled students minus those whose impairment type is unknown.

2013/14 disabled students by impairment %

Blind/partially sighted 1.7

Deaf/hearing impairment 3.6

Dyslexia 32.4

Mental health difficulties 13.8

Personal care support 0.0

Wheelchair user/mobility difficulties 3.5

Other unseen impairment 27.4

Multiple impairments 9.1

Other impairment 8.5

14.6% of FE students with a known disability status disclosed as disabled in 2013/14. The disability status of 9.8% of FE students was unknown compared with 2.9% in 2011/12.

Until 2013/14 there had been a steady increase in the proportion of FE students who disclosed as disabled. In 2013/14, the proportion of disabled FE students was 0.7 percentage points lower than in 2012/13 (when it was 15.3%).

2.3 FE student profile over time by disability status Non-disabled Disabled Unknown No. % No % No. %

06/07 318530 87.7 44720 12.3 55445 13.2 07/08 337455 87.7 47485 12.3 56900 12.9 08/09 337270 87.2 49515 12.8 48335 11.1 09/10 302835 86.6 46960 13.4 38920 10.0 10/11 253840 85.5 43113 14.5 34695 10.5 11/12 206740 85.4 35485 14.6 7120 2.9 12/13 184705 84.7 33345 15.3 31740 12.7 13/14 193495 85.4 33135 14.6 24505 9.8

Percentages in the non-disabled and disabled columns are based on the total number of students minus those whose disability status is unknown. Percentages in the unknown column are based on the total number of students including those whose disability status is unknown.

9.1% of HE students with a known disability status disclosed as disabled in 2013/14. The disability status was unknown for 1.4% of HE students. This is the lowest figure since the time series began in 2006/07. There has been a steady increase in the proportion of HE students who disclosed as disabled since 2006/07.

At HE level, the proportion of students who disclosed as disabled was lower than at FE level. The proportion of students with an unknown disability status was also considerably lower (see table 2.3).

2.4 HE student profile over time by disability status Non-disabled Disabled Unknown No. % No % No. %

06/07 42945 92.7 3385 7.3 3130 6.3 07/08 41435 92.2 3490 7.8 2845 6.0 08/09 43075 92.2 3650 7.8 1630 3.4 09/10 44595 92.2 3785 7.8 1420 2.9 10/11 45740 92.1 3945 7.9 1665 3.2 11/12 42695 91.3 4070 8.7 980 2.1 12/13 42220 91.0 4155 9.0 1415 3.0 13/14 43665 90.9 4345 9.1 680 1.4 Percentages in the non-disabled and disabled columns are based on the total number of students minus those whose disability status is unknown. Percentages in the unknown column are based on the total number of students including those whose disability status is unknown.

DSA status was unknown for 68.2% of disabled HE students, a higher proportion than when the time series began in 2006/07 (when it was 62.1%), and 8.6 percentage points higher than in 2012/13.

Among those with known DSA status, the proportion of disabled students who received DSA decreased from 20.5% in 2012/13 to 17.2% in 2013/14. This is the lowest it has been in the time series. The proportion of disabled students receiving DSA was at its peak in 2008/09 (29.3%).

Among those with known DSA status, the majority of disabled students did not receive DSA (82.8%).

2.5 Disabled HE student profile over time by DSA status Disabled, receives DSA Disabled, does not Disabled, DSA status receive DSA unknown No. % No % No. %

06/07 260 20.9 995 79.1 2060 62.1 07/08 225 21.2 845 78.8 2355 68.7 08/09 325 29.3 780 70.7 2435 68.8 09/10 235 23.8 750 76.2 2720 73.4 10/11 240 20.2 940 79.8 2700 69.6 11/12 290 24.1 910 75.9 2765 69.8 12/13 340 20.5 1305 79.5 2425 59.6 13/14 225 17.2 1085 82.8 2815 68.2

Percentages in the disabled: receives DSA and disabled: does not receive DSA columns are based on the total number of students minus those whose DSA status is unknown. Percentages in the disabled: DSA status unknown column are based on the total number of disabled students including those whose DSA status is unknown.

Disabled HE student profile over time by DSA status Disabled, receives Disabled, does not Disabled, DSA status DSA receive DSA unknown 06/07 20.9 79.1 62.1 07/08 21.2 78.8 68.7 08/09 29.3 70.7 68.8 09/10 23.8 76.2 73.4 10/11 20.2 79.8 69.6 11/12 24.1 75.9 69.8 12/13 20.5 79.5 59.6 13/14 17.2 82.8 68.2

Level of study

38.0% of students studying at SCQF level 3 disclosed as disabled. In comparison, in SCQF levels 7, 8 and 9–10, professional body and other: non-vocational courses, less than 10.0% of students disclosed as disabled.

2.6 All by FE/HE level, SCQF level and disability status Non-disabled Disabled No. %* %^ No. %* %^ SCQF 11-12 5 .. 0.0 0 .. 0.0 SCQF 9-10 930 90.1 0.4 100 9.9 0.3 SCQF 8 18855 90.1 7.9 2070 9.9 5.5 HND or equivalent 17085 89.7 7.2 1970 10.3 5.3 SCQF 7 23320 91.6 9.8 2145 8.4 5.7 HNC or equivalent 15465 90.8 6.5 1570 9.2 4.2 Professional body 555 95.4 0.2 25 4.6 0.1 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 43665 90.9 18.4 4345 9.1 11.6 SCQF 6-7 33765 88.8 14.2 4280 11.2 11.4 Advanced higher (unit 705 92.3 0.3 60 7.7 0.2 SVQ level 3 10590 92.5 4.5 855 7.5 2.3 Higher (unit) 15330 86.4 6.5 2420 13.6 6.5 SCQF 5 29140 87.1 12.3 4325 12.9 11.5 SVQ level 2 7700 89.4 3.2 910 10.6 2.4 Int. 2 (unit) 15115 85.2 6.4 2615 14.8 7.0 SCQF 4 62480 85.7 26.3 10385 14.3 27.7 SVQ level 1 950 74.7 0.4 320 25.3 0.9 Int. 1 (unit) 11995 80.8 5.1 2855 19.2 7.6 Other non-advanced cert 44755 88.4 18.9 5850 11.6 15.6 National units alone 2695 75.7 1.1 865 24.3 2.3 SCQF 3 5855 62.0 2.5 3590 38.0 9.6 Access (group award) 295 61.2 0.1 185 38.8 0.5 Access (units) 5560 62.0 2.3 3405 38.0 9.1 No rec. qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 8320 92.6 3.5 665 7.4 1.8 Other rec. qual. 310 90.3 0.1 35 9.7 0.1 No rec. qualification 8010 92.7 3.4 635 7.3 1.7 Other: vocational 53935 84.5 22.7 9885 15.5 26.4 Other rec. qual. 9150 88.2 3.9 1220 11.8 3.3 No rec. qualification 44785 83.8 18.9 8665 16.2 23.1 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 193495 85.4 81.6 33135 14.6 88.4 All students 237165 86.4 100 37480 13.6 100 * within a level, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status, the percentage of students in a level (compare vertically) Percentages are based on the total number of students minus those whose disability or level is unknown. HE and FE totals are a sum of the individual SCQF level totals stated above in bold. SCQF levels not stated above therefore are not included in the totals.

Students in SCQF levels by disability status Non-disabled % Disabled % SCQF 11-12 .. SCQF 9-10 90.1 9.9 SCQF 8 90.1 9.9 HE SCQF 7 91.6 8.4 Professional body 95.4 * Other HE students .. SCQF 6-7 88.8 11.2 SCQF 5 87.1 12.9 SCQF 4 85.7 14.3 FE SCQF 3 62.0 38.0 Other: non-vocational 92.6 7.4 Other: vocational 84.5 15.5 Other FE students .. * values less than 5.0 are not displayed .. percentages based on totals of 22.5 or less are not shown

Disabled/non-disabled students by SCQF level Non-disabled % Disabled % SCQF 9-10 0.4 0.3 SCQF 8 7.9 5.5 SCQF 7 9.8 5.7 Professional body 0.2 0.1 SCQF 6-7 14.2 11.4 SCQF 5 12.3 11.5 SCQF 4 26.3 27.7 SCQF 3 2.5 9.6 Other: non-vocational 3.5 1.8 Other: vocational 27.7 26.4

Subject areas: HE

Within HE level SET subjects, 8.1% of students with a known disability status disclosed as disabled. Within non-SET subjects the proportion of students who disclosed as disabled was higher, at 9.5%.

The HE subjects with the highest proportion of students who disclosed as disabled were creative arts and design (13.1%), agriculture (12.4%) and mathematical and computing science (12.3%).

In comparison, only 2.9% of students studying education and 3.4% of students studying languages disclosed as disabled.

2.7 HE students by subject area and disability status Non-disabled Disabled No. %* %^ No. %* %^ Medicine and dentistry 225 93.0 0.5 15 7.0 0.4 Subjects allied to medicine 1505 91.6 3.4 135 8.4 3.2 Biological sciences 665 88.5 1.5 85 11.5 2.0 Agriculture 220 87.6 0.5 30 12.4 0.7 Physical sciences 70 92.3 0.2 5 7.7 0.1 Mathematical and computing 3150 87.7 7.2 440 12.3 10.2 science Engineering and technology 7525 94.1 17.2 475 5.9 11.0 Architecture, building, 1285 92.8 2.9 100 7.2 2.3 planning SET total 14645 91.9 33.5 1295 8.1 29.8 Social studies 6400 91.0 14.7 635 9.0 14.6 Business and administrative 10620 92.2 24.3 900 7.8 20.7 studies Mass comms, documentation 860 89.9 2.0 95 10.1 2.2 Languages 535 96.6 1.2 20 3.4 0.4 Creative arts and design 7775 86.9 17.8 1165 13.1 26.9 Education 670 97.1 1.5 20 2.9 0.5 Combined 2170 91.0 5.0 215 9.0 4.9 Non-SET total 29020 90.5 66.5 3050 9.5 70.2 All HE students 43665 90.9 100 4345 9.1 100 * within a subject area, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose disability status or subject is unknown.

HE students in subject areas by disability status Non-disabled % Disabled % Medicine and dentistry 93.0 7.0 Subjects allied to medicine 91.6 8.4 Biological sciences 88.5 11.5 Agriculture 87.6 12.4 Physical sciences 92.3 7.7 Mathematical and computing science 87.7 12.3 Engineering and technology 94.1 5.9 Architecture, building, planning 92.8 7.2 Social studies 91.0 9.0 Business and administrative studies 92.2 7.8 Mass comms, documentation 89.9 10.1 Languages 96.6 3.4 Creative arts and design 86.9 13.1 Education 97.1 2.9 Combined 91.0 9.0

Subject areas: FE

At FE level, the subject with the highest proportion of students who disclosed as disabled was special programmes (38.7%). This was followed by art and design (19.5%), computing and ICT (18.9%), social subjects (18.7%) and media (18.5%).

In comparison, less than 10.0% of students studying nautical studies, languages, engineering and science disclosed as disabled (3.0%, 6.4%, 7.6% and 8.4% respectively).

2.8 FE students by subject area and disability status Non-disabled Disabled No. %* %^ No. %* %^ Art and design 5675 80.5 2.9 1370 19.5 4.1 Business, management 8380 88.7 4.3 1065 11.3 3.2 and administration Care 37305 89.9 19.3 4200 10.1 12.7 Computing and ICT 18440 81.1 9.5 4305 18.9 13.0 Construction 11855 88.1 6.1 1600 11.9 4.8 Education and training 3930 82.3 2.0 845 17.7 2.6 Engineering 23895 92.4 12.3 1970 7.6 5.9 Hairdressing, beauty, 11965 88.4 6.2 1570 11.6 4.7 complementary therapies

Hospitality, tourism 13280 85.9 6.9 2175 14.1 6.6 Land-based industries 5865 83.1 3.0 1195 16.9 3.6 Languages, ESOL 12585 93.6 6.5 865 6.4 2.6 Media 2665 81.5 1.4 605 18.5 1.8 Nautical studies 3555 97.0 1.8 110 3.0 0.3 Performing arts 3425 87.9 1.8 470 12.1 1.4 Science 8580 91.6 4.4 785 8.4 2.4 Social subjects 3145 81.3 1.6 720 18.7 2.2 Sport, leisure 5815 85.3 3.0 1005 14.7 3.0 Special programmes 13130 61.3 6.8 8285 38.7 25.0 All FE students 193495 85.4 100 33135 14.6 100 * within a subject area, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose disability status or subject is unknown.

FE students in subject areas by disability status Non-disabled Disabled Art and design 80.5 19.5 Business, management and administration 88.7 11.3 Care 89.9 10.1 Computing and ICT 81.1 18.9 Construction 88.1 11.9 Education and training 82.3 17.7 Engineering 92.4 7.6

Hairdressing, beauty, complementary therapies 88.4 11.6

Hospitality, tourism 85.9 14.1 Land-based industries 83.1 16.9 Languages, ESOL 93.6 6.4 Media 81.5 18.5 Nautical studies 97.0 3.0 Performing arts 87.9 12.1 Science 91.6 8.4 Social subjects 81.3 18.7 Sport, leisure 85.3 14.7 Special programmes 61.3 38.7

Mode of study

Overall, 12.8% of disabled students were in self study or distance learning compared with 14.2% of non- disabled students, a difference of 1.4 percentage points.

A higher proportion of disabled students (74.8% at HE level and 25.8% at FE level) than non-disabled students (65.1% and 20.5% respectively) studied full-time.

2.9 All by FE/HE level, mode of study and disability status Non-disabled Disabled No. %* %^ No. %* %^ HE students Full-time 28430 89.7 65.1 3250 10.3 74.8 Part-time 12685 93.3 29.0 910 6.7 20.9 Self study and distance 2555 93.1 5.8 190 6.9 4.3 learning All HE students 43665 90.9 100 4345 9.1 100 FE students Full-time 39720 82.3 20.5 8550 17.7 25.8

Part-time 122685 86.0 63.4 19975 14.0 60.3

Self study and distance 31095 87.1 16.1 4605 12.9 13.9 learning All FE students 193495 85.4 100 33135 14.6 100 All students Full-time 68150 85.2 28.7 11800 14.8 31.5 Part-time 135365 86.6 57.1 20885 13.4 55.7 Self-study/distance 33650 87.5 14.2 4795 12.5 12.8 All students 237165 86.4 100 37480 13.6 100 * within a mode of study, the percentage of students who are disabled/non-disabled (compare horizontally) ^ within a disability status, the percentage of students in a mode of study (compare vertically) Percentages are based on the total number of students minus those whose disability status or mode is unknown.

Disabled/non-disabled students in FE/HE level by mode of study Non-disabled Disabled HE students Full-time 65.1 74.8 Part-time 29.0 20.9 Self-study/distance learning 5.8 4.3 FE students Full-time 20.5 25.8 Part-time 63.4 60.3 Self-study/distance learning 16.1 13.9 All students Full-time 28.7 31.5 Part-time 57.1 55.7 Self-study/distance learning 14.2 12.8

At HE level, the proportion of non-disabled students who completed their course was 3.0 percentage points higher than that of disabled students (86.6% and 83.6% respectively). This gap has increased since 2012/13.

The gap rose to 6.6 percentage points when looking at the proportion of students who successfully completed their course: 74.0% of non-disabled and 67.4% of disabled students completed successfully.

Disabled HE students in SIMD Q5 had the lowest completion and successful completion rates (79.9% and 61.4% respectively).

2.10 All HE students by deprivation groups, retention, completion outcome and disability status Non-disabled Disabled No. %* %^ No. %* %^ EW 1825 89.4 4.2 215 10.6 4.9 FW 3960 88.7 9.2 505 11.3 11.5 C 37355 91.0 86.6 3680 9.0 83.6 All HE PC 5420 88.4 12.6 715 11.6 16.2 students SC 31935 91.5 74.0 2970 8.5 67.4

All 43140 90.7 100 4405 9.3 100

EW 520 88.6 5.1 65 11.4 6.3 FW 1060 87.8 10.5 150 12.2 13.9 C 8535 90.9 84.4 855 9.1 79.9 SIMD Q5 PC 1450 88.0 14.3 195 12.0 18.4 SC 7085 91.5 70.0 655 8.5 61.4 All 10120 90.5 100 1070 9.5 100 EW 1295 89.7 4.0 150 10.3 4.5 FW 2865 88.9 8.9 355 11.1 10.8 C 27925 90.9 87.0 2800 9.1 84.8 SIMD Q1-4 PC 3825 88.2 11.9 510 11.8 15.5 SC 24100 91.3 75.1 2290 8.7 69.3 All 32085 90.7 100 3305 9.3 100 SIMD unknown 935 30 * within a retention/completion outcome and deprivation group, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status and deprivation group, the percentage of students in a retention/ completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose disability status or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose disability status, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers HE students whose retention/completion outcome is known but their SIMD is unknown.

All HE students by deprivation groups, retention, completion outcome and disability status Early withdrawal Further Partial completion Suc. Comp. % % withdrawal % % All HE non- * 9.2 12.6 74.0 disabled students HE non-disabled 5.1 10.5 14.3 70.0 SIMD Q5 HE non-disabled 8.9 11.9 75.1 SIMD Q1-4 All HE disabled 11.5 16.2 67.4 students HE disabled SIMD 6.3 13.9 18.4 61.4 Q5 HE disabled SIMD 10.8 15.5 69.3 Q1-4 * values less than 5.0 are not displayed

At FE level, the proportion of non-disabled students who completed their course was 2.6 percentage points higher than that of disabled students (89.6% and 87.0% respectively). This gap has increased since 2012/13.

The gap widened to 3.2 percentage points when looking at the proportion of students who successfully completed their course: 80.6% of non-disabled and 77.3% of disabled students completed successfully.

Disabled FE students in SIMD Q5 had the lowest completion and successful completion rates (85.0% and 75.0% respectively).

2.11 All FE students by deprivation groups, retention, completion outcome and disability status Non-disabled Disabled No. %* %^ No. %* %^ All FE students EW 7100 82.1 3.8 1545 17.9 4.8 FW 12360 82.1 6.6 2690 17.9 8.3 C 167840 85.6 89.6 28320 14.4 87.0 PC 16920 84.3 9.0 3145 15.7 9.7 SC 150920 85.7 80.6 25175 14.3 77.3 All 187300 85.2 100 32555 14.8 100

EW 2850 82.5 5.4 605 17.5 5.8 FW 4490 82.4 8.5 960 17.6 9.2 C 45570 83.7 86.1 8885 16.3 85.0 SIMD Q5 PC 5800 84.7 11.0 1045 15.3 10.0 SC 39775 83.5 75.2 7840 16.5 75.0 All 52915 83.5 100 10450 16.5 100 EW 4230 81.8 3.2 940 18.2 4.3 FW 7800 81.9 6.0 1720 18.1 7.8 C 118800 86.0 90.8 19280 14.0 87.9 SIMD Q1-4 PC 11015 84.1 8.4 2090 15.9 9.5 SC 107785 86.2 82.4 17190 13.8 78.4 All 130830 85.6 100 21940 14.4 100 SIMD unknown 3555 160

* within a retention/completion outcome and deprivation group, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status and deprivation group, the percentage of students in a retention/ completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose disability status or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose disability status, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers FE students whose retention/completion outcome is known but their SIMD is unknown.

All FE students by deprivation groups, retention, completion outcome and disability status Early withdrawal Further Partial completion Suc. Comp. % % withdrawal % % All FE non- * 6.6 9.0 80.6 disabled students FE non-disabled 5.4 8.5 11.0 75.2 SIMD Q5 FE non-disabled 6.0 8.4 82.4 SIMD Q1-4 All FE disabled 8.3 9.7 77.3 students FE disabled SIMD 5.8 9.2 10.0 75.0 Q5 FE disabled SIMD 7.8 9.5 78.4 Q1-4 * values less than 5.0 are not displayed Region

20.8% of disabled students were in Glasgow, but the region with the largest proportion of students who disclosed as disabled was Borders (27.5%).

The three regions with the lowest proportions of students who disclosed as disabled were Aberdeen and Aberdeenshire (10.4%), national provision (9.1%) and West Lothian (8.2%).

2.12 All students by region/provision and disability status Non-disabled Disabled

No. %* %^ No. %* %^

Ayrshire 11745 83.3 5.0 2360 16.7 6.3

Borders 2355 72.5 1.0 895 27.5 2.4

Fife 16725 84.1 7.1 3165 15.9 8.4

Forth Valley 12405 88.7 5.2 1585 11.3 4.2

Glasgow 51580 86.9 21.7 7810 13.1 20.8

Lanarkshire 23420 86.3 9.9 3730 13.7 9.9

Tayside 16255 84.7 6.9 2930 15.3 7.8

West 26460 87.7 11.2 3715 12.3 9.9

West Lothian 6335 91.8 2.7 570 8.2 1.5

Land based 4080 85.4 1.7 695 14.6 1.9

Total 237165 86.4 100 37480 13.6 100 * within a region/provision, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status, the percentage of students in a region/provision (compare vertically) Percentages are based on the total number of students minus those whose disability status or region is unknown. Students in regions/provisions by disability status Non-disabled % Disabled %

Aberdeen and Aberdeenshire 89.6 10.4

Ayrshire 83.3 16.7

Borders 72.5 27.5

Dumfries and Galloway 88.6 11.4

Edinburgh and Lothians 86.7 13.3

Fife 84.1 15.9

Forth Valley 88.7 11.3

Glasgow 86.9 13.1

Highlands and Islands 83.8 16.2

Lanarkshire 86.3 13.7

Tayside 84.7 15.3

West 87.7 12.3

West Lothian 91.8 8.2

Land based 85.4 14.6

National provision 90.9 9.1 3 Ethnicity

 The proportion of students studying in Scotland’s colleges who were BME increased from 5.6% in 2012/13 to 6.0% in 2013/14.  A higher proportion of BME students studied at HE level than white students (19.9% of BME students compared with 17.5% of white students).  A higher proportion of BME students than white students studied at SCQF level 3 (11.1% of BME students compared with 2.9% of white students). However, a high proportion of other white students also studied at this level (6.8%).  Among FE students, BME students were particularly underrepresented in land based industries (0.9%) and construction (1.9%).  Among HE students, BME students were particularly underrepresented in education (2.2%), mass communication and documentation (2.8%) and agriculture (2.8%).  Among FE students, a higher proportion of BME students studied part-time than white students (69.0% and 62.0%).  Among FE students, BME students had higher rates of both early withdrawal (5.2% compared with 3.9%) and further withdrawal (8.3% compared with 6.8%) than white students.  Among HE students, white students had a higher rate of successful completion than BME students (73.6% compared with 70.4%). Students from other white backgrounds had the highest successful completion rate (78.8%).  The regions with the highest proportions of students who were BME were Glasgow (14.6%) and Edinburgh and Lothians (10.6%).

Profile over time

The proportion of students studying in Scotland’s colleges who were BME increased from 5.6% in 2012/13 to 6.0% in 2013/14. This is the highest that it has been in the time series and is equal to the proportion from 2011/12.

Among UK domiciled students, the proportion who were BME increased from 5.0% in 2012/13 to 5.4% in 2013/14. However, there has only been a change of 0.7 percentage points in the ethnic composition of UK domiciled students since 2006/07.

In contrast, the ethnic composition of non-UK domiciled students has changed markedly in the same period. In 2013/14, 74.9% of non-UK domiciled students were BME, an increase of 30.5 percentage points since 2006/07. During this time, however, the total number of non-UK domiciled students has fallen by 43.5%, from 5585 in 2006/07 to 2430 in 2013/14.

3.1 Profile over time by domicile and ethnicity White total UK white Other white No. % No. % No. % All students 06/07 412750 94.8 392625 90.1 20125 4.6 07/08 426935 94.6 404340 89.6 22595 5.0 08/09 421560 94.6 398270 89.4 23295 5.2 09/10 384170 94.5 361650 89.0 22520 5.5 10/11 333265 94.2 312950 88.4 20320 5.7 11/12 276575 94.0 256695 87.3 19880 6.8 12/13 253950 94.0 236565 87.9 17385 6.5 13/14 254345 94.0 235820 87.1 18525 6.8 UK domiciled students 06/07 409650 95.3 392495 91.3 17150 4.0 07/08 424410 95.1 404235 90.6 20175 4.5 08/09 418940 95.1 398170 90.4 20770 4.7 09/10 381775 95.0 361545 90.0 20230 5.0 10/11 331745 94.7 312460 89.2 19285 5.5 11/12 275670 94.6 256650 88.0 19025 6.5 12/13 253130 95.0 236440 88.7 16690 6.3 13/14 253735 94.6 235735 87.9 18005 6.7 Non-UK domiciled students 06/07 3105 55.6 130 2.3 2975 53.3 07/08 2525 52.1 110 2.2 2420 49.8 08/09 2625 51.1 100 2.0 2520 49.2 09/10 2395 52.3 105 2.3 2290 50.1 10/11 1525 40.3 490 12.9 1035 27.4 11/12 900 33.9 45 1.8 855 32.1 12/13 820 32.2 125 4.9 695 27.2 13/14 610 25.1 90 3.7 520 21.4

BME total Asian Black No. % No. % No. % All students 06/07 22840 5.2 12915 3.0 4320 1.0 07/08 24155 5.4 14270 3.2 5300 1.2 08/09 24160 5.4 13665 3.1 5680 1.3 09/10 22245 5.5 12935 3.2 5415 1.3 10/11 20645 5.8 12570 3.6 4835 1.4 11/12 17580 6.0 10690 3.6 4195 1.4 12/13 15085 5.6 8875 3.3 3665 1.4 13/14 16285 6.0 8880 3.3 4150 1.5 UK domiciled students 06/07 20360 4.7 11015 2.6 3945 0.9 07/08 21830 4.9 12640 2.8 4845 1.1 08/09 21650 4.9 12045 2.7 5130 1.2 09/10 20060 5.0 11320 2.8 5055 1.3 10/11 18390 5.3 10765 3.1 4485 1.3 11/12 15820 5.4 9255 3.2 3905 1.3 12/13 13355 5.0 7540 2.8 3365 1.3 13/14 14465 5.4 7570 2.8 3885 1.4 Non-UK domiciled students 06/07 2480 44.4 1905 34.1 375 6.7 07/08 2325 47.9 1630 33.6 455 9.3 08/09 2505 48.9 1620 31.6 550 10.7 09/10 2180 47.7 1615 35.3 360 7.8 10/11 2255 59.7 1805 47.7 350 9.3 11/12 1760 66.1 1435 54.0 290 10.9 12/13 1730 67.8 1340 52.5 300 11.8 13/14 1820 74.9 1310 53.9 265 10.9

Mixed and other No. % All students 06/07 5605 1.3 07/08 4585 1.0 08/09 4815 1.1 09/10 3895 1.0 10/11 3240 0.9 11/12 2695 0.9 12/13 2545 0.9 13/14 3255 1.2 UK domiciled students 06/07 5400 1.3 07/08 4345 1.0 08/09 4475 1.0 09/10 3685 0.9 10/11 3140 0.9 11/12 2660 0.9 12/13 2455 0.9 13/14 3010 1.1 Non-UK domiciled students 06/07 205 3.6 07/08 245 5.0 08/09 340 6.6 09/10 210 4.6 10/11 105 2.7 11/12 35 1.2 12/13 90 3.6 13/14 245 10.2 Percentages are based on the total number of students minus those whose ethnicity or domicile is unknown.

UK domiciled students by ethnicity over time % White % % % % Black % Mixed/ % Other total UK BME Asian other white White total

06/07 95.3 91.3 4.7 4.0 2.6 0.9 1.3

07/08 95.1 90.6 4.9 4.5 2.8 1.1 1.0

08/09 95.1 90.4 4.9 4.7 2.7 1.2 1.0

09/10 95.0 90.0 5.0 5.0 2.8 1.3 0.9

10/11 94.7 89.2 5.3 5.5 3.1 1.3 0.9

11/12 94.6 88.0 5.4 6.5 3.2 1.3 0.9

12/13 95.0 88.7 5.0 6.3 2.8 1.3 0.9

13/14 94.6 87.9 5.4 6.7 2.8 1.4 1.1

2013/14 UK domiciled students by ethnicity %

UK white 87.9

Other white 6.7

Asian 2.8

Black 1.4

Mixed and other 1.1 Non-UK domiciled students by ethnicity over time % White % % % % Black % Mixed/ % Other total UK BME Asian other white White total

06/07 55.6 2.3 44.4 53.3 34.1 6.7 3.6

07/08 52.1 2.2 47.9 49.8 33.6 9.3 5.0

08/09 51.1 2.0 48.9 49.2 31.6 10.7 6.6

09/10 52.3 2.3 47.7 50.1 35.3 7.8 4.6

10/11 40.3 12.9 59.7 27.4 47.7 9.3 2.7

11/12 33.9 1.8 66.1 32.1 54.0 10.9 1.2

12/13 32.2 4.9 67.8 27.2 52.5 11.8 3.6

13/14 25.1 3.7 74.9 21.4 53.9 10.9 10.2

2013/14 non-UK domiciled students by ethnicity %

UK white 3.7

Other white 21.4

Asian 53.9

Black 10.9

Mixed and other 10.2

Level of study

Among FE students, a lower proportion of BME students than white students studied at SCQF levels 6–7 (11.2% of BME students and 14.2% of white students), SCQF level 5 (9.7% of BME students and 12.5% of white students), and SCQF level 4 (23.5% of BME students and 27.0% of white students).

A higher proportion of BME students than white students studied at SCQF level 3 (11.1% of BME students compared with 2.9% of white students). However, a high proportion of other white students also studied at this level (6.8%).

19.9% of BME students studied at HE level, compared with 17.5% of white students.

3.2 All by FE/HE level, S CQF level and ethnicity White total UK white No. %* %^ No. %* %^ SCQF 11-12 5 .. 0.0 5 .. 0.0 SCQF 9-10 985 96.2 0.4 915 89.5 0.4 SCQF 8 19265 92.3 7.6 17855 85.5 7.6 HND or equivalent 1745 91.8 6.9 16100 84.7 6.8 SCQF 7 23610 93.7 9.3 22365 88.8 9.5 HNC or equivalent 16220 95.4 6.4 15470 91.0 6.6 Professional body 570 97.8 0.2 525 90.1 0.2 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 44435 93.2 17.5 41665 87.4 17.7

SCQF 6-7 36035 95.2 14.2 33635 88.9 14.3

Advanced higher (unit) 695 91.9 0.3 590 77.8 0.2 SVQ level 3 11215 98.4 4.4 10880 95.5 4.6 Higher (unit) 16535 93.7 6.5 15085 85.5 6.4 SCQF 5 31735 95.3 12.5 29200 87.7 12.4 SVQ level 2 8430 98.3 3.3 8080 94.2 3.4 Int. 2 (unit) 16710 94.7 6.6 14960 84.8 6.3 SCQF 4 68755 94.7 27.0 63540 87.5 26.9 SVQ level 1 1205 97.5 0.5 1130 91.7 0.5 Int. 1 (unit) 13690 92.9 5.4 12325 83.6 5.2 Other non-advanced cert. 48175 95.5 18.9 44690 88.6 19.0 National units alone 3240 91.2 1.3 3060 86.1 1.3 SCQF 3 7500 80.5 2.9 6240 67.0 2.6 Access (group award) 440 92.1 0.2 395 82.3 0.2 Access (units) 7060 79.9 2.8 5845 66.2 2.5 No rec. qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 8715 97.4 3.4 8170 91.3 3.5 Other rec. qual. 335 97.9 0.1 310 90.9 0.1 No rec. qualification 8380 97.4 3.3 7860 91.3 3.3 Other: vocational 57180 93.8 22.5 53370 87.6 22.6 Other rec. qual. 9265 90.0 3.6 8625 83.7 3.7 No rec. qualification 47915 94.6 18.8 44750 88.3 19.0 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 209915 94.2 82.5 194155 87.1 82.3 All students 254345 94.0 100 235820 87.1 100

Other white BME total No. %* %^ No. %* %^ SCQF 11-12 0 .. 0.0 0 .. 0.0 SCQF 9-10 70 6.6 0.4 40 3.8 0.2 SCQF 8 1410 6.8 7.6 1610 7.7 9.9 HND or equivalent 1355 7.1 7.3 1555 8.2 9.6 SCQF 7 1245 4.9 6.7 1585 6.3 9.7 HNC or equivalent 750 4.4 4.0 775 4.6 4.8 Professional body 45 7.7 0.2 15 2.2 0.1 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 2765 5.8 14.9 3245 6.8 19.9

SCQF 6-7 2400 6.3 13.0 1815 4.8 11.2

Advanced higher (unit) 105 14.2 0.6 60 8.1 0.4 SVQ level 3 335 2.9 1.8 180 1.6 1.1 Higher (unit) 1450 8.2 7.8 1105 6.3 6.8 SCQF 5 2530 7.6 13.7 1580 4.7 9.7 SVQ level 2 345 4.0 1.9 150 1.7 0.9 Int. 2 (unit) 1745 9.9 9.4 930 5.3 5.7 SCQF 4 5210 7.2 28.1 3825 5.3 23.5 SVQ level 1 70 5.8 0.4 30 2.5 0.2 Int. 1 (unit) 1365 9.3 7.4 1055 7.1 6.5 Other non-advanced cert. 3485 6.9 18.8 2290 4.5 14.1 National units alone 180 5.1 1.0 315 8.8 1.7 SCQF 3 1260 13.5 6.8 1810 19.5 11.1 Access (group award) 45 9.8 0.3 40 7.9 0.2 Access (units) 1210 13.7 6.5 1775 20.1 10.9 No rec. qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 545 6.1 2.9 230 2.6 1.4 Other rec. qual. 25 7.0 0.1 5 2.1 0.0 No rec. qualification 520 6.1 2.8 225 2.6 1.4 Other: vocational 3810 6.3 20.6 3775 6.2 23.2 Other rec. qual. 640 6.2 3.5 1035 10.0 6.4 No rec. qualification 3170 6.3 17.1 2740 5.4 16.8 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 15760 7.1 85.1 13035 5.8 80.1 All students 18525 6.8 100 16285 6.0 100 Asian Black No. %* %^ No. %* %^ SCQF 11-12 0 .. 0.0 0 .. 0.0 SCQF 9-10 20 1.9 0.2 10 0.9 0.2 SCQF 8 970 4.6 10.9 355 1.7 8.5 HND or equivalent 940 5.0 10.6 340 1.8 8.2 SCQF 7 970 3.9 10.9 325 1.3 7.9 HNC or equivalent 405 2.4 4.6 205 1.2 4.9 Professional body 5 1.2 0.1 5 0.9 0.1 Other HE students 0 .. 0.0 0 .. 0.0 All HE students 1970 4.1 22.2 695 1.5 16.7

SCQF 6-7 940 2.5 10.6 475 1.3 11.5

Advanced higher (unit) 30 3.8 0.3 10 1.3 0.2 SVQ level 3 105 0.9 1.2 35 0.3 0.9 Higher (unit) 550 3.1 6.2 320 1.8 7.7 SCQF 5 785 2.4 8.8 415 1.3 10.0 SVQ level 2 60 0.7 0.7 40 0.4 0.9 Int. 2 (unit) 485 2.8 5.5 235 1.3 5.7 SCQF 4 2125 2.9 23.9 910 1.3 22.0 SVQ level 1 20 1.5 0.2 5 0.4 0.1 Int. 1 (unit) 550 3.7 6.2 280 1.9 6.7 Other non-advanced cert. 1305 2.6 14.7 510 1.0 12.3 National units alone 180 5.1 2.1 80 2.2 1.9 SCQF 3 995 10.7 11.2 510 5.5 12.2 Access (group award) 20 4.0 0.2 10 2.5 0.3 Access (units) 975 11.0 11.0 495 5.6 11.9 No rec. qualification 0 .. 0.0 0 .. 0.0 Other: non-vocational 130 1.5 1.5 50 0.6 1.3 Other rec. qual. 5 1.2 0.0 0 0.3 0.0 No rec. qualification 125 1.5 1.4 50 0.6 1.2 Other: vocational 1940 3.2 21.9 1090 1.8 26.3 Other rec. qual. 685 6.6 7.7 205 2.0 4.9 No rec. qualification 1255 2.5 14.1 885 1.8 21.4 Other FE students 0 .. 0.0 0 .. 0.0 All FE students 6910 3.1 77.8 3455 1.6 83.3 All students 8880 3.3 100 4150 1.5 100 Mixed and other No. %* %^ SCQF 11-12 0 .. 0.0 SCQF 9-10 10 1.1 0.3 SCQF 8 285 1.4 8.7 HND or equivalent 275 1.4 8.4 SCQF 7 290 1.1 8.8 HNC or equivalent 165 1.0 5.0 Professional body 0 0.2 0.0 Other HE students 0 .. 0.0 All HE students 585 1.2 17.9

SCQF 6-7 400 1.1 12.3

Advanced higher (unit) 20 2.9 0.7 SVQ level 3 40 0.4 1.3 Higher (unit) 240 1.3 7.3 SCQF 5 375 1.1 11.6 SVQ level 2 50 0.6 1.6 Int. 2 (unit) 210 1.2 6.4 SCQF 4 785 1.1 24.2 SVQ level 1 5 0.6 0.2 Int. 1 (unit) 225 1.5 7.0 Other non-advanced cert. 475 0.9 14.6 National units alone 55 1.5 1.7 SCQF 3 310 3.3 9.6 Access (group award) 5 1.5 0.2 Access (units) 305 3.4 9.3 No rec. qualification 0 .. 0.0 Other: non-vocational 50 0.5 1.5 Other rec. qual. 0 0.6 0.1 No rec. qualification 45 0.5 1.4 Other: vocational 745 1.2 22.9 Other rec. qual. 150 1.4 4.5 No rec. qualification 600 1.2 18.4 Other FE students 0 .. 0.0 All FE students 2670 1.2 82.1 All students 3255 1.2 100 * within a level, the percentage of students in each ethnic group (compare horizontally) ^ within an ethnic group, the percentage of students in a level (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or level is unknown. HE and FE totals are a sum of the individual SCQF level totals stated above in bold. SCQF levels not stated above therefore are not included in the totals.

Students in SCQF levels by BME/white identity White BME HE SCQF 11-12 .. SCQF 9-10 96.2 * SCQF 8 92.3 7.7 SCQF 7 93.7 6.3 Professional body 97.8 Other HE students .. FE

SCQF 6-7 95.2

SCQF 5 95.3 SCQF 4 94.7 5.3 SCQF 3 80.5 19.5 Other: non-vocational 97.4 Other: vocational 93.8 6.2 Other FE students .. * values less than 5.0 are not displayed .. percentages based on totals of 22.5 or less are not shown

BME/white students by SCQF level % White % BME

SCQF 9-10 0.4 0.2

SCQF 8 7.6 9.9

SCQF 7 9.3 9.7

Professional body 0.2 0.1

SCQF 6-7 14.2 11.2

SCQF 5 12.5 9.7 SCQF 4 27.0 23.5

SCQF 3 2.9 11.1

Other: non-vocational 3.4 1.4

Other: vocational 22.5 23.2

Subject areas: HE

Among HE students, a higher proportion of BME students than white students studied SET subjects (40.9% of BME students compared with 32.8% of white students).

BME students were underrepresented in some subjects. For example, although BME students comprised 6.8% of those at HE level, only 2.2% of students studying education, 2.8% of those in mass communication and documentation and the same proportion in agriculture were BME.

In contrast, 10.2% of students studying business and administrative studies and 9.9% in engineering and technology were BME.

3.3 HE students by subject area and ethnicity White total UK white No. %* %^ No. %* %^ Medicine and dentistry 230 93.4 0.5 205 83.6 0.5 Allied to medicine 1570 95.7 3.5 1520 92.6 3.6 Biological sciences 685 91.4 1.5 655 87.3 1.6 Agriculture 245 97.2 0.5 235 93.2 0.6 Physical sciences 70 91.0 0.2 70 88.5 0.2 Maths, computing 3255 90.9 7.3 2965 82.8 7.1 Engineering and tech 7195 90.1 16.2 6890 86.3 16.5 Architecture, building, planning 1330 96.4 3.0 1290 93.6 3.1

SET total 14575 91.6 32.8 13825 86.9 33.2 Social studies 6535 96.0 14.7 6310 92.7 15.1 Business, admin studies 10310 89.8 23.2 9300 81.0 22.3 Mass comms, 925 97.2 2.1 900 94.6 2.2 documentation Languages 525 95.5 1.2 410 74.4 1.0 Creative arts, design 8580 96.2 19.3 8025 90.0 19.3 Education 670 97.8 1.5 660 95.8 1.6 Combined 2315 97.1 5.2 2235 93.9 5.4 Non-SET total 29860 94.0 67.2 27840 87.6 66.8 All HE students 44435 93.2 100 41665 87.4 100

Other white BME total No. %* %^ No. %* %^ Medicine and dentistry 25 9.8 0.9 15 6.6 0.5 Allied to medicine 50 3.1 1.8 70 4.3 2.2 Biological sciences 30 4.1 1.1 65 8.6 2.0 Agriculture 10 4.0 0.4 5 2.8 0.2 Physical sciences 0 2.6 0.1 5 9.0 0.2 Maths, computing 290 8.1 10.5 325 9.1 10.0 Engineering and tech 300 3.8 10.9 790 9.9 24.3 Architecture, building, planning 40 2.8 1.4 50 3.6 1.5

Asian Black No. %* %^ No. %* %^ Medicine and dentistry 10 4.1 0.5 5 1.2 0.4 Allied to medicine 35 2.3 1.9 25 1.6 3.9 Biological sciences 30 4.3 1.6 15 2.1 2.3 Agriculture 5 1.2 0.2 0 0.8 0.3 Physical sciences 5 3.8 0.2 0 2.6 0.3 Maths, computing 190 5.3 9.7 75 2.0 10.5 Engineering and tech 510 6.4 26.0 165 2.1 23.9 Architecture, building, planning 30 2.3 1.6 10 0.7 1.3

Mixed and other No. %* %^ Medicine and dentistry 5 1.2 0.5 Allied to medicine 5 0.4 1.0 Biological sciences 15 2.1 2.7 Agriculture 0 0.8 0.3 Physical sciences 0 2.6 0.3 Maths, computing 65 1.8 10.8 Engineering and tech 110 1.4 19.0 Architecture, building, planning 10 0.7 1.5

SET total 210 1.3 36.3 Social studies 50 0.7 8.2 Business, admin studies 145 1.3 25.2 Mass comms, documentation 5 0.6 1.0 Languages 5 1.3 1.2 Creative arts, design 125 1.4 21.6 Education 10 1.2 1.4 Combined 30 1.3 5.1 Non-SET total 370 1.2 63.7 All HE students 585 1.2 100 * within a subject area, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or subject is unknown.

HE students in SET subject areas by ethnicity White BME SET Medicine and dentistry 93.4 6.6 Allied to medicine 95.7 * Biological sciences 91.4 8.6 Agriculture 97.2 Physical sciences 91.0 9.0 Maths, computing 90.9 9.1 Engineering and tech 90.1 9.9 Architecture, building, planning 96.4 Non-SET Social studies 96.0 * Business, admin studies 89.8 10.2 Mass comms, documentation 97.2 Languages 95.5 Creative arts, design 96.2 Education 97.8 Combined 97.1 * values less than 5.0 are not displayed

Subject areas: FE

Although care is the most popular subject among FE students overall, only 11.8% of BME students studied care compared with 18.6% of white students.

Although BME students made up 5.8% of those at FE level overall, only 0.9% of students who studied land-based industries and 1.9% in construction were BME.

In contrast, 32.6% of students studying languages and ESOL and 16.3% of those in nautical studies were BME.

3.4 FE students by subject area and ethnicity White total UK white No. %* %^ No. %* %^ Art, design 6710 96.0 3.2 6225 89.1 3.2 Business…admin 8645 91.7 4.1 7835 83.1 4.0 Care 39060 96.2 18.6 37060 91.3 19.1 Computing and ICT 21450 94.7 10.2 20340 89.8 10.5 Construction 13130 98.1 6.3 12790 95.5 6.6 Education and training 4625 97.1 2.2 4445 93.4 2.3 Engineering 23620 97.6 11.3 22625 93.5 11.7

Hairdressing, beauty… 13100 97.3 6.2 12640 93.9 6.5

Hospitality, tourism 14710 95.8 7.0 13820 90.0 7.1 Land-based industries 7000 99.1 3.3 6640 94.1 3.4 Languages and ESOL 8940 67.4 4.3 3095 23.3 1.6 Media 3060 93.9 1.5 2750 84.4 1.4 Nautical studies 3065 83.7 1.5 2875 78.5 1.5 Performing arts 3785 97.9 1.8 3620 93.7 1.9 Science 8805 94.8 4.2 8465 91.1 4.4 Social subjects 3635 94.6 1.7 3340 86.9 1.7 Sport and leisure 6615 97.4 3.2 6385 94.0 3.3 Special programmes 19965 94.7 9.5 19200 91.0 9.9 All FE students 209915 94.2 100 194155 87.1 100

Other white BME total No. %* %^ No. %* %^ Art, design 485 6.9 3.1 280 4.0 2.1 Business…admin 805 8.5 5.1 785 8.3 6.0 Care 1995 4.9 12.7 1540 3.8 11.8 Computing and ICT 1110 4.9 7.0 1205 5.3 9.2 Construction 335 2.5 2.1 260 1.9 2.0 Education and training 180 3.8 1.1 135 2.9 1.0 Engineering 995 4.1 6.3 570 2.4 4.4

Asian Black No. %* %^ No. %* %^ Art, design 140 2.0 2.0 55 0.8 1.6 Business…admin 520 5.5 7.6 165 1.7 4.7 Care 750 1.8 10.8 515 1.3 14.8 Computing and ICT 445 2.0 6.4 535 2.4 15.4 Construction 100 0.7 1.4 85 0.6 2.5 Education and training 90 1.9 1.3 15 0.3 0.4 Engineering 285 1.2 4.2 125 0.5 3.6

Mixed and other No. %* %^ Art, design 85 1.2 3.1 Business…admin 100 1.0 3.7 Care 275 0.7 10.3 Computing and ICT 230 1.0 8.5 Construction 75 0.6 2.8 Education and training 30 0.7 1.2 Engineering 160 0.7 6.0

Hairdressing, beauty… 90 0.7 3.4

Hospitality, tourism 100 0.7 3.8 Land-based industries 10 0.1 0.3 Languages and ESOL 910 6.9 34.1 Media 70 2.1 2.6 Nautical studies 115 3.1 4.3 Performing arts 35 0.9 1.3 Science 85 0.9 3.2 Social subjects 50 1.4 1.9 Sport and leisure 55 0.8 2.1 Special programmes 195 0.9 7.3 All FE students 2670 1.2 100 * within a subject area, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or subject is unknown.

FE students in subject areas by ethnicity White. BME Art, design 96.0 * Business…admin 91.7 8.3 Care 96.2 Computing and ICT 94.7 5.3 Construction 98.1 Education and training 97.1 Engineering 97.6 Hairdressing, beauty… 97.3 Hospitality, tourism 95.8 Land-based industries 99.1 Languages and ESOL 67.4 32.6 Media 93.9 6.1 Nautical studies 83.7 16.3 Performing arts 97.9 * Science 94.8 5.2 Social subjects 94.6 5.4 Sport and leisure 97.4 Special programmes 94.7 5.3 * values less than 5.0 are not displayed Mode of study

Among FE students, a higher proportion of BME students than white students studied part-time (69.9% of BME students and 62.0% of white students). Part-time study was particularly high among Asian (71.7%) and mixed and other students (70.3%).

At FE level, self study and distance learning was most common among black students (18.8%) and least common among Asian students (11.7%).

The opposite is true at HE level. The proportion of students undertaking self study and distance learning was highest among Asian HE students (7.8%) and lowest among black HE students (2.7%).

3.5 All by FE/HE level, mode of study and ethnicity White total UK white No. %* %^ No. %* %^ HE students Full-time 29410 93.0 66.2 27500 87.0 66.0 Part-time 12520 93.8 28.2 11845 88.7 28.4 Self study and distance learning 2505 92.2 5.6 2325 85.7 5.6 All HE students 44435 93.2 100 41665 87.4 100 FE students Full-time 45985 95.5 21.9 42855 89.0 22.1

Part-time 130115 93.5 62.0 119405 85.8 61.5

Self study and distance learning 33810 95.0 16.1 31895 89.7 16.4 All FE students 209915 94.2 100 194155 87.1 100 All students Full-time 75395 94.5 29.6 70350 88.2 29.8

Part-time 142635 93.5 56.1 131245 86.0 55.7

Self study and distance learning 36315 94.8 14.3 34225 89.4 14.5 All students 254345 94.0 100 235820 87.1 100

Other white BME total No. %* %^ No. %* %^ HE students Full-time 1910 6.0 69.1 2205 7.0 67.9 Part-time 680 5.1 24.5 830 6.2 25.6 Self study and distance learning 175 6.5 6.4 210 7.8 6.5 All HE students 2765 5.8 100 3245 6.8 100 FE students Full-time 3135 6.5 19.9 2160 4.5 16.6

Part-time 10710 7.7 68.0 9110 6.5 69.9

Part-time 11390 7.5 61.5 9940 6.5 61.0

Asian Black No. %* %^ No. %* %^ HE students Full-time 1310 4.1 66.6 495 1.6 71.5 Part-time 505 3.8 25.6 180 1.3 25.8 Self study and distance learning 155 5.6 7.8 20 0.7 2.7 All HE students 1970 4.1 100 695 1.5 100 FE students Full-time 1145 2.4 16.6 530 1.1 15.4

Part-time 4955 3.6 71.7 2275 1.6 65.9

Part-time 5460 3.6 61.5 2455 1.6 59.1

Mixed and other No. %* %^ HE students Full-time 395 1.3 68.0 Part-time 145 1.1 25.2 Self study and distance learning 40 1.5 6.8 All HE students 585 1.2 100 FE students Full-time 480 1.0 18.0

Part-time 1880 1.3 70.3

Self study and distance learning 310 0.9 11.6 All FE students 2670 1.2 100 All students Full-time 880 1.1 27.0

Part-time 2025 1.3 62.2

Self study and distance learning 350 0.9 10.8 All students 3255 1.2 100

* within a mode of study and FE/HE level, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group and FE/HE level, the percentage of students in a mode of study (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or mode is unknown.

Students in FE/HE levels and ethnic groups by mode of study White total UK white Other BME Asian % Black % Mixed/ % % white % total % other % HE students Part-time 66.2 66.0 69.1 67.9 66.6 71.5 68.0 Full-time 28.2 28.4 24.5 25.6 25.6 25.8 25.2 Self-study and 5.6 5.6 6.4 6.5 7.8 2.7 6.8 distance learning FE students Part-time 21.9 22.1 19.9 16.6 16.6 15.4 18.0 Full-time 62.0 61.5 68.0 69.9 71.7 65.9 70.3 Self-study and 16.1 16.4 12.1 13.6 11.7 18.8 11.6 distance learning All students Part-time 29.6 29.8 27.2 26.8 27.7 24.8 27.0 Full-time 56.1 55.7 61.5 61.0 61.5 59.1 62.2 Self-study and 14.3 14.5 11.3 12.2 10.8 16.1 10.8 distance learning

At HE level, BME students had a higher rate of completion than white students (88.3% compared with 86.1%). However, students from white backgrounds had a higher rate of successful completion than BME students (73.6% compared with 70.4%).

Among HE students in SIMD Q5, 67.8% of BME students successfully completed their course, compared with 69.3% of all white students.

Among HE students in SIMD Q1–4, 69.2% of BME students successfully completed their course, compared with 74.8% of all white students.

For BME students the completion gap between SIMD Q1–4 and Q5 has narrowed from 2012/13 to just 0.2 percentage points. The completion gap for white students has also narrowed, but remains at 3.1 percentage points. 3.6 All HE students by deprivation groups, retention, completion outcome and ethnicity White total UK white No. %* %^ No. %* %^ EW 1890 93.1 4.3 1790 88.2 4.3 FW 4225 94.9 9.6 4030 90.5 9.7 C 37955 93.2 86.1 35515 87.2 85.9 All HE PC 5540 90.8 12.6 5255 86.1 12.7 students SC 32415 93.6 73.6 30260 87.4 73.2

All 44070 93.3 100 41335 87.5 100

EW 545 93.0 5.3 510 87.1 5.4 FE 1140 94.4 11.0 1070 88.6 11.3 C 8675 92.8 83.7 7885 84.4 83.3 SIMD Q5 PC 1495 91.2 14.4 1395 85.1 14.7 SC 7180 93.1 69.3 6495 84.2 68.6 All 10360 93.0 100 9470 85.0 100 EW 1335 93.2 4.0 1275 89.0 4.0 FE 3065 95.5 9.2 2945 91.7 9.3 C 28930 94.9 86.8 27410 89.9 86.7 SIMD Q1-Q4 PC 4010 92.9 12.0 3835 88.8 12.1 SC 24920 95.3 74.8 23575 90.1 74.5 All 33330 94.9 100 31630 90.1 100 SIMD unknown 380 235

Other white BME total No. %* %^ No. %* %^ EW 100 4.8 3.6 140 6.9 4.5 FW 195 4.4 7.2 225 5.1 7.2 C 2445 6.0 89.2 2780 6.8 88.3 All HE PC 285 4.7 10.5 565 9.2 17.9 students SC 2155 6.2 78.8 2215 6.4 70.4

All 2740 5.8 100 3145 6.7 100

EW 35 6.0 3.9 40 7.0 5.2 FE 70 5.8 7.9 65 5.6 8.6 C 785 8.4 88.2 675 7.2 86.2 SIMD Q5 PC 100 6.1 11.2 145 8.8 18.4 SC 685 8.9 77.0 530 6.9 67.8 All 890 8.0 100 780 7.0 100 SIMD Q1-Q4 EW 60 4.2 3.5 95 6.8 5.4 FE 120 3.7 7.1 145 4.5 8.1 C 1520 5.0 89.4 1545 5.1 86.4 PC 175 4.1 10.4 310 7.1 17.3 SC 1345 5.1 79.0 1235 4.7 69.2 All 1700 4.8 100 1785 5.1 100 SIMD unknown 145 580

Asian Black No. %* %^ No. %* %^ EW 80 3.8 4.1 30 1.6 4.8 FW 115 2.6 6.1 70 1.6 10.3 C 1720 4.2 89.9 565 1.4 84.9 All HE PC 350 5.8 18.3 120 1.9 17.7 students SC 1370 4.0 71.5 450 1.3 67.2

All 1915 4.1 100 670 1.4 100

Mixed and other No. %* %^ EW 30 1.5 5.5 FW 40 0.9 7.3 C 490 1.2 87.2 PC 95 1.5 16.7 All HE students SC 400 1.1 70.6

All 565 1.2 100

SIMD Q5 EW 10 1.5 6.3 FE 10 0.9 7.6 C 125 1.3 86.1 PC 25 1.6 18.8 SC 95 1.3 67.4 All 145 1.3 100 EW 20 1.5 5.4 FE 30 0.9 7.2 C 340 1.1 87.3 SIMD Q1-Q4 PC 65 1.5 16.5 SC 275 1.0 70.8 All 385 1.1 100 SIMD unknown 35

* within a retention/completion outcome and deprivation group, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group and deprivation group, the percentage of students in a retention/ completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose ethnicity or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose ethnicity, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers HE students whose retention/completion outcome is known but their SIMD is unknown.

All HE students by retention, completion outcome and ethnicity Early withdrawal Further Partial completion Successful % withdrawal % % completion % White HE * 9.6 12.6 73.6 students total UK white HE 9.7 12.7 73.2 students Other white HE 7.2 10.5 78.8 students BME HE students 7.2 17.9 70.4 total Asian HE 6.1 18.3 71.5 students Black HE 10.3 17.7 67.2 students Mixed and other 5.5 7.3 16.7 70.6 HE students * values less than 5.0 are not displayed At FE level, BME students had higher rates of both early withdrawal (5.2%) and further withdrawal (8.3%) than white students (3.9% and 6.8% respectively).

Successful completion rates were lower for BME students than for white students. 75.9% of BME students successfully completed their course, compared with 80.1% of students from white backgrounds.

Among students in SIMD Q5, the early withdrawal and further withdrawal rates for BME students were 7.2% and 10.5%, compared with 5.3% and 8.5% for white students.

Across SIMD groups the lowest rate of successful completion was among BME students in SIMD Q5, at 71.1%. The successful completion gap between SIMD groups was larger for white students than for BME students (6.5 percentage points compared with 5.6 percentage points).

3.7 All FE students by deprivation groups, retention, completion outcome and ethnicity White total UK white No. %* %^ No. %* %^ EW 7930 92.2 3.9 7340 85.4 3.9 FW 13900 92.9 6.8 12895 86.1 6.9 C 181445 94.2 89.3 167350 86.9 89.2 PC 18540 93.1 9.1 17320 87.0 9.2 All FE students SC 162905 94.3 80.1 150030 86.9 80.0

All 203275 94.0 100 187580 86.8 100

Other white BME total No. %* %^ No. %* %^ All FE students EW 585 6.8 3.7 670 7.8 5.2 FW 1005 6.7 6.4 1070 7.1 8.3 C 14100 7.3 89.8 11175 5.8 86.5 PC 1225 6.1 7.8 1375 6.9 10.6 SC 12875 7.5 82.0 9800 5.7 75.9

All 15690 7.3 100 12915 6.0 100

Asian Black No. %* %^ No. %* %^ EW 355 4.1 5.1 170 2.0 5.3 FW 555 3.7 7.9 270 1.8 8.3 C 6100 3.2 87.0 2810 1.5 86.4 PC 725 3.6 10.3 380 1.9 11.8 All FE students SC 5375 3.1 76.6 2430 1.4 74.7

All 7015 3.2 100 3250 1.5 100

EW 165 4.8 7.8 125 3.6 6.3 FE 220 4.1 10.5 190 3.5 9.8 C 1725 3.2 81.7 1630 3.0 83.8 SIMD Q5 PC 220 3.2 10.4 230 3.4 11.8 SC 1505 3.2 71.3 1400 3.0 72.1 All 2110 3.4 100 1945 3.1 100 EW 190 3.7 4.4 50 0.9 4.0 FE 330 3.5 7.6 80 0.8 6.6 C 3810 2.8 88.0 1065 0.8 89.3 SIMD Q1-Q4 PC 505 3.9 11.6 150 1.2 12.6 SC 3305 2.7 76.4 915 0.7 76.7 All 4330 2.9 100 1190 0.8 100 SIMD unknown 575 115 Mixed and other No. %* %^ EW 145 1.7 5.4 FW 245 1.6 9.2 C 2265 1.2 85.4 PC 270 1.3 10.1 All FE students SC 2000 1.2 75.3

All 2650 1.2 100

EW 70 2.1 7.7 FE 110 2.0 11.9 C 750 1.4 80.4 SIMD Q5 PC 110 1.6 11.7 SC 640 1.4 68.7 All 930 1.5 100 EW 70 1.3 4.6 SIMD Q1-Q4 FE 120 1.3 8.0 C 1320 1.0 87.4 PC 145 1.1 9.7 SC 1170 1.0 77.7 All 1510 1.0 100 SIMD unknown 210 * within a retention/completion outcome and deprivation group, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group and deprivation group, the percentage of students in a retention/ completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose ethnicity or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose ethnicity, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers FE students whose retention/completion outcome is known but their SIMD is unknown.

All FE students by retention, completion outcome and ethnicity Early withdrawal Further Partial completion Successful % withdrawal % % completion % White FE * 6.8 9.1 80.1 students total UK white FE 6.9 9.2 80.0 students Other white FE 6.4 7.8 82.0 students BME FE students 5.2 8.3 10.6 75.9 total Asian FE students 5.1 7.9 10.3 76.6 Black FE students 5.3 8.3 11.8 74.7 Mixed and other 5.4 9.2 10.1 75.3 FE students * values less than 5.0 are not displayed

Region

The regions with the highest proportions of students who were BME were Glasgow (14.6%) and Edinburgh and Lothians (10.6%). These proportions are higher than 2012/13 levels (13.1% and 9.5%, respectively).

The regions with the lowest proportions of BME students were the land based region (0.6%), Ayrshire (1.5%) and Highlands and Islands (2.2%). However, in the case of the latter two regions, these proportions still represent hundreds of students. 3.8 All students by region/provision and ethnicity White total UK white

No. %* %^ No. %* %^

Ayrshire 13885 98.5 5.5 13630 96.7 5.8

Borders 3165 97.4 1.2 2935 90.3 1.2

Fife 17285 97.6 6.8 16675 94.2 7.1

Forth Valley 13660 97.6 5.4 13190 94.3 5.6

Glasgow 50605 85.4 19.9 47290 79.8 20.1

Lanarkshire 26385 97.2 10.4 25505 93.9 10.8

Tayside 18520 97.4 7.3 17165 90.2 7.3

West 28850 96.6 11.3 27765 93.0 11.8

West Lothian 6450 97.3 2.5 6140 92.6 2.6

Land based 4750 99.4 1.9 4410 92.3 1.9

Total 254345 94.0 100 235820 87.1 100

Other white BME total

No. %* %^ No. %* %^

Aberdeen and Aberdeenshire 1995 9.2 10.8 1065 4.9 6.5

Ayrshire 255 1.8 1.4 215 1.5 1.3

Borders 230 7.0 1.2 85 2.6 0.5

Fife 605 3.4 3.3 420 2.4 2.6

Forth Valley 470 3.3 2.5 330 2.4 2.0 Glasgow 3315 5.6 17.9 8640 14.6 53.1

Lanarkshire 880 3.2 4.7 765 2.8 4.7

Tayside 1355 7.1 7.3 505 2.6 3.1

West 1085 3.6 5.9 1015 3.4 6.2

West Lothian 310 4.7 1.7 180 2.7 1.1

Land based 340 7.1 1.8 25 0.6 0.2

Total 18525 6.8 100 16285 6.0 100

Asian Black

No. %* %^ No. %* %^

Ayrshire 120 0.9 1.4 35 0.2 0.8

Borders 55 1.7 0.6 15 0.4 0.3

Fife 200 1.1 2.2 85 0.5 2.0

Forth Valley 180 1.3 2.0 60 0.4 1.4

Glasgow 4895 8.3 55.1 2510 4.2 60.5

Lanarkshire 480 1.8 5.4 130 0.5 3.2

Tayside 270 1.4 3.0 70 0.4 1.7

West 585 2.0 6.6 275 0.9 6.7

West Lothian 85 1.3 0.9 45 0.7 1.1

Land based 5 0.1 0.1 20 0.4 0.5

Total 8880 3.3 100 4150 1.5 100

Mixed and other No. %* %^

Aberdeen and Aberdeenshire 360 1.7 11.0

Ayrshire 60 0.4 1.8

Borders 20 0.6 0.6

Dumfries and Galloway 40 0.7 1.2

Edinburgh and Lothians 595 2.7 18.3

Fife 135 0.8 4.2

Forth Valley 90 0.7 2.8

Glasgow 1235 2.1 37.9

Highlands and Islands 170 0.7 5.2

Lanarkshire 150 0.6 4.6

Tayside 165 0.9 5.0

West 155 0.5 4.8

West Lothian 55 0.8 1.7

Land based 0 0.0 0.0

National provision 20 2.3 0.6

Total 3255 1.2 100 * within a region/provision, the percentage of students in an ethnic group (compare horizontally) ^ within an ethnic group, the percentage of students in a region/provision (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or region is unknown.

Students in regions/provisions by BME/white identity White% BME%

Aberdeen and Aberdeenshire 95.1 *

Ayrshire 98.5

Borders 97.4

Dumfries and Galloway 97.8

Fife 97.6

Forth Valley 97.6

Glasgow 85.4 14.6 Highlands and Islands 97.8

Lanarkshire 97.2

Tayside 97.4

West 96.6

West Lothian 97.3

Land based 99.4

National provision 96.4 * values less than 5.0 are not displayed 4 Gender

 Since the peak of student numbers in 2007/08, the fall in numbers has been disproportionately among women. In 2013/14, female student numbers were 56.5% of what they were in 2007/08, while male student numbers were 67.3% of what they were in 2007/08.  While there has been a consistent majority of women studying in colleges in Scotland, the gap between male and female representation has narrowed from 12.2 percentage points in 2007/08 to 3.4 percentage points in 2013/14.  Within FE, 52.0% of students were female and 48.0% were male, a difference of 4.0 percentage points.  Within HE, 50.4% of students were female and 49.6% were male, a difference of 0.8 percentage points.  At FE level, the subjects with the largest gender differences were hairdressing, beauty, complementary therapies (94.9% female), nautical studies (94.1% male), construction (91.5% male) and engineering (86.5% male). All of these subjects have seen small percentage point decreases in the gender gap compared with 2012/13.  At HE level, 76.3% of students studying SET subjects were male. This proportion has increased by 1.5 percentage points since 2012/13.  The HE subjects with the largest gender differences were all SET subjects.  Students undertaking self study and distance learning courses (13.1% of all students) were predominantly women (61.3%).  At FE level, 62.6% of female students studied part-time, compared with 70.2% of male students.  The proportion of female HE students who successfully completed their course (75.9%) was higher than that of male HE students (70.9%), a difference of 5.0 percentage points.  In contrast to HE level, at FE level both completion rates and successful completion rates were higher for men than for women. 80.7% of male students successfully completed their course compared with 79.5% of female students, a difference of 1.2 percentage points.  Male students formed the majority in the land based region (78.0%), Glasgow (51.9%), Fife (51.3%) and Forth Valley (51.1%). In all other regions, the majority of students were women.

Profile over time

In 2013/14, 51.7% of all students in Scottish colleges were female and 48.3% were male. This is a difference of 3.4 percentage points.

At the peak of student numbers in 2007/08, 56.1% of all students were female, and 43.9% were male. Since this peak, the fall in student numbers has been disproportionately among women. In 2013/14, female student numbers were 56.5% of what they were in 2007/08, while male student numbers were 67.3% of what they were in 2007/08.

While women remain in the majority, the gap between male and female representation narrowed from 12.2 percentage points in 2007/08 to 3.4 percentage points in 2013/14.

4.1 Profile over time by gender Female Male All students

No. % No. % No.

06/07 267910 57.2 200245 42.8 468155 07/08 274620 56.1 214990 43.9 489610

08/09 268020 55.4 215455 44.6 483470

09/10 240590 54.9 197935 45.1 438520

10/11 205250 53.6 177755 46.4 383005

11/12 156960 52.8 140125 47.2 297085

12/13 155930 52.4 141655 47.6 297585

13/14 155095 51.7 144730 48.3 299830 Percentages are based on the total number of students minus those whose gender is unknown.

Profile over time by gender Female % Male %

06/07 57.2 42.8

07/08 56.1 43.9

08/09 55.4 44.6

09/10 54.9 45.1

10/11 53.6 46.4

11/12 52.8 47.2

12/13 52.4 47.6

13/14 51.7 48.3

Level of study

The two largest levels (SCQF 4 and other: vocational; comprising over half of all students) both had comparable proportions of male and female students, with no large gender differences.

However, some levels had large gender gaps. These included HE professional body courses (66.0% female compared with 34.0% male), SCQF 9–10 (65.2% female compared with 34.8% male) and FE SVQ level 3 (65.4% male compared with 34.6% female).

At FE level, 52.0% of students were female and 48.0% were male, a difference of 4.0 percentage points.

At HE level, 50.4% of students were female and 49.6% were male, a difference of 0.8 percentage points.

4.2 All by FE/HE level, SCQF level and gender Female Male

No. %* %^ No. %* %^

SCQF 11–12 20 77.8 0.0 5 22.2 0.0 SCQF 9–10 740 65.2 0.5 395 34.8 0.3

SCQF 8 10460 49.5 6.7 10690 50.5 7.4

HND or equivalent 9160 47.7 5.9 10060 52.3 7.0

SCQF 7 12920 50.2 8.3 12840 49.8 8.9

HNC or equivalent 9185 53.5 5.9 7975 46.5 5.5

Professional body 410 66.0 0.3 210 34.0 0.1

Other HE students 0 .. 0.0 0 .. 0.0

All HE students 24550 50.4 15.8 24140 49.6 16.7

SCQF 6–7 21090 54.5 13.6 17570 45.5 12.1

Advanced higher (unit) 480 61.5 0.3 300 38.5 0.2

SVQ level 3 4070 34.6 2.6 7705 65.4 5.3

Higher (unit) 11485 64.0 7.4 6455 36.0 4.5

SCQF 5 17500 51.8 11.3 16270 48.2 11.2

SVQ level 2 4450 51.2 2.9 4250 48.8 2.9

Intermediate 2 (unit) 9695 54.2 6.3 8185 45.8 5.7

SCQF 4 39295 48.4 25.3 41825 51.6 28.9

SVQ level 1 585 45.8 0.4 690 54.2 0.5

Intermediate 1 (unit) 9135 54.2 5.9 7725 45.8 5.3

Other non–advanced 26090 46.2 16.8 30345 53.8 21.0 certificate

National units alone not leading to any 2170 55.6 1.4 1735 44.4 1.2 qualification listed above

SCQF 3 5145 54.5 3.3 4300 45.5 3.0

Access (group award) 240 50.5 0.2 235 49.5 0.2

Access (units) 4905 54.7 3.2 4060 45.3 2.8

No recognised 0 .. 0.0 0 .. 0.0 qualification

Other: non–vocational 8915 64.2 5.7 4970 35.8 3.4

Other recognised 395 49.7 0.3 400 50.3 0.3 qualification No recognised 8520 65.1 5.5 4570 34.9 3.2 qualification

Other: vocational 38600 52.0 24.9 35655 48.0 24.6

Other recognised 6100 42.9 21.0 8125 57.1 5.6 qualification

No recognised 32500 54.1 0.0 27530 45.9 19.0 qualification

Other FE students 0 .. 84.2 0 .. 0.0

All FE students 130545 52.0 100 120590 48.0 83.3

All students 155095 51.7 144730 48.3 100

* within a level, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in a level (compare vertically)

Percentages are based on the total number of students minus those whose level or gender is unknown. HE and FE totals are a sum of the individual SCQF level totals stated above in bold. SCQF levels not stated above therefore are not included in the totals.

Students in SCQF levels by gender Female % Male %

SCQF 11-12 77.8 22.2

SCQF 9-10 65.2 34.8

SCQF 8 49.5 50.5

SCQF 7 50.2 49.8

Professional body 66.0 34.0

Other HE students ..

SCQF 6-7 54.5 45.5

SCQF 5 51.8 48.2

SCQF 4 48.4 51.6

SCQF 3 54.5 45.5

Other, non-vocational 64.2 35.8

Other, vocational 52.0 48.0

Other FE students .. .. percentages based on totals of 22.5 or less are not shown

Female/male students by SCQF level Female % Male % SCQF 9-10 0.5 0.3 SCQF 8 6.7 7.4 SCQF 7 8.3 8.9 Professional body 0.3 0.1 SCQF 6-7 13.6 12.1 SCQF 5 11.3 11.2 SCQF 4 25.3 28.9 SCQF 3 3.3 3.0 Other: non-vocational 5.7 3.4 Other: vocational 24.9 24.6

Subject areas: HE

At HE level, 76.3% of students studying SET subjects were male. This proportion has increased by 1.5 percentage points since 2012/13. 51.1% of all male students studied SET subjects compared with 15.6% of all female students.

The largest gender differences within a subject were in engineering and technology (89.9% male), subjects allied to medicine (86.4% female), architecture, building, planning (86.0% male) and mathematical and computing science (85.8% male).

The majority of HE students studied non-SET subjects (66.8%). 84.4% of all female students studied non- SET subjects compared with a minority of male students (48.9%).

The largest gender difference within a non-SET subject was in social studies (78.6% female).

4.3 HE students by subject area and gender Female Male

No. %* %^ No. %* %^

Medicine and dentistry 165 68.0 0.7 80 32.0 0.3

Subjects allied to medicine 1505 86.4 6.1 235 13.6 1.0

Biological sciences 470 62.7 1.9 280 37.3 1.2

Agriculture 155 61.2 0.6 95 38.8 0.4

Physical sciences 20 28.2 0.1 55 71.8 0.2

Mathematical and 510 14.2 2.1 3085 85.8 12.8 computing science

Engineering and technology 820 10.1 3.3 7325 89.9 30.3

Architecture, building, 195 14.0 0.8 1190 86.0 4.9 planning

SET total 3840 23.7 15.6 12345 76.3 51.1

Social studies 5650 78.6 23.0 1535 21.4 6.4

Business and administrative 7150 61.1 29.1 4550 38.9 18.9 studies

Mass comms, 470 49.0 1.9 485 51.0 2.0 documentation

Languages 390 70.9 1.6 160 29.1 0.7

Creative arts and design 5835 64.7 23.8 3175 35.3 13.2

Education 370 52.6 1.5 335 47.4 1.4

Combined 845 35.3 3.5 1550 64.7 6.4

Non-SET total 20710 63.7 84.4 11795 36.3 48.9

All HE students 24550 50.4 100 24140 49.6 100

* within a subject area, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose gender or subject is unknown.

HE students in subject areas by gender Female % Male %

Medicine and dentistry 68.0 32.0 Subjects allied to medicine 86.4 13.6 Biological sciences 62.7 37.3 Agriculture 61.2 38.8 Physical sciences 28.2 71.8 SET Mathematical and computing science 14.2 85.8 Engineering and technology 10.1 89.9 Architecture, building, planning 14.0 86.0

Non-SET Social studies 78.6 21.4 Business and administrative studies 61.1 38.9 Mass comms, documentation 49.0 51.0 Languages 70.9 29.1 Creative arts, design 64.7 35.3 Education 52.6 47.4 Combined 35.3 64.7

Subject areas: FE

At FE level, the subjects with the largest gender differences were hairdressing, beauty, complementary therapies (94.9% female), nautical studies (94.1% male), construction (91.5% male) and engineering (86.5% male).

All of these subjects have seen small percentage point decreases in the gender gap compared with 2012/13. In 2012/13, hairdressing, beauty, complementary therapies was 96.1% female, nautical studies was 94.6% male, construction was 93.1% male and engineering was 87.3% male.

4.4 FE students by subject area and gender Female Male

No. %* %^ No. %* %^

Art, design 6510 64.9 5.0 3525 35.1 2.9

Business, management and 5960 59.1 4.6 4130 40.9 3.4 administration

Care 32535 72.6 24.9 12260 27.4 10.2

Computing and ICT 12050 47.9 9.2 13110 52.1 10.9

Construction 1235 8.5 0.9 13315 91.5 11.0

Education and training 3300 61.2 2.5 2095 38.8 1.7

Engineering 3670 13.5 2.8 23535 86.5 19.5

Hairdressing, beauty, 13155 94.9 10.1 700 5.1 0.6 complementary therapies

Hospitality, tourism 10555 60.1 8.1 7010 39.9 5.8

Land-based industries 2335 30.7 1.8 5270 69.3 4.4

Languages, ESOL 9920 64.4 7.6 5480 35.6 4.5

Media 1930 54.9 1.5 1585 45.1 1.3

Nautical studies 220 5.9 0.2 3520 94.1 2.9

Performing arts 2540 57.9 1.9 1845 42.1 1.5

Science 6000 60.5 4.6 3920 39.5 3.3 Social subjects 2710 67.7 2.1 1295 32.3 1.1

Sport, leisure 2665 37.3 2.0 4485 62.7 3.7

Special programmes 13250 49.5 10.2 13510 50.5 11.2

All FE subjects 130545 52.0 100 120590 48.0 100

* within a subject area, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in a subject area (compare vertically) Percentages are based on the total number of students minus those whose gender or subject is unknown.

FE students in subject areas by gender Female % Male %

Art, design 64.9 35.1

Business, management and administration 59.1 40.9

Care 72.6 27.4

Computing and ICT 47.9 52.1

Construction 8.5 91.5

Education and training 61.2 38.8

Engineering 13.5 86.5

Hairdressing, beauty, complementary therapies 94.9 5.1

Hospitality, tourism 60.1 39.9

Land-based industries 30.7 69.3

Languages, ESOL 64.4 35.6

Media 54.9 45.1

Nautical studies 5.9 94.1

Performing arts 57.9 42.1

Science 60.5 39.5

Social subjects 67.7 32.3

Sport, leisure 37.3 62.7

Special programmes 49.5 50.5

Mode of study Students undertaking self study and distance learning courses (13.1% of all students) were predominantly female (61.3%).

At FE level, 62.6% of female students studied part-time, compared with 70.2% of male students.

68.4% of female HE students studied full-time, compared with 62.3% of male HE students.

4.5 All by FE/HE level, mode of study and gender Female Male No. %* %^ No. %* %^ HE students Full-time 16785 52.7 68.4 15040 47.3 62.3 Part-time 6410 46.1 26.1 7510 53.9 31.1 Self study and distance 1355 45.9 5.5 1590 54.1 6.6 learning All HE students 24550 50.4 100 24140 49.6 100 FE students Full-time 26040 53.9 19.9 22285 46.1 18.5

Part-time 81705 49.1 62.6 84650 50.9 70.2

Self study and distance 22800 62.5 17.5 13655 37.5 11.3 learning All FE students 130545 52.0 100 120590 48.0 100 All students Full-time 42830 53.4 27.6 37325 46.6 25.8 Part-time 88115 48.9 56.8 92155 51.1 63.7 Self study and distance 24155 61.3 15.6 15250 38.7 10.5 learning All students 155095 51.7 100 144730 48.3 100 * within a mode of study and FE/HE level, the percentage of students who are female/male (compare horizontally) ^ within a gender and FE/HE level, the percentage of students in a mode of study (compare vertically) Percentages are based on the total number of students minus those whose gender or mode is unknown.

Female/male students in FE/HE levels by mode of study Female % Male % HE Part-time 26.1 31.1 Full-time 68.4 62.3 Self-study and distance learning 5.5 6.6 FE Part-time 62.6 70.2 Full-time 19.9 18.5 Self-study and distance learning 17.5 11.3 All Part-time 56.8 63.7 Full-time 27.6 25.8 Self-study and distance learning 15.6 10.5

At HE level, similar proportions of male and female students completed their course (86.5% and 86.1% respectively).

However, the proportion of female students who successfully completed their course (75.9%) was higher than that of male students (70.9%), a difference of 5.0 percentage points.

Although successful completion rates were higher among students in SIMD Q1–4 than SIMD Q5 across both genders, the gap was wider among male students.

Within SIMD Q5, the proportion of female students who successfully completed their course (72.7%) was 7.7 percentage points higher than that of male students (65.0%).

4.6 All HE students by deprivation groups, retention, completion outcome and gender Female Male

No. %* %^ No. %* %^

EW 1030 50.4 4.3 1010 49.6 4.3

FW 2290 51.3 9.6 2175 48.7 9.2

C 20545 50.1 86.1 20490 49.9 86.5 All HE students PC 2430 39.6 10.2 3700 60.4 15.6

SC 18115 51.9 75.9 16785 48.1 70.9

All 23865 50.2 100 23675 49.8 100

EW 310 52.9 5.1 275 47.1 5.4

FW 645 53.1 10.5 565 46.9 11.1

C 5140 54.7 84.3 4250 45.3 83.4 SIMD Q5 PC 705 42.9 11.6 940 57.1 18.5

SC 4435 57.3 72.7 3310 42.7 65.0

All 6095 54.5 100 5095 45.5 100

SIMD Q1-4 EW 715 49.6 4.1 725 50.4 4.1 FW 1635 50.8 9.3 1585 49.2 8.9

C 15200 49.5 86.6 15525 50.5 87.0

PC 1715 39.5 9.8 2625 60.5 14.7

SC 13485 51.1 76.8 12900 48.9 72.3

All 17555 49.6 100 17835 50.4 100

SIMD unknown 220 745

* within a retention/completion outcome and deprivation group, the percentage of students who are female/male (compare horizontally) ^ within a gender and deprivation group, the percentage of students in a retention/completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose gender or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose gender, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers HE students whose retention/completion outcome is known but their SIMD is unknown.

All HE students by deprivation groups, retention, completion outcome and gender Early withdrawal Further Partial completion Successful % withdrawal % % completion %

All HE female * 9.6 10.2 75.9 students HE female students in 5.1 10.5 11.6 72.7 SIMD Q5 HE female students in SIMD 9.3 9.8 76.8 Q1-Q4 All HE male 9.2 15.6 70.9 students HE male students 5.4 11.1 18.5 65.0 in SIMD Q5 HE male students 8.9 14.7 72.3 in SIMD Q1-4 * values less than 5.0 are not displayed

As with HE level, a higher proportion of male FE students completed their course than female FE students (89.8% compared with 88.7%). This gender difference was larger for FE students in SIMD Q1–4 than for those in SIMD Q5. Within SIMD Q1–4, 91.0% of male students completed their course compared with 89.8% of female students, a difference of 1.2 percentage points. Among students in SIMD Q5, this gap was smaller, with a difference of 0.5 percentage points. The gap among those in SIMD Q5 has narrowed since 2012/13, when it was 1.3 percentage points.

In contrast to HE level however, at FE level successful completion rates were also higher for men than for women. 80.7% of male students successfully completed their course compared with 79.5% of female students, a difference of 1.2 percentage points.

Early and further withdrawal rates were highest among female students in SIMD Q5, at 5.5% and 8.8% respectively.

4.7 All FE students by deprivation groups, retention, completion outcome and gender Female Male

No. %* %^ No. %* %^

EW 4725 54.6 4.1 3925 45.4 3.7 FW 8300 55.2 7.2 6745 44.8 6.4 C 101905 52.0 88.7 94250 48.0 89.8 All FE students PC 10515 52.4 9.1 9545 47.6 9.1 SC 91390 51.9 79.5 84705 48.1 80.7 All 114935 52.3 100 104920 47.7 100 EW 1900 55.0 5.5 1555 45.0 5.4 FW 3035 55.7 8.8 2415 44.3 8.4 C 29575 54.3 85.7 24885 45.7 86.2 SIMD Q5 PC 3760 54.9 10.9 3085 45.1 10.7 SC 25815 54.2 74.8 21800 45.8 75.5 All 34510 54.5 100 28855 45.5 100 EW 2810 54.4 3.6 2360 45.6 3.2 FW 5235 55.0 6.6 4285 45.0 5.8 C 71110 51.5 89.8 66970 458.5 91.0 SIMD Q1-4 PC 6720 51.3 8.5 6385 48.7 8.7 SC 64390 51.5 81.3 60590 48.5 82.3 All 79155 51.8 100 73615 48.2 100 SIMD unknown 1265 2450 * within a retention/completion outcome and deprivation group, the percentage of students who are female/male (compare horizontally) ^ within a gender and deprivation group, the percentage of students in a retention/completion outcome (compare vertically) Percentages for the top six rows are based on the total number of students minus those whose gender or retention/completion outcome is unknown. Percentages for the remaining rows are based on the total number of students minus those whose gender, SIMD or retention/completion outcome is unknown. SIMD unknown in this table covers FE students whose retention/completion outcome is known but their SIMD is unknown.

All FE students by deprivation groups, retention, completion outcome and gender Early withdrawal Further Partial completion Successful % withdrawal % % completion % All FE female * 7.2 9.1 79.5 students FE female students in SIMD 5.5 8.8 10.9 74.8 Q5 FE female students in SIMD 6.6 8.5 81.3 Q1-4 All FE male 6.4 9.1 80.7 students FE male students 5.4 8.4 10.7 75.5 in SIMD Q5 FE male students 5.8 8.7 82.3 in SIMD Q1-4 * values less than 5.0 are not displayed.

Region

Male students formed the majority of students in the land based region (78.0%), Glasgow (51.9%), Fife (51.3%) and Forth Valley (51.1%). In all other regions, the majority of students were women.

This is most clearly observed in the West (63.1%), West Lothian (60.5%) and national provision (60.1%) regions.

4.8 All students by region/provision and gender Female Male

No. %* %^ No. %* %^

Ayrshire 7695 50.2 5.0 7620 49.8 5.3

Borders 3100 58.2 2.0 2230 41.8 1.5

Edinburgh and Lothians 11510 52.1 7.4 10600 47.9 7.3 Fife 12165 48.7 7.8 12820 51.3 8.9

Forth Valley 6840 48.9 4.4 7150 51.1 4.9

Glasgow 30575 48.1 19.7 33000 51.9 22.8

Lanarkshire 15825 51.1 10.2 15150 48.9 10.5

Tayside 10590 55.2 6.8 8600 44.8 5.9

West 19055 63.1 12.3 11125 36.9 7.7

West Lothian 4175 60.5 2.7 2730 39.5 1.9

Land based 1050 22.0 0.7 3730 78.0 2.6

Total 155095 51.7 100 144730 48.3 100 * within a region/provision, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in a region/provision (compare vertically) Percentages are based on the total number of students minus those whose gender or region is unknown.

Students in regions/provisions by gender Female % Male %

Aberdeen and Aberdeenshire 52.1 47.9

Ayrshire 50.2 49.8

Borders 58.2 41.8

Dumfries and Galloway 50.6 49.4

Fife 48.7 51.3

Forth Valley 48.9 51.1

Glasgow 48.1 51.9

Highlands and Islands 52.0 48.0

Lanarkshire 51.1 48.9

Tayside 55.2 44.8

West 63.1 36.9

West Lothian 60.5 39.5

Land based 22.0 78.0 National provision 60.1 39.9 5 Multiple identities

 In 2013/14, the proportion of students aged under 16 who disclosed as disabled (13.4%) was 3.2 percentage points lower than in 2012/13 (16.6%).  The completion gap between disabled and non-disabled students was narrower among students aged 29 and under than it was among students aged 30 and over.  With the exception of the 40 and over age group, the proportion of students within an age group who were BME increased with age.  The majority of students aged 24 and under were men, whereas the majority of students aged 25 and over were women.  The successful completion gap between male and female students was highest among those aged 20–24: 77.6% of male students in this age group completed successfully compared with 75.8% of female students (a difference of 1.9 percentage points).  The proportion of white students who disclosed as disabled (14.2%) was nearly double that of BME students (7.7%), a difference of 6.5 percentage points. This gap has narrowed since 2012/13.  The largest completion gap between disabled (79.4%) and non-disabled (86.6%) students was among black students (7.2 percentage points).  A higher proportion of male students disclosed as disabled (14.5%) than female students (12.9%), a difference of 1.6 percentage points.  Across gender and disability, the lowest completion rates were among female disabled students (85.7%). The lowest successful completion rates were also among female disabled students (75.7%), as were the highest rates of early and further withdrawal.  Male students made up the majority of mixed and other students (52.3%). Female students made up the majority of all other ethnic groups.  Across ethnicity and gender, black male students had the lowest completion rate (85.3%) and successful completion rate (71.4%).

Age and disability

In 2013/14, the proportion of students aged under 16 who disclosed as disabled (13.4%) was 3.2 percentage points lower than in 2012/13 (16.6%).

The 16–19 and 40 and over age groups had the highest proportions of students who disclosed as disabled (14.9% each). However, these proportions have fallen since 2012/13 (by 0.5 and 0.4 percentage points respectively).

5.1 All by age and disability status Non-disabled Disabled

No. %* %^ No. %* %^

Under 16 24555 86.6 10.4 3800 13.4 10.1

16-19 74255 85.1 31.3 13030 14.9 34.8

20-24 37900 87.4 16.0 5475 12.6 14.6

25-29 22590 88.6 9.5 2905 11.4 7.8

30-34 17035 88.9 7.2 2135 11.1 5.7 35-39 12985 88.0 5.5 1770 12.0 4.7

40 and over 47840 85.1 20.2 8370 14.9 22.3

All students 237165 86.4 100 37480 13.6 100

* within an age group, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status the percentage of students in an age group (compare vertically) Percentages are based on the total number of students minus those whose disability status or age is unknown.

Students in age groups by disability status Non-disabled% Disabled %

Under 16 86.6 13.4

16-19 85.1 14.9

20-24 87.4 12.6

25-29 88.6 11.4

30-34 88.9 11.1

35-39 88.0 12.0

40 and over 85.1 14.9

Disabled/non-disabled students by age Non-disabled % Disabled %

Under 16 10.4 10.1

16-19 31.3 34.8

20-24 16.0 14.6

25-29 9.5 7.8

30-34 7.2 5.7

35-39 5.5 4.7

40 and over 20.2 22.3

All students 100 100

Within all age groups, the proportion of non-disabled students who completed their course was higher than that of disabled students.

The disability completion gap was narrower among students aged 29 and under than it was among students aged 30 and over. For example, there was a gap of 0.4 percentage points between the proportions of disabled and non-disabled students who completed their course among students aged 16–19, compared with a gap of 5.2 percentage points among students aged 35–39. Successful completion rates follow a similar pattern. For example, among students aged 16–19 there was a difference of 0.5 percentage points between disabled and non-disabled students in successful completion. Among students aged 35–39 this gap was markedly wider, with a difference of 6.6 percentage points.

5.2 All by retention, completion outcome, age group and disability status Non-disabled Disabled

No. % No. %

EW 640 2.9 130 3.6

FW 1155 5.2 230 6.4

Under 16 C 20535 92.0 3190 90.0

PC 1920 8.6 360 10.1

SC 18615 83.4 2830 79.8

EW 3490 4.6 605 4.6

FW 7405 9.8 1370 10.3

16-19 C 64290 85.5 11275 85.1

PC 9020 12.0 1605 12.1

SC 55270 73.5 9675 73.0

EW 1750 4.6 305 5.5

FW 2980 7.9 530 9.6

20-24 C 32950 87.5 4710 84.9

PC 3885 10.3 615 11.1

SC 29070 77.1 4095 73.8

EW 995 4.5 155 5.4

FW 1580 7.2 260 9.0

25-29 C 19435 88.3 2475 85.6

PC 1960 8.9 275 9.5

SC 17475 79.4 2200 76.1

30-34 EW 645 3.9 130 6.2

FW 985 6.0 180 8.5

C 14720 90.0 1790 85.4 PC 1510 9.2 195 9.3

SC 13210 80.8 1595 76.0

EW 435 3.6 105 6.2

FW 665 5.4 135 8.0

35-39 C 11170 91.0 1470 85.8

PC 990 8.1 160 9.4

SC 10180 83.0 1310 76.4

EW 975 2.2 330 4.2

FW 1555 3.5 495 6.2

40 and over C 42090 94.3 7090 89.6

PC 3050 6.8 645 8.2

SC 39035 87.5 6445 81.4

Percentages are based on the total number of students minus those whose disability status, retention/completion outcome or age is unknown.

Disabled/non-disabled students in age groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

Non-disabled

Under 16 * 5.2 8.6 83.4

16-19 9.8 12.0 73.5

20-24 7.9 10.3 77.1

25-29 7.2 8.9 79.4

30-34 6.0 9.2 80.8

35-39 5.4 8.1 83.0

40 and over 6.8 87.5

Disabled Under 16 6.4 10.1 79.8

16-19 10.3 12.1 73.0

20-24 5.5 9.6 11.1 73.8

25-29 5.4 9.0 9.5 76.1

30-34 6.2 8.5 9.3 76.0

35-39 6.2 8.0 9.4 76.4

40 and over 6.2 8.2 81.4 * values less than 5.0 are not displayed

Age and ethnicity

With the exception of the 40 and over age group, the proportion of students within an age group who were BME increased with age. The age groups with the lowest proportion of BME students were under 16 (1.9%) and 16–19 (3.8%). The age groups with the highest proportion of BME students were 35–39 (13.1%) and 30–34 (11.5%).

20.4% of BME students were aged 16–19 compared with 32.7% of white students.

5.3 All by ethnicity and age Under 16 16-19

No. %* %^ No. %* %^

White total 26140 10.3 98.1 83270 32.7 96.2

UK white 25155 10.7 94.4 80640 34.2 93.1

Other white 985 5.3 3.7 2630 14.2 3.0

BME total 520 3.2 1.9 3330 20.4 3.8

Asian 240 2.7 0.9 2015 22.7 2.3

Black 130 3.1 0.5 610 14.6 0.7

Mixed and other 150 4.6 0.6 705 21.7 0.8

All students 26655 9.8 100 86595 32.0 100

Unknown 1700 5460

20-24 25-29

No. %* %^ No. %* %^

White total 40225 15.8 93.3 22855 9.0 90.5

UK white 37525 15.9 87.1 19465 8.3 77.0 Other white 2700 14.6 6.3 3390 18.3 13.4

BME total 2875 17.6 6.7 2410 14.8 9.5

Asian 1630 18.4 3.8 1165 13.1 4.6

Black 615 14.9 1.4 760 18.3 3.0

Mixed and other 625 19.2 1.4 485 14.9 1.9

All students 43100 15.9 100 25265 9.3 100

Unknown 4010 2885

30-34 35-39

No. %* %^ No. %* %^

White total 16800 6.6 88.5 12675 5.0 86.9

UK white 13730 5.8 72.3 10730 4.6 73.6

Other white 3070 16.6 16.2 1940 10.5 13.3

BME total 2190 13.4 11.5 1910 11.7 13.1

Asian 1105 12.5 5.8 980 11.0 6.7

Black 640 15.4 3.4 625 15.1 4.3

Mixed and other 440 13.6 2.3 305 9.4 2.1

All students 18990 7.0 100 14585 5.4 100

Unknown 2450 2180

40 and over

No. %* %^

White total 52385 20.6 94.5

UK white 48575 20.6 87.6

Other white 3810 20.6 6.9

BME total 3055 18.7 5.5

Asian 1740 19.6 3.1

Black 770 18.5 1.4

Mixed and other 545 16.7 1.0

All students 55440 20.5 100 Unknown 10510

* within an ethnic group, the percentage of students who are in each age group (compare horizontally) ^ within an age group, the percentage of students in an ethnic group (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or age is unknown.

Students in age groups by ethnicity White BME

Under 16 98.1 1.9

16-19 96.2 3.8

20-24 93.3 6.7

25-29 90.5 9.5

30-34 88.5 11.5

35-39 86.9 13.1

40 and over 94.5 5.5

Students in ethnic groups by age Under 16 16-19 20-24 25-29 30-34 35-39 40 and over

White total 10.3 32.7 15.8 9.0 6.6 5.0 20.6

UK white 10.7 34.2 15.9 8.3 5.8 20.6

Other white 5.3 14.2 14.6 18.3 16.6 10.5 20.6

BME total * 20.4 17.6 14.8 13.4 11.7 18.7

Asian 22.7 18.4 13.1 12.5 11.0 19.6

Black 14.6 14.9 18.3 15.4 15.1 18.5

Mixed and 21.7 19.2 149 13.6 9.4 16.7 other * values less than 5.0 are not displayed

Among white students, completion and successful completion rates broadly increased with age (the under 16 age group being the exception). White students aged 16–19 had both the lowest completion (85.3%) and successful completion (73.4%) rates, while those aged 40 and over had the highest (93.9% and 87.1%, respectively).

Among BME students, students aged under 16 had the highest completion (94.0%) and successful completion rates (87.7%). BME students aged 30–34 had the lowest completion rates (85.3%), while BME students aged 16–19 had the lowest successful completion rates (71.7%). The successful completion gap between BME and white students was widest among those aged 40 and over. 87.1% of white students in this age group successfully completed, compared with 76.5% of BME students (a difference of 10.6 percentage points). In contrast, the successful completion gap was 1.7 percentage points among students aged 16–19.

5.4 All by retention, completion outcome, ethnicity and age group Under 16 16-19 20-24

No. % No. % No. %

EW 755 3.2 3915 4.6 1895 4.7

FW 1355 5.7 8475 10.0 3250 8.1

White total C 21660 91.1 71995 85.3 34930 87.2

PC 2220 9.3 10070 11.9 4125 10.3

SC 19440 81.8 61925 73.4 30805 76.9

EW 745 3.3 3805 4.7 1780 4.8

FW 1325 5.8 8210 10.0 3015 8.1

UK white C 20780 90.9 69705 85.3 32525 87.1

PC 2170 9.5 9770 12.0 3870 10.4

SC 18610 81.4 59935 73.3 28650 76.8

EW 10 1.1 110 4.1 115 4.2

FW 30 3.3 265 10.0 235 8.5

Other white C 880 95.7 2290 85.9 2405 87.3

PC 50 5.7 300 11.3 255 9.2

SC 830 90.0 1985 74.6 2150 78.1

EW 10 1.9 165 4.9 145 5.1

FW 15 4.1 275 8.2 245 8.5

BME total C 390 94.0 2915 86.9 2475 86.4

PC 25 6.3 510 15.2 345 12.1

SC 365 87.7 2405 71.7 2130 74.3

Asian EW 5 1.9 95 4.7 80 4.7

FW 10 3.8 145 7.2 135 8.3

C 200 94.3 1780 88.1 1440 87.0 PC 10 5.7 300 15.0 210 12.6

SC 185 88.6 1475 73.1 1235 74.5

EW 5 4.0 25 4.2 35 6.2

FW 0 0.0 55 9.0 50 8.9

Black C 70 96.0 520 86.8 495 85.0

PC 5 6.7 100 16.3 70 12.3

SC 65 89.3 425 70.5 425 72.6

EW 0 0.8 45 6.2 30 5.1

FW 10 7.0 75 10.2 55 8.7

Mixed and other C 120 92.2 615 83.6 540 86.2

PC 10 7.0 110 15.1 65 10.7

SC 110 85.3 505 68.5 470 75.5

25-29 30-34 35-39

No. % No. % No. %

EW 1020 4.6 650 4.0 440 3.7

FW 1615 7.2 960 6.0 655 5.5

White total C 19640 88.2 14500 90.0 10850 90.8

PC 1970 8.8 1440 8.9 940 7.9

SC 17670 79.3 13065 81.1 9910 83.0

EW 865 4.6 545 4.2 360 3.6

FW 1395 7.4 790 6.0 540 5.4

UK white C 16605 88.0 11735 89.8 9095 91.0

PC 1740 9.2 1190 9.1 790 7.9

SC 14865 78.8 10545 80.7 8305 83.1

Other white EW 155 4.5 105 3.4 75 4.0

FW 215 6.4 175 5.7 115 5.9

C 3035 89.1 2770 90.9 1750 90.1

PC 230 6.8 250 8.2 145 7.6 SC 2800 82.3 2520 82.7 1605 82.6

EW 125 5.3 120 5.5 95 5.1

FW 210 8.7 200 9.2 140 7.4

BME total C 2065 86.0 1840 85.3 1640 87.5

PC 250 10.5 250 11.7 210 11.2

SC 1815 75.5 1585 73.6 1430 76.2

EW 60 5.1 50 4.7 55 5.4

FW 90 7.5 95 8.8 75 7.8

Asian C 1045 87.4 950 86.4 855 86.8

PC 120 10.1 140 12.6 100 10.3

SC 925 77.3 810 73.8 755 76.5

EW 45 5.8 45 7.1 25 4.1

FW 70 9.5 55 9.1 45 7.8

Black C 625 84.7 515 83.8 510 88.1

PC 85 11.7 70 11.7 75 12.9

SC 540 73.0 445 72.1 435 75.2

EW 25 4.9 25 5.2 20 6.1

FW 50 10.6 45 10.2 15 5.5

Mixed and other C 400 84.5 370 84.5 275 88.4

PC 45 9.7 40 9.3 35 10.9

SC 355 74.8 330 75.2 240 77.5

40 and over

EW 1140 2.3

FW 1815 3.7

White total C 45830 93.9

PC 3315 6.8

SC 42515 87.1 EW 1025 2.3

FW 1650 3.7

UK white C 42415 94.1

PC 3040 6.7

SC 39375 87.3

EW 115 3.1

FW 170 4.5

Other white C 3415 92.3

PC 275 7.5

SC 3140 84.9

EW 150 5.0

FW 215 7.2

BME total C 2625 87.8

PC 340 11.3

SC 2290 76.5

EW 90 5.2

FW 120 6.7

Asian C 1555 88.1

PC 195 10.9

SC 1360 77.1

EW 30 3.9

FW 60 8.6

Black C 635 87.6

PC 90 12.7

SC 545 74.9

Mixed and other EW 30 6.0

FW 35 6.8

C 440 87.3

PC 55 10.7 SC 385 76.5

Percentages are based on the total number of students minus those whose ethnicity, retention/ completion outcome or age is unknown.

Students in age and ethnicity groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

White students aged * 5.7 9.3 81.8 under 16

White students aged 10.0 11.9 73.4 16-19

White students aged 40 6.8 87.1 and over

BME students aged * 6.3 87.7 under 16

BME students aged 16- 8.2 15.2 71.7 19

BME students aged 20- 5.1 8.5 12.1 74.3 24

BME students aged 35- 5.1 7.4 11.2 76.2 39 BME students aged 40 5.0 7.2 11.3 76.5 and over * values less than 5.0 are not displayed

Age and gender

The majority of students aged 24 and under were men, whereas the majority of students aged 25 and over were women.

The 35–39 age group had the largest gender gap, where 58.4% of students were women, 16.8 percentage points more than male students (41.6%).

The smallest gender gap was among students aged under 16 (49.2% women and 50.8% men; a difference of 1.6 percentage points).

5.5 All by age group and gender Female Male

No. %* %^ No. %* %^

Under 16 13960 49.2 9.0 14400 50.8 9.9

16-19 43075 46.8 27.8 48980 53.2 33.8

20-24 22535 47.8 14.5 24575 52.2 17.0

25-29 15480 55.0 10.0 12670 45.0 8.8

30-34 12205 56.9 7.9 9235 43.1 6.4

35-39 9795 58.4 6.3 6970 41.6 4.8

40 and over 38050 57.7 24.5 27900 42.3 19.3

All students 155095 51.7 100 144730 48.3 100 * within an age group, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in an age group (compare vertically) Percentages are based on the total number of students minus those whose gender or age is unknown.

Students in age groups by gender Female % Male %

Under 16 49.2 50.8

16-19 46.8 53.2

20-24 47.8 52.2

25-29 55.0 45.0

30-34 56.9 43.1 35-39 58.4 41.6

40 and over 57.7 42.3

Female/male students by age Female % Male %

Under 16 9.0 9.9

16-19 27.8 33.8

20-24 14.5 17.0

25-29 10.0 8.8

30-34 7.9 6.4

35-39 6.3 4.8

40 and over 24.5 19.3

In every age group except for the 30–34 and 35–30 age groups, where there were no gender differences in the proportions of students who completed their course, completion rates were higher among male students than female students.

Male and female students aged 40 and over had the highest completion rates across all age groups (94.1% and 93.3% respectively), followed by those aged under 16 (91.8% and 91.6% respectively).

The successful completion gap between male and female students was highest among those aged 20–24: 77.6% of male students in this age group completed successfully compared with 75.8% of female students (a difference of 1.9 percentage points). A similar pattern was observed among those aged 16–19, where there was a gap of 1.8 percentage points.

5.6 All by retention, completion outcome, age group and gender Female Male

No. % No. %

EW 365 2.8 405 3.1

FW 725 5.6 655 5.1

Under 16 C 11825 91.6 11905 91.8

PC 1105 8.6 1175 9.1

SC 10720 83.0 10730 82.8

16-19 EW 2050 4.9 2050 4.4

FW 4550 11.0 4225 9.0

C 34930 84.1 40635 86.6 PC 4825 11.6 5795 12.4

SC 30105 72.5 34840 74.3

EW 1105 5.3 945 4.2

FW 1875 9.0 1635 7.3

20-24 C 17800 85.7 19865 88.5

PC 2055 9.9 2445 10.9

SC 15740 75.8 17420 77.6

EW 630 4.6 515 4.6

FW 1060 7.7 785 7.0

25-29 C 12085 87.7 9825 88.3

PC 1210 8.8 1025 9.2

SC 10875 78.9 8800 79.1

EW 450 4.3 325 4.1

FW 655 6.2 505 6.4

30-34 C 9460 89.5 7045 89.5

PC 920 8.7 780 9.9

SC 8540 80.8 6265 79.6

EW 335 4.0 205 3.7

FW 470 5.6 330 5.9

35-39 C 7560 90.4 5080 90.4

PC 665 8.0 485 8.7

SC 6895 82.4 4595 81.8

EW 815 2.6 490 2.3

FW 1260 4.1 785 3.6

40 and over C 28795 93.3 20380 94.1

PC 2160 7.0 1540 7.1

SC 26635 86.3 18845 87.0 Percentages are based on the total number of students minus those whose gender, retention/ completion outcome or age is unknown. EW early withdrawal FW further withdrawal C completion PC partial completion SC successful completion

Female/male students in age groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

Female students aged * 5.6 8.6 83.0 under 16

Female students aged 11.0 11.6 72.5 16-19

Female students aged 5.3 9.0 9.9 75.8 20-24

Female 5.6 8.0 82.4 students 35-39

Female students 40 7.0 86.3 and over

Male students 5.1 9.1 82.8 aged under 16

Male students 9.0 12.4 74.3 aged 16-19

Male students 5.9 8.7 81.8 35-39

Male students 7.1 87.0 40 and over * values less than 5.0 are not displayed

Disability and ethnicity

The proportion of white students who disclosed as disabled (14.2%) was nearly double that of BME students (7.7%), a difference of 6.5 percentage points. This gap has narrowed since 2012/13, when the difference was 7.2 percentage points.

The ethnic groups with the highest proportion of students who disclosed as disabled were UK white students (14.7%) followed by mixed and other students (9.4%). Those with the lowest proportion of students who disclosed as disabled were other white students (7.0%) followed by black students (6.2%).

5.7 All by ethnicity and disability status Non-disabled Disabled

No. %* %^ No. %* %^

White total 218280 85.8 93.6 36065 14.2 96.6

UK white 201060 85.3 86.2 34760 14.7 93.1

Other white 17220 93.0 7.4 1305 7.0 3.5

BME total 15030 92.3 6.4 1255 7.7 3.4

Asian 8185 92.2 3.5 695 7.8 1.9

Black 3895 93.8 1.7 255 6.2 0.7

Mixed and other 2950 90.6 1.3 305 9.4 0.8

All students 233310 86.2 100 37320 13.8 100

Unknown 3855 160

* within an ethnic group, the percentage of students who declared a/no disability (compare horizontally) ^ within a disability status, the percentage of students in an ethnic group (compare vertically) Percentages are based on the total number of students minus those whose ethnicity or disability status is unknown.

Students in ethnic groups by disability status Non-disabled % Disabled %

White total 85.8 14.2

UK white 85.3 14.7

Other white 93.0 7.0

BME total 92.3 7.7 Asian 92.2 7.8

Black 93.8 6.2

Mixed and other 90.6 9.4

All students 86.2 13.8

Disabled/non-disabled students by ethnicity Non-disabled % Disabled %

UK white 86.2 93.1

Other white 7.4 3.5

Asian 3.5 1.9

Black 1.7 0.7

Across all ethnic groups, a higher proportion of non-disabled students completed their course than disabled students. This is a change from 2012/13, when within some ethnic groups the gap was nonexistent or reversed.

The largest completion gap between disabled (79.4%) and non-disabled (86.6%) students was among black students (7.2 percentage points).

The smallest completion gap between disabled and non-disabled students was among other white students (1.7 percentage points).

Across disabled and non-disabled students, white students had higher rates of successful completion. At 5.6 percentage points, the gap in successful completion rates between white and BME students was larger among disabled students than non-disabled students, where there was a difference of 4.2 percentage points.

Among disabled students, black (63.0%) and mixed and other (70.1%) students had the lowest successful completion rates.

5.8 All by retention, completion outcome, ethnicity and disability status Non-disabled Disabled

No. % No. %

White total EW 8160 3.9 1660 4.7

FW 15080 7.1 3045 8.6

C 188600 89.0 30805 86.7

PC 20390 9.6 3690 10.4 SC 168205 79.4 27115 76.4

EW 7530 3.9 1605 4.7

FW 13970 7.2 2950 8.6

UK white C 173195 89.0 29665 86.7

PC 19000 9.8 3570 10.4

SC 154195 79.2 26095 76.3

EW 630 3.7 55 4.4

FW 1110 6.5 95 7.3

Other white C 15400 89.9 1140 88.2

PC 1390 8.1 120 9.3

SC 14010 81.8 1020 79.0

EW 725 4.9 85 6.8

FW 1165 7.9 135 10.4

BME total C 12900 87.2 1055 82.8

PC 1785 12.1 155 12.0

SC 11115 75.2 905 70.8

EW 390 4.8 45 6.0

FW 600 7.3 75 10.4

Asian C 7225 87.9 595 83.6

PC 1005 12.3 70 9.7

SC 6220 75.7 525 73.9

EW 185 5.0 20 7.8

FW 305 8.4 35 12.8

Black C 3175 86.6 205 79.4

PC 460 12.5 40 16.3

SC 2715 74.1 160 63.0

Mixed and EW 150 5.2 25 7.8 other FW 260 8.9 25 8.4

C 2500 86.0 260 83.8 PC 320 11.0 40 13.6

SC 2180 75.0 215 70.1

Percentages are based on the total number of students minus those whose ethnicity, retention/ completion outcome or disability status is unknown.

Disabled/non-disabled students in ethnic groups by retention and completion outcome Early withdrawal Further Partial completion Successful % withdrawal % % completion %

White non- * 7.1 9.6 79.4 disabled total

UK white non- 7.2 9.8 79.2 disabled total

Other non- 6.5 8.1 81.8 disabled

BME non- 7.9 12.1 75.2 disabled

Asian non- 7.3 12.3 75.7 disabled

Black non- 5.0 8.4 12.5 74.1 disabled

Mixed and other 5.2 8.9 11.0 75.0 non-disabled

White disabled 8.6 10.4 76.4 total

UK white disabled 8.6 10.4 76.3 total

Other white 7.3 9.3 79.0 disabled

BME disabled 6.8 10.4 12.0 70.8

Asian disabled 6.0 10.4 9.7 73.9

Black disabled 7.8 12.8 16.3 63.0

Mixed and other 7.8 8.4 13.6 70.1 disabled * values less than 5.0 are not displayed

Disability and gender

A higher proportion of male students disclosed as disabled (14.5%) than female students (12.9%), a difference of 1.6 percentage points.

5.9 All by disability status and gender Female Male

No. %* %^ No. %* %^

Non-disabled 123780 52.2 87.1 113385 47.8 85.5

Disabled 18320 48.9 12.9 19160 51.1 14.5

All students 142100 51.7 100 132545 48.3 100

Unknown 13000 12185 * within a disability status, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students who declared a/no disability (compare vertically) Percentages are based on the total number of students minus those whose gender or disability is unknown.

Across gender and disability, the lowest completion rates were among female disabled students (85.7%). Male non-disabled students had the highest completion rates (89.5%), followed by female non-disabled students (88.6%), and male disabled students (87.5%).

The lowest successful completion rates were also among female disabled students (75.7%). Female non- disabled students had the highest successful completion rates (79.4%), followed by male non-disabled students (79.3%), and male disabled students (76.6%). The highest rates of early and further withdrawal were among female disabled students.

5.10 All by retention, completion outcome, disability status and gender Female Male

No. % No. %

EW 4850 4.0 4075 3.7

FW 8885 7.4 7430 6.8

C 106865 88.6 98325 89.5 Non-disabled PC 11140 9.2 11200 10.2

SC 95730 79.4 87125 79.3

All 120600 100 10985 100

Disabled EW 905 5.0 860 4.6 FW 1705 9.4 11485 7.9

C 15590 85.7 16415 87.5

PC 1810 9.9 2050 10.9

SC 13780 75.7 14365 76.6

All 18200 100 18760 100 Percentages are based on the total number of students minus those whose gender, retention/ completion outcome or disability is unknown.

Disabled/non-disabled students by gender Female % Male %

Non-disabled 52.2 47.8

Disabled 48.9 51.1

Female/male students by disability status Non-disabled % Disabled %

Female 87.1 12.9

Male 85.5 14.5

Female/male disabled/non-disabled students by retention and completion outcome Partial completion Successful Early withdrawal Further withdrawal completion

Female non- * 7.4 9.2 79.4 disabled

Female disabled 5.0 9.4 9.9 75.7

Male non- 6.8 10.2 79.3 disabled

Male disabled 7.9 10.9 76.6 * values less than 5.0 are not displayed

Ethnicity and gender

Male students made up the majority of mixed and other students (52.3%). For all other ethnic groups, female students made up the majority. Female representation was most prominent among other white students (60.7%). The proportions of Asian and black students that were women increased from 2012/13 levels (by 2.3 and 2.2 percentage points, respectively).

5.11 All by ethnicity and gender Female Male

No. %* %^ No. %* %^

White total 131840 51.8 94.2 122510 48.2 93.8

UK white 120585 51.1 86.1 115235 48.9 88.2

Other white 11255 60.7 8.0 7270 39.3 5.6

BME total 8165 50.1 5.8 8120 49.9 6.2

Asian 4495 50.6 3.2 4380 49.4 3.4

Black 2115 51.0 1.5 2035 49.0 1.6

Mixed and other 1555 47.7 1.1 1700 52.3 1.3

All students 140005 51.7 100 130630 48.3 100

Unknown 15095 14105 * within an ethnic group, the percentage of students who are female/male (compare horizontally) ^ within a gender, the percentage of students in an ethnic group (compare vertically) Percentages are based on the total number of students minus those whose gender or ethnicity is unknown.

Students in ethnic groups by gender Female % Male %

White total 51.8 48.2

UK white 51.1 48.9

Other white 60.7 39.3

BME total 50.1 49.9

Asian 50.6 49.4

Black 51.0 49.0

Female/male students by ethnicity Female % Male %

UK white 86.1 88.2 Other white 8.0 5.6

BME total 5.8 6.2

Asian 3.2 3.4

Black 1.5 1.6

Black male students had the lowest completion rate (85.3%), followed by male and female mixed and other students (85.7% and 85.8% respectively).

Black male students also had the lowest successful completion rate (71.4%). This rate decreased from 2012/13 levels by 1.8 percentage points.

The successful completion gap between BME and white students was larger among male students than female students. 79.1% of white male students successfully completed compared with 73.7% of BME male students (a difference of 5.4 percentage points).

Among female students, the ethnicity gap in successful completion was narrower, with a difference of 3.0 percentage points between white and BME students.

5.12 All by retention, completion outcome, ethnicity and gender Female Male

No. % No. %

EW 5310 4.1 4505 3.8

FW 9880 7.7 8245 6.9

White total C 113345 88.2 106060 89.3

PC 11970 9.3 12110 10.2

SC 101375 78.9 93945 79.1

EW 4900 4.2 4235 3.8

FW 9170 7.8 7755 6.9

UK white C 103275 88.0 99585 89.3

PC 11095 9.5 11475 10.3

SC 92180 78.6 88110 79.0

Other white EW 415 3.7 270 3.7

FW 715 6.7 490 6.8

C 10070 89.9 6475 89.5

PC 875 7.8 635 8.8 SC 9195 82.1 5840 80.7

EW 410 5.0 400 5.1

FW 665 8.1 630 8.0

BME total C 7110 86.9 6845 86.9

PC 895 11.0 1040 13.2

SC 6215 75.9 5800 73.7

EW 230 5.0 205 4.7

FW 360 7.8 315 7.2

Asian C 3990 87.2 3830 88.0

PC 495 10.8 580 13.4

SC 3495 76.4 3250 74.7

EW 95 4.7 105 5.7

FW 170 8.3 170 9.0

Black C 1770 87.0 1610 85.3

PC 235 11.7 265 14.0

SC 1530 75.3 1345 71.4

EW 85 5.5 85 5.3

FW 135 8.7 145 9.0 Mixed and C 1350 85.8 1405 85.7 other PC 165 10.5 195 12.0

SC 1185 75.3 1210 73.7

Percentages are based on the total number of students minus those whose gender, retention/ completion outcome or ethnicity is unknown.

Female/male students in ethnic groups by retention and completion outcome Early withdrawal Further Partial completion Successful withdrawal completion White female * 7.7 9.3 78.9 students total

UK white female 7.8 9.5 78.6 students

Other white female 6.4 7.8 82.1 students

BME female 5.0 8.1 11.0 75.9 students total

Asian female 5.0 7.8 10.8 76.4 students

Black female 8.3 11.7 75.3 students

Mixed and other 5.5 8.7 10.5 75.3 female students

White male 6.9 10.2 79.1 students total

UK white male 6.9 10.3 79.0 students

Other white male 6.8 8.8 80.7 students

BME male 5.1 8.0 13.2 73.7 students total

Asian male 7.2 13.4 74.7 students

Black male 5.7 9.0 14.0 71.4 students

Mixed and other 5.3 9.0 12.0 73.7 male students * values less than 5.0 are not displayed Index Equality Challenge Unit

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