Almost half of Scottish pupils go on to higher education
A record 95.5% of pupils were in a ‘positive destination’ including work, training or further study within three months of leaving school last year.
Latest figures published yesterday also show 45.1% of school leavers went on to higher education courses at college or university – the highest since records began in 2009-10.
The gap between those from the most and least deprived communities achieving a positive destination was the lowest since 2009-10.
The statistics show that for National Qualifications:
87.7% of school leavers achieved at least one pass at SCQF Level 5 (eg National 5) or better – up from 85.7% in 2019-20 and 77.1% in 2009-10
66% achieved at least one pass at SCQF Level 6 (eg Higher) or better – up from 63.9% in 2019-20 and 50.4% in 2009-10
the gap narrowed between the proportion of pupils from the most and least deprived areas leaving school with at least one pass at SCQF Levels 4, 5 and 6 or better
the proportion of school leavers achieving vocational awards to support them into the workplace continued to increase
Education Secretary Shirley-Anne Somerville said: “Despite the challenges of the pandemic, 95.5% of pupils were in positive destinations three months after leaving school. This reflects the resilience and hard work of our young people and all who have supported them during the past two turbulent years.
“The narrowing of the poverty-related attainment gap shown by the figures is also very welcome. So, too, is the increase in the proportion of pupils gaining vocational qualifications and in those going on to higher education in college and university.
“It is important, though, to view the statistics against the backdrop of COVID-19. Exams had to be cancelled for two years and National Qualifications were awarded using different methods. The pandemic will also have affected the choices made by some school leavers and the opportunities available to them.
“Our focus remains on ensuring that all children and young people, regardless of their background, have the opportunities they need to fulfil their potential in school and beyond.”
Commenting on the Scottish Government’s statistics for initial destinations for school leavers (2020/21), a spokesperson for the Scottish Children’s Services Coalition – an alliance of leading children’s care providers – said: “We greatly welcome the increase in school leavers with additional support needs (ASN), such as autism, dyslexia and mental health problems, entering a positive destination three months after leaving mainstream school.
“This includes the likes of further education, higher education, employment and training.
“The gap between those school leavers with ASN and those with no ASN in a positive destination has decreased from 5.8 per cent for 2019/20 to 4.2 per cent in 2020/21.
“It is deeply encouraging to see an increase in the percentage of school leavers with ASN in a positive destination and to note that this gap is narrowing when compared with those with no ASN.
“The key here is to ensure that we maintain this position when the statistics are published for those in a positive destination nine months after leaving school. The figures for 2019/20 showed a disappointing decrease on the previous year, and it is important that increased resourcing is targeted at those individuals with ASN to give them the best possible opportunities, both in the classroom and as they transition beyond it.2
“This is clearly challenging in an environment of austerity, however, the cost to society in the long term if adequate resourcing is not provided will far outweigh any potential savings made today.”
How collaboration between colleges and universities can transform lives and places
A new report calling for greater collaboration between colleges and universities has set out recommendations for governments and sector leaders to support regional priorities and deliver UK-wide economic recovery.
The report argues that further and higher education must no longer be pitted against each other – both nationally and locally – if post-16 education and skills systems across the UK are to deliver on pressing societal challenges such as closing skills gaps, supporting economic recovery, and delivering on net-zero goals.
The report identifies how unequal investment and a lack of clarity on the role that universities and colleges play has led to years of unnecessary tension.
It warns that post-16 education and skills systems can suffer from being too confusing and difficult to navigate for both students and employers and that competition between institutions exacerbates this.
It calls on colleges, universities and governments to commit to creating joined-up education and skills systems with a focus on shared responsibility for the sectors to deliver for people, employers and their places.
Amongst a number of key recommendations, the report calls on governments across the UK to commit to a more balanced investment and to define the distinct but complementary roles of colleges and universities through a new 10-year strategy.
Following extensive consultation and input from education leaders and policymakers from the four nations, the report provides a blueprint for more collaboration between institutions to support people, employers and communities. The recommendations apply to varying degrees across the four nations, with many of them inspired by existing practice and policy.
Recommendations for sector leaders, which focus on creating strong local networks:
Agree the institutions who are involved in the network and embrace the local geography and specialisms that already exist.
Develop a cohesive education and skills offer for local people, employers and communities built around lifelong learning, ensuring inefficient duplication and competition is reduced.
Move beyond personal relationships and agree how the whole institution is involved in collaboration, with clear roles and shared responsibility for partnership.
Recommendations to governments across the four nations to build better education and skills systems:
Set an ambitious 10-year strategy to ensure lifelong learning for all and to deliver on national ambitions.
Balance investment in FE and HE to ensure the whole education and skills system is sustainably funded so that colleges and universities can work in the interests of their local people, employers and communities.
Equal maintenance support across loans and grants for HE and FE students, regardless of age, personal circumstances, or route into education.
Tackle the ‘messy middle’ by defining distinct but complementary roles for colleges and universities to avoid a turf war over who delivers various types of education and training.
Create a single funding and regulatory body for the entire post-16 education and skills system in each nation to deliver more aligned and complementary regulatory approaches that will ensure smoother learner journeys.
The report also provides a number of UK-wide case studies of best practice for policymakers, institutions and sector leaders to learn from.
Sir Ian Diamond, Chair of the Independent Commission on the College of the Future, said: “This report rightly highlights that universities and colleges are vital institutions offering transformational education and skills. If we are to face the long-term impacts of the pandemic and to drive a sustainable, inclusive economy, then it is clear they have to increasingly do this together.
“The report marks a moment when the two sectors can commit to delivering on a bold joint mission for supporting people, productivity and places. I know from my time in both sectors that many leaders are driving the change needed to bring this to life. Through the work of the Commission we have drawn great learnings from practice and policy across the four nations. This report champions the best of what exists.”
Richard Calvert, Chair of the Civic University Network Partnership Group and Deputy Vice-Chancellor of Sheffield Hallam University, said: “This report provides an opportunity for both sectors to come together and recognise our potential to make an even greater impact if we work in partnership.
“As we have found through this report, there are excellent examples of collaboration across FE and HE – but too often those examples are the exception rather than the rule. We must do better in learning from each other, and taking action to deliver better outcomes for learners, employers and our local communities.
“It is also important for governments to recognise that there are policy levers which can support collaboration, rather than encourage competition. A joined-up further and higher education sector across the UK could be transformative in redressing regional inequalities, delivering lifelong learning and underpinning the levelling up agenda.”
Audrey Cumberford, Principal & CEO at Edinburgh College and member of the Independent Commission on the College of the Future, said: “As the Principal of Scotland’s capital college, I know the impact that is possible when education and skills leaders collaborate for the good for their region. This report sets out the untapped potential of what colleges and universities can do together.
“In Scotland we are increasingly operating in a coherent strategic policy environment, with strong recognition for the concept of a national tertiary ecosystem. Working more and more symbiotically has meant that we have established good practice in learner-focused articulation from college to university, which is rightly highlighted in this report.”
Mark Huddleston, Director at jheSOLUTIONS Limited and formerly NI Commissioner for Employment and Skills, said: “Colleges and universities in Northern Ireland are integral partners for many businesses and their partnership only makes this more powerful.
“A vital feature of the future for both FE and HE systems is playing their part in supporting people and businesses with lifelong learning. This report brings to life how collaboration in delivering this must continue to come to the fore.”
Professor Ellen Hazelkorn, author of the review of the oversight of post-compulsory education in Wales and Commissioner and member of the Independent Commission on the College of the Future, said: “Building a more seamless post-secondary education system has to be the direction of travel, mirroring the shifts other countries are taking to address long-standing societal and economic challenges.
“Six years on from the review of the Welsh post-compulsory system, which I led, the Welsh government is moving ahead with mechanisms for a coordinated system of further and higher education.
“Today’s report recognises the progress being made in Wales, and across the UK, and identifies where the policy needs go further to ensure that the education and skills system keeps up what the world needs.”
David Hughes, Chief Executive of Association of Colleges, said: “The report rightly calls for us to do away with the historically narrow view of education pathways that have ingrained rigid ideas of what and who a college or a university is for. It’s led to unhelpful arguments about who gets a bigger slice of the pie when it comes to funding and finite resources.
The shifts in the world of work and the economy require a rethink about how people access learning at different stages throughout lives and at different levels. Collaboration, not competition between colleges and universities is key to this, to every citizen being able to be a lifelong learner.
“For too long the system has focused on one group of adults – those who have progressed into higher education – at the expense of another group – those who have not . That is not fair and does not deliver strong communities. The recommendations for government and for colleges and universities, if implemented, would be a giant step towards more people being able to improve their work and life chances.
“The UK Government’s Levelling Up White Paper, published last week, sets out the need for fundamental ‘systems change’ to level up left behind places, through a cross-government, cross-society effort. This report sets out the role colleges and universities can and must play at the heart of that effort, and ways in which local leaders can step up to work together in new ways, and policy change that will enable this too.”
Iestyn Davies, Chief Executive of ColegauCymru, said: “This publication sets out a clear challenge and expectation to all institutions and individuals that work in further and higher education and echoes the call in our manifesto, Further Success: Policy Recommendations for the next Welsh Government.
“While there are some great examples of collaboration between colleges and universities, there is still much that can be done to improve joint working and cooperation.
“In Wales, the proposed Commission for Tertiary Education and Research offers an opportunity to address this which is why it is vital to establish that body in in the right way.
“It is time that further and higher education moved forward together as equal partners. It is now for institutions to step up and outline how they will respond to the opportunities set out by the Welsh Government and contained within this report.”
The number of Scots from the most deprived areas enrolling at Scottish universities is at a new record high.
Higher Education Student Statistics, published today, show a new overall record number of students enrolling in Scottish institutions – an increase of 8.6% compared to last year. This includes a new record high of Scottish domiciled students enrolling at university.
There has also been a large increase in the number of non-EU domiciled students – up 17% on last year.
Commenting on the figures, Higher and Further Education Minister Jamie Hepburn said: “Every young person should have an equal chance of success no matter their background or circumstance, so it is great to see the number and proportion of Scots from the most deprived areas at university hit a record high.
“By 2030, we want 20% of students entering higher education to come from Scotland’s most deprived backgrounds and the Commissioner for Fair Access has previously said that Scotland is ‘setting the pace’ in the UK in widening participation.
“Today’s data also shows the number of students enrolling at Scottish universities hit a new record high and we have seen a large increase in international students. This highlights the fact that Scotland, along with our world class higher education institutions, remains an attractive place to study and live for prospective students.
“However, we have seen a continued drop in EU students coming to study in Scotland following Brexit. EU students enrich our campus life and I hope we can still welcome many of them to our world-leading institutions.”
A record number of students enrolled at Scottish HEIs in 2020-21: an increase from last year of 8.6% (+22,385) to 282,875
Scottish domiciled 180,170 (+7.9%, +13,120 since 2019-20)
rUK domiciled 34,520 (+8.4%, +2,685 since 2019-20)
Non-EU domiciled 47,630 (+17.0%, +6,935 since 2019-20)
EU domiciled 20,550 (-1.7%, -345 since 2019-20)
16.7% of Scottish domiciled full time first degree entrants to Scottish HEIs are from the 20% most deprived areas in Scotland. This is an increase of 0.3 percentage points, or 545 entrants, from 16.4% in 2019-20.
Four Edinburgh College students have qualified for national WorldSkills UK finals having triumphed in a series of qualifying heats in their respective fields of study.
Damian Tchorzewski and Liam Ward have qualified for the Automotive Technology final, while Ben Nicolson and Corrie Kettrick have qualified for the Stonemasonry final.
Automotive Technology
Damian, who recently studied Electric/Hybrid Vehicle System Repair and Replacement, and Liam, who studies Light Vehicle Repair and Maintenance Principles, reached the finals following a qualifying process.
Stage one saw the duo sit a test that consisted of 30 questions in 30 minutes. The highest scorers from regions across the UK then progressed to stage two where they were tasked with completing five challenges on a Virtual Learning Environment (VLE) program, under timed conditions.
Damian and Liam were among the six best performers in this qualifier and will compete in the national final taking place at Cardiff and Vale College on Friday 19th November.
Stonemasonry
This year’s Stonemasonry qualifiers – SkillBuild – did not take place due to COVID-19, however Ben and Corrie will have the chance to experience competition as they have been selected to participate in the national final.
The duo, who study at the College’s Forthside Construction facility, will travel to the National Construction College in Norfolk on 16-18 November where they will complete a set of stone-cutting challenges in competition with two Stonemasons students from Bath College.
Scott Warden, Head of the Faculty of Engineering and Built Environment at Edinburgh College, said: “Congratulations to Damian, Liam, Ben and Corrie on qualifying for their WorldSkills finals – it is an outstanding achievement.
“WorldSkills UK, and skills competitions in general, are a fantastic way for our students and apprentices to network with peers from across the country, to test their skills in a new and challenging environment, and to boost their confidence.
“We’re delighted that four of our students will experience that this year and have the opportunity to be named among the best in the UK in their field. We wish them the best of luck.”
Napier inauguration event marks the arrival of Will Whitehorn
Will Whitehorn has formally taken over from Dr David Eustace as Chancellor of Edinburgh Napier University.
The Edinburgh-born President of industry group UKspace takes on a role which will see him confer degrees at graduations and other awards of the University, and act as figurehead at external ceremonies and official functions.
The official handover to Will, who will serve for five years, took place at a small ceremony at the University’s Sighthill campus followed by an evening function.
A former executive at the Virgin Group, his business interests include travel, technology and communication as well as leadership, marketing and product design.
He worked on a series of major Virgin projects, including the Pendolino train, and later took up the post of President at Virgin Galactic, which saw him play a central role in developing the concept of commercial space travel.
New Chancellor of ENU Will Whitehorn with previous Chancellor David Eustace. Photographed at Edinburgh Napier University’s Sighthill campus on 11 August 2021.
On being appointed to the role, Will Whitehorn said: “I am deeply honoured to have been chosen as the new Chancellor of this great University in the city I was born and raised in.”
He added: “University should be an adventure and Edinburgh Napier does a better job of fulfilling that dream for students than many educational institutions around the country can even dream of, and I feel privileged to have the opportunity to play my small part in taking the achievements of the University to new heights.”
Outgoing Chancellor Dr Eustace, an award-winning photographer who graduated with distinction from the University’s BA Photography, Film and Television programme in 1991, was appointed to the role in 2015.
Among the initiatives he introduced was the Chancellor Talk series, launched in 2016 with the aim of giving students, staff and the wider community access to high-profile people whose talent and drive had made a real difference to our world.
Dr Eustace said: “Being Chancellor was a wonderful learning process which has helped me develop. There are many things I’ll miss, especially the graduation ceremonies, but it was time for a new Chancellor and new ideas.
“Nothing stands still and it shouldn’t. The joy of education is that there is no finishing line.”
UK Government announces 40,000 students and pupils are set to study and work abroad under new student exchange programme, spanning 150 countries
40,000 students will be able to study and work abroad thanks to the government’s new Turing Scheme, with universities and schools due to be told this week that their bids for funding have been successful.
Over 120 universities, as well as schools and further education colleges across the UK, will be awarded grants from the £110m Turing Scheme – which will see 48% of places go to those from disadvantaged backgrounds.
As part of the new global scheme, Canada, Japan and the United States are amongst over 150 international destinations where UK students will be funded to take up work and study placements – alongside popular European countries like Germany and France.
At the heart of the Government’s post-Brexit vision is an ambition to create a truly Global Britain where we learn, work and trade with countries well beyond Europe’s frontiers. The Turing Scheme, which has replaced the UK’s participation in Erasmus+, gives young people the opportunity to benefit from working and studying abroad, while boosting our ties with international partners in the process.
The scheme also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of the Erasmus+ programme, including across the Midlands and North of England – with education providers in the West Midlands set to receive the most funding.
Education Secretary Gavin Williamson said: “The chance to work and learn in a country far from home is a once-in-a-lifetime opportunity – which broadens minds, sharpens skills and improves outcomes.
“But until now it has been an opportunity disproportionately enjoyed by those from the most privileged backgrounds. The Turing Scheme has welcomed a breadth of successful applications from schools and colleges across the country, reflecting our determination that the benefits of Global Britain are shared by all.
“By strengthening our partnerships with the finest institutions across the globe, the Turing Scheme delivers on the Government’s post-Brexit vision, and helps a new generation grasp opportunities beyond Europe’s borders.”
Ministers have set out a range of measures to improve access to international opportunities through the programme, including funding for travel and expenses such as passports and visas, as well as a grant for living costs, to tackle the barriers some students face to studying overseas.
Extra support has also been guaranteed for preparatory visits to make sure placements meet the needs of participants with disabilities and special educational needs.
Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.
“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”
The total number of individual placements supported this year through the £110m scheme stands at over 40,000 – exceeding the Department for Education’s own estimates. This includes 28,000 placements for university students – compared with only 18,300 under Erasmus+ in the academic year 2018/9.
The Turing Scheme, announced by Education Secretary Gavin Williamson last year, is named after pioneering UK war hero and father of modern computing Alan Turing, who studied abroad at Princeton University before going on crack the Enigma code in World War Two.
Vivienne Stern, Director, Universities UK International, said: “The Turing Scheme will create opportunities for thousands of students from all over the country to gain experience working and studying abroad.
“We know from the evidence we have collected that students who have such experience tend to do better academically and in employment outcomes – and that this is especially true for students from disadvantaged backgrounds.
“We want more students from a wider range of backgrounds to get these sorts of opportunities and believe, that if they do, the UK economy will benefit in the long run.”
David Hughes, Chief Executive, Association of Colleges, said: “The opportunity to work, study or compete abroad is so important for the life chances of all young people.
“It’s encouraging to see colleges taking up all that Turing can offer – including colleges that are newer to international partnerships – exploring exchanges across a broad range of countries.”
Student mobility will be crucial post-pandemic as the world reopens and learners from all backgrounds access their chance to develop technical and personal skills, build their confidence and experience other cultures.
An Edinburgh-based American football project which is using sport to drive young people from the most deprived areas of the city into further education, is taking part in a national campaign, supported by Dame Katherine Grainger, highlighting how universities are helping local communities recover from the Coronavirus pandemic.
The Edinburgh Napier Knights Youth team was set up by Edinburgh Napier University in 2017, with the goal of working with school-age children in Sighthill and Broomhouse – areas with low levels of educational attainment – to promote health and wellbeing and provide a pathway for players to transition into higher education.
The youth teams are coached exclusively by students and graduates from Edinburgh Napier University who have undertaken coaching awards. By working across age groups, student coaches are able to educate their participants about the benefits of physical activity and the opportunities that are available to them through education.
The project, which has gone from strength to strength and seen seven members of the locally recruited youth team progress to university recently, is one of a number being featured in this week’s Made at Uni Energising Places campaign led by Universities UK and British Universities and Colleges Sport (BUCS) and supported by Dame Katherine.
Pete Laird (above), Head Coach of the Napier Knights and the university’s programme leader for Sport, Exercise and Health Science explained how the project had helped inspire local youngsters: “We decided we wanted to give something back to the local community.
“We know from studies that sport can engage young people, and we also know that young people who play sport are also more likely to do better academically. So we thought American football as our sport would be fantastic vehicle to try and help local kids.
“One of the great success stories coming out of our youth team was the progression of some of our players on to further and higher education. For some of our kids they were first generation students, having never thought about university before. Last year we had seven students who progressed from the youth team onto university, which for us that is an unbelievable success story.”
One of those success stories is Robbie Wales, an incoming first year studying Physical Activity and Health at Napier and the first member of his family to attend university.
He said: “The coaching staff are amazing; the team is amazing. I’ve gained a lot of skills from American football, mainly teamwork but also patience. Talking with coaches and past players, it’s definitely helped me make decisions on my life.”
The university are hopeful that even more young people from Edinburgh will get involved in the project as Covid restrictions ease.
Pete Laird added: “We were very worried coming out of lockdown, about whether or not the numbers would stay the same – but actually what we’ve seen is a big growth in people wanting to participate in activity.
“Now more than ever, sport is a vital resource for post-pandemic recovery.”
Dame Katherine Grainger said: “A lot of people know about the role universities play in developing some of our greatest Olympians and Paralympians but there is a real untold story about the work they do in their communities to improve the lives of people through sport and physical activity.
“The Edinburgh Napier Knights Youth team is a great example of that.”
The Made at Uni Energising Places campaign is taking place between July 12-16th, and includes the BUCS annual awards event which celebrates the positive effect of student sport and students who participate in the wider sporting sector in the UK.
To find out more about the Made at Uni Energising Places campaign visit www.madeatuni.org or follow @MadeAtUni on Twitter
11% rise in individuals applying from most deprived areas
Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).
The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.
This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.
Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.
“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.
“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”
New course to help students develop in-demand Data Science skills
Edinburgh College has launched a new Skills Boost for Data Science course which promises to equip attendees with vital Data Science skills which are becoming even more in demand with employers.
Data Science is becoming an essential part of how we all live, learn and work. It is about how we get actions from insights – and now more and more employers are searching for Data Science skills among candidates for jobs.
Data Science combines Digital and Data skills, specific knowledge about a particular topic or subject area, and numeracy skills to extract insights and knowledge from data. The ability to identify the problem to solve, the correct data to use, carry out the analysis and then implement the outcome requires all three areas to be brought together.
The new five-week course provides students with the essential knowledge and analytical skills needed for a Data Science role as well as providing a pathway to further learning within the industry.
The course is fully funded, which means students do not have to apply for funding, and it is open to candidates of all ages and capabilities.
The first Skills Boost for Data Science cohort will begin the course on Monday 28 June 2021, with applications for places open now.
Upon completion of the five-week course, students will gain a National Progression Award in Data Science – a SCQF level 4 qualification.
Curriculum manager David Hiddleston said: “We’re thrilled to be launching this new Data Science course which will see students at beginner level learn and develop the basic skills they need to enter the world of Data Science.
“The course is open to applicants at any stage of their career journey – those leaving school, or completing an existing college course, and those simply thinking of learning something new, or considering a career change.
“The short programme has been designed to give students a taster of the skills and tasks involved when working with Data Science, and can act as a springboard to a new career or further study within the Data Science arena.”
