The Review of Scotland's Colleges: Inspiring Achievement: The report of the Staffing, Learners and Learning Environments Group

Chapter 4: Learners

A. CONTEXT

4.1 There is a recognition throughout the college sector that learners' needs should be at the centre of educational systems and procedures. That is why both the HM Inspectorate of Education and the Scottish Funding Council have highlighted the importance of the learner interest in their publications. The SFC/ HMIE quality framework emphasises student input as one of its key strands. Under this strand, colleges should be able to demonstrate that they are listening to students and taking appropriate action in response. The SFC has also made "learner-centredness" a cross-cutting theme of its new draft corporate plan. Hence the vital importance of addressing the learner experience as part of the Review. NUS Scotland, and indeed learners (via two Student Presidents who delivered presentations to the group), contributed significantly to the development of our recommendations in this area.

4.2 As well as considering the overall college experience for learners, we were also tasked with examining the current profile of college students, to see where any significant imbalances might lie. Recognising that there cannot ever be a 'perfect' mix of students, we were nevertheless interested to explore any major or developing trends with a view to informing policy.

B. IMPROVING THE OVERALL COLLEGE EXPERIENCE FOR LEARNERS

B1. Background

4.3 Research conducted by the SFC has shown that, year on year, there continues to be high levels of satisfaction among students regarding their experience of college life. We believe that one of the key means for ensuring that a college is meeting the needs of its learners is through effective student representation.

4.4 NUS Scotland, which represents the interests of over 500,000 students in colleges and universities, has campaigned for many years to improve student representation in colleges. As a group, we agree it is important that student representation in colleges is developed to ensure that the needs of students are fully met. We further believe that the methods and models used to do this should be appropriate to the character of Scotland's colleges.

B2. Evidence

4.5 During our investigations, we commissioned a literature review on the student experience. Other sources of information which informed our discussions and recommendations were:

1. the HMIE Aspect Report on student representation in Scotland's colleges ³¹;
2. the HMIE report on Implementing Inclusiveness in Further Education ³²;
3. the HMIE report on Evaluating Inclusiveness. A Guide for Scotland's Colleges ³³;
4. the SPARQS report on student involvement in quality assurance and improvement processes ³⁴;
5. Section 12 of the 1992 Further and Higher Education (Scotland) Act ³⁵, which requires that Boards of Management of colleges include a student representative; and
6. Part II of the 1994 Education Act ³⁶, which describes the responsibilities of colleges in respect of student associations.

B3. Conclusions

4.6 Having fully considered the above sources of evidence, and listened to presentations by two separate students' associations, the group was able to reach certain conclusions about what would most effectively enable the needs of learners to be met at an institutional level. Accordingly, we have recommended areas of action for both colleges and students' associations to ensure that there continues to be consistent improvements made to the overall learner experience throughout Scotland and that all learners are able to participate at all levels of college discussions. We would note also the need for all those responsible for strategies and policy decisions to take the needs of college learners, and potential college learners, into account as appropriate.

4.7 Annex F clearly sets out the common concerns, themes and areas of innovative best practice which colleges and students' associations could use to help them to continue to improve the overall student experience. Meanwhile, this chapter features two case studies which demonstrate the benefits of effective student representation to learners, the college community, and the wider local and national communities. These studies also highlight how different models of student representation can be equally effective in meeting the needs of learners.

4.8 Scotland's colleges are committed to meeting the needs of learners in a flexible and responsive manner. In order to build upon the existing high levels of satisfaction amongst learners in Scotland's colleges, and to ensure that these individuals enjoy consistent and inclusive learner representation, we believe that there is a need to:

ensure that the views of all students are obtained, considered and acted upon when necessary;
ensure that the college listens, and responds to, all learners in a considerate, timely and effective manner;
ensure that there is a beneficial flow of communication throughout the entire college;
improve the availability of learning and teaching resources, including equipment, books and computers;
improve access to general support and guidance relating to financial and personal issues;
improve access to facilities and equipment, e.g. convenient opening hours of libraries;
improve the gaps in our knowledge about the overall college experience;
ensure that there is continuity in the way that students are represented; and
ensure that colleges are inclusive in their approach to improving the overall college experience.

4.9 We have been pleased to acknowledge and commend the many examples of innovative and best practice being used in Scotland's colleges to ensure a comprehensive approach to engagement with learners. However, we believe it is important to reiterate the HMIE recommendations for colleges to:

ensure that students in all sectors of the student body are well informed on student representation issues;
ensure that student representatives on college committees receive sufficient and timely training to enable them to participate fully;
ensure that sufficient training and support is available to student members to enable them to participate fully and effectively on all committees and boards;
ensure that there is consistent guidance for staff on procedures for electing student representatives to programme committees;
work in partnership with their students' associations to develop systems of student representation that maximise learner participation for all modes of attendance, including outreach and remote learners;
work with their students' associations to improve continuity from year to year in the operation of students' associations;
review their college committee memberships so that student representation is included where it would be effective;
consider how students could make a more effective and direct contribution to self-evaluation, including the evaluation of learning and teaching; and
work with their students' associations to consider how they might use existing ICT resources to improve communications between students and their representatives, especially for part-time and outreach students.

4.10 These recommendations identify the key components for ensuring that learners are adequately represented and receive a positive and inclusive learning experience at college. They also aim to provide colleges and students' associations with some tools for ensuring that this occurs throughout the entire sector. A more in-depth examination of the common themes and examples of innovative practice used by colleges and students' associations can be found at Annex F. We would also refer colleges and students' associations to the relevant sections of the RoSCO report on Accountability and Governance.

Features of a college which has a comprehensive approach to engagement with learners

4.11 We have found, through a wide range of recently gathered evidence, that the following features characterise a college which has well represented students and provides learners with a fulfilling college experience:

1. Easy access to full and accurate information about college life ( e.g. published in an inclusive format).
2. Access to adequate facilities and learning resources which reflect current lifestyles. (Note: The quality of student life is determined not just by academic facilities but also by recreational, sporting, child-care and welfare facilities).
3. A determination to identify and address barriers to participation in all aspects of college life.
4. Continuity of accessible and effective representation through the provision of:

course representatives;
students' associations; and
appropriate college facilities and resources which enable students and staff to respond flexibly and imaginatively.

Reid Kerr College
An example of a successful relationship between a College and its Students' Association In the early years of the 1994 Education Act, Reid Kerr, like many other FE institutions, struggled to hold down a student officer for any length of time. In 1999, a member of staff was employed to set up, and oversee the introduction of, a students' association. However, there was no sabbatical position, and in a single year the association worked its way through four Presidents. The reason for this high turnover was mainly due to the nominated/elected student's course pressures, inexperience or general lack of commitment. In the academic year 2001-2, the part-time sabbatical position was introduced and three months later the decision was made to make the position full-time. In the past five years, we have had three proactive Student Presidents, with no gaps in between. There are three key points to take into consideration when discussing our success. First of all, our Presidents are given the opportunity to take either a full-time or part-time sabbatical year. Secondly, we have a student liaison team, two of whom are are former student presidents. Finally, the college management and Board of Management offer their full support to the development of student representation at Reid Kerr. Although our Students' Association is an autonomous organisation, there is a clear chain of command. The Student President is responsible to the SA Executives, the class representatives and, in turn, the students themselves. If the President requires assistance, they can seek help and advice from either the NUS or our own internal Student Liaison Officers. If the President is pursuing a particular matter, they can first discuss it at the Student Representative Council, then the Student Affairs Committee before finally the Board of Management if required. We also have a clear route of communication. All student matters make their way through the SA and become the responsibility of the President. The President will then discuss this matter with the Student Liaison Officer. If the issue can't be resolved at this point, the President takes it to the Vice-Principal. Finally, the matter would be taken to the Principal, and at that stage a decision would be made on whether to take the matter to the Board itself. Most issues tend to be dealt with by the President before they reach these stages. However, the college operates an open-door policy, which means that, wherever possible, the President can take the matter straight to the individual most likely to help resolve the issue, thereby saving time and preventing any escalation. The strength of the relationship we share lies in the mutual respect we hold for each other. We both agree that a successful, integrated, well-supported students' association holds benefits, not only for our students but for the college as a whole. As the current Student Executive's term comes to a close, the college and the Students' Association have looked at ways of maintaining the SA and supporting its further growth. The current President has developed various tools to ensure the stability of the Association. For example, a hand-over pack has been put together for the new Executive, containing information relating to the general running of the Association. This includes information on democratic elections, national affiliations, event organisation and budget control. There is also a handbook distributed to students at induction (and available throughout the year) as well as a section in the staff handbook given to all members of staff. Meanwhile, class representative election packs are handed out to classes, through guidance, to aid in the election of class reps. and provide them with information upon their election. The Students' Association, alongside Student Services, have also developed a presentation given by the President at every class/course induction throughout the year. The introduction of a student board observer, as recently agreed by the Board of Management, will also ease the transition period from one President to another. So too will a handover period, whereby the President elect can learn from the leaving President their role and duties. The role of the Student Liaison Officer also covers periods when a President or Executive may be absent. We believe that the success of our Students' Association lies in the support it receives from the college and that the introduction of a sabbatical President has proved itself worthy in many ways. This was perhaps most clearly evidenced when, in recognition of the outstanding achievements made by the SA over the past two years, the Student President was invited to Downing Street to meet the Prime Minister. The college and its students have certainly felt the benefits of having a dedicated member of staff with previous experience of running a FE association. The SA office has been responsible for events such as our first ever Freshers' Fayre. It has also developed areas of best practice. A detailed constitution, the management's trust of the autonomous decision-making bodies within the Association and the clearly set channels of communication continue to guide the work of the Association. The SA has a realistic budget and has never overspent. Designated signatories and budget spreadsheets overseen by the SLO also protect the SA and the college's reputation. We understand the importance of training and our officers attend training events throughout the year. SPARQS also offers training to our class representatives and Board members. In line with the 1994 Education Act, Kilmarnock College actively attempts to involve students to own their learning experience. Prior to the inception of the Kilmarnock College Students' Association in 2003, student representation was mainly managed through a Student Liaison Officer and part-time Executive Committee. In 1999, the Board of Management agreed to support two changes to the structure of Kilmarnock College Students' Association. The Board of Management agreed to fund a sabbatical Student President position and provide dedicated space to allow student activities to take place. Both changes have meant that, from induction through to the awards ceremony, each student at Kilmarnock College knows that there is a dedicated Student President, who is there to listen and help students at the college. The president of Kilmarnock College Students' Association is elected in April every year by a ballot of all current students. The elected student then takes up their position in July. There is a gradual handover of responsibility between April and July, which allows the incoming President time to finish up their course and benefit from the knowledge and experience of the outgoing President. The newly elected Student President will also generally meet informally with the senior management team and head of student services during this time. The Students' Association has a representative, typically the president, on the following committees: Board of Management Student liaison committee Equalities and diversity group Health and safety committee Kilmarnock College Students' Association takes an active role in quality enhancement systems by actively supporting the class representative system. When the students return in August, the President works alongside the Returning Officer and Quality Manager to elect the Students' Association Executive Committee along with class representatives. The class representative system works by allowing students to feed information to their class reps. or Executive Committee members, who in turn raise these issues at their monthly class representative meetings. As a collective voice, these issues are usually dealt with informally by the class representatives, Executive Committee member or Student President and the appropriate staff member. Any issues that cannot be dealt with informally are discussed at the Student Liaison Committee meeting, which meets regularly and is attended by the College Principal, Senior Management team, Head of Student Services, Board of Management members, class representatives and members from the Students' Association Executive Committee. The Senior Management team are supportive of the Students' Association and hope to involve the Student President and Executive Committee in more of the college management committees. For example, the Student President is currently meeting with members of the curriculum team to find ways of bringing core skills into all classes.

Reid Kerr College

An example of a successful relationship between a College and its Students' Association

In the early years of the 1994 Education Act, Reid Kerr, like many other FE institutions, struggled to hold down a student officer for any length of time. In 1999, a member of staff was employed to set up, and oversee the introduction of, a students' association. However, there was no sabbatical position, and in a single year the association worked its way through four Presidents. The reason for this high turnover was mainly due to the nominated/elected student's course pressures, inexperience or general lack of commitment. In the academic year 2001-2, the part-time sabbatical position was introduced and three months later the decision was made to make the position full-time. In the past five years, we have had three proactive Student Presidents, with no gaps in between.

There are three key points to take into consideration when discussing our success. First of all, our Presidents are given the opportunity to take either a full-time or part-time sabbatical year. Secondly, we have a student liaison team, two of whom are are former student presidents. Finally, the college management and Board of Management offer their full support to the development of student representation at Reid Kerr. Although our Students' Association is an autonomous organisation, there is a clear chain of command. The Student President is responsible to the SA Executives, the class representatives and, in turn, the students themselves. If the President requires assistance, they can seek help and advice from either the NUS or our own internal Student Liaison Officers. If the President is pursuing a particular matter, they can first discuss it at the Student Representative Council, then the Student Affairs Committee before finally the Board of Management if required. We also have a clear route of communication. All student matters make their way through the SA and become the responsibility of the President. The President will then discuss this matter with the Student Liaison Officer. If the issue can't be resolved at this point, the President takes it to the Vice-Principal. Finally, the matter would be taken to the Principal, and at that stage a decision would be made on whether to take the matter to the Board itself. Most issues tend to be dealt with by the President before they reach these stages. However, the college operates an open-door policy, which means that, wherever possible, the President can take the matter straight to the individual most likely to help resolve the issue, thereby saving time and preventing any escalation. The strength of the relationship we share lies in the mutual respect we hold for each other. We both agree that a successful, integrated, well-supported students' association holds benefits, not only for our students but for the college as a whole.

As the current Student Executive's term comes to a close, the college and the Students' Association have looked at ways of maintaining the SA and supporting its further growth. The current President has developed various tools to ensure the stability of the Association. For example, a hand-over pack has been put together for the new Executive, containing information relating to the general running of the Association. This includes information on democratic elections, national affiliations, event organisation and budget control. There is also a handbook distributed to students at induction (and available throughout the year) as well as a section in the staff handbook given to all members of staff. Meanwhile, class representative election packs are handed out to classes, through guidance, to aid in the election of class reps. and provide them with information upon their election. The Students' Association, alongside Student Services, have also developed a presentation given by the President at every class/course induction throughout the year. The introduction of a student board observer, as recently agreed by the Board of Management, will also ease the transition period from one President to another. So too will a handover period, whereby the President elect can learn from the leaving President their role and duties. The role of the Student Liaison Officer also covers periods when a President or Executive may be absent.

We believe that the success of our Students' Association lies in the support it receives from the college and that the introduction of a sabbatical President has proved itself worthy in many ways. This was perhaps most clearly evidenced when, in recognition of the outstanding achievements made by the SA over the past two years, the Student President was invited to Downing Street to meet the Prime Minister. The college and its students have certainly felt the benefits of having a dedicated member of staff with previous experience of running a FE association. The SA office has been responsible for events such as our first ever Freshers' Fayre. It has also developed areas of best practice. A detailed constitution, the management's trust of the autonomous decision-making bodies within the Association and the clearly set channels of communication continue to guide the work of the Association. The SA has a realistic budget and has never overspent. Designated signatories and budget spreadsheets overseen by the SLO also protect the SA and the college's reputation. We understand the importance of training and our officers attend training events throughout the year. SPARQS also offers training to our class representatives and Board members.

image of Reid Kerr College Students Association

In line with the 1994 Education Act, Kilmarnock College actively attempts to involve students to own their learning experience. Prior to the inception of the Kilmarnock College Students' Association in 2003, student representation was mainly managed through a Student Liaison Officer and part-time Executive Committee.

In 1999, the Board of Management agreed to support two changes to the structure of Kilmarnock College Students' Association. The Board of Management agreed to fund a sabbatical Student President position and provide dedicated space to allow student activities to take place.

Both changes have meant that, from induction through to the awards ceremony, each student at Kilmarnock College knows that there is a dedicated Student President, who is there to listen and help students at the college.

The president of Kilmarnock College Students' Association is elected in April every year by a ballot of all current students. The elected student then takes up their position in July. There is a gradual handover of responsibility between April and July, which allows the incoming President time to finish up their course and benefit from the knowledge and experience of the outgoing President. The newly elected Student President will also generally meet informally with the senior management team and head of student services during this time.

The Students' Association has a representative, typically the president, on the following committees:

Board of Management
Student liaison committee
Equalities and diversity group
Health and safety committee

Kilmarnock College Students' Association takes an active role in quality enhancement systems by actively supporting the class representative system. When the students return in August, the President works alongside the Returning Officer and Quality Manager to elect the Students' Association Executive Committee along with class representatives.

The class representative system works by allowing students to feed information to their class reps. or Executive Committee members, who in turn raise these issues at their monthly class representative meetings. As a collective voice, these issues are usually dealt with informally by the class representatives, Executive Committee member or Student President and the appropriate staff member.

Any issues that cannot be dealt with informally are discussed at the Student Liaison Committee meeting, which meets regularly and is attended by the College Principal, Senior Management team, Head of Student Services, Board of Management members, class representatives and members from the Students' Association Executive Committee.

The Senior Management team are supportive of the Students' Association and hope to involve the Student President and Executive Committee in more of the college management committees. For example, the Student President is currently meeting with members of the curriculum team to find ways of bringing core skills into all classes.

Kilmarnock College
Kilmarnock College Students' Association within the Management and Quality Systems of Kilmarnock College Staff at Kilmarnock College are generally supportive of the Students' Association and class representative structure and have seen the benefits to students in having a full-time sabbatical president and a dedicated student space. Having a sabbatical student President has also meant that Kilmarnock College Students' Association has been represented nationally through the following: NUS Scotland Executive Committee NUS National women's committee NUS Scotland Scottish women's committee NUS Scotland Scottish mature students observer Review of Scotland's Colleges The student President has fed into work of the Scottish Further Education Unit and HMIE and has also attended and contributed to many conferences on student issues. In the past year, Kilmarnock College Students' Association has helped our students lobby the Scottish Parliament, Westminster, and the National Blood Donation Service. We have also worked with local and national bodies to raise awareness of student issues. With the help of college staff, the Students' Association recruited and trained (with SPARQS) 52 class representatives in 2005-06. This meant that almost every class had a trained class representative, who was able to contribute to the college quality structures. Kilmarnock College staff, management and board all work hand-in-hand with the Students' Association to ensure that the students at Kilmarnock College receive the best learning experience that the college can offer.

Kilmarnock College

Kilmarnock College Students' Association within the Management and Quality Systems of Kilmarnock College

Staff at Kilmarnock College are generally supportive of the Students' Association and class representative structure and have seen the benefits to students in having a full-time sabbatical president and a dedicated student space.

Having a sabbatical student President has also meant that Kilmarnock College Students' Association has been represented nationally through the following:

NUS Scotland Executive Committee
NUS National women's committee
NUS Scotland Scottish women's committee
NUS Scotland Scottish mature students observer
Review of Scotland's Colleges

The student President has fed into work of the Scottish Further Education Unit and HMIE and has also attended and contributed to many conferences on student issues.

In the past year, Kilmarnock College Students' Association has helped our students lobby the Scottish Parliament, Westminster, and the National Blood Donation Service. We have also worked with local and national bodies to raise awareness of student issues.

With the help of college staff, the Students' Association recruited and trained (with SPARQS) 52 class representatives in 2005-06. This meant that almost every class had a trained class representative, who was able to contribute to the college quality structures.

Kilmarnock College staff, management and board all work hand-in-hand with the Students' Association to ensure that the students at Kilmarnock College receive the best learning experience that the college can offer.

4.12 COLLEGES are encouraged to make use of the following tools to ensure that learners are well represented and have a positive learning experience:

A member of staff to support and liaise between the students' association and the college.
A sabbatical student president - either full or part-time and adequately paid.
Ensuring that students' associations and representatives receive appropriate advice, training (induction and on-going), guidance and support, e.g. by making use of documents and toolkits produced by NUS Scotland.
An effective class representative system which includes appropriate and effective feedback mechanisms. We specifically recommend that:
- student representatives receive sufficient and timely training;
- they are given adequate time to perform their representative functions;
- a set of guidelines and a remit are produced;
- two course representatives, or a deputy representative, are elected;
- participation is appropriately rewarded; and
- there is effective selection process guidance for both staff and learners on procedures for elections.
Provision of adequate facilities and resources for students and students' associations to hold meetings/forums, e.g. refreshments for meetings held during lunch times, pay for taxis for representatives to come and go from outreach centres, office and equipment and rooms for meetings and confidential enquiries.
Holding an end of year satisfaction survey.
An effective means of involving students in the strategic planning process of the college (and a statement within the strategic plan on how the college plans to do this).

4.13 STUDENTS' ASSOCIATIONS may wish to make use of the following tools for ensuring that learners are well represented:

The Charter of Minimum Rights produced by NUS Scotland, see Annex G.
Ensuring that student representative(s) receive appropriate advice, training (induction and
on-going), guidance and support, e.g. through training offered by SPARQS and NUS Scotland.
Early consideration of membership of NUS Scotland.
Promoting wider awareness of the role of student representatives.
Use of a wide range of communication methods to promote involvement in students' associations, e.g. student handbooks, websites, discussions, notice boards and local radio stations.
Holding meetings during convenient times for different groups of students, e.g. lunch times and evenings.
Use of surgeries, and other methods of outreach, across all college sites.

B4. Specific Recommendations on Improving the Overall College Experience for Learners

24. For Scotland's colleges to continue to improve the quality of service they deliver to learners, they should:

increase student, staff and board of management awareness of the benefits of effective student representation;
be aware of the factors which prevent learners from participating fully in college life, and seek to support learners to address them where they can;
attempt to foster a philosophy of inclusive learner development;
increase the assistance available to students to enable them to properly represent their fellow learners;
attempt to broaden awareness of the effective use of proper channels of communication throughout the college; and
attempt to broaden awareness of the effective use of feedback from learners.

25. We recommend that colleges and students' associations make use of the information, case studies and toolkits within this report and its annexes (particularly F and G), as well as relevant sections of the RoSCO Accountability and Governance report, to ensure that learners are properly represented and continue to have a positive learning experience.

C. THE CURRENT AND FUTURE PROFILE OF LEARNERS IN SCOTLAND'S COLLEGES

C1. Background

4.14 Part of the remit of SLALE was to 'examine issues relating to the staffing, learners and learning environments of Scotland's colleges to ensure quality learning experiences, including:

disability, race, religion and belief, sexual orientation, age and gender equality for staff and learners.' (emphasis added).

4.15 We accordingly looked at trends in relation to the disability, race, age and gender of learners across the college sector and made comparisons with learners in HEIs. Unfortunately, we were unable to obtain useful information relating to sexual orientation, religion and belief within our allotted timescale. These areas are therefore not included in our analysis.

C2. Evidence

4.16 The evidence used in this analysis came principally from the SFC's Statistics Department and the Scottish Executive's Analytical Services Division. Some labour force survey statistics were also employed.

C3. Type of Provision

4.17 According to the SFC's statistics ³⁷, the number of enrolments at further education ( FE) level in Scotland's colleges has increased dramatically since 1994-95, although there has been a reduction since 2001. As outlined in Chart 6, there are now 398,120 FE enrolments, an increase of 88% since 1994-95. The majority of these enrolments are for vocational courses. In 2004-05 vocational enrolments accounted for 86% of the total. Vocational enrolments have increased by 82% since 1994-95, but have fallen by 12% since 2001-02.

Chart 5³⁸FE Students at Scotland 1994-95 to 2004-05

C4. Mode of Provision

4.18 Part-time study accounts for 84% of enrolments in Scotland's colleges ³⁹. Of course, enrolments do not always equate to the number of students as some students enrol on several programmes in the same academic year.

4.19 Full-time courses accounted for 65% of all activity in 2004-05, as they did in 2003-04. However, over the same period, there was a reduction of 3% in part-time activity. Analysis by dominant programme group ( DPG) in 2004-05 shows that the three groups recording the highest levels of activity were Health (13%), Social Studies (13%) and Computing (11%), which together accounted for over a third (36%) of total activity. Within the overall figures, some DPGs attracted more activity, whilst some attracted less, than in 2003-04. Construction (up 8%) gained the most, while the biggest reductions were in Science and Maths (each down 14%) and Business and Management (down 13%).

C5. Gender

4.20 While females accounted for over half of overall SUMs activity in 2004-05, the percentages analysed by DPG highlight traditional gender-related educational choices. For example, males accounted for more than 90% of activity in Construction (92%), Engineering (96%) and Transport (95%), while females accounted for more than 80% of activity in Health (90%), Social Work (88%) and Office and Secretarial (82%). Despite this, there is some evidence of colleges trying to tackle the issue of gender-related course choices. For example, in the 'Unlocking Opportunity' report, there is a reference to Stevenson College Edinburgh's attempt to attract male students into their early years education and child-care courses.

Chart 6 College Students - Gender Distribution (as a % of overall headcount)

4.21 Over the past six years, there have consistently been more female students than male attending college. Using headcount figures, the proportion of female to male students has changed from 55:54 to 57:43 in recent years. In terms of SUMs, the difference between the sexes has increased from 2% in 1999-2000 to 6% since 2001. While the proportion of males attending college has decreased over the six year period by 2%, the proportion of females attending college over the same period has risen by 2%. This is in line with the experience of HEIs. Males, though, are more likely to undertake a course which involves more intensive activity; for example, a full-time course.

C6. Age

4.22 There has been no real change to the age distribution of college students across the six year period. According to headcount figures, there has been a slight increase in the number of students aged 65 and over since 2001. Meanwhile, according to student SUMs, there has been a slight increase in the number of students aged 16-18 and a slight reduction in those aged 25-59.

Chart 7 College Students - Age (start of academic year)

4.23 As there is a difference in the way in which the statistics regarding age bands are collated, it is quite difficult to compare the age distribution of college students (headcount figures) with that of HEI students. However, the statistics do show that there have been no dramatic changes over the six year period. While the largest age band of students attending college is those aged between 25 and 59, the largest age band for HEI students is those aged under 21.

C7. Age and Gender

4.24 Using the overall headcount data when comparing the data from 2000-01 and 2004-05, there has been very little change to the overall age of students. In both 2000-01 and 2004-5, female students tended to be older than their male counterparts.

Chart 8 College Students - Distribution by age and gender (2004-05)

4.25 Similarly, when using the SUMs data to compare the data from 2000-01 and 2004-05, there has been very little change to the overall age of students. There has only been a slight reduction since 2000-01 in the percentage of students aged 16-18 and 25-59. Again, in both 2000-01 and 2004-05, female students tended to be older than their male counterparts.

C8. Ethnicity

4.26 Over the six year period, the majority of students attending college have been from the white ethnic group. However, there has been a steady increase in the number of students who are non-white/other. The statistics also show that there has been a steady reduction since 1999-2000 in the percentage of information which is either unknown or refused.

Chart 9 College Students - Distribution by Ethnicity

4.27 A snapshot comparison between the two sectors shows that, as with college students, the majority of HEI students are 'white'. However, unlike colleges, there has been a slight decrease since 2003-04 in the number of 'white' students attending HEIs.

4.28 There is also a higher percentage of HEI students than college students who fall under the 'other' category. However, the number of 'other' students attending HEIs is decreasing while the number of 'other' students at colleges is steadily increasing.

C9. Disability

4.29 Almost 13% of college students have a disclosed or identified disability. This figure includes those with a disclosed disability as well as those on special programmes or requiring extended learning support. This equates to about one fifth of all college activity (which takes into account length and intensity of the learning delivered). This compares with around 19% of the working age population who are estimated as having a disability ⁴⁰. Disabled people of working age with no qualifications are twice as likely to be unemployed as non-disabled people with no qualifications ⁴¹.

Chart 10 Learners with disclosed disabilities at colleges, 2004-05 (Source: FES) - legend reads clockwise

C10. The Future Profile of College Students

4.30 As part of the Review, a study was conducted into the effects of demography on student participation in FE and HE. This concentrated on mode of study and age. Bearing in mind that a significant proportion (25%) of HE in Scotland is delivered by colleges, the key findings of this study were as follows:

FE Enrolments

The projected total number of FE enrolments falls from 393,468 in 2005-06 to 369,248 in 2019-20. This represents a fall of 6.2% in the total number of projected FE enrolments in that period.
The age brackets expected to witness the largest decline in FE enrolments are those between the ages of 41 and 45, with each age bracket expected to show at least a 25% drop in enrolments between 2004-05 and 2019-20.
The age brackets that were expected to witness the largest rises were those over the age of 60, with 28, 29 and 56 to 58 year olds also witnessing large increases.
Despite these changes, young people will continue to offer the biggest contribution to FE enrolments. In 2004-05, 35% of all enrolments came from people aged 21 or younger. By 2019-20, this is projected to have dropped to 31%.
Conversely, the contribution offered by people aged 50 and above is projected to increase from 19% to 24%.

FE Mode of Study

There were 46,603 full-time FE enrolments in 2004-05 from Scottish students. This is projected to increase to 46,681 in 2005-06 before steadily declining to 40,800 in 2019-20. This means that the reduction in the projected number of full-time Scottish students enrolling in FE courses is 12.6% between 2005-06 and 2019-20.
There were 345,291 part-time FE enrolments in 2004-05 from Scottish students. This is projected to increase to 346,786 in 2005-06 before falling to 328,228 in 2019-20. This represents a 5.3% decrease in part-time enrolments in FE courses from Scottish students.
This indicates that full-time enrolments are likely to be more susceptible to change than part-time enrolments.

FE Student Headcounts

It is common for individual students to enrol on more than one FE course in a given year. This means that the numbers relating to total enrolments in FE for a year will contain an element of double counting. Therefore, the effects of demographic changes on the number of student headcounts is worth considering.
Unfortunately, the data matching process that is used to establish whether a student has enrolled more than once cannot be used for students who did not receive funding from the SFC, due to insufficient records. In 2004-05, just over 20,000 enrolments came from such students.
There were an estimated 290,162 different Scottish students who enrolled in FE courses in 2004-05. This is projected to increase to 291,156 in 2005-06 before falling steadily to 272,463 in 2019-20. This represents a 6.4% reduction in the number of different Scottish students who enrol in FE courses between 2005-06 and 2019-20.
This is largely the same as the projected 6.2% reduction in the total number of FE enrolments in the same time period, indicating that student headcounts are expected to fluctuate in a very similar way to student enrolments.

HE Students

After increasing slightly each year in 2005-06 and 2006-07, the projected total number of HE students subsequently falls every year to 2019-20. The projected number of Scottish students in HE in Scotland in 2005-06 was 208,059 and this is expected to fall to 186,778 in 2019-20, a decrease of 10.2%.
Young people will continue to offer the biggest contribution to HE enrolments. In 2004-05, 43% of all HE students were aged 21 or younger. By 2019-20, this is projected to have dropped to 40%.

Students in Higher Education Institutions

HE students in Scotland comprise students from both higher education institutions ( HEIs) and colleges. The effects of demography on HE student numbers should be considered for both of these sectors.
There were 156,166 Scottish HE students in HEIs in 2004-05. This number is projected to increase to 157,558 in 2005-06 and remain fairly constant until 2010-11 before falling sharply to 141,581 in 2019-20. This represents a 10.1% reduction in projected numbers between 2005-06 and 2019-20.

Students in Colleges

There were 50,331 Scottish HE students in colleges in 2004-05. This is projected to increase to 50,501 in 2005-06 before eventually falling to 45,197 in 2019-20, a 10.5% reduction in that period.

4.31 There is not a considerably large difference between the expected reductions in the number of Scottish HE students from HEIs than there is from colleges. This would indicate that the age profile of Scottish HE students is fairly similar between HEIs and colleges.

C11. Data Collection on Learners

4.32 Having examined the current processes of gathering data on learners in Scotland's colleges, we believe that it is not always clear why these statistics are gathered. We are also unsure about the extent to which this data is being used for strategic planning purposes at a national or individual college level and believe that this should be investigated by the Scottish Funding Council in collaboration with colleges and other stakeholders. These stakeholders should include Scottish Enterprise and Highlands and Islands Enterprise due to their interest in skills, training and careers support.

C12. Equalities

4.33 Our investigation into the profile of college learners revealed imbalances with respect to gender and ethnicity and identified that, for some strands of equality, particularly for disability, there are difficulties in data gathering. We recognise that some steps are currently being taken to address these issues.

4.34 Colleges have indicated that they have in place the full range of processes and procedures to prevent discrimination and we acknowledge the work that they are undertaking to comply with the new duties with respect to gender, race and disability, and, in particular, the positive duty to promote equality.

4.35 We appreciate that the gendered uptake of courses has been a long-running issue. One way to promote greater gender balance within subjects is to work with school pupils via taster courses or Skills for Work courses. In the meantime, it is worth noting that the SQA are currently reviewing their course arrangements to ensure that they don't contain gender bias and that they are also considering how to promote gender equality more directly; for instance, through the use of publicity material. However, we believe that more needs to be done to resolve the gender imbalance within subjects.

4.36 The SFC recently published a report ⁴² that examines the significant and rapidly growing gap between levels of participation in higher education ( HE) among young men and women and investigates more closely gender issues for learners and staff in HE. The report concluded that 'policy-makers and practitioners [needed] to understand the different experiences of men and women in education and beyond and, where unjustifiable barriers [limited] people's experience, … find ways to dismantle them.'

4.37 Glasgow Caledonian University and the Equal Opportunities Commission published research in 2005 entitled "Jobs for the Girls and the Boys" ⁴³, which looked into occupational segregation in the workforce. In response to this research, and concerns raised by the Equal Opportunities Commission, the Executive recently set up a cross-departmental working group to identify the key issues which impact on, and contribute towards, gender stereotyping in education, work and training, and to explore appropriate policy interventions. We would urge the Executive's working group to work closely with colleges, the SFC and other relevant stakeholders as it takes forward this role.

C13. Specific Recommendations on the Current and Future Profile of Learners in Scotland's Colleges

26. We recommend that the Scottish Funding Council works together with Scotland's colleges, and other relevant stakeholders including Scottish Enterprise and Highlands and Islands Enterprise, to consider how learner data can be collected and used more efficiently to help with strategic planning at a national and local level.

27. We recommend that the proposed review of data collection on learners should take full account of equalities issues. We note that there may be a role for Equality Forward in this regard.

28. We recommend that colleges, the Scottish Qualifications Authority ( SQA) and policy makers should continue to investigate ways in which the gender imbalance within college courses can be resolved. We expect that this will involve the Executive's cross-departmental working group engaging with colleges to review current good practice
activity.

29. We recommend that colleges and policy makers take note of the information contained in this report on the current, and projected future, profile of college students with a view to ensuring that Scotland's colleges continue to effectively serve the needs of all sections of society.

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