Post-school education, research and skills - purpose and principles: equality impact assessment - draft

Stage 2: Data and evidence gathering, involvement and consultation

Stakeholders

A wide range of stakeholders have been part of the ongoing engagement programme for Purpose and Principles. Most of these conversations, if not all, will have touched on some protected characteristics. The full list will be provided in the final publication of the Purpose and Principles. However, at this interim stage, the following stakeholders have provided specific information or more detailed discussion on barriers or action that they take related to one or more protected characteristics.

• Scottish Funding Council^[5]
• Skills Development Scotland
• Student Awards Agency Scotland
• Developing the Young Workforce
• Universities Scotland
• Colleges Scotland
• Universities - University of Highlands and Islands, Robert Gordon
• Colleges – Glasgow Kelvin, North East Scotland College, Edinburgh College
• Aberdeen Foyer
• Inspiring Young Voices
• CLD Standards Council
• The Scottish Commission for People with Learning Disabilities
• Unions – UCU, EIS, Unison, STUC
• Scottish Wider Access Programme
• SG officials

Age

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

In 2020, the proportion of people in Scotland aged 16-64 with low or no qualifications was 9.7 per cent. The proportion of those with low or no qualifications is higher in the younger (16-24) and older (50-64) age groups than the other age groups. Since the series began in 2007 there has been a decrease across all age groups, the biggest of which has been for 50-64 year olds (down from 25.4 per cent in 2007 to 13.0 per cent in 2020).

Young people form the largest proportion of people in higher and further education^[6] in Scotland. In the 1980s almost a third of students left school by age 16 (after S4), whereas in 2021 only 11% did so. In total 25.1% of young people leaving school (S4/5/6) in 2021/22 went straight to employment^[7] with most school leavers entering the post school education and skills ecosystem whether taking further or higher education at college or university. For example, around 20% of all Scotland's young people aged 18 and 19 are currently at college for higher or further education^[8].

According to the 2022 Annual Participation Measure (APS), which reports on the economic and employment activity of 16-19 year olds in Scotland, the proportion of youth participating in productive activities such as education, training or employment was 92.4%^[9]. The largest proportion of 16 to 19 year olds who are 'not participating' in education, training or employment are concentrated in the most deprived areas; 44.9% of those 'unemployed seeking' employment and 39.2% of those 'unemployed not seeking' employment live in the 20% most deprived areas. It could be argued that this group of people are not being well served by the post-school ecosystem.

The number of young people leaving school each year is projected to increase until 2030 but will then decline which could impact on numbers enrolling for places at college or university in the longer term^[10]. However, with fast technological and societal changes it is likely that people will need to continue to learn throughout their lives whether in formal or informal educational or work settings, suggesting that demographic profiles are likely to change over time requiring tailored response from education and training providers.

Across all pathways the majority of demand is from young people but the ecosystem is also accessed by people across the age spectrum. In 2020-21, 41% of people at university full-time were aged 20 or under while 55% of students studying a first degree were aged 20 or under^[11]. A further 35% were aged 21-24 years and 12% were aged 25-29 years. When it comes to the number of Scottish domiciled students, 48% of people at university full-time were 20yrs or under; 29% of people were 21-24yrs; 10% were aged 25-29 and 13% were aged over 30 years.

In postgraduate study learners were generally slightly older. In 2020-21, of the total number of full-time students in postgraduate study, 50% were aged 21-24, 29% were aged 25-29 and 21% of the students were aged over 30 years.

This pattern was slightly different for apprenticeships. In 2020-21 37% of MAs were aged 16-19 but the most prevalent group for MAs were aged over 25 years (42%). ^[12]

Similarly, the biggest cohorts at college are those aged 16-19, but with 87 part-time enrolments aged under 5 and 116 part-time enrolments aged over 85 in 2021-22, colleges do currently cover the whole age spectrum. This is more pronounced with part-time courses, many of which may only be a few hours in total, but even with full time courses there were 316 aged under 16 and 42 aged 65 or over^[13].

In the college workforce the 51 and over age group accounted for 48% of the overall staff in 2020-21. Reform action that impacts on staffing cohorts could disproportionately impact older workers.

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Through our engagements, stakeholders told us that many older adults can face barriers to the system such as:

• Lack of awareness of what the skills system can offer including from perspective of accessibility, formats, community languages etc.
• Lack of support to re-enter education e.g. with applications, leading to missed opportunities.
• Rurality barriers due to transport links and connectivity and the inability to travel due to commitments.
• Compared to rUK school leavers in Scotland are younger. Young people can lack understanding about personal consequences and the valued contribution they can make to the ecosystem impacting on their choices.

Respondents suggested that these barriers could be addressed through support such as:

• Support to understand available opportunities (including Careers Information, Advice and Guidance (CIAG)) to support decision making. The Adult Learning Strategy recognises the need to strengthen partnerships to ensure that adult learners have access to appropriate guidance throughout their learning journey^[14].
• Hybrid learning options to support those who cannot easily travel, which is relevant to a range of protected characteristics e.g. gender disparities in caring responsibilities.
• Part-time courses rather than full-time courses to enable learners to continue to work and study.
• A positive earlier experience of learning which means they are more likely to be able to continue with adult learning.
• Some adult returners reflected that having a more relaxed and accessible method of teaching compared to their school experience supported better learning.
• There is a lack of awareness about the rights and entitlements of community-based adult learners requiring additional support to access and engage in learning activities when compared to the experiences of adult learners in colleges and universities.

Principle 2 - Support for learners

Respondents that we engaged with suggested that barriers to support for learners, based on age, include:

• The cost of learning and available funding support can be a barrier for many learners. Mature students are more likely to have additional responsibilities that may not equate to the additional financial support available to enable studying e.g. costs such as childcare which will primarily impact women. Learners over the age of 61 years are no longer eligible for student loans due to age.
• Lack of family support is a barrier whatever your age[15]. Estranged students face this barrier and younger students do not always have parental/family support. Estranged students may face barriers to accessing bursary funds as they are not able to provide parent/carer financial information.
• Homelessness at any stage of life can also be a barrier to people accessing the post-school ecosystem.
• Motivation to learn may be an issue for people needing to reskill/upskill later in life.
• Transitions can be a barrier, particularly for young people.
• Some adult returners to college felt that at school, no one cared or encouraged them, and some teachers were dismissive of learner ambitions from a young age.
• Limiting personal self-belief and anxiety was a common barrier experienced by many adult returners to education. The recent Thriving Learners Reports in 2021 and 2022 highlight the mental health and wellbeing challenges faced by students including impacts of food poverty and depressive symptoms^[16].
• International students may have families and children with them requiring suitable accommodation.
• Financial and benefit system rules create barriers to people taking a preferred pathway. For example, there is often a lack of understanding about the financial implications of leaving school because of access to Child Benefit/EMA/Income Support – This may incentivise Parents/Carers in some cases to not let young people leave full time education due to reduction in their household income.

Through our engagements it was suggested that these barriers could be addressed by:

• Providing assistance with digital and virtual methods for older people if required.
• Greater parity in student support for part-time and full-time students.
• 324,700 adults in Scotland aged 16-64 years have 'low or no qualifications'. There is potential positive impact in directing funds to this group^[17].
• More support from employers/third sector agencies to try out workplace activities at the point of transition like summer schools in HE/FE
• Positive experiences for young people to see the contributions that they can make e.g. work or academic. The importance for young people to have positive experiences will be referenced in the forthcoming Youth Strategy for Scotland 2023-2028.

Principle 3: Globally respected

International students may be slightly older and have different commitments to domestic students e.g. may need different types of housing. Access to visas can also be difficult.

Principle 4: Agile and Responsive

Adult learners that we engaged with raised that barriers for some are:

• Financial worries as potential learners have to consider giving up part or all of their income or in some cases benefits to return to college or university.
• Some employers do not offer flexibility to allow adult returners to continue to work as well as study.
• Full-time courses can restrict the time available to seek employment alongside study.

The respondents suggested that these barriers could be overcome by:

• Employers offering flexibility to work and study.
• Ensuring that timetables of full-time courses offer flexibility to work alongside study.

Principle 5: Transparent, Resilient and Trusted

Through our engagements with stakeholders the following barriers were suggested:

• Investment isn't made effectively and equitably in all young people.
• The statutory school leaving dates are often not aligned to employer recruitment schedules.
• Some adult returners shared that they are not entitled to discretionary funding if they are not in receipt of a bursary. Those that are eligible for a bursary become ineligible for universal credit and this can be a financial barrier.
• Some adult returners are required to self-fund due to previous funding access through studying university courses/part of a university course that in some cases they dropped out of.

Respondents suggested that barriers could be addressed through:

• Removing some of the inconsistencies in financial support.

• More awareness raising on available financial support.
• Discretionary funding to support adult learners with equipment required for their studies eg. a laptop^[18].

Summary

The current system is heavily weighted towards young people but the range of economic, social and political drivers is likely to increase the desire for lifelong learning from employers and learners, while the projected demographic shifts will mean that education and skills providers will also need to increasingly cater for the needs of older learners. Barriers currently exist for some young people around financial support, pastoral support and recognition of prior learning and for older people around flexibility of learning modes as well as financial restrictions, digital exclusion, recognition of prior learning and experience and motivation to learn when faced by other financial and life pressures. These barriers will be important across protected characteristics for example younger or older women with children will face specific financial and life pressures as will disabled people or carers. Many of these barriers are already reflected and referenced in the Adult Learning Strategy which has a range of strategies to address barriers including strengthening partnerships and access and support for online learning^[19]. The Purpose and Principles, as currently framed, supports an approach that addresses these barriers. We will have due regard to addressing these barriers as part of the implementation plan and subsequent policy developments.

Source

Interactive Framework | Scottish Credit and Qualifications Framework (scqf.org.uk)

Summary Statistics for Attainment and Initial Leaver Destinations, No. 4: 2022 Edition (www.gov.scot)

College Statistics 2020-21 (sfc.ac.uk)

Annual Participation Measure | Skills Development Scotland

Population Projections | National Records of Scotland (nrscotland.gov.uk)

Official statistics | HESA

Modern Apprenticeships | Skills Development Scotland

College Statistics 2020-21 (sfc.ac.uk) See Table 8 in background tables.

Adult learning strategy 2022 to 2027 - gov.scot

Estranged students in Further (FE) and Higher Education (HE) - experiences: research - gov.scot (www.gov.scot)

Thriving Learners | Mental Health Foundation

Scotland's Labour Market: People, Places and Regions –2020/21

Data Gaps Identified

Data on age is generally good. Sufficient reported data on age and its intersectionality with other protected characteristics is a data gap. There is a lack of reported data on outcomes related to age.

In March 2023, we published a draft version of the EQIA to provide further opportunities for stakeholders to provide relevant evidence and insights to inform the development of the EQIA.

Disability^[20]

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

The proportion of disabled people (using the Equality Act definition) aged 16-64 with low or no qualifications (19.1%) is over twice as high as those who are not disabled (7.2%). Over the past year, however, the proportion for those who are disabled has fallen at a faster rate (down 3.3 percentage points) than for those not disabled (down by 1.6 percentage points).[21]

Disabled people are more likely to have no or low qualifications compared to non-disabled people. Data from the Scottish Core Surveys dataset showed that only 39.3% of people with long-term limiting physical or mental health conditions had post-school level qualifications compared to 56% of those with no limiting condition. UK based data from ONS shows that disabled men were three times less likely to gain qualifications than non-disabled men (18.1% compared with 6.3%). This inequality was smaller for women (14.6% compared with 5.6%)^[22] .

In 2021/22, 92.3% of school leavers who were declared or assessed as disabled went into work, training or further study 3 months after the end of the school year. This compares to 95.8% of school leavers who were not declared or assessed as disabled.^[23]

Annual Participation Measures show that disabled young people (age 16-19) are less likely to be in HE (8.5% compared to 20.8% for non-disabled); more likely to be in FE (17.5% compared to 9.3% for non-disabled) and less likely to be in employment (11.9% compared to 17.8 for non-disabled).^[24]

Among the Scottish domiciled students' entrants to full time first-degrees in 2021 16.3% had a declared disability. In the college sector 19.3% of enrolments to full-time HE courses were students with a declared disability and 27.9% of enrolments to full-time FE courses were from students declaring a disability. In university, mental health and learning difficulties comprised almost two thirds of the disability types. In college, mental health and learning difficulties comprised just under half of disability types with just under a third registering two or more disabling medical conditions.^[25] 22.6% of all college credits were delivered to disabled students in 2020-21 – a rise from 17.1% in 2016-17.

The proportion of Modern Apprenticeship (MA) starts self-identifying with an impairment, health condition, additional support needs or learning difficulty (I/HC/LD) was 13.3% (3,334 starts) in 2021/22. This is compared to 13.0% in 2020/21 and 15.4% (4,220 starts) in 2019/20. The proportion of Foundation Apprenticeship (FA) starts self-identifying with an I/HC/LD has risen year on year from 8% in 2016 to 17.6% in 2020^[26].

In 2019, a SAAS led report into disability related student support identified that there is a lack of clear information and guidance available about disability student support across FE and HE making it difficult for students to understand what support is available and how to access it^[27].

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Through our engagement, stakeholders informed us of potential barriers for people with disabilities including:

• People with learning disabilities can end up in college without making choices about their future and often repeat modules without receiving a high quality education.
• If learners are continual academic repeats, they may find they are not then entitled to full support to study.
• There may be a lack of provision in Scotland for high complex needs students in a Further Education (FE) mainstream setting and this can have implications for travel. ^[28]
• Travel can be a barrier for disabled students to access education physically.
• Access to equipment, funding and resources can be a barrier for disabled people.
• Digital inclusion can be a barrier to students accessing the ecosystem. Glasgow Disability Alliance reference that disabled people are 4 times as likely to face digital exclusion ^[29].
• Support for communication needs can be a barrier for some learner and greater consideration of communication needs is often required.
• Older disabled people faced combined barriers to accessing education.

Stakeholders shared that the following could address the outlined barriers:

• The establishment of Corseford College has shown that there was a need for provision in Scotland for high complex needs students in FE mainstream settings.
• Flexible learning such as home learning or tailored learning may be required in some cases to ensure accessibility.
• Online options can support people who cannot travel for study or international conferences.
• Assessment approaches need to be accessible and appropriate to disability.
• Equipping academics and staff with knowledge and skills to support learners effectively through workforce development.
• FE and HE institutions could provide Easy Read, video alternatives etc. to support communication needs.
• Bridging the education gap for disabled people who weren't legally entitled to post-16 education until 2004 is important.

Principle 2 - Support for learners

Respondents shared that the following barriers exist for some disabled students:

• Disabled students may struggle to access all aspects of learning at a pace that is suitable.
• Students studying less than 50% FTE are not currently entitled to Disabled Students' Allowance which can be a barrier.
• Disabled students need access to suitable student accommodation and student support.
• Disabled people are less likely to be in employment and often earn less than non-disabled people.
• Late diagnosis of disabilities can be a barrier.
• The availability and ease of accessing social care and necessary support, alongside learning opportunities can be a barrier.

Respondents suggested that the following could help to address barriers that are faced by disabled students:

• Students should be supported to access academic and non-academic (e.g. social) elements of courses equally.
• Support for disabled people as they enter and learn within the labour market should be improved.

Principle 3: Globally respected

No comments have been made to date about specific barriers for international students or in the research sphere. We are continuing to engage but comments and evidence are welcome.

Principle 4: Agile and Responsive

Stakeholders involved in engagement on the Principles shared that:

• For those acquiring a disability in their working life, accessing learning to reskill is vital and not always available.

• Undiagnosed learning disabilities can be a barrier for young people and adult returners, e.g. undiagnosed dyslexia.

To address these barriers, respondents suggested that:

• FE and HE institutions could do more to share their challenges, solutions and expertise to each other and the wider ecosystem in working with disabled people.
• Timely diagnosis of disabilities and available support is vital and diagnosis waitlists have been impacted by the legacy of Covid.

Principle 5: Transparent Resilient and Trusted

Stakeholders that we engaged with reported that the following barriers exist in the ecosystem:

• The understanding of the rights of community learners are often unclear compared to FE and HE learners.
• Transitions are a barrier for some disabled learners. There is often a lack of join up and support at transition points for disabled learners and often a new system needs to be used. The transition from school can be very challenging for disabled young people and their parents/carers.
• Delays to Needs Assessments in HEIs can lead to support being implemented too slowly for students to benefit in their first semester.
• Institutions may not have appropriate policies to ensure all aspects of equality.
• The attainment gap at school can be a barrier to later opportunities.

Stakeholders shared that these barriers could be addressed through:

• Institutions having appropriate policies in place to ensure all aspects of equality through good regulation.

Summary

Evidence suggests that while disabled people are more able to access the ecosystem than in the past, there is still considerable scope for improvement in access and support to achieve improved attainment. A range of barriers identified through engagement include ensuring good advice and choice; ensuring that teaching modes and assessment are adapted; ensuring the training and development of staff to support disabled students and ensuring that institutions have strong equality policies with good monitoring and a diverse committed leadership group. Transitions were highlighted as a very difficult time for disabled people and given lower employment rates and higher levels of poverty amongst disabled people, lack of income to allow studying can be a key barrier.

Source

Annual Participation Measure | Skills Development Scotland

Report on Widening Access 2020-21 (sfc.ac.uk)

saas-disability-related-student-support-summary-report.pdf

Corseford College, West Scotland (capability.scot)

GDA Connects Glasgow Disability Alliance

Disability and education, UK - Office for National Statistics (ons.gov.uk)

Data Gaps Identified

Data on disability in general is good. There is less data available across different types of health – physical, mental, neurological and the impact different circumstances can have on participation/access/attainment to the ecosystem and the impact on economic and social outcomes for disabled learners.

Sufficient data on disability and its intersectionality with other protected characteristics is a data gap.

Sex^[30]

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

In 2021/22, 96.3% of female school leavers were in a positive destination such as work, training or further study 3 months after leaving school. This compares to 95.2% of male school leavers.^[31] Both figures have been trending upwards since 2016, apart from a dip in 2019/20.

The proportion of men with low or no qualifications is 10.8% whereas for women it is 8.6%.^[32]

In 2020-21, of both full-time and part-time enrolments in colleges, female enrolments were higher than male enrolments. This pattern has been the main trend since 2011-12 apart from 2016-17 when slightly more men enrolled than women. A Gender Action Plan^[33] is in place to try to move to a more equal 50:50 split.

Despite higher participation and attainment of women in the post school ecosystem, inequalities still need to be addressed such as unequal domestic burdens falling upon women and bias in assessment, recruitment and promotion – as well as the practical barriers that disproportionately affect women because of their place in society.^[34]

Women and girls generally outperformed men and boys in educational attainment at senior phase of school and post-school, but this advantage does not translate into higher pay for women graduates.^[35] Subject segregation, using Science, Technology, Engineering and Mathematics (STEM) as an indicator, was still prevalent in Scotland's educational institutions and in apprenticeships^[36] despite various policies aimed at reducing this.

While women tend to choose creative arts and design, allied sciences, business and administration as their higher education courses, men tend to prefer engineering and technology, physical sciences, computer sciences and business and administration.

Enrolment in Post Graduate Research was higher for men while Post Graduate Teaching and Undergraduate degrees was higher for women. This trend has been the same over the last 30 years, however, in the latest 2020-21 HESA data, the number of women enrolments in post-graduate research also rose above that for men^[37].

In Scotland men are more likely to take up modern apprenticeships (MA) than women. In 2021-22 there were less women MA starts than there were men (61% to 39%). This trend has remained the same since 2015-16 with between 38-40% female starts compared to 60-62% male. Foundation Apprenticeships (FA) are more equally distributed between male and female young people^[38].

The difference in MA starts is partly because of the nature of apprenticeship frameworks which are often in traditionally male occupations such as construction and mechanics^[39]. However, there has been substantial work to increase the choice of MA frameworks, and this is beginning to create better gender balance in terms of participation although occupational segregation remains (for example, men training in construction and women training in care).

Females account for 61% of all staff headcount in colleges in 2020-21 and females account for 55% of teaching and 68% of non-teaching staff. Any reform action that impacts on staffing levels could disproportionately impact women.

In colleges around 53% of senior management position are taken by women.^[40]

Principle 1 - High Quality Opportunities Issues

Stakeholders discussed that the following barriers exist in the current ecosystem:

• Women are more likely to have childcare and/or caring responsibilities, often increasing with age. These responsibilities can prevent learning due to time and financial barriers.
• Women may be less likely to have space to study which can be a barrier.
• Occupational segregation stereotypes can make it harder for some women to enter certain professions.
• Men are less likely to apply for and obtain a degree place and more likely to opt for a MA placement.

Stakeholders suggested that these barriers could be reduced by:

• Ensuring part-time opportunities for learning and funding can support learners to be flexible and study around their other commitments.
• Continue policies seeking to positively influence occupational segregation by gender, although recognising that this issue has deep cultural roots.

Principle 2 - Support for learners

Through engagements stakeholders shared that the following can be barriers:

• Access to childcare and nurseries.
• Women are more likely to suffer from poor mental health and therefore likely to require more support.
• Women's earnings 5 years post-graduation are, on average, lower than men which could impact on their choices.

Stakeholders shared that these barriers could be reduced through:

• More access to local and affordable childcare and nurseries.
• More carers will benefit when they study through the removal of the education restrictions so full-time students receive Scottish Carer's Assistance^[41].

Principle 3: Globally respected

During engagements, stakeholders shared that a barrier is:

• Evidence shows that gender equality issues impact HE systems worldwide – 'with unequal access to HE in many countries, fewer resources and opportunities available to women, the existence of violence against women affecting students and staff, and sustained underrepresentation of women in leadership positions in HEIs. Despite women succeeding academically, it is more challenging for women to succeed in their careers both within and outside academia following their studies.'^[42]
• More research testing is done on men than women.
• More senior research posts at University are taken by men than women.

Stakeholders suggested that this barrier could be reduced by:

• Ensure that research outputs and participants are representative of the population.
• Continued support to reduce violence against women and girls on campus.
• Continued action to reduce gender pay gap and occupational segregation.

Principle 4: Agile and Responsive

No comments have been made to date about specific barriers for this protected characteristic although many issues discussed above in terms of care constraints needing flexible and affordable learning options, as well as the restrictions of occupational segregation and gender pay gap are relevant. We are continuing to engage but comments and evidence are welcome.

Principle 5: Transparent Resilient and Trusted

Respondents through our engagement shared that barriers exist including:

• More women staff are increasingly providing pastoral support to students. This can affect career prospects.
• Gender based violence and sex discrimination can be barriers.
• There can be a reduced preference for women in in-work training opportunities in some professions.

Respondents share that some identified barriers could be minimised by all institutions demonstrating better and accountable care for their students to ensure that there are safe spaces to learn with zero tolerance for sexual harassment or abuse.

Summary

The evidence shows that women tend to be more engaged with the post-school ecosystem than men but their increased attainment is less well reflected in earnings and progression in the labour market. Women are more likely to have caring responsibilities meaning that they face barriers of location, time, finance and access. Occupational segregation remains an issue with MA frameworks in Scotland and across the education and skills system. Participation and attainment of men in the post school ecosystem and particularly those from more deprived areas is low.

Source

Policymakers (closethegap.org.uk)

Scotland's Gender Equality Index 2020 (data.gov.scot)

Skills Development Scotland data provided for Purpose and Principles

HESA statistics

Modern Apprenticeships | Equality and Human Rights Commission (equalityhumanrights.com)

Leave no one behind - The Health Foundation

https://www.britishcouncil.org/gender-equality-higher-education-maximising-impacts

Changes to Scottish Carer's Assistance - Scottish Carer's Assistance: consultation analysis - gov.scot (www.gov.scot)

Data Gaps Identified

There is a wide range of data collected on sex but more data could be analysed and reported to understand participation, attainment and outcomes and its intersectionality with other protected characteristics.

Pregnancy and Maternity

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

There is no published data on learners in the ecosystem who are either pregnant or have very young children, however qualitative evidence from a report in 2013 showed that the majority of mothers who were pregnant whist studying did not feel that their institutions supported them with specific problems in terms of finances and taking time out.^[43]

The teenage pregnancy rate is at the lowest level since reporting began at 23.9 per 1,000 women (equivalent to 3,300 teenage pregnancies). Teenage pregnancy rates in Scotland vary by region. In 2020 NHS Highland recorded the lowest overall rate amongst the mainland NHS Boards while NHS Fife recorded the highest (18.3 and 28.9 per 1,000 women respectively). In 2020 under 16s accounted for 5% of teenage pregnancies and under 18s for 31%. The vast majority (69%) were to those aged 18 and 19 years at conception.^[44] As this age group are those most likely to be in college, university or apprenticeships, it is likely that some will become pregnant during their training.

Low attainment can be a cause and a consequence of teenage pregnancy and can lead to exclusion from education with teenage mothers being less likely to finish their education, this can be due to a lack of facilities including for childcare and discriminatory and stigmatising attitudes^[45].

Young mothers tend to have lower educational levels compared to older mothers when their first child is born, which impacts on subsequent career prospects. Although young mothers do resume education at a later stage, they remain less well educated compared to older mothers who have continued to upgrade their qualifications at a higher rate. They are less likely to be in work when their first child is 10 months old, with education being found to be a key predictor of later employment^[46]. Young mothers are one of the key priority groups to tackle in order to prevent child poverty.

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Stakeholders shared that the following barrier exists:

• Women may have to leave institutions to have a baby and could lose funding credit for learning undertaken before leaving.
• Barriers exist inhibiting an easy return to the ecosystem following pregnancy.
• When a student is on maternity leave, funding stops for general undergraduate packages, potentially making it more difficult for students to resume their studies. However, nursing/ midwifery students are able to continue to access their support during maternity leave due to the policies within their specific funding package.

It was suggested that these barriers could be reduced by:

• A funding credit system that supports those who are pregnant to return to the ecosystem.

Principle 2 - Support for learners

Stakeholders shared that barriers exist in the current ecosystem and include:

• Timing before, during and after pregnancy e.g. after maternity leave and before 1140 hours Early Learning and Childcare policy^[47] is available.
• Childcare may be especially challenging.
• Options for flexible courses e.g. There is a more limited offer by some institutions of online evening courses.
• Access to childcare at or near to colleges/universities can be a barrier.

Stakeholders suggested that these barriers could be addressed through:

• Support for pregnant students to stay in education.
• Support to address stigma/attitudes.
• Offering flexible courses to accommodate for childcare.

Principle 3: Globally respected

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 4: Agile and Responsive

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 5: Transparent Resilient and Trusted

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Summary

While there is little data on pregnancy and maternity this will be an issue, particularly for mothers, and will create barriers in terms of funding and timing. It will be important for providers to ensure that learning is not lost and returns to the ecosystem can be accommodated.

Source

https://www.gov.scot/publications/scottish-government-equality-outcomes-pregnancy-maternity-evidence-review/pages/4/

Teenage Pregnancy Report (publichealthscotland.scot)

https://unesdoc.unesco.org/ark:/48223/pf0000374506/PDF/374506eng.pdf.multi

Every Child, Every Chance: The Tackling Child Poverty Delivery Plan 2018-22: Annex 3 – Equality Impact Assessment (www.gov.scot)

Early learning and childcare expansion – Early education and care – gov.scot (www.gov.scot)

Data Gaps Identified

Robust data for this group is a gap.

Sufficient data on pregnancy and maternity and its intersectionality with other protected characteristics is a data gap.

Gender Reassignment

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

There is limited specific evidence on the experiences of transgender people in the ecosystem although broader evidence points to needs to increase employment opportunities, share good practice in service provision, reduce quality of life issues particularly around mental health and reduce experiences of harassment and domestic abuse^[48]. Widening Access statistics show that 255 Scottish domiciled learners in full-time first degree education identify as transgender with 26,295 identifying as a gender assigned at birth and 6,735 were unknown^[49].

A LGBT Youth Scotland survey from 2017 reported that 39% of transgender young people who responded to a survey of LGBT+ young people had experienced bullying at college and 28% had experienced bullying at university. 63% of LGBT+ young people respondents and 68% of transgender young people respondents who had experienced bullying said that it had negatively affected their educational attainment and reported negative impacts on their mental health and self-esteem. 27% of transgender young people respondents left education as a result of homophobia, biphobia, or transphobia in the learning environment and half rated their school experience as "bad"^[50].

The findings of a 2017 survey by the Scottish Trans Alliance showed that 21.2% of non-binary people had avoided education because of a fear of being harassed^[51].

Source

staexperiencessummary03082-1.pdf (edinburghtranswomen.org.uk)

Report on Widening Access 2020-21 (sfc.ac.uk)

Life in Scotland for LGBT Young People, FINAL March 2018.cdr (lgbtyouth.org.uk)

Mckendry & Lawrence 2017 (trans.ac.uk)

Data Gaps Identified

Robust reported data for this group is a gap due to small population numbers.

Sexual Orientation

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

Data is collected on the sexual orientation of full-time, first degree students. In 2020-21 71% of entrants identified as heterosexual; 8% identified as lesbian, gay or bisexual and 21% refused to answer, said 'other' or 'unknown'^[52]. There is little data from other sectors and limited evidence on views and experiences and whether these differ depending on sexual orientation. However a report by Stonewall finds that "Students intend to be more open about their sexual orientation and gender identity in higher education, with overall levels of openness increasing from 64% at school to an expected 82% at university or college. When researching university choices, around a third (31%) of LGBT+ students paid specific attention to LGBT+ services. These included mental health support services (47% extremely interested) and university or college reputation in equality and diversity (46% extremely interested). 30% were extremely interested in LGBT+ societies and 21% were extremely interested in support networks for LGBT+ students". Despite this, the report shows that 42% of LGBT+ students have hidden their identity for fear of discrimination and 47% have been the target of negative comments of conduct from other students.^[53] More general publications show the continued high levels of discrimination; with 18% in an Equality Network publication reporting personal experience of discrimination in the education system, although this specific reference seems to be referring more to school than post-school.^[54]

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Respondents reported that the following barrier exists:

• LGBT+ young people often rate their experience of school as bad due to bullying and there is a link between bullying and low attainment. The LGBT Youth Scotland reported that bullying had negative impacts on mental health including stress, anxiety and depression, damage to self-esteem and feeling unsafe^[55].

Respondents shared that this barrier could be reduced by:

• There is a need for providing a positive lifelong learning experience and possible extra support later in life.

Principle 2 - Support for learners

Stakeholders who engaged shared that:

• People who identified as LGBT+ are more likely to be unemployed^[56].
• The Thriving Learners Survey into student mental health found that LGBT+ students had higher rates of perceived stigma, having experienced a serious psychological issue and self-harm^[57]
• There need to be safe spaces for LGBT+ students to study i.e. non-homophobic spaces.
• Attitudes towards sexual orientation differ in different countries and cultures and there needs to be sensitivity and awareness to different attitudes.

Stakeholders felt that these barriers could be reduced through:

• Improved collaboration to support learners to transition to employment.
• Consideration of different attitudes towards sexual orientation in different countries and cultures.

Principle 3: Globally respected

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 4: Agile and Responsive

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 5: Transparent Resilient and Trusted

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Source

Report on Widening Access 2020-21 (sfc.ac.uk)

LGBTQ+ facts and figures | Stonewall

The-Scottish-LGBT-Equality-Report.pdf (equality-network.org)

Life in Scotland for LGBT Young People, FINAL March 2018.cdr (lgbtyouth.org.uk)

Sexual orientation in Scotland 2017: summary of evidence base - gov.scot (www.gov.scot)

MHF_Thriving_Learners_Report.pdf (mentalhealth.org.uk)

Data Gaps Identified

Robust reported data for sexual orientation and intersectionalities in relation to access, experience and outcomes of the ecosystem is not readily reported although it is collected for many (but not all) aspects of the ecosystem. Quality of data is problematic because of high levels of non-response.

Race

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

In 2020, the proportion of the population with low or no qualifications was higher amongst the 'White'^[58] population aged 16-64 (9.7%) compared with the 'Minority ethnic' population aged 16-64 (9.0%). From 2019-20 the decrease in the proportion of the 'Minority ethnic' population aged 16-64 with low or no qualifications (down by 6.3%) is higher than for the 'White' population aged 16-64 (down by 1.7%).^[59]

Amongst the ethnic groups for whom figures are available, the ethnic group with the lowest percentage of school leavers in a positive initial destination in 2021/22 was 'Mixed or multiple ethnic groups' at 94.6%. This was followed by 'White Scottish' and 'White non-Scottish', both at 95.6%. Whereas the ethnic group with the highest initial positive destination was 'African/Black/Caribbean', with 98.8%, followed by 'Asian Pakistani' at 98.6%.^[60]

The data from Annual Participation Measure of 16-19 year olds shows that in 2022 42.4% of young people of 'White' ethnicity were in school, 19.8% were in higher education; 9.8% were in FE; 18.4% were in employment and 1.8% were in training and development^[61]. For 'Mixed or Multiple ethnic groups' including 'Asian', 'African', 'Caribbean', 'Black', 52.3% were in school, 27.7% were in higher education, 7.8% were in further education and 6.5% were in employment.^[62] The ethnic group with the lowest percentage of people in a positive initial destination are 'White non-Scottish' at 95.1% and 'White Scottish' at 95.5%. Whereas the ethnic group with the highest initial positive destination were the 'Black community', with 97.5%. They are followed by 'Asian-others' at 97%^[63].

In 2020-21, 10.6% of Scottish-domiciled entrants to full-time first-degree courses at university were of 'Black' and 'Minority ethnicity'. A review of racial harassment in British Universities in 2019 noted that victims of racial harassment were reluctant to come forward because of a lack of faith in the complaints process while staff members who made a complaint were met by a fragmented complaints system. The research found that many universities were taking a range of steps to address problems including anonymous reporting, better support for victims and proactive communication. ^[64]
In the college sector, 8.0% of enrolments to full-time HE level courses were by 'Black' and 'Minority ethnicity' students, and 7.2% of enrolments to full-time FE level courses were from 'Black' and 'Minority ethnicity' students.^[65]

The percentage of MA starts identifying as being from a 'Mixed or Multiple ethnicity', 'Asian', 'African', 'Caribbean' or 'Black' or 'Other ethnic group' remains quite low but has been increasing steadily from 2015/16 to 2021/22, from 1.6% to 3.1%^{[66] [67]}. Gender splits are relatively equal for people from minority ethnic communities on MAs, but it does appear that there is an increasing proportion of 'Mixed or Multiple ethnicity', 'Asian', 'African', 'Caribbean' or 'Black' or 'Other ethnic group' starting their apprenticeships later in life. In 2021/22, 54% of ethnic minority starts were aged 25 and above compared to 41.7% of MA starts of 'White' ethnic groups.

On Ukraine, officials have identified the following numbers as an indication of how many students may be affected by the ongoing situation. Statistics below are based on published statistics covering 2020-21 academic year. Numbers below should be used as a rough guide only. Other students will be directly affected by the crisis due to close family links, dual nationality or close associations:

a. University Students - In 2020-21, there were around 275 Russian domiciled students, 80 Ukrainian domiciled students and 10 Belarusian domiciled students at Scottish higher education institutions (HEIs). If we consider nationality rather than domicile, we have around 380 Russians, 125 Ukrainians and 25 Belarusians.

b. College Students - In 2020-21, there were around 0 Russian, Ukrainian and Belarusian domiciled students at Scottish Colleges (rounded to zero). If we consider nationality rather than domicile, we have around 175 Russians, 45 Ukrainians and 10 Belarusians.

c. University Staff - In 2020-21, Scottish universities employed around 110 Russian nationals, 25 Ukrainian nationals and 5 Belarusian nationals.

To note: domicile is based on the country the student was living in prior to study and nationality is their legal status. Hence, numbers of domicile and nationality should not be combined as the same students may appear in both figures.

SFC College data (FES) has a 'Groups of Specific Interest' flag that can be used to identify asylum seekers. In 2020-21, there were around 2,190 enrolments identified as asylum seekers using the Groups of Specific Interest flag in the FES data (rounded). Many of these enrolments are on ESOL courses (English to Speakers of Other Languages).

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Respondents through engagement shared that barriers include:

• Cultural differences in occupational perceptions about what success looks like.
• Some sectors can find it harder to attract groups of people as a result of cultural differences.
• Barriers to access the ecosystem for asylum seekers/refugees, who are more likely to be minority ethnic.

Principle 2 - Support for learners

Stakeholders shared that barriers exist including:

• The timing of learning options to accommodate caring responsibilities of minority ethnic carers, who are more likely to be women can be a barrier.
• Barriers to participation, e.g. language.

Stakeholders suggested that the following could help to minimise barriers:

• Support required, e.g. face-to-face, online learning options, available at different times of the day to accommodate those with caring responsibilities.
• High quality student support / language support.
• Identifying student mentors from a similar background to the student can sometimes help.

Principle 3: Globally respected

Stakeholders shared that barriers exist including:

• Structural barriers for international students and educators, e.g. visas, international fees.
• Existing tensions about international student numbers and available student accommodation and resources and attracting global talent to Scotland.
• Cultural sensitivities in research.

Stakeholders shared that the following could support minimising the barriers:

• Addressing structural barriers to value international expertise removing barriers to high quality research created through international collaborators.
• Research needs to be mindful of cultural sensitivities and to background check any research, R&D, project commissioned to strengthen our global contribution to research and innovation.

Principle 4: Agile and Responsive

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 5: Transparent Resilient and Trusted

We heard from respondents about barriers to consider. These included:

• Consideration of race impacts for 2nd/3rd generation immigrants should be given.
• There will be a growing minority ethnic population in coming years and potentially growing refugee and asylum seeker populations.
• Sufficient representation.

Respondents suggested that the following could support minimising barriers:

• Increasing sufficient representation of racial/cultural diversity at senior levels in HE and FE.
• A greater need for new arrivals to be considered who are likely to be from lower socio-economic backgrounds.
• "Targeting funds" carefully to avoid discrimination and promote equality.

Summary

There is a need for nuanced consideration of ethnicity in the post school ecosystem. A distinction needs to be made between international students whose needs may relate to support with visas, accommodation, logistics, cultural awareness; refugees whose needs may relate more to finance, language, understanding options and cultural awareness and Scottish/British resident people from minority ethnicities who tend to be well represented in the post school sector for HE and may or may not need additional support. Across all groups different cultural perceptions of a positive outcome will be important. There is some evidence that despite higher attainment, pay and progression remains low for many, but not all, minority ethnicities suggesting ongoing discrimination in aspects of the labour market. A lack of representation at senior levels within the ecosystem is problematic and there remains an underlying issue around the effectiveness of systems to deal with and support victims of racial harassment.

Source

2011 Census - Office for National Statistics (ons.gov.uk)

Data for 'White' ethnicity is only available for 2021.

Annual Participation Measure | Skills Development Scotland (Equality breakdown tables)

Supporting documents - Summary Statistics for Attainment and Initial Leaver Destinations, No. 4: 2022 Edition - gov.scot (www.gov.scot)

equality-action-plan-2020.pdf (skillsdevelopmentscotland.co.uk)

Modern Apprenticeships | Skills Development Scotland

Data Gaps Identified

More data on race and its intersectionality with other protected characteristics could be analysed and reported but administrative data is collected.

Religion or Belief

Evidence Gathered and Strength/Quality of Evidence

Secondary Data or literature

Amongst full-time first-degree students, people who don't identify with any religious belief make up 60% of the student population. This is followed by the following student populations, 'Christian' at 25%, Muslim at 4% and 'Hindu', 'Sikh', 'Jewish', Buddhist' are all represented by less than 1%^[68]. Similar evidence is not available for apprenticeships or college entrants. Scottish Government are engaging with Lord Mann on tackling antisemitism in FE and HE^[69].

Engagement Comments

Principle 1 - High Quality Opportunities Issues

Stakeholders suggested the following to support reducing existing barriers:

• Encouragement of people into areas of education outwith what some faith groups see as 'traditional' occupations.
• Consider that some faith groups are predominantly located in certain geographic areas and the demographics of students.
• Demographics of faith and belief in Scotland are changing. Institutions and curriculums need to adapt to changing needs.

Principle 2 - Support for learners

Stakeholders reported the following barrier:

• Poverty levels can mean a lack of access to FE amongst some faith communities^[70]. 'Muslim' adults are much more likely to be in relative poverty than other religious groups, despite there being a relatively high proportion in the student population at 4%, compared with the overall population of 'Muslims' being less than 2% of the Scottish population^[71].

Stakeholders suggested the following support to reduce barriers:

• Well publicised and effective support mechanisms where issues around faith and belief are raised.

Principle 3: Globally respected

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 4: Agile and Responsive

No comments have been made to date about specific barriers for this protected characteristic. We are continuing to engage but comments and evidence are welcome.

Principle 5: Transparent Resilient and Trusted

Stakeholders suggested the following barriers:

• Institutions may not take into account the wide variety of religious observances, e.g. Ramadan which can be a barrier, e.g. for timetables.
• There are different approaches to the adoption to the definition of antisemitism and islamophobia and the impact on students and this is a barrier. Lord Mann's report (2023) calls for a renewed effort from all UK universities and colleges to make Jewish students safe and feel safe on campus^[72].
• Lack of representation at senior levels.

Stakeholders suggested the following could support to reduce barriers:

• Offering of prayer rooms and chaplaincy and similar services available to a wide cross section of faith and beliefs.
• Visible and agreed measures and policies in place to combat hate crimes in relation to faith and belief, such as antisemitism.
• Improved visible representation at senior level for people of different faith and belief groups.
• Providing access to Kosher and Halal food options for learners and staff.

Summary

There is a lack of published data around the protected characteristic of religion in the ecosystem. This makes it difficult to monitor delivery and outcomes. Barriers may exist from the ecosystem if adequate provision is not made and from within different religious groups who may have narrower views of successful outcomes.

Source

Report on Widening Access 2020-21 (sfc.ac.uk)

www.equalityevidence.scot

PDF-Antisemitism-Report-2023.pdf

Antisemitism within higher education: roundtable discussion - gov.scot (www.gov.scot)

Data Gaps Identified

More data on religion and belief and its intersectionality with other protected characteristics could be analysed and reported but administrative data is collected for universities and colleges. There is a data gap related to outcomes.

Marriage and Civil Partnership

(the Scottish Government does not require assessment against this protected characteristic unless the policy or practice relates to work, for example HR policies and practices - refer to Definitions of Protected Characteristics document for details)

Evidence Gathered and Strength/Quality of Evidence

Information about marital status of different age groups is available from census data. However, that data in relation to staff employment is not available.

Data Gaps Identified

Sufficient data on marital status is a gap along with its intersectionality with other protected characteristics.