3. In Scotland, data on higher education are primarily collected through two separate statistical returns based upon source of provision. Data on higher education delivered at the higher education institutions it funds were made available from the SHEFC's statistics branch. The source for most of these data was the Higher Education Statistics Agency (HESA). Some data reported to the HESA by higher education institutions originate from the UCAS application process. Data on social class and qualifications on entry arising from UCAS records should be viewed with caution as they are based upon self-reported information. As the SHEFC does not fund the Open University and the Scottish Agricultural College, data on these institutions were obtained from the HESA and the SOEID respectively.
4. Statistics on higher education delivered through further education colleges are collected by the SOEID.
5. In addition to these tables, the Scottish Committee also requested the development of several statistical tables directly from the SOEID. The source for these tables is identified throughout this annex as appropriate.
7. Students at Further Education Colleges: those on higher education programmes in the 43 further education colleges directly funded by the Scottish Office Education and Industry Department (SOEID). Data for this profile were taken from the 1994/95 FES1 and FES2 returns. In general, the SOEID defines higher education as: courses leading to a higher diploma or certificate; a first degree course; the education and training of teachers; post-graduate studies; and a higher level qualification from a professional body.2
8. Full-time Equivalent (FTE): The method of defining an FTE is different between the two sets of statistical returns. In higher education institutions a programme is given an FTE that represents an institution's academic judgement of the proportion of a full-time student's load. It may therefore be calculated from the length of a part-time programme or the number of credit points for a year, relative to a full-time programme of study. Some full-time programmes, mainly those running for part of a year, will have an FTE different from 1. For further education institutions, all full-time programmes have an FTE of 1 and part-time programmes are assigned an FTE on the basis of mode of attendance.
Notes to Tables
List of tables3
Table 2 Total higher education student numbers in Scotland by mode of study and institution type in 1994/95
Table 3 Age distribution of new full-time entrants to Scottish higher education by institution type in 1994/95
Table 4 Age distribution of new part-time entrants to Scottish higher education by institution type in 1994/95
Table 5 Gender of full-time undergraduate and postgraduate students in Scotland by institution type in 1994/95
Table 6 Gender of part-time undergraduate and postgraduate students in Scotland by institution type in 1994/95
Table 7 Per cent distribution of the highest qualification on entry for UK-domiciled students on their first year of study by institution type in 1994/95
Table 8* Highest entry qualification of Scottish-domiciled students known to be entering higher education institutions straight from school by age in 1994
Table 9 Per cent distribution of full-time undergraduates by domicile and institution type in 1994/95
Table 10 Per cent distribution of full-time postgraduates by domicile and institution type in 1994-95
Table 11 Distribution of undergraduate and postgraduate FTEs for higher education by subject group of study and gender in 1994/95
Table 12 Graduate qualifications by student in Scotland in 1994/95
Table 13* Social class differences in the percentage of school leavers who enter full-time higher education 1980-94
1 The work was carried out by Professor Gillian Raab and Ms Veronique Johnston.
2 SOEID 1996a, Annex 1.1.
3 An asterisk next to the table number indicates that the table source was SOEID.