Memorandum submitted by the Department
for Education and Skills
POINTS RAISED DURING DAVID MILIBAND'S ORAL
SESSION: 4 NOVEMBER 2002
In the light of the discussion on numbers of
students on science courses (Qs 10-20), the Minister undertook
to provide a breakdown, by subject, of these figures (see Qs 19-20).
The paper at Annex A provides some more detailed
figures, including the number of students entering courses in
particular subjects in the biological and physical sciences and
in engineering. It also looks at the number of institutions which
have students entering these courses, as a proxy for the number
of institutions offering courses in these areas.
The Committee also discussed with the Minister
the extent to which the £23 billion capital budget, and in
particular the £60 million budget for school science labs,
is actually finding its way to the schools (Qs 49-56). The Minister
undertook to provide some further information on how much of this
money was reaching its target (Q56).
The £60 million ring fenced for school
science laboratories in 2000-01 and 2001-02 was fully allocated
and delivered to Local Education Authorities (LEAs), and it could
only be spent on capital investment in school laboratories. More
widely, funding allocated for capital, can only be spent on capital.
We do not monitor details of capital investment
at LEA level because of the bureaucratic burden that that would
impose centrally or locally. LEAs will be reporting on their spend
of the ring-fenced laboratories money to the end of August 2002.
In our current guidance to LEAs on capital investment,
school science laboratories are highlighted as a Department for
Education and Skills priority. Our appraisal of LEA Asset Management
Plans will include the extent to which LEAs are giving due priority
to improving laboratory provision. Where we do not consider an
LEA's AMP to be satisfactory, we can withdraw autonomy on capital
funding.
16 December 2002
Annex A
SCIENCE, ENGINEERING AND TECHNOLOGY STUDENT
NUMBERS
Between 1994-95 and 2000-01, total enrolments
(ie the total number of students) on full-time science-based first
degrees in UK HE institutions increased by 12% from 328,100 to
367,700—an increase of just under 40,000 students.
This paper takes a more detailed look at changes
in the take-up of science, engineering and technology subjects
over this time scale. The figures in this paper are based on the
number of undergraduate entrants, ie new students rather than
all students—and include part-time as well as full-time
students.
The paper looks first at broad subject areas
and then at figures for individual subjects within some areas
which may be of particular interest: biological sciences, physical
sciences, and engineering and technology. Much of this information
is already made available by the Higher Education Statistics Agency
(HESA) in a series of annual publications. The more detailed subject
breakdowns are available on request from HESA.
TRENDS BY
BROAD SUBJECT
AREA
Exhibit 1: Undergraduate entrants (full-time and
part-time) by broad subject area, 1994-95 and 2000-01
| Broad subject area |
1994-95 | 2000-01 | Change
| % change |
| MEDICINE AND DENTISTRY* | 6,566
| 7,422 | 856 | 13.0
|
| SUBJECTS ALLIED TO MEDICINE* | 3,8524
| 82,860 | 44,336 | 115.1
|
| BIOLOGICAL SCIENCES* | 21,538
| 2,5191 | 3,653 | 17.0
|
| VETERINARY SCIENCE* | 537 |
786 | 249 | 46.4
|
| AGRICULTURE AND RELATED SUBJECTS* | 4,786
| 4,756 | ¸30 | ¸0.6
|
| PHYSICAL SCIENCES* | 21,635
| 16,900 | ¸4735 | ¸21.9
|
| MATHEMATICAL SCIENCES* | 6,096
| 5,712 | ¸384 | ¸6.3
|
| COMPUTER SCIENCE* | 23913 |
38,572 | 14,659 | 61.3
|
| ENGINEERING AND TECHNOLOGY* | 47,583
| 37,129 | ¸10,454 |
¸22.0 |
| ARCHITECTURE, BUILDING AND PLANNING* | 15,281
| 11,879 | ¸3,402 | ¸22.3
|
| SOCIAL, ECONOMIC AND POLITICAL STUDIES |
35,266 | 39,683 | 4,417
| 12.5 |
| LAW | 15651 | 15775
| 124 | 0.8 |
| BUSINESS AND ADMINISTRATIVE STUDIES | 70,160
| 67,513 | ¸2,647 | ¸3.8
|
| LIBRARIANSHIP AND INFORMATION SCIENCE | 4,797
| 8,649 | 3,852 | 80.3
|
| LANGUAGES | 27336 | 32,435
| 5,099 | 18.7 |
| HUMANITIES | 13947 | 19,187
| 5,240 | 37.6 |
| CREATIVE ARTS AND DESIGN | 28,430
| 38,370 | 9,940 | 35.0
|
| EDUCATION | 26,361 | 26,912
| 551 | 2.1 |
| COMBINED | 95,731 | 130,314
| 34,583 | 36.1 |
| Total | 504,138
| 610,045 | 105,907
| 21.0 |
| Total science, engineering and technology
| 186,459 | 231,207
| 44,748 | 24.0
|
Source: HESA data.
*Subject areas marked with an asterisk are totalled to produce
the overall figures for science, engineering and technology.
The figures in Exhibit 1 show that, broadly defined, there
was an increase in the number of undergraduate entrants in sciences
comparing 1994-95 and 2000-01, a greater percentage increase than
that for all subjects taken together.
However, there were considerable variations between subjects,
with lower enrolments in physical sciences; architecture, building
and planning; engineering and technology; and to a lesser extent
mathematical sciences. Meanwhile there are many more entrants
in subjects allied to medicine; computer science and veterinary
science, and more moderate growth in biological sciences and medicine
and dentistry.
BIOLOGICAL SCIENCES
Exhibit 2: Undergraduate entrants (full-time and part-time)
in biological sciences, 1994-95 and 2000-01
| Subject area | 1994-95 |
2000-01 | Change | % change
|
| BIOLOGY | 8,067 | 6,314
| ¸1,753 | ¸21.7 |
| BOTANY | 88 | 94
| 6 | 6.8 |
| ZOOLOGY | 783 | 1,031
| 248 | 31.7 |
| GENETICS | 461 | 453
| ¸8 | ¸1.7 |
| MICROBIOLOGY | 460 | 426
| ¸34 | ¸7.4 |
| MOLECULAR BIOLOGY AND BIOPHYSICS | 183
| 212 | 29 | 15.8
|
| BIOCHEMISTRY | 2,241 | 1,923
| ¸318 | ¸14.2 |
| OTHER BIOLOGICAL SCIENCES | 2,599
| 5,859 | 3,260 | 125.4
|
| BALANCED COMBINATION WITHIN BIOLOGICAL SCIENCES
| 478 | 515 | 37
| 7.7 |
| Total excluding psychology | 15,360
| 16,827 | 1,467
| 9.6 |
| PSYCHOLOGY (where this is not solely as a social science)
| 6,178 | 8,364 | 2,186
| 35.4 |
| Total | 21,538
| 25,191 | 3,653
| 17.0 |
Source: HESA data.
In the standard HESA definitions, "biological sciences"
includes psychology where this is not solely as a social science.
This subject is shown separately in the table so that the total
can be seen excluding psychology.
Many more students signed up in 2000-01 to study subjects
falling under the category "other biological sciences".
Numbers in psychology and zoology showed strong increases. Fewer
students entered courses in biology, biochemistry, and microbiology.
Exhibit 3: Number of institutions with undergraduate entrants
in biological sciences—1994-95 and 2000-01
| Subject area | 1994-95 |
2000-01 | Change | % change
|
| BIOLOGY | 90 | 96
| 6 | 6.7 |
| BOTANY | 21 | 18
| ¸3 | ¸14.3 |
| ZOOLOGY | 25 | 31
| 6 | 24.0 |
| GENETICS | 20 | 20
| 0 | 0.0 |
| MICROBIOLOGY | 29 | 35
| 6 | 20.7 |
| MOLECULAR BIOLOGY AND BIOPHYSICS | 19
| 23 | 4 | 21.1
|
| BIOCHEMISTRY | 56 | 60
| 4 | 7.1 |
| OTHER BIOLOGICAL SCIENCES | 51
| 80 | 29 | 56.9
|
| BALANCED COMBINATION WITHIN BIOLOGICAL SCIENCES
| 30 | 37 | 7
| 23.3 |
| PSYCHOLOGY (where this is not solely as a social science)
| 66 | 81 | 15
| 22.7 |
Source: HESA data.
In order to get some idea of the trends in provision of courses,
the data was also analysed by institution and Exhibit 3 shows
the results—the number of institutions recording in their
HESA data some undergraduate entrants in these areas, again broken
down by subject within biological sciences.
Some changes here will be caused by institutions merging,
leaving, or entering the higher education sector. But the figures
should give some idea of the trends in the number of institutions
offering courses in these subjects.
The trends are by no means identical to the number of students
in these subjects—for example, there was an increase in
the number of institutions with students in biology and biochemistry.
And there was a decline in the number of institutions with students
in botany despite increased student numbers in this subject.
PHYSICAL SCIENCES
Exhibit 4: Undergraduate entrants (full-time and part-time)
in physical sciences, 1994-95 and 2000-01
| Subject area | 1994-95 |
2000-01 | Change | % change
|
| CHEMISTRY | 6,802 | 4,262
| ¸2,540 | ¸37.3 |
| MATERIALS SCIENCE | 140 |
68 | ¸72 | ¸51.4
|
| PHYSICS | 3,769 | 2,845
| ¸924 | ¸24.5 |
| ASTRONOMY | 234 | 669
| 435 | 185.9 |
| GEOLOGY | 1,824 | 1,615
| ¸209 | ¸11.5 |
| OCEANOGRAPHY | 147 | 229
| 82 | 55.8 |
| ENVIRONMENTAL AND OTHER SCIENCES | 4,960
| 3,555 | ¸1,405 | ¸28.3
|
| COMBINATION WITHIN PHYSICAL SCIENCES | 545
| 397 | ¸148 | ¸27.2
|
| Total excluding archaeology and geography
| 18,421 | 13,640
| ¸4,781 | ¸26.0%
|
| ARCHEOLOGY | 376 | 472
| 96 | 25.5 |
| GEOGRAPHY (where this is solely asa physical science)
| 2,838 | 2,788 | ¸50
| ¸1.8 |
| Total | 21,635
| 16,900 | ¸4,735
| ¸21.9 |
Source: HESA data.
In the standard HESA definitions, "physical sciences"
includes archaeology, where this relates to scientific techniques,
and geography where this is solely as a physical science. These
subjects are shown separately in the table. (Different types of
archaeology and geography courses are listed under humanities
and social studies.)
Again the change in numbers varies when examined at the level
of individual subjects. For example, there was very strong growth
(from a low base) in astronomy, with oceanography also proving
popular. Archaeology also saw an increase in numbers. Materials
science showed the biggest decline, again from a low base.
Exhibit 5: Number of institutions with undergraduate entrants
in physical sciences—1994-95 and 2000-01
| Subject area | 1994-95
| 2000-01 | Change
| % change |
| CHEMISTRY | 83 | 75
| ¸8 | ¸9.6 |
| MATERIALS SCIENCE | 6 | 4
| ¸2 | ¸33.3 |
| PHYSICS | 67 | 53
| ¸14 | ¸20.9 |
| ASTRONOMY | 11 | 18
| 7 | 63.6 |
| GEOLOGY | 39 | 44
| 5 | 12.8 |
| OCEANOGRAPHY | 5 | 4
| ¸1 | ¸20.0 |
| ENVIRONMENTAL AND OTHER SCIENCES | 79
| 93 | 14 | 17.7
|
| COMBINATION WITHIN PHYSICAL SCIENCES | 38
| 33 | ¸5 | ¸13.2
|
| ARCHEOLOGY | 5 | 9
| 4 | 80.0 |
| GEOGRAPHY | 57 | 61
| 4 | 7.0 |
Source: HESA data.
These figures show a reduction in the number of institutions
offering two of the largest subjects, physics and chemistry. Meanwhile
there has been a growth in the number of institutions offering
environmental and other sciences despite a fall in the number
of entrants.
ENGINEERING AND
TECHNOLOGY
Exhibit 6: Undergraduate entrants (full-time and part-time)
in engineering and technology, 1994-95 and 2000-01
| Subject area | 1994-95 |
2000-01 | Change | % change
|
| GENERAL ENGINEERING | 7,515
| 6,008 | ¸1,507 | ¸20.1
|
| CIVIL ENGINEERING | 6,092 |
3,818 | ¸2,274 | ¸37.3
|
| MECHANICAL ENGINEERING | 8,219
| 6,321 | ¸1,898 | ¸23.1
|
| AERONAUTICAL ENGINEERING | 1,190
| 1,661 | 471 | 39.6
|
| ELECTRICAL ENGINEERING | 3,664
| 2,043 | ¸1,621 | ¸44.2
|
| ELECTRONIC ENGINEERING | 7,584
| 8,315 | 731 | 9.6
|
| PRODUCTION ENGINEERING | 4,212
| 3,063 | ¸1,149 | ¸27.3
|
| CHEMICAL ENGINEERING | 1,466
| 1,060 | ¸406 | ¸27.7
|
| OTHER ENGINEERING | 151 |
358 | 207 | 137.1
|
| COMBINATION WITHIN ENG/TECH | 2,762
| 1,744 | ¸1,018 | ¸36.9
|
| MINERALS TECHNOLOGY | 229 |
100 | ¸129 | ¸56.3
|
| METALLURGY | 115 | 56
| ¸59 | ¸51.3 |
| CERAMICS AND GLASSES | 67 |
55 | ¸12 | ¸17.9
|
| POLYMERS AND TEXTILES | 1,804
| 1,309 | ¸495 | ¸27.4
|
| OTHERS MATERIALS TECHNOLOGY | 753
| 295 | ¸458 | ¸60.8
|
| MARITIME TECHNOLOGY | 814 |
427 | ¸387 | ¸47.5
|
| BIOTECHNOLOGY | 287 | 80
| ¸207 | ¸72.1 |
| OTHER TECHNOLOGIES | 659 |
416 | ¸243 | ¸36.9
|
| Total | 47,583
| 37,129 | ¸10,454
| ¸22.0 |
Source: HESA data.
The overall reduction in engineering and technology entrants
conceals a variation between subjects. In some areas there has
been a rise in student numbers—in electronic and aeronautical
engineering for example. However, almost all engineering and technology
subjects received fewer entrants in 2000-01.
Exhibit 7: Number of institutions with undergraduate entrants
in engineering and technology—1994-95 and 2000-01
| Subject area | 1994-95 |
2000-01 | Change | % change
|
| GENERAL ENGINEERING | 77 |
75 | ¸2 | ¸2.6
|
| CIVIL ENGINEERING | 71 |
64 | ¸7 | ¸9.9
|
| MECHANICAL ENGINEERING | 84
| 81 | ¸3 | ¸3.6
|
| AERONAUTICAL ENGINEERING | 21
| 22 | 1 | 4.8
|
| ELECTRICAL ENGINEERING | 58
| 48 | ¸10 | ¸17.2
|
| ELECTRONIC ENGINEERING | 89
| 87 | ¸2 | ¸2.2
|
| PRODUCTION ENGINEERING | 63
| 63 | 0 | 0.0
|
| CHEMICAL ENGINEERING | 22 |
24 | 2 | 9.1 |
| OTHER ENGINEERING | 6 | 15
| 9 | 150.0 |
| COMBINATION WITHIN ENG/ TECH | 37
| 40 | 3 | 8.1
|
| MINERALS TECHNOLOGY | 6 |
5 | ¸1 | ¸16.7
|
| METALLURGY | 10 | 6
| ¸4 | ¸40.0 |
| CERAMICS AND GLASSES | 3 |
5 | 2 | 66.7 |
| POLYMERS AND TEXTILES | 19 |
14 | ¸5 | ¸26.3
|
| OTHERS MATERIALS TECHNOLOGY | 27
| 21 | ¸6 | ¸22.2
|
| MARITIME TECHNOLOGY | 8 |
8 | 0 | 0.0 |
| BIOTECHNOLOGY | 18 | 13
| ¸5 | ¸27.8 |
| OTHER TECHNOLOGIES | 21 |
20 | ¸1 | ¸4.8
|
Source: HESA data.
Many subjects have also seen a reduction in the number of
institutions with undergraduate entrants. Again this does not
always match the change in student numbers, so for example the
number of institutions with entrants studying ceramics and glasses
has increased from 3 to 5, while the number of students entering
these courses declined from 67 to 55.
Department for Education and Skills
December 2002
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