Supplementary memorandum submitted by
the Department for Innovation, Universities and Skills
Questions 110 (Mr Philip Dunne): School/
College Expenditure on Science, Technology, Engineering and Mathematics
(STEM) subjects
The Government's headline objectives for schools'
science and mathematics are to increase enjoyment of, and attainment
in, these subjects during secondary education so that more young
people continue to study them post-16 through to first degree
level and beyond. Challenging public targets have been set for
recruiting and retaining subject specialist teachers and for improvements
in attainment levels at Key Stage 3 and GCSEs and the number of
young people taking science and mathematics A-levels.
Colleagues from the Department for Children,
Schools and Families (DCSF), with whom DIUS works closely on these
issues, have advised that, in order to meet these targets, they
are undertaking a wide range of programme activity: recruitment
and retention of specialist teachers; improving quality of teaching
through Continuing Professional Development (CPD); boosting post-16
take up through communications and careers guidance; improving
the learning experience through engagement and enrichment; qualification
and curriculum reform; co-ordinating STEM support to make access
easier for schools; and aligning and targeting public, private
and third sector investment in support for schools and colleges.
Spending plans reflect key priorities in each of these work strands
and the amounts for each element are set out in the table below:
School/College expenditure
on STEM subjects
| Interventions |
2006-07 (£000s) | 2007-08 (£000s)
|
| CPD—Schools |
| |
| Secondary National Strategies | 75,200
| 81,460 |
| Science Learning Centres | 2,900
| 2,900 |
| Training and Development Agency for Schools accredited enhanced subject knowledge in physics, mathematics, chemistry
| 50 | 740 |
| National Centre for Excellence in the Teaching of Mathematics
| 4,700 | 4,700 |
| Other smaller initiatives eg Triple Science Support Programme; Girls into Physics
| 2,100 | 3,500 |
| CPD—Further Education |
| |
| Teaching and Learning Change Programme and Maths4Life
| 9,000 | 10,000 |
| Widening Participation |
| |
| Aim Higher and supporting strategically important subjects programmes eg Stimulating Physics
| 6,240 | 5,100 |
| Enhancement and Enrichment |
| |
| STEMNET | 4,800 | 5,300
|
| After-schools Science and Engineering Clubs
| 2,500 | 2,500 |
| Further Mathematics Network | 2,100
| 1,900 |
| Other smaller initiatives eg Bowland initiative; Computer Clubs for Girls etc
| 3,600 | 4,000 |
| SUB-TOTAL | 113,190
| 122,100 |
| School Workforce | |
|
| Mainstream Initial Teacher Training (ITT) |
34,000 | 36,400 |
| Employment based ITT eg Graduate Teacher Programme; Teach First etc
| 15,400 | 16,000 |
| Golden Hellos and Training Bursaries | 54,800
| 58800 |
| Pre-ITT subject enhancement; Specialist maths and science Higher Level Teaching Assistant programme; Secondary Shortage subject Scheme
| 10,500 | 13,400 |
| Student Associate Scheme | 7,925
| 5,588 |
| TOTAL | 122,625
| 130,188 |
RETURN FOR
INVESTMENT
The schools National Strategies are continuing to spread
effective teaching and learning in both mathematics and science
through subject leader training and teaching materials. This year-on-year
focus on improving standards in every classroom is reflected by
the test results—in 2007, 73% of pupils achieved at least
the expected level of attainment at key stage 3 in science and
41% achieve better—this is the highest ever level of achievement.
In mathematics 76% of pupils are achieving at or above the expected
level of attainment—up 16 percentage points from 1997.
At GCSE, DCSF are seeing improvements in attainment with
55% of students achieving A*-C in mathematics (a rise of 12 percentage
points since 1997) and 51% of students in science (a rise of seven
percentage points since 1997).
Entries at AS level in mathematics and further mathematics
saw a significant increase this year. In mathematics there were
5,209 more entries in 2007 than in 2006, bringing the number of
young people taking the subject this year to 62,856. There were
4,874 entries for further mathematics, a rise of 796 since 2006.
In addition entries for biology, chemistry and physics all rose.
In 2007, for the first time in 10 years, there was an increase
in the number of entries to A-Level physics. Entries in mathematics
continued to rise significantly after a significant drop in 2002
and a levelling off over the next three years. DCSF have created
a network of further mathematics centres to increase the number
of young people taking further mathematics A level. The signs
are encouraging with 7,241 taking the a level in 2007 compared
with 5,192 in 2005.
According to data from the Universities and Colleges Admissions
Service (UCAS), there has also been an increase in undergraduates
accepted to begin study in STEM subjects in 2007:
SCHOOL WORKFORCE
Increased incentives for mathematics and science Postgraduate
certificate in education (PGCE) students have also reaped rewards.
Mathematics and science PGCE students have received a £9,000
training bursary since September 2006. In addition, a Golden Hello
of £5,000 is available to new mathematics and science teachers
on completion of their induction in schools and starting a permanent
teaching job.
Mathematics recruitment statistics (both conventional and
employment-based routes) from 1997-98 to 2006-07 show a 56% increase
in mathematics recruitment over the period. Figures released on
12 November show that the number of trainee science teachers recruited
has reached more than 3,000 for the first time with increases
in the number choosing physics, chemistry and biology initial
teacher training courses for 2007-08.
PLANS TO
ENSURE FUTURE
RETURN FOR
THE INVESTMENT
To ensure value for money and a return for this investment
DCSF will be implementing the actions from the STEM Programme
Report (published by the Department for Education and Science
(DfES) and the Department of Trade and Industry (DTI) in October
2006). This work is overseen by a High Level Strategy group chaired
jointly by Ruth Thompson (Director General, Higher Education at
DIUS) and Ralph Tabberer (Director General, Schools, in DCSF).
The aim is to maximise the impact of investment by Government,
private organisations and third sector organisations, by agreeing
priorities and aligning funding streams with partners, helping
them to target activities better at schools, colleges and universities
that will benefit most. DCSF are planning to co-ordinate CPD and
enhancement and enrichment activities, sign-posting where schools
can go to get the support they need. DCSF are agreeing an evaluation
framework so that everything will be measured.
Success in the longer term will be defined in terms of students'
attainment and engagement in STEM subjects. In the shorter term,
success will be measured in terms of the range of schools, colleges
and students engaged in STEM support, and the commitment of funders
and other stakeholders to working within the proposed STEM framework.
It is proposed that an evaluation should be carried out of the
overall STEM package.
Question 134 (Mr Ian Davidson): Decline of the relative
proportion—from 2002-03 to 2005-06—of socio-economic
groups 4 to 7 as a proportion of the whole population
The table below shows that the percentage of the working
population who are in employment from lower socio-economic groups
has decreased from 48.4% in 2001 to 45.6% in 2006.
Percentage of the working population
from lower socio-economic groups1
ENGLAND
| Year | 2001 |
2002 | 2003 | 2004
| 2005 | 2006 |
| 48.4 | 47.7
| 47.3 | 46.8 | 46.5
| 45.6 |
Source: Labour Force Survey.
1 The percentage is the number of people in the working population
from National Statistics Socio-Economic Classification (NS-SEC)
Classes 4-7 expressed as a percentage of the number from NS-SEC
Classes 1-7; People classed as unemployed/never worked are not
considered.
The percentage decreased by 2.8 percentage points over the
period 2001-06.
Table 30 in the NAO report contains the percentages of the
relevant student population (of UK domiciled entrants of all ages
to full-time first degree courses) from NS-SEC 4-7 ie the number
of students from NS-SEC 4-7 expressed as a percentage of students
from NS-SEC 1-7.
The percentages of the working population and the student
population are not directly comparable and for the student population,
the percentages are often limited to young (aged under 21) entrants
to full-time first degree courses from NS-SEC 4-7.
The percentages are limited in this way for several reasons,
including the following:
— Almost all of the young entrants to full-time
first degree courses applied through UCAS, where information on
parental occupation is recorded and subsequently used for NS-SEC,
so coverage of these students is reasonably good.
— Many mature students do not apply through UCAS,
and even if they do the applicants are not asked about parental
occupation.
— NS-SEC for students under 21 is based on their
parental occupation, while NS-SEC for mature students is based
on their own occupation.
Because of the mixture of definitions used, the figures in
Table 30 are not easily interpreted. DfES Research Report 806
provides estimates of both student entrants, and the populations
they come from by NS-SEC, with definitions that restrict entrants
and populations to those young people for whom parental occupation
is known.
Question 140 (Mr Ian Davidson): Percentage of university
entrants from public schools and state schools
The available information on state school entrants to higher
education comes from the Performance Indicators in Higher Education,
published by the Higher Education Statistics Agency (HESA). This
shows the proportion of UK-domiciled young (under 21) full-time
first degree entrants who are from state schools. (Independent
school proportions are not published, but can be taken as the
remaining proportion of this student population.)
The information is shown in the table below for UK institutions
and for English institutions.
Percentage of UK-domiciled young entrants
to full-time first degree courses who are from state schools
| 1998-99
| 1999-2000 | 2000-01
| 2001-02 | 2002-03
| 2003-04 | 2004-05
| 2005-06 |
| UK | 85.0
| 84.9 | 85.7
| 86.0 | 87.2
| 86.8 | 86.7
| 87.4 |
| England | 84.4
| 84.1 | 85.0
| 85.2 | 86.4
| 86.1 | 85.9
| 86.9 |
School type is taken from previous institution attended. All schools
or colleges that are not denoted "independent" are assumed
to be state schools. This means that students from sixth-form
or further education colleges, for example, are included as being
from state schools—Source: "Performance Indicators
in Higher Education", published by HESA.
The proportion of the 18 year old population attending different
types of school is shown in the table below. Because each of these
figures represent a single cohort of students, they are not directly
comparable to the state school performance indicator above, which
covers entrants whose ages range up to 20 years.
18 year old population who attended
school, split by school type
| Age 18 as at January | Entering HE in
| State secondary | Independent
| CTC | All |
% independent |
| 1999 | 1999-2000 | 129,120
| 34,565 | 1,395 | 165,080
| 20.9 |
| 2000 | 2000-01 | 129,990
| 33,385 | 1,640 | 165,015
| 20.2 |
| 2001 | 2001-02 | 134,395
| 33,550 | 1,670 | 169,615
| 19.8 |
| 2002 | 2002-03 | 133,805
| 33,655 | 1,420 | 168,880
| 19.9 |
| 2003 | 2003-04 | 137,765
| 34,870 | 1,795 | 174,435
| 20.0 |
| 2004 | 2004-05 | 140,970
| 35,320 | 1,940 | 178,230
| 19.8 |
CTC: City Technology College.
Figures cover England only.
Numbers are rounded to the nearest 5.
Source: "Statistics of Education, Schools in England",
published by DfES.
Question 160 (Mr Alan Williams): Graduate Premium
The graduate earnings premium reflects the relative earnings
position of graduates compared to other workers in the economy,
and is a measure of the financial reward of a degree. Currently
calculations of the graduate premium tend to show the extra earnings
that a graduate gets over their working life as compared with
what they would have earned had they not gone into higher education
and stopped their education at A-levels. It can be presented net
of tax, or gross. It is usually discounted to be in today's valuation,
which is the normal practice for investment decisions which will
yield a return in the future; this is done by using a HM Treasury
discount factor of 3.5%, which gives a present value in today's
terms. The main data source used for calculations of the graduate
premium is the Labour Force Survey.
Some initial calculations (around 2001) gave the lifetime
earnings benefits of doing a degree for graduates as around £400,000.
However, this compared the earnings of graduates with the population
as a whole (which included graduates as well as those with lower
level or no qualifications) and it was not discounted. Whilst
the methodology underpinning the £400,000 figure was valid
and robust on its own terms, it was felt a better comparison would
be to look at the earnings of graduates compared with those who
stop their education at A-levels—ie those at the next "level"
down who could have probably gone on to higher education but do
not. This is normally taken as those with two or more A-levels
(ie NQF Level 3) which is the general entrance requirement for
higher education.
On this basis the former DfES did some further analysis (around
2002) which led to an estimate of the graduate premium of £120,000.
The analysis underpinning the £120,000 figure was more advanced
than the £400,000 estimate as it used econometric analysis
to control for a range of background factors that affect earnings,
independently of the qualification itself. This £120,000
figure remained the most up-to-date estimate at the time Mr Williams
asked the PQ referred to in the discussion (PQ 140797, Official
Report, 8 December 2003, column 285W).
In 2005, the Class of 99 report indicated that increases
in graduate salaries may have been slowing slightly—this
was comparing their findings for a cohort of 1999 graduates with
those from a similar exercise a few years earlier for a cohort
of 1995 graduates. Whilst this research did not entail a calculation
of the graduate premium (it just looked at the increase in graduate
earnings) it raised the possibility (albeit only tentatively)
that the premium may have fallen slightly.
At the same time, there were other calculations of the graduate
premium in use which used different datasets and/or slightly different
methods. For example, in July 2005 O'Leary and Sloane—in
a study entitled: The return to a university education in Great
Britain—found the lifetime earnings premium (net of taxes)
was £141,539 for males and £157,928 for females.
Having a range of sources all coming to similar conclusions
was helpful, but meant that citing a single figure was not the
best approach and could give a spurious impression of accuracy—eg
the estimate could vary slightly simply by using different time
periods for the data. The Department remains confident that there
is a significant graduate premium, but felt it would be more appropriate
to express it in the form of a range or as being above a certain
value. This led the Department to change its standard line on
the graduate premium, which explains the move from "£120,000"
to "comfortably over £100,000".
Most recent research has confirmed the persistence and the
scale of the graduate premium, so DIUS have maintained the current
line. The latest external report published on the subject was
by PricewaterhouseCoopers (PwC) in early 2007, in a report for
Universities UK: The economic benefits of a degree. This
gave the graduate premium as being around £160,000 gross.
Other work by PwC has noted that this equates to around £110,000
after tax.
None of the figures in play have netted off National Insurance
contributions.
DIUS is currently doing some analysis to up-date the estimate
of the graduate premium using some more recent Labour Force Survey
data, and making some refinements to the methodology to reflect
current academic practice and thinking.
Question 161 (Mr Richard Bacon): Applications by individual
subjects (independent and state school entrants)
The following tables show applications for higher education
places, sorted by the applications from independent schools and
by the applications from maintained schools.
UCAS applications from UK domiciled
students by subject (2006 entry)
LISTED BY PERCENTAGE OF APPLICATIONS FROM INDEPENDENT
SCHOOLS
| Subject
| Previous school type
| | Percentage of known applications from:
|
| Independent
| Maintained | Total known
| Unknown | Total
| Independent |
Maintained |
| Q6—Latin studies |
25 | 18
| 43 | 1
| 44 | 58.1
| 41.2 |
| Q8—Classical studies
| 2,895 | 2,256
| 5,151 | 163
| 5,314 | 56.2
| 43.8 |
| Q7—Classical Greek studies
| 2 | 2
| 4 | |
4 | 50.0
| 50.0 |
| R0—European Languages Literature and related: any area
| 713 | 942
| 1,655 | 42
| 1,697 | 43.1
| 56.9 |
| V3—History by Topic
| 2,173 | 2,927
| 5,100 | 304
| 5,404 | 42.6
| 57.4 |
| T1—Chinese studies
| 267 | 365
| 632 | 55
| 687 | 42.2
| 57.8 |
| Q4—Ancient Language studies
| 16 | 28
| 44 | 3
| 47 | 36.4
| 63.6 |
| T9—Others in non-European Languages and related
| 1,094 | 1,997
| 3,091 | 71
| 3,162 | 35.4
| 64.6 |
| R7—Russian and East European studies
| 78 | 158
| 236 | 58
| 294 | 33.0
| 67.0 |
| R4—Spanish studies
| 559 | 1,230
| 1,789 | 86
| 1,875 | 31.2
| 68.8 |
| R3—Italian studies
| 85 | 201
| 286 | 22
| 308 | 29.7
| 70.3 |
| L0—Social Studies: any area of study
| 657 | 1,589
| 2,246 | 116
| 2,362 | 29.2
| 70.8 |
| J2—Metallurgy |
8 | 20
| 28 | 1
| 29 | 28.6
| 71.4 |
| L7—Human and Social Geography
| 3,902 | 10,025
| 13,927 | 336
| 14,263 | 28.0
| 72.0 |
| RR—Combinations within European Languages, Literature and related
| 2,649 | 7,155
| 9,804 | 328
| 10,132 | 27.0
| 73.0 |
| L6—Anthropology |
795 | 2,206
| 3,001 | 188
| 3189 | 26.5
| 73.5 |
| V5—Philosophy |
2,074 | 5,844
| 7,918 | 448
| 8,366 | 26.2
| 73.8 |
| L1—Economics |
6,027 | 17,044
| 23,071 | 1,113
| 24,184 | 26.1
| 73.9 |
| A1—Pre-clinical Medicine
| 12,680 | 36,510
| 49,190 | 11,043
| 60,233 | 25.8
| 74.2 |
| V6—Theology and Religious studies
| 1,321 | 3,993
| 5,314 | 435
| 5,749 | 24.9
| 75.1 |
| Q9—Others in Linguistics, Classics and related
| 67 | 205
| 272 | 52
| 324 | 24.6
| 75.4 |
| Y—Combinations of languages
| 1,675 | 5,487
| 7,162 | 407
| 7,569 | 23.4
| 76.6 |
| A2—Pre-clinical Dentistry
| 1,897 | 6,239
| 8,136 | 1,072
| 9,208 | 23.3
| 76.7 |
| TT—Combinations within non-European Languages and related
| 36 | 119
| 155 | 20
| 175 | 23.2
| 76.8 |
| G0—Mathematical & Computer Science: any area
| 76 | 253
| 329 | 9
| 338 | 23.1
| 76.9 |
| D1—Pre-clinical Veterinary Medicine
| 888 | 3,075
| 3,963 | 477
| 4,440 | 22.4
| 77.6 |
| D9—Others in Veterinary Science, Agriculture and related subjects
| 25 | 87
| 112 | 4
| 116 | 22.3
| 77.7 |
| T6—Modern Middle-Eastern studies
| 95 | 346
| 441 | 107
| 548 | 21.5
| 78.5 |
| N0—Business and Administrative studies: any area
| 50 | 183
| 233 | 10
| 243 | 21.5
| 78.5 |
| J1—Minerals Technology
| 14 | 52
| 66 | 1
| 67 | 21.2
| 78.8 |
| LL—Combinations within Social Studies
| 2,376 | 8,927
| 11,303 | 824
| 12,127 | 21.0
| 79.0 |
| L2—Politics | 3,770
| 14,358 | 18,128
| 1,273 | 19,401
| 20.8 | 79.2
|
| V1—History by Period
| 8,809 | 33,683
| 42,492 | 1,657
| 44,149 | 20.7
| 79.3 |
| T2—Japanese studies
| 128 | 490
| 618 | 74
| 692 | 20.7
| 79.3 |
| Y—Combinations of social studies/business/law with languages
| 2,387 | 9,274
| 11,661 | 768
| 12,429 | 20.5
| 79.5 |
| H5—Naval Architecture
| 46 | 184
| 230 | 23
| 253 | 20.0
| 80.0 |
| D7—Agricultural Sciences
| 24 | 98
| 122 | 8
| 130 | 19.7
| 80.3 |
| R1—French studies
| 740 | 3,063
| 3,803 | 158
| 3,961 | 19.5
| 80.5 |
| R9—Others in European Languages, Literature and related
| 464 | 1,983
| 2,447 | 189
| 2,636 | 19.0
| 81.0 |
| Z—Combinations of 3 subjects, or other general courses
| 2,623 | 11,298
| 13,921 | 1,299
| 15,220 | 18.8
| 81.2 |
| Y—Combinations of engineering/technology/building studies
| 93 | 405
| 498 | 34
| 532 | 18.7
| 81.3 |
| VV—Combinations within History and Philosophical studies
| 1,259 | 5,535
| 6,794 | 311
| 7,105 | 18.5
| 81.5 |
| K4—Planning (Urban, Rural and Regional)
| 615 | 2,809
| 3,424 | 242
| 3,666 | 18.0
| 82.0 |
| H7—Production and Manufacturing Engineering
| 628 | 2,883
| 3,511 | 160
| 3,671 | 17.9
| 82.1 |
| V0—History and Philosophical studies: any area
| 92 | 426
| 518 | 40
| 558 | 17.8
| 82.2 |
| J6—Maritime Technology
| 67 | 311
| 378 | 33
| 411 | 17.7
| 82.3 |
| H8—Chemical, Process and Energy Engineering
| 753 | 3,526
| 4,279 | 200
| 4,479 | 17.6
| 82.4 |
| R2—German studies
| 217 | 1,027
| 1,244 | 43
| 1,287 | 17.4
| 82.6 |
| T5—African studies
| 16 | 78
| 94 | 12
| 106 | 17.0
| 83.0 |
| J5—Materials Technology not otherwise spec
| 80 | 397
| 477 | 42
| 519 | 16.8
| 83.2 |
| D6—Food and Beverage studies
| 217 | 1,078
| 1,295 | 103
| 1,398 | 16.8
| 83.2 |
| Y—Combinations of engineering/technology
| 105 | 524
| 629 | 37
| 666 | 16.7
| 83.3 |
| D2—Clinical Veterinary Medicine and Dentistry
| 7 | 35
| 42 | 6
| 48 | 16.7
| 83.3 |
| J0—Technologies: any area of study
| 1 | 5
| 6 | |
6 | 16.7
| 83.3 |
| K1—Architecture |
2,905 | 14,578
| 17,483 | 1,166
| 18,649 | 16.6
| 83.4 |
| H1—General Engineering
| 1,292 | 6,623
| 7,915 | 612
| 8,527 | 16.3
| 83.7 |
| F8—Physical and Terrestrial Geography, and Environmental Science
| 2,899 | 15,001
| 17,900 | 673
| 18,573 | 16.2
| 83.8 |
| N2—Management studies
| 8,111 | 42,806
| 50,917 | 3,739
| 54,656 | 15.9
| 84.1 |
| H3—Mechanical Engineering
| 2,797 | 14,790
| 17,587 | 982
| 18,569 | 15.9
| 84.1 |
| C7—Molecular Biology, Biophysics and Biochemistry
| 1,538 | 8,148
| 9,686 | 446
| 10,132 | 15.9
| 84.1 |
| V9—Others in History and Philosophical studies
| 41 | 224
| 265 | 27
| 292 | 15.5
| 84.5 |
| F2—Materials Science
| 2 | 11
| 13 | 1
| 14 | 15.4
| 84.6 |
| F6—Geology | 859
| 4,783 | 5,642
| 222 | 5,864
| 15.2 | 84.8
|
| Y—Combinations of social studies/business/law with arts/humanities
| 5,416 | 30,963
| 36,379 | 2,624
| 39,003 | 14.9
| 85.1 |
| Q3—English studies
| 7,465 | 42,718
| 50,183 | 2,517
| 52,700 | 14.9
| 85.1 |
| T7—American studies
| 390 | 2,254
| 2,644 | 120
| 2,764 | 14.7
| 85.3 |
| Y—Combinations of social studies/law with business
| 1,977 | 11,524
| 13,501 | 903
| 14,404 | 14.6
| 85.4 |
| C1—Biology | 3,064
| 17,866 | 20,930
| 948 | 21,878
| 14.6 | 85.4
|
| F1—Chemistry |
2,522 | 15,166
| 17,688 | 531
| 18,219 | 14.3
| 85.7 |
| C3—Zoology | 762
| 4,603 | 5,365
| 282 | 5,647
| 14.2 | 85.8
|
| J7—Industrial Biotechnology
| 28 | 170
| 198 | 18
| 216 | 14.1
| 85.9 |
| B5—Ophthalmics |
603 | 3,756
| 4,359 | 384
| 4,743 | 13.8
| 86.2 |
| F3—Physics | 2,142
| 13,345 | 15,487
| 384 | 15,871
| 13.8 | 86.2
|
| H2—Civil Engineering
| 1,797 | 11,319
| 13,116 | 886
| 14,002 | 13.7
| 86.3 |
| QQ—Combinations within Linguistics, Classics and related
| 395 | 2,522
| 2,917 | 169
| 3,086 | 13.5
| 86.5 |
| Y—Combinations of languages with arts/humanities
| 4,723 | 30,933
| 35,656 | 2,138
| 37,794 | 13.2
| 86.8 |
| V4—Archaeology |
339 | 2,306
| 2,645 | 198
| 2,843 | 12.8
| 87.2 |
| C4—Genetics | 243
| 1,679 | 1,922
| 113 | 2,035
| 12.6 | 87.4
|
| FF—Combinations within Physical Sciences
| 306 | 2,145
| 2,451 | 95
| 2,546 | 12.5
| 87.5 |
| G3—Statistics |
56 | 397
| 453 | 36
| 489 | 12.4
| 87.6 |
| D4—Agriculture |
399 | 2,849
| 3,248 | 452
| 3,700 | 12.3
| 87.7 |
| R6—Scandinavian studies
| 5 | 36
| 41 | 4
| 45 | 12.2
| 87.8 |
| A9—Others in Medicine and Dentistry
| 4 | 29
| 33 | 5
| 38 | 12.1
| 87.9 |
| H0—Engineering: any area of study
| 25 | 182
| 207 | 39
| 246 | 12.1
| 87.9 |
| H9—Others in Engineering
| 2 | 15
| 17 | 3
| 20 | 11.8
| 88.2 |
| H4—Aerospace Engineering
| 890 | 6,792
| 7,682 | 671
| 8,353 | 11.6
| 88.4 |
| G1—Mathematics |
3,069 | 23,525
| 26,594 | 868
| 27,462 | 11.5
| 88.5 |
| F7—Ocean Sciences
| 83 | 640
| 723 | 53
| 776 | 11.5
| 88.5 |
| K3—Landscape Design
| 64 | 495
| 559 | 67
| 626 | 11.4
| 88.6 |
| W3—Music | 2,411
| 18,654 | 21,065
| 1,853 | 22,918
| 11.4 | 88.6
|
| B2—Pharmacology, Toxicology and Pharmacy
| 2,109 | 16,618
| 18,727 | 2,113
| 20,840 | 11.3
| 88.7 |
| HH—Combinations within Engineering
| 217 | 1,750
| 1,967 | 149
| 2,116 | 11.0
| 89.0 |
| N3—Finance | 340
| 2,795 | 3,135
| 351 | 3,486
| 10.8 | 89.2
|
| B1—Anatomy, Physiology and Pathology
| 2,844 | 23,385
| 26,229 | 2,764
| 28,993 | 10.8
| 89.2 |
| M1—Law by Area |
7,248 | 61,724
| 68,972 | 4,286
| 73,258 | 10.5
| 89.5 |
| NN—Combinations within Business and Administrative Studies
| 3,089 | 26,879
| 29,968 | 2,338
| 32,306 | 10.3
| 89.7 |
| D0—Veterinary Science,Agriculture and related: any area of study
| 1 | 9
| 10 | |
10 | 10.0
| 90.0 |
| Y—Combinations of medical/biological/agricultural sciences
| 1,075 | 9,844
| 10,919 | 738
| 11,657 | 9.8
| 90.2 |
| P1—Information Services
| 34 | 313
| 347 | 29
| 376 | 9.8
| 90.2 |
| Y—Combinations of physics/mathematical sciences
| 262 | 2,572
| 2,834 | 106
| 2,940 | 9.2
| 90.8 |
| Y—Combinations of physics/mathematical science with social studies/business/law
| 1,312 | 12,927
| 14,239 | 916
| 15,155 | 9.2
| 90.8 |
| N1—Business studies
| 4,106 | 40,697
| 44,803 | 3,205
| 48,008 | 9.2
| 90.8 |
| F9—Others in Physical Sciences
| 276 | 2,765
| 3,041 | 223
| 3,264 | 9.1
| 90.9 |
| N5—Marketing |
1,261 | 12,707
| 13,968 | 1,055
| 15,023 | 9.0
| 91.0 |
| DD—Combinations within Veterinary Science, Agriculture and related subjects
| 9 | 91
| 100 | 12
| 112 | 9.0
| 91.0 |
| KK—Combinations within Architecture, Building and Planning
| 62 | 633
| 695 | 61
| 756 | 8.9
| 91.1 |
| CC—Combinations within Biological Sciences
| 231 | 2,371
| 2,602 | 133
| 2,735 | 8.9
| 91.1 |
| Q1—Linguistics |
233 | 2,407
| 2,640 | 164
| 2,804 | 8.8
| 91.2 |
| K2—Building | 1,069
| 11,137 | 12,206
| 1,360 | 13,566
| 8.8 | 91.2
|
| Q2—Comparative Literary studies
| 52 | 550
| 602 | 54
| 656 | 8.6
| 91.4 |
| C8—Psychology |
5,922 | 63,427
| 69,349 | 4,153
| 73,502 | 8.5
| 91.5 |
| X9—Others in Education
| 26 | 285
| 311 | 77
| 388 | 8.4
| 91.6 |
| Y—Combs of science/engineering with social studies/business/law
| 2,197 | 24,087
| 26,284 | 2,017
| 28,301 | 8.4
| 91.6 |
| Y—Combs of sciences with engineering/technology
| 423 | 4,693
| 5,116 | 417
| 5,533 | 8.3
| 91.7 |
| C9—Others in Biological Sciences
| 143 | 1,597
| 1,740 | 142
| 1,882 | 8.2
| 91.8 |
| F5—Astronomy |
55 | 621
| 676 | 40
| 716 | 8.1
| 91.9 |
| L3—Sociology |
1,535 | 17,607
| 19,142 | 1,578
| 20,720 | 8.0
| 92.0 |
| B9—Others in Subjects allied to Medicine
| 2,166 | 25,023
| 27,189 | 3,504
| 30,693 | 8.0
| 92.0 |
| C5—Microbiology |
115 | 1,331
| 1,446 | 102
| 1,548 | 7.9
| 92.1 |
| W4—Drama | 3,014
| 35,828 | 38,842
| 4,180 | 43,022
| 7.8 | 92.2
|
| JJ—Combinations within Technology
| 1 | 12
| 13 | 1
| 14 | 7.7
| 92.3 |
| B6—Aural and Oral Sciences
| 453 | 5,444
| 5,897 | 810
| 6,707 | 7.7
| 92.3 |
| Y—Combinations of medical/biological/agricultural sciences with physics/mathematical sciences
| 394 | 5,168
| 5,562 | 416
| 5,978 | 7.1
| 92.9 |
| Y—Combinations of social studies/law
| 653 | 8,581
| 9,234 | 666
| 9,900 | 7.1
| 92.9 |
| V2—History by Area
| 29 | 386
| 415 | 35
| 450 | 7.0
| 93.0 |
| H6—Electronic and Electrical Engineering
| 948 | 12,814
| 13,762 | 1,318
| 15,080 | 6.9
| 93.1 |
| Y—Combinations of science/engineering with arts/humanities/languages
| 1,858 | 25,813
| 27,671 | 1,976
| 29,647 | 6.7
| 93.3 |
| N9—Others in Business and Administrative Studies
| 110 | 1,546
| 1,656 | 154
| 1,810 | 6.6
| 93.4 |
| Y—Combinations of physics/mathematical science with arts/humanities/languages
| 701 | 9,929
| 10,630 | 826
| 11,456 | 6.6
| 93.4 |
| D3—Animal Science
| 303 | 4,315
| 4,618 | 452
| 5,070 | 6.6
| 93.4 |
| T3—South Asian studies
| 4 | 58
| 62 | 13
| 75 | 6.4
| 93.6 |
| G7—Artificial Intelligence
| 23 | 335
| 358 | 29
| 387 | 6.4
| 93.6 |
| P4—Publishing |
25 | 372
| 397 | 37
| 434 | 6.3
| 93.7 |
| K9—Others in Architecture, Building and Planning
| 8 | 121
| 129 | 12
| 141 | 6.2
| 93.8 |
| C6—Sports Science
| 2,621 | 41,060
| 43,681 | 2,300
| 45,981 | 6.0
| 94.0 |
| P9—Others in Mass Communications and Documentation
| 193 | 3,025
| 3,218 | 241
| 3,459 | 6.0
| 94.0 |
| G9—Others in Mathematical and Computer Sciences
| 18 | 283
| 301 | 17
| 318 | 6.0
| 94.0 |
| N7—Office Skills |
2 | 32
| 34 | 7
| 41 | 5.9
| 94.1 |
| B4—Nutrition |
243 | 3,893
| 4,136 | 578
| 4,714 | 5.9
| 94.1 |
| BB—Combinations within Subjects allied to Medicine
| 58 | 931
| 989 | 109
| 1,098 | 5.9
| 94.1 |
| G2—Operational Research
| 6 | 97
| 103 | 9
| 112 | 5.8
| 94.2 |
| L9—Others in Social Studies
| 57 | 930
| 987 | 146
| 1,133 | 5.8
| 94.2 |
| GG—Combinations within Mathematical and Computer Science
| 332 | 5,482
| 5,814 | 350
| 6,164 | 5.7
| 94.3 |
| WW—Combinations within Creative Arts and Design
| 686 | 11,354
| 12,040 | 1,120
| 13,160 | 5.7
| 94.3 |
| D5—Forestry | 12
| 200 | 212
| 55 | 267
| 5.7 | 94.3
|
| N4—Accounting |
1,311 | 22,013
| 23,324 | 1,622
| 24,946 | 5.6
| 94.4 |
| MM—Combinations within Law
| 103 | 1,819
| 1,922 | 104
| 2,026 | 5.4
| 94.6 |
| N6—Human Resource Management
| 140 | 2,611
| 2,751 | 255
| 3,006 | 5.1
| 94.9 |
| T4—Other Asian studies
| 1 | 19
| 20 | 3
| 23 | 5.0
| 95.0 |
| W1—Fine Art | 764
| 14,884 | 15,648
| 1,315 | 16,963
| 4.9 | 95.1
|
| N8—Tourism, Transport and Travel
| 565 | 11,055
| 11,620 | 1,137
| 12,757 | 4.9
| 95.1 |
| J9—Others in Technology
| 249 | 4,947
| 5,196 | 543
| 5,739 | 4.8
| 95.2 |
| J4—Polymers and Textiles
| 70 | 1,391
| 1,461 | 135
| 1,596 | 4.8
| 95.2 |
| C0—Biological Sciences: any area of study
| 1 | 20
| 21 | 0
| 21 | 4.8
| 95.2 |
| Y—Combinations of arts/humanities
| 757 | 15,889
| 16,646 | 1,352
| 17,998 | 4.5
| 95.5 |
| P2—Publicity studies
| 86 | 1,887
| 1,973 | 155
| 2,128 | 4.4
| 95.6 |
| F4—Forensic and Archaeological Science
| 330 | 7,372
| 7,702 | 442
| 8,144 | 4.3
| 95.7 |
| L4—Social Policy |
148 | 3,359
| 3,507 | 432
| 3,939 | 4.2
| 95.8 |
| F0—Physical Sciences: any area of study
| 18 | 431
| 449 | 64
| 513 | 4.0
| 96.0 |
| M9—Others in Law |
356 | 8,784
| 9,140 | 587
| 9,727 | 3.9
| 96.1 |
| B3—Complementary Medicine
| 55 | 1,381
| 1,436 | 438
| 1,874 | 3.8
| 96.2 |
| P3—Media studies |
817 | 20,546
| 21,363 | 1,468
| 22,831 | 3.8
| 96.2 |
| PP—Combinations within Mass Communications and Documentation
| 196 | 4,934
| 5,130 | 427
| 5,557 | 3.8
| 96.2 |
| G4—Computer Science
| 1,651 | 42,630
| 44,281 | 3,170
| 47,451 | 3.7
| 96.3 |
| W6—Cinematics and Photography
| 873 | 22,888
| 23,761 | 2,199
| 25,960 | 3.7
| 96.3 |
| G5—Information Systems
| 470 | 12,506
| 12,976 | 1,091
| 14,067 | 3.6
| 96.4 |
| W2—Design studies
| 1,984 | 53,947
| 55,931 | 4,391
| 60,322 | 3.5
| 96.5 |
| P5—Journalism |
332 | 9,102
| 9,434 | 606
| 10,040 | 3.5
| 96.5 |
| X1—Training Teachers
| 1,534 | 42,815
| 44,349 | 3,887
| 4,8236 | 3.5
| 96.5 |
| M2—Law by Topic |
173 | 4,848
| 5,021 | 410
| 5,431 | 3.4
| 96.6 |
| W9—Others in Creative Arts and Design
| 37 | 1,038
| 1,075 | 123
| 1,198 | 3.4
| 96.6 |
| X3—Academic studies in Education
| 584 | 17,067
| 17,651 | 1,975
| 19,626 | 3.3
| 96.7 |
| W8—Imaginative Writing
| 48 | 1,645
| 1,693 | 209
| 1,902 | 2.8
| 97.2 |
| B7—Nursing | 1,282
| 47,065 | 48,347
| 8,647 | 56,994
| 2.6 | 97.4
|
| B8—Medical Technology
| 229 | 8,697
| 8,926 | 1,619
| 10,545 | 2.6
| 97.4 |
| G6—Software Engineering
| 127 | 5,086
| 5,213 | 341
| 5,554 | 2.4
| 97.5 |
| W0—Creative Arts and Design: any area
| 9 | 371
| 380 | 32
| 412 | 2.4
| 97.6 |
| Q5—Celtic studies
| 16 | 686
| 702 | 59
| 761 | 2.3
| 97.7 |
| W5—Dance | 127
| 5,578 | 5,705
| 431 | 6,136
| 2.2 | 97.8
|
| C2—Botany | 2
| 107 | 109
| 4 | 113
| 1.8 | 98.2
|
| W7—Crafts | 23
| 1,694 | 1,717
| 197 | 1,914
| 1.3 | 98.7
|
| L5—Social Work |
507 | 37,805
| 38,312 | 13,646
| 51,958 | 1.3
| 98.7 |
| XX—Combinations within Education
| 10 | 793
| 803 | 77
| 880 | 1.2
| 98.8 |
| J3—Ceramics and Glass
| 0 | 3
| 3 | 3
| 6 | 0
| 100.0 |
| K0—Architecture, Building and Planning: any area
| 0 | 21
| 21 | 2
| 23 | 0
| 100.0 |
| R5—Portuguese studies
| 0 | 12
| 12 | 8
| 20 | 0
| 100.0 |
| Z—Other courses not elsewhere classified
| 0 | 1
| 1 | 0
| 1 | 0
| 100.0 |
| X2—Research and Study Skills in Education
| 0 | 0
| 0 | 4
| 4 | 0
| 0 |
| GRAND TOTAL |
195,133 | 1,555,401
| 1,750,534 | 150,291
| 1,900,825 | 11.15
| 88.85 |
Each applicant can submit up to six applications to UCAS.
"Maintained schools" include comprehensive, grammar,
sixth form centres, other maintained schools, sixth form colleges
and FE/HE colleges.
UCAS applications from UK domiciled
students by subject (2006 entry)
LISTED BY PERCENTAGE OF APPLICATIONS FROM MAINTAINED SCHOOLS
| Subject
| Previous school type
| | Percentage f known applications from:
|
| Independent
| Maintained | Total known
| Unknown | Total
| Independent |
Maintained |
| K0—Architecture, Building and Planning: any area
| 0 | 21
| 21 | 2
| 23 | 0
| 100.0 |
| R5—Portuguese studies
| 0 | 12
| 12 | 8
| 20 | 0
| 100.0 |
| J3—Ceramics and Glass
| 0 | 3
| 3 | 3
| 6 | 0
| 100.0 |
| Z—Other courses not elsewhere classified
| 0 | 1
| 1 | 0
| 1 | 0
| 100.0 |
| XX—Combinations within Education
| 10 | 793
| 803 | 77
| 880 | 1.2
| 98.8 |
| L5—Social Work |
507 | 37,805
| 38,312 | 13,646
| 51,958 | 1.3
| 98.7 |
| W7—Crafts | 23
| 1,694 | 17,17
| 197 | 1,914
| 1.3 | 98.7
|
| C2—Botany | 2
| 107 | 109
| 4 | 113
| 1.8 | 98.2
|
| W5—Dance | 127
| 5,578 | 5,705
| 431 | 6,136
| 2.2 | 97.8
|
| Q5—Celtic studies
| 16 | 686
| 702 | 59
| 761 | 2.3
| 97.7 |
| W0—Creative Arts and Design: any area
| 9 | 371
| 380 | 32
| 412 | 2.4
| 97.6 |
| G6—Software Engineering
| 127 | 5,086
| 5,213 | 341
| 5,554 | 2.4
| 97.6 |
| B8—Medical Technology
| 229 | 8,697
| 8,926 | 1,619
| 10,545 | 2.6
| 97.4 |
| B7—Nursing | 1,282
| 47,065 | 48,347
| 8,647 | 56,994
| 2.6 | 97.4
|
| W8—Imaginative Writing
| 48 | 1,645
| 1,693 | 209
| 1,902 | 2.8
| 97.2 |
| X3—Academic studies in Education
| 584 | 17,067
| 17,651 | 1,975
| 19,626 | 3.3
| 96.7 |
| W9—Others in Creative Arts and Design
| 37 | 1,038
| 1,075 | 123
| 1,198 | 3.4
| 96.6 |
| M2—Law by Topic |
173 | 4,848
| 5,021 | 410
| 5,431 | 3.4
| 96.6 |
| X1—Training Teachers
| 1,534 | 42,815
| 44,349 | 3,887
| 48,236 | 3.5
| 96.4 |
| P5—Journalism |
332 | 9,102
| 9,434 | 606
| 10,040 | 3.5
| 96.5 |
| W2—Design studies
| 1,984 | 53,947
| 55,931 | 4,391
| 60,322 | 3.5
| 96.5 |
| G5—Information Systems
| 470 | 12,506
| 12,976 | 1,091
| 14,067 | 3.6
| 96.4 |
| W6—Cinematics and Photography
| 873 | 22,888
| 23,761 | 2,199
| 25,960 | 3.7
| 96.3 |
| G4—Computer Science
| 1,651 | 42,630
| 44,281 | 3,170
| 47,451 | 3.7
| 96.3 |
| PP—Combinations within Mass Communications and Documentation
| 196 | 4,934
| 5,130 | 427
| 5,557 | 3.8
| 96.2 |
| P3—Media studies |
817 | 20,546
| 21,363 | 1,468
| 22,831 | 3.8
| 96.2 |
| B3—Complementary Medicine
| 55 | 1,381
| 1,436 | 438
| 1,874 | 3.8
| 96.2 |
| M9—Others in Law |
356 | 8,784
| 9,140 | 587
| 9,727 | 3.9
| 96.1 |
| F0—Physical Sciences: any area of study
| 18 | 431
| 449 | 64
| 513 | 4.0
| 96.0 |
| L4—Social Policy |
148 | 3,359
| 3,507 | 432
| 3,939 | 4.2
| 95.8 |
| F4—Forensic and Archaeological Science
| 330 | 7,372
| 7,702 | 442
| 8,144 | 4.3
| 95.7 |
| P2—Publicity studies
| 86 | 1,887
| 1,973 | 155
| 2,128 | 4.4
| 95.6 |
| Y—Combinations of arts/humanities
| 757 | 15,889
| 16,646 | 1,352
| 17,998 | 4.5
| 95.5 |
| C0—Biological Sciences: any area of study
| 1 | 20
| 21 | 0
| 21 | 4.8
| 95.2 |
| J4—Polymers and Textiles
| 70 | 1,391
| 1,461 | 135
| 1,596 | 4.8
| 95.2 |
| J9—Others in Technology
| 249 | 4,947
| 5,196 | 543
| 5,739 | 4.8
| 95.2 |
| N8—Tourism, Transport and Travel
| 565 | 11,055
| 11,620 | 1,137
| 12,757 | 4.9
| 95.1 |
| W1—Fine Art | 764
| 14,884 | 15,648
| 1,315 | 16,963
| 4.9 | 95.1
|
| T4—Other Asian studies
| 1 | 19
| 20 | 3
| 23 | 5.0
| 95.0 |
| N6—Human Resource Management
| 140 | 2,611
| 2,751 | 255
| 3,006 | 5.1
| 94.9 |
| MM—Combinations within Law
| 103 | 1,819
| 1,922 | 104
| 2,026 | 5.4
| 94.6 |
| N4—Accounting |
1,311 | 22,013
| 23,324 | 1,622
| 24,946 | 5.6
| 94.4 |
| D5—Forestry | 12
| 200 | 212
| 55 | 267
| 5.7 | 94.3
|
| WW—Combinations within Creative Arts and Design
| 686 | 11,354
| 12,040 | 1,120
| 13,160 | 5.7
| 94.3 |
| GG—Combinations within Mathematical and Computer Science
| 332 | 5,482
| 5,814 | 350
| 6,164 | 5.7
| 94.3 |
| L9—Others in Social Studies
| 57 | 930
| 987 | 146
| 1,133 | 5.8
| 94.2 |
| G2—Operational Research
| 6 | 97
| 103 | 9
| 112 | 5.8
| 94.2 |
| BB—Combinations within Subjects allied to Medicine
| 58 | 931
| 989 | 109
| 1,098 | 5.9
| 94.1 |
| B4—Nutrition |
243 | 3,893
| 4,136 | 578
| 4,714 | 5.9
| 94.1 |
| N7—Office Skills |
2 | 32
| 34 | 7
| 41 | 5.9
| 94.1 |
| G9—Others in Mathematical and Computer Science
| 18 | 283
| 301 | 17
| 318 | 6.0
| 94.0 |
| P9—Others in Mass Communications and Documentation
| 193 | 3,025
| 3,218 | 241
| 3,459 | 6.0
| 94.0 |
| C6—Sports Science
| 2,621 | 41,060
| 43,681 | 2,300
| 45,981 | 6.0
| 94.0 |
| K9—Others in Architecture, Building and Planning
| 8 | 121
| 129 | 12
| 141 | 6.2
| 93.8 |
| P4—Publishing |
25 | 372
| 397 | 37
| 434 | 6.3
| 93.7 |
| G7—Artificial Intelligence
| 23 | 335
| 358 | 29
| 387 | 6.4
| 93.6 |
| T3—South Asian studies
| 4 | 58
| 62 | 13
| 75 | 6.4
| 93.6 |
| D3—Animal Science
| 303 | 4,315
| 4,618 | 452
| 5,070 | 6.6
| 93.4 |
| Y—Combinations of physics /mathematical science with arts/humanities/languages
| 701 | 9,929
| 10,630 | 826
| 11,456 | 6.6
| 93.4 |
| N9—Others in Business and Administrative Studies
| 110 | 1,546
| 1,656 | 154
| 1,810 | 6.6
| 93.4 |
| Y—Combinations of science/engineering with arts/humanities/languages
| 1,858 | 25,813
| 27,671 | 1,976
| 29,647 | 6.7
| 93.3 |
| H6—Electronic and Electrical Engineering
| 948 | 12,814
| 13,762 | 1,318
| 15,080 | 6.9
| 93.1 |
| V2—History by Area
| 29 | 386
| 415 | 35
| 450 | 7.0
| 93.0 |
| Y—Combinations of social studies/law
| 653 | 8,581
| 9,234 | 666
| 9,900 | 7.1
| 92.9 |
| Y—Combinations of medical/biological/agricultural sciences with physics/mathematical sciences
| 394 | 5,168
| 5,562 | 416
| 5,978 | 7.1
| 92.9 |
| B6—Aural and Oral Sciences
| 453 | 5,444
| 5,897 | 810
| 6,707 | 7.7
| 92.3 |
| JJ—Combinations within Technology
| 1 | 12
| 13 | 1
| 14 | 7.7
| 92.3 |
| W4—Drama | 30,14
| 35,828 | 38,842
| 4,180 | 43,022
| 7.8 | 92.2
|
| C5—Microbiology |
115 | 1,331
| 1,446 | 102
| 1,548 | 7.9
| 92.1 |
| B9—Others in Subjects allied to Medicine
| 2,166 | 25,023
| 27,189 | 3,504
| 30,693 | 8.0
| 92.0 |
| L3—Sociology |
1,535 | 17,607
| 19,142 | 1,578
| 20,720 | 8.0
| 92.0 |
| F5—Astronomy |
55 | 621
| 676 | 40
| 716 | 8.1
| 91.9 |
| C9—Others in Biological Sciences
| 143 | 1,597
| 1,740 | 142
| 1,882 | 8.2
| 91.8 |
| Y—Combinations of sciences with engineering/technology
| 423 | 4,693
| 5,116 | 417
| 5,533 | 8.3
| 91.7 |
| Y—Combinations of science/engineering with social studies/business/law
| 2,197 | 24,087
| 26,284 | 2,017
| 28,301 | 8.4
| 91.6 |
| X9—Others in Education
| 26 | 285
| 311 | 77
| 388 | 8.4
| 91.6 |
| C8—Psychology |
5,922 | 63,427
| 69,349 | 4,153
| 73,502 | 8.5
| 91.5 |
| Q2—Comparative Literary studies
| 52 | 550
| 602 | 54
| 656 | 8.6
| 91.4 |
| K2—Building | 1,069
| 11,137 | 12,206
| 1,360 | 13,566
| 8.8 | 91.2
|
| Q1—Linguistics |
233 | 2,407
| 2,640 | 164
| 2,804 | 8.8
| 91.2 |
| CC—Combinations within Biological Sciences
| 231 | 2,371
| 2,602 | 133
| 2,735 | 8.9
| 91.1 |
| KK—Combinations within Architecture, Building and Planning
| 62 | 633
| 695 | 61
| 756 | 8.9
| 91.1 |
| DD—Combinations within Veterinary Science,Agricultural and related subjects
| 9 | 91
| 100 | 12
| 112 | 9.0
| 91.0 |
| N5—Marketing |
1,261 | 12,707
| 13,968 | 1,055
| 15,023 | 9.0
| 91.0 |
| F9—Others in Physical Sciences
| 276 | 2,765
| 3,041 | 223
| 3,264 | 9.1
| 90.9 |
| N1—Business studies
| 4,106 | 40,697
| 44,803 | 3,205
| 48,008 | 9.2
| 90.8 |
| Y—Combinations of physics/mathematical science with social studies/business/law
| 1,312 | 12,927
| 14,239 | 916
| 15,155 | 9.2
| 90.8 |
| Y—Combinations of physics/mathematical sciences
| 262 | 2,572
| 2,834 | 106
| 2,940 | 9.2
| 90.8 |
| P1—Information Services
| 34 | 313
| 347 | 29
| 376 | 9.8
| 90.2 |
| Y—Combinations of medical/biological/agricultural sciences
| 1,075 | 9,844
| 10,919 | 738
| 11,657 | 9.8
| 90.2 |
| D0—Veterinary Sciences, Agriculture and related: any area of study
| 1 | 9
| 10 | |
10 | 10.0
| 90.0 |
| NN—Combinations within Business and Administrative Studies
| 3,089 | 26,879
| 29,968 | 2,338
| 32,306 | 10.3
| 89.7 |
| M1—Law by Area |
7,248 | 61,724
| 68,972 | 4,286
| 73,258 | 10.5
| 89.5 |
| B1—Anatomy, Physiology and Pathology
| 2,844 | 23,385
| 26,229 | 2,764
| 28,993 | 10.8
| 89.2 |
| N3—Finance | 340
| 2,795 | 3,135
| 351 | 3,486
| 10.8 | 89.2
|
| HH—Combinations within Engineering
| 217 | 1,750
| 1,967 | 149
| 2,116 | 11.0
| 89.0 |
| B2—Pharmacology, Toxicology and Pharmacy
| 2,109 | 166,18
| 18,727 | 2,113
| 20,840 | 11.3
| 88.7 |
| W3—Music | 2411
| 18,654 | 21,065
| 1,853 | 22,918
| 11.4 | 88.6
|
| K3—Landscape Design
| 64 | 495
| 559 | 67
| 626 | 11.4
| 88.6 |
| F7—Ocean Sciences
| 83 | 640
| 723 | 53
| 776 | 11.5
| 88.5 |
| G1—Mathematics |
3,069 | 23,525
| 26,594 | 868
| 27,462 | 11.5
| 88.5 |
| H4—Aerospace Engineering
| 890 | 6,792
| 7,682 | 671
| 8,353 | 11.6
| 88.4 |
| H9—Others in Engineering
| 2 | 15
| 17 | 3
| 20 | 11.8
| 88.2 |
| H0—Engineering: any area of study
| 25 | 182
| 207 | 39
| 246 | 12.1
| 87.9 |
| A9—Others in Medicine and Dentistry
| 4 | 29
| 33 | 5
| 38 | 12.1
| 87.9 |
| R6—Scandinavian studies
| 5 | 36
| 41 | 4
| 45 | 12.2
| 87.8 |
| D4—Agriculture |
399 | 2,849
| 3,248 | 452
| 3,700 | 12.3
| 87.7 |
| G3—Statistics |
56 | 397
| 453 | 36
| 489 | 12.4
| 87.6 |
| FF—Combinations within Physical Sciences
| 306 | 2145
| 2451 | 95
| 2546 | 12.5
| 87.5 |
| C4—Genetics | 243
| 1,679 | 1,922
| 113 | 2,035
| 12.6 | 87.4
|
| V4—Archaeology |
339 | 2,306
| 2,645 | 198
| 2,843 | 12.8
| 87.2 |
| Y—Combinations of languages with arts/humanities
| 4,723 | 30,933
| 35,656 | 2,138
| 37,794 | 13.2
| 86.8 |
| QQ—Combinations within Linguistics, Classics and related
| 395 | 2,522
| 2,917 | 169
| 3,086 | 13.5
| 86.5 |
| H2—Civil Engineering
| 1,797 | 11,319
| 13,116 | 886
| 14,002 | 13.7
| 86.3 |
| F3—Physics | 2,142
| 13,345 | 15,487
| 384 | 15,871
| 13.8 | 86.2
|
| B5—Ophthalmics |
603 | 3,756
| 4,359 | 384
| 4,743 | 13.8
| 86.2 |
| J7—Industrial Biotechnology
| 28 | 170
| 198 | 18
| 216 | 14.1
| 85.9 |
| C3—Zoology | 762
| 4,603 | 5,365
| 282 | 5,647
| 14.2 | 85.8
|
| F1—Chemistry |
2,522 | 15,166
| 17,688 | 531
| 18,219 | 14.3
| 85.7 |
| C1—Biology | 3,064
| 17,866 | 20,930
| 948 | 21,878
| 14.6 | 85.4
|
| Y—Combinations of social studies/law with business
| 1,977 | 11,524
| 13,501 | 903
| 14,404 | 14.6
| 85.4 |
| T7—American studies
| 390 | 2,254
| 2,644 | 120
| 2,764 | 14.7
| 85.3 |
| Q3—English studies
| 7,465 | 42,718
| 50,183 | 2,517
| 52,700 | 14.9
| 85.1 |
| Y—Combinations of social studies/business/law with arts/humanities
| 5,416 | 30,963
| 36,379 | 2,624
| 39,003 | 14.9
| 85.1 |
| F6—Geology | 859
| 4,783 | 5,642
| 222 | 5,864
| 15.2 | 84.8
|
| F2—Materials Science
| 2 | 11
| 13 | 1
| 14 | 15.4
| 84.6 |
| V9—Others in History and Philosophical studies
| 41 | 224
| 265 | 27
| 292 | 15.5
| 84.5 |
| C7—Molecular Biology, Biophysics and Biochemistry
| 15,38 | 8,148
| 9,686 | 446
| 10132 | 15.9
| 84.1 |
| H3—Mechanical Engineering
| 2,797 | 14,790
| 17,587 | 982
| 18,569 | 15.9
| 84.1 |
| N2—Management studies
| 8,111 | 42,806
| 50,917 | 3,739
| 54,656 | 15.9
| 84.1 |
| F8—Physical and Terrestrial Geography, and Environmental Sciences
| 2,899 | 15,001
| 17,900 | 673
| 18,573 | 16.2
| 83.8 |
| H1—General Engineering
| 1,292 | 6,623
| 7,915 | 612
| 85,27 | 16.3
| 83.7 |
| K1—Architecture |
2,905 | 14,578
| 17,483 | 1,166
| 18,649 | 16.6
| 83.4 |
| D2—Clinical Veterinary Medicine and Dentistry
| 7 | 35
| 42 | 6
| 48 | 16.7
| 83.3 |
| J0—Technologies: any area of study
| 1 | 5
| 6 | |
6 | 16.7
| 83.3 |
| Y—Combinations of engineering/technology
| 105 | 524
| 629 | 37
| 666 | 16.7
| 83.3 |
| D6—Food and Beverage studies
| 217 | 1,078
| 1,295 | 103
| 1,398 | 16.8
| 83.2 |
| J5—Materials Technology not otherwise specified
| 80 | 397
| 477 | 42
| 519 | 16.8
| 83.2 |
| T5—African studies
| 16 | 78
| 94 | 12
| 106 | 17.0
| 83.0 |
| R2—German studies
| 217 | 1,027
| 1,244 | 43
| 1,287 | 17.4
| 82.6 |
| H8—Chemical, Process and Energy Engineering
| 753 | 3,526
| 4,279 | 200
| 4,479 | 17.6
| 82.4 |
| J6—Maritime Technology
| 67 | 311
| 378 | 33
| 411 | 17.7
| 82.3 |
| V0—History & Philosophical studies: any area
| 92 | 426
| 518 | 40
| 558 | 17.8
| 82.2 |
| H7—Production and Manufacturing Engineering
| 628 | 2,883
| 3,511 | 160
| 3,671 | 17.9
| 82.1 |
| K4—Planning (Urban, Rural and Regional)
| 615 | 2,809
| 3424 | 242
| 3,666 | 18.0
| 82.0 |
| VV—Combinations within History and Philosophical studies
| 1,259 | 5,535
| 6,794 | 311
| 7,105 | 18.5
| 81.5 |
| Y—Combinations of engineering/technology/building studies
| 93 | 405
| 498 | 34
| 532 | 18.7
| 81.3 |
| Z—Combinations of 3 subjects, or other general courses
| 2,623 | 11,298
| 13,921 | 1,299
| 15,220 | 18.8
| 81.2 |
| R9—Others in European Languages, Literature and related
| 464 | 1,983
| 2,447 | 189
| 2,636 | 19.0
| 81.0 |
| R1—French studies
| 740 | 3,063
| 3,803 | 158
| 3,961 | 19.5
| 80.5 |
| D7—Agricultural Sciences
| 24 | 98
| 122 | 8
| 130 | 19.7
| 80.3 |
| H5—Naval Architecture
| 46 | 184
| 230 | 23
| 253 | 20.0
| 80.0 |
| Y Combinations of social studies/business/law with languages
| 2,387 | 9,274
| 11,661 | 768
| 12,429 | 20.5
| 79.5 |
| T2—Japanese studies
| 128 | 490
| 618 | 74
| 692 | 20.7
| 79.3 |
| V1—History by Period
| 8,809 | 33,683
| 42,492 | 1,657
| 44,149 | 20.7
| 79.3 |
| L2—Politics | 3,770
| 14,358 | 18,128
| 1,273 | 19,401
| 20.8 | 79.2
|
| LL—Combinations within Social Studies
| 2,376 | 8,927
| 11,303 | 824
| 12,127 | 21.0
| 79.0 |
| J1—Minerals Technology
| 14 | 52
| 66 | 1
| 67 | 21.2
| 78.8 |
| N0—Business and Administrative studies: any area
| 50 | 183
| 233 | 10
| 243 | 21.5
| 78.5 |
| T6—Modern Middle-Eastern studies
| 95 | 346
| 441 | 107
| 548 | 21.5
| 78.5 |
| D9—Others in Veterinary Science, Agriculture and related subjects
| 25 | 87
| 112 | 4
| 116 | 22.3
| 77.7 |
| D1—Pre-clinical Veterinary Medicine
| 888 | 3,075
| 3,963 | 477
| 4,440 | 22.4
| 77.6 |
| G0—Mathematical and Computer Science: any area
| 76 | 253
| 329 | 9
| 338 | 23.1
| 76.9 |
| TT—Combinations within non-European Languages and related
| 36 | 119
| 155 | 20
| 175 | 23.2
| 76.8 |
| A2—Pre-clinical Dentistry
| 1,897 | 6,239
| 8,136 | 1,072
| 9,208 | 23.3
| 76.7 |
| Y Combinations of languages
| 1,675 | 5,487
| 7,162 | 407
| 7,569 | 23.4
| 76.6 |
| Q9—Others in Linguistics, Classics and related
| 67 | 205
| 272 | 52
| 324 | 24.6
| 75.4 |
| V6—Theology and Religious studies
| 1,321 | 3,993
| 5,314 | 435
| 5,749 | 24.9
| 75.1 |
| A1—Pre-clinical Medicine
| 12,680 | 36,510
| 49,190 | 11,043
| 60,233 | 25.8
| 74.2 |
| L1—Economics |
6,027 | 17,044
| 23,071 | 1,113
| 24,184 | 26.1
| 73.9 |
| V5—Philosophy |
2,074 | 5,844
| 7,918 | 448
| 8,366 | 26.2
| 73.8 |
| L6—Anthropology |
795 | 2,206
| 3,001 | 188
| 3,189 | 26.5
| 73.5 |
| RR—Combinations within European Languages, Literature and related
| 2,649 | 7,155
| 9,804 | 328
| 10,132 | 27.0
| 73.0 |
| L7—Human and Social Geography
| 3,902 | 10,025
| 13,927 | 336
| 14,263 | 28.0
| 72.0 |
| J2—Metallurgy |
8 | 20
| 28 | 1
| 29 | 28.6
| 71.4 |
| L0—Social Studies: any area of study
| 657 | 1,589
| 2,246 | 116
| 2,362 | 29.2
| 70.8 |
| R3—Italian studies
| 85 | 201
| 286 | 22
| 308 | 29.7
| 70.3 |
| R4—Spanish studies
| 559 | 1,230
| 1,789 | 86
| 1,875 | 31.2
| 68.8 |
| R7—Russian and East European studies
| 78 | 158
| 236 | 58
| 294 | 33.0
| 67.0 |
| T9—Others in non-European Languages and related
| 1,094 | 1,997
| 3,091 | 71
| 3,162 | 35.4
| 64.6 |
| Q4—Ancient Language studies
| 16 | 28
| 44 | 3
| 47 | 36.4
| 63.6 |
| T1—Chinese studies
| 267 | 365
| 632 | 55
| 687 | 42.2
| 57.8 |
| V3—History by Topic
| 2,173 | 2,927
| 5,100 | 304
| 5,404 | 42.6
| 57.4 |
| R0—European Languages, Literature and related: any area
| 713 | 942
| 1,655 | 42
| 1697 | 43.1
| 56.9 |
| Q7—Classical Greek studies
| 2 | 2
| 4 | 0
| 4 | 50.0
| 50.0 |
| Q8—Classical studies
| 2,895 | 2,256
| 5,151 | 163
| 5,314 | 56.2
| 43.8 |
| Q6—Latin studies |
25 | 18
| 43 | 1
| 44 | 58.1
| 41.2 |
| X2—Research and Study Skills in Education
| 0 | 0
| 0 | 4
| 4 | 0
| 0 |
| GRAND TOTAL |
195,133 | 1,555,401
| 1,750,534 | 150,291
| 1,900,825 | 11.15
| 88.85 |
Each applicant can submit up to six applications to UCAS.
"Maintained schools" include comprehensive, grammar,
sixth form centres, other maintained schools, sixth form colleges
and FE/HE colleges.
Q163 (Chairman): Problem for students with disabilities
accessing the Disabled Students' Allowances (DSAs)
The DSAs are widely publicised in all DIUS student finance
literature (forms, guides and websites, etc) and disabled students
are encouraged to apply. But DSAs are not quota based: they are
awarded according to the student's individual needs for the particular
course they are taking, following a specialist assessment. It
would be unlikely that in individual higher education institutions
there would be the same proportion of students receiving DSAs
or that the proportion of full-time students receiving DSAs would
be the same as the proportion of part-time students receiving
them.
Following the Review of Higher Education Student Finance
Delivery in England (January 2006), Ministers to took the decision
to centralise and transform the Student Finance Service, including
the administration of DSAs. The new centralised service, which
will be rolled out to new students entering higher education in
the 2009-10 academic year, will include a dedicated team to support
students applying for targeted support and will deliver an improved
and consistent customer experience for all students. Local Authorities
will continue to administer the service for returning students
until 2011-12 when all students move to the new system.
However, anything that can be done to ensure DSAs are taken
up by all eligible students is to be welcomed. HEFCE has said
it will commission research into how far the apparent differences
between institutions in students' receipt of DSAs reflect eligible
students missing out on their entitlement. DIUS will give careful
consideration to any recommendations that the Funding Council
makes as a result of this research.
Q163 (Chairman): How the tuition fees are expected to
affect retention
There are no figures currently available for student retention
in 2006-07, the first academic year in which the fees regime created
under the Education Act 2004 applied to new full-time undergraduate
students.
The new system of variable fees is designed to ease financial
pressures on full-time students by removing the requirement for
up-front payment of fees, and replacing this by repayments of
an interest-free fee loan from salary after graduation; introducing
a means tested maintenance grant; and requiring institutions to
provide bursaries for students if they propose to charge more
than the basic fee. It is therefore possible that the impact of
the new fees regime on retention rates will be positive, although
DIUS would not expect to see strong effects because financial
pressures are identified as only one of a range of the most commonly
cited reasons for withdrawal.
The published terms of reference for the independent Commission
that will evaluate the impact of the first three years of the
new fees regime include the consideration of their impact on retention
rates.
Q165 (Chairman)— The reason for setting the target that
50% of 18 to 30 year olds should have participated in higher education
The long-term aim that half of all young people should enter
higher education was proposed in the Government's general election
manifesto in 2001, and was enshrined in a Public Service Agreement
(PSA) target from 2002. The adoption of such a rounded figure
was indeed "aspirational", and also motivational. In
saying that half of 18-30 year olds should enter higher education,[15]
the Government has been seeking to send a clear signal to educators,
employers, parents and young people themselves that higher education
can no longer be the preserve of a relatively small minority of
the population.
A 50% participation rate is not notably high by international
standards. International comparisons are complex because of different
measurements used in different national systems. However, the
Organisation for Economic Co-operation and Development (OECD)
has presented comparisons based on their own measure of participation
(sum of net entry rate for each year of age) showing data for
1998 and 2005.
This OECD analysis breaks Higher education (HE) participation
into two categories. It shows that the proportion of UK young
people entering "academic" tertiary education is "mid-table"
for full-length HE degree courses ("Type A" in the international
classification). For "vocational" tertiary education
("Type B" in the international classification) the UK
was in fifth place among the 17 countries in 2005. It is significant
that a number of other OECD countries have grown HE participation
over the period.
In addition the 50% target supports the Leitch ambition that
over 40% of the population aged 19 to state pension age should
be qualified to Level 4 or above by 2020. The Leitch Report made
a powerful case for the national need to raise the skill levels
in our population. There are an increasing number of jobs and
opportunities that need higher level skills: labour market projections
suggest that 18 million jobs will become vacant between 2004 and
2020, and that half of them will be in the occupations most likely
to employ graduates.
At present only 30% are qualified to Level 4 or above. To
reach the Leitch ambition requires an increase of over four million
people with higher level qualifications between now and 2020.
To achieve that growth we will have to increase participation
in HE by those already in the workforce and that is why the 50%
indicator sits alongside the new indicator under the Skills PSA
that the proportion of working age adults qualified to level 4
and above should reach 34% by 2011 and 36% by 2014.
NOTE: Because of the OECD's calculation method for these data,
it is not appropriate to add the rates for type A and type B together
to derive an overall estimate for tertiary education.
Ruth Thompson
Department for Innovation, Universities and Skills
November 2006
15
The Higher Education Initial Participation Rate (HEIPR) is the
sum of the HE initiall participation rates for individual ages
between 17 and 30 inclusive. It roughly equates to the probability
that a 17 year old will participate in higher education by age
30 given the age specific participation rates. Back
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