More Scots and more from ‘most-deprived’ areas going to university


The Scottish definition of ‘deprived’ seems to relate to Quintile 1 (red) in the graph above but it is encouraging also to note quite dramatic increases in quintiles 2 and 3.


This reveals a steady growth in students living in Scotland entering Scottish universities against the background of a fairly static trend for EU and non-EU candidates.

From today:

‘A record number of full-time first-degree students at Scottish universities were from the most deprived areas in Scotland last year. New figures show that, in 2017/18, 15.6% of students entering university were from the 20% most deprived areas. This is 0.4% short of the Government’s target for 2021. Last year also saw an increase in the total number of Scottish students enrolling in Scottish universities. The statistics, published by the Higher Education Statistics Agency (HESA), show the latest progress in the drive to widen access to higher education.’



6 thoughts on “More Scots and more from ‘most-deprived’ areas going to university

  1. Paddy Farrington January 18, 2019 / 4:48 pm

    Your first figure shows data from all of the UK. I think that the corresponding graph one for Scotland in the UCAS report is more interesting: it shows that the acceptance rate for the 5th quintile is pretty much constant at about 40%, but steady increases for the 1st and 2nd quintiles. In other words, the gap in admission rates is closing.


    • johnrobertson834 January 19, 2019 / 7:25 am

      Took it from a section on Scotland. Thanks for that comment re acceptances.


  2. Gavin.c.Barrie January 18, 2019 / 7:43 pm

    Scotland reduces greenhouse gases by 78%, and for this article a title,how about :-

    “Scotland increases her talent pool by providing university access to the less wealthy members of our society”.

    Liked by 1 person

  3. Alasdair Macdonald January 19, 2019 / 7:59 pm

    My grand-niece is one of those who has gained entry. Although she greatly surpassed the minimum entry requirements, her application is also supported by a ‘post code’ criterion. I did not know that such a thing was in operation, but, in considering applications according to the various criteria, this criterion gives a slight tilt favouring children in the first quintile.

    Of course, some of my sniffer acquaintances in the fifth quintile, most of whom have sent their children to private school, so that they have the tacit ‘private school right sort of person criterion have described this as ‘dumbing down’ and, without any sense of irony or self awareness, as ‘yet another example of instructional unfairness against hard working families.’


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