College sector overview report 2023 to 2024
Scotland’s colleges play an important role in equipping Scotland’s current and future workforce with the necessary skills and capabilities to react promptly to the demands of industry and the country's economy. Almost 179,000 learners were enrolled in Scottish Funding Council’s (SFC’s) credit-based college programmes during academic year (AY) 2022-23. Most learners attend college to gain the skills necessary to enter the workforce or progress to higher level education. Some learners, complete their programmes in their local community in preparation for entering further learning. Others are senior phase school learners undertaking college programmes to gain the skills and qualifications that will support them to progress to further study in their chosen career path.
The diversity of the college population illustrates the vital role that colleges play as a bridge between secondary education, university education, and the Scottish workforce. By attracting learners from varied backgrounds, whether due to socioeconomic status, ethnicity, prior academic achievement, or career interests, colleges foster an inclusive environment that mirrors the complexity of broader society. This diversity enriches the learning experience as learners are exposed to a wide range of perspectives, problem-solving approaches, and collaborative opportunities that prepare them well for future challenges.
Colleges serve as a key stage in the educational pipeline, helping students develop the knowledge and skills that prepare them both academically and practically for various industry sector programmes. By supporting transition between traditional academic pathways and professional life, colleges enable learners to make informed decisions about their future, whether they choose to continue with their studies or enter the workforce. Colleges provide clear transition routes from schools and communities to courses in further and higher education, employment and apprenticeships. Almost all colleges have articulation arrangements in place with university partners which allow learners to seamlessly transition from college programmes to degree-level study. These are often through franchised delivery arrangements allowing learners to study within their locality in a more supportive, community-focused college environment. These articulation agreements, or pathways, are designed to ensure that knowledge and skills gained through college programmes are recognised and transferable, providing learners with a clear, efficient route to complete degree studies. These routes can shorten the learner journey and reduce duplication, saving learners time and money. This supports wider accessibility to higher education, particularly for those who may not initially have planned to pursue a degree.
Colleges play a vital role in Scotland's economic growth by supporting the development of a highly skilled, dynamic workforce. Most colleges leverage digital technology as an effective learning and teaching platform, reaching learners far beyond their local area. Each college creates learning environments that mirror industry standards, using advanced technology to equip learners with the skills needed for their chosen careers.
This national overview report summarises the findings from HM Inspectors’ engagement with all Scottish colleges during AY 2023-24. It highlights areas of positive practice and areas requiring improvement and includes analysis of the latest published college performance data (AY 2022-23). The purpose of this report is to provide key stakeholders and national decision makers with the findings that can be used productively to guide future planning and interventions to improve and enhance Scotland’s college provision.
HM Inspectors of Education (HMIE) provide independent evaluation and assurance on the quality of provision and services delivered by Scotland’s colleges. This supports SFC in meeting legislative responsibilities for securing coherent, high-quality, fundable further and higher education provision.
During AY 2023-24, HMIE conducted a range of evaluative activity in each college. Annual engagement visits (AEVs) were planned collaboratively between the college, HM Inspectors, and SFC. During each AEV, the team focussed on aspects for improvement including main points for action previously identified by HM Inspectors. HM Inspectors met with staff, learners, and other stakeholders and explored: learner progress and outcomes; approaches to assuring and enhancing the quality of learning and teaching including professional updating; and learner engagement.
In addition to AEVs, HMIE also undertook a number of thematic reviews of aspects of college provision and services to support improvement. These were: approaches to improving learner outcomes in the Glasgow region; approaches to meeting the additional needs of all learners; and a review of the delivery of the care curriculum in Scotland’s colleges.
In recent years, the delivery of skills and qualifications across the college sector has been influenced by a range of external factors. This has impacted negatively on learner success and withdrawal rates.
Recruitment challenges
Colleges face a declining learner population, particularly in full-time enrolments for both further education (FE) and higher education (HE) programmes. An ongoing reduction in the 16 to 24-year-old learner population pool has intensified competition between universities and colleges for enrolments and employers recruiting to fill vacancies. This is part of a broader trend towards an aging population and a growing number of older adults. This has been further compounded by the impact of Brexit and the approximate 10% reduction of people from other European countries taking up employment in Scotland. The overall number of learners studying HE qualifications has reduced over the past few years and colleges have adjusted accordingly. Many college learners leave their programmes before completion to accept a university place.
Impact of Covid-19 pandemic
The Covid-19 pandemic impacted on how colleges deliver their curriculum portfolio, in particular restrictions on face-to-face delivery. This severely reduced their ability to deliver practical skills training, and many learners left their programmes early as a result. Colleges are still recovering and addressing gaps in learning. Since the pandemic, colleges have experienced increases in young people presenting with additional or complex needs, increasing the demand for support services. Additionally, many young people attending college since the pandemic have gaps in the knowledge and skills required to succeed in post-school education. Colleges are providing additional learning hours and enhanced support arrangements to help these learners sustain their studies and achieve. However, many leave their programmes early or achieve only partial success which reduces rates of overall learner attainment for college programmes.
Financial pressures
The cost-of-living crisis has increased the need for learners to find part-time work while studying at college. Learners are often faced with a choice of sustaining an income or leaving college early. This has contributed to an increase in learner withdrawal from college programmes, again leading to an overall reduction in learner attainment. College leaders find overall financial operating conditions challenging due to annual budget constraints against a backdrop of rising operating costs, increased staffing costs and reduced funding. They have been gradually reshaping their curriculum portfolio and staffing levels to manage these challenges. This has resulted in pressure on college managers to maintain appropriate levels of teaching hours while continuing to support essential services for learners.
Industrial action
Ongoing college sector industrial action has impacted on teaching, learner data collection and reporting on institutional performance. Lost teaching time has impacted on learner attendance and outcomes, with many learners choosing to leave college.
