Scottish Government

Chapter 6 Students progressing to higher/further education and employment in creative industries

Introduction

6.1 This chapter investigates the proportion of students studying arts subjects who progress to further/higher education. While the database did not distinguish between further and higher education and the available sample size was too small to undertake any reasonable analysis of those pursuing creative and cultural related training and education, it has been possible to carry out some analysis regarding the proportion of young people studying arts subjects progressing to further and higher education (combined).

6.2 The chapter then goes on to also investigate the proportion of students studying arts subjects who progress to employment in the cultural or creative industries. For this purpose, Cohort 2 - Sweeps 1 and 2 were used and the following figures were investigated:

• The proportion of young people working in the creative and cultural industries using standard occupational classifications; and
• The proportion of young people working in the creative and cultural industries using both standard occupational groups and standard industrial classifications ³⁰.

Students progressing to further & higher education

6.3 Table 6.1 shows that those studying 2 or more arts subjects are among those least likely to continue their education after leaving school: only 8.2% of those who left school in 1996 and took at least 2 arts subjects are in education in 1999. Conversely, those taking at least 3 science subjects or at least 4 language subjects have significantly higher rates of continuing education (18.4% and 18.5%, respectively).

Table 6.1 Proportion in education in 1999 for those leaving school in 1996

Notes to table
? above average
? below average
Source: SSLS and SQA, adapted by DTZ Consulting & Research

6.4 Table 6.2 shows the proportion of young people in education after leaving school in 1998 with an additional 2 years of schooling compared to those that left at the earliest opportunity. Table 6.2 shows that:

• Across all subjects taken at standard grade for both young men and women, the majority continue their education after leaving school. Around 9 out of 10 young men and women taking 4 or more science subjects at standard grade continue their education after leaving school; and
• Young men taking 2 or more arts subjects at standard grade are least likely to continue their education after leaving school. Whilst the proportion of young women continuing their education after taking 2 or more arts subjects is also lower than the average young person, it is notably higher than their male counterparts.

Table 6.2 Proportion in education in 1999 of those leaving school in 1998

Notes to table
? above average
? below average
Source: SSLS and SQA, adapted by DTZ Consulting & Research

Occupations in the creative and cultural sector

6.5 As outlined in the introduction of this Chapter, the proportion of young people working in the creative and cultural industries was investigated, using standard occupational classifications. The results of our analysis are shown in Table 6.3 and highlight a number of important findings:

• As more arts subjects are taken together the likelihood of a young person working in the creative and cultural sector increases: 12.5% of students who took at least 3 arts subjects are working in the creative of cultural sector, compared to only 3.0% for those who did not take any arts subjects;
• Young people who took craft and design at standard grade are more likely to work in the creative and cultural sector compared to those taking other arts subjects; and
• Students taking music are least likely to work in the creative or cultural sector.

Table 6.3 Working or training in the creative and cultural sector

Notes to table
? above average
? below average
Source: SSLS and SQA, adapted by DTZ Consulting & Research

Occupations and industries in the creative and cultural sector

6.6 Employability of students in the creative and cultural sector was finally investigated using both standard industrial classification ( SIC) and standard occupational classification ( SOC) codes, thus taking into account those students working either in a creative occupational group or in a creative industrial group. The combined industry and occupation approach is shown in Table 6.4 and supports the key feature of Table 6.3 showing that the likelihood of young people working in the creative and cultural sector increases as they study more arts subjects together. The propotion of young people who took at least 3 arts subjects working in the creative and cultural sector, is more than 3 times that of young people who did not study arts subjects at standard grade.

Table 6.4 Working in the creative and cultural sector

Notes to table
? above average
? below average
Source: SSLS and SQA, adapted by DTZ Consulting & Research