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England Wales Scotland ACCEPTED UNPLACED WITHDREW TOTAL NE NW YH EM WM EE IL OL SE SW All regions) Information Technology GCSE (Full Course) ICT GCSE (Full Course)* Information Technology GCSE (Short Course) ICT GCSE (Short Course)% GNVQ in ICT Intermediate (Full Award) Applied ICT GCSE (Double-Award) State-funded secondary schools Year G4 - Computer Science G6 Software engineering G5 Information systems Computer systems engineering G1 Mathematics F1 Chemistry
F3 Physics Total Engineering (H0-9, HH) H1 General Engineering H2 Civil Engineering H3 Mechanical Engineering H4 - Aerospace Engineering H5( H6 Electronic and Electrical Engineering+ H7 Production and manufacturing engineering H8 Chemical Engineering H9 Engineering other" HH Combinations within Engineering H0 Engineering Any . Biology Chemistry Physics Mathematics Further Mathematics Computing and ICT Computing ICT All entries Mathematics & FM Russell Group applicants 1994 Group applicants Million Plus applicants Other applicants F1 - Chemistry G5 - Information Systems G6 - Software Engineering Subject line G1 - Mathematics DEGREE PGCE B.Ed. OTHER Degree+PGCE ALL Table 2.1 Comparison of percentages of entries to Computing and ICT A-levels with entries to selected science A-levels across the UK by gender (2002-2011) %M %F Source: JCQ. ICTa a Note: Data for ICT in 2002 and 2003 come from Interboard Statistics (supplied by Dr Jim Sinclair, Director, JCQ, personal communication, 24 October 2011). Table 5.1 Number of different qualifications taken in the FE and skills sector in England by QCF/NVQ level and STEM classification in 2009/10 Royal Academy of Engineering Source: JCQ Entry level Level 1 Level 2 (GCSE equivalent) Level 3 (A-level equivalent) Level 4 and above No level assigned
Technology Technology-related Technology/Engineering Technology/Engineering related& Technology related/Engineering related2 Technology or Engineering with Mathematics related Science/technology/engineering{ a A l l d a t a r e f e r t o q u a l i f i c a t i o n s t a k e n b y l e a r n e r s f u n d e d b y t h e S k i l l s F u n d i n g A g e n c y o r Y o u n g P e o p l e s L e a r n i n g A g e n c y . Notes 1. A qualification is classified as distinct if it has a unique reference number in the National Database of Accredited Qualifications (now the Register of Regulated Qualifications) and/or the Learning Aim Database qualification database.k 2 . D a t a c o v e r a l l a g e g r o u p s i n F E c o l l e g e s , i n d e p e n d e n t p r o v i d e r s , t h i r d s e c t o r p r o v i d e r s a n d e m p l o y e r s . % Source: Royal Academy of Engineering.
Figure 5.3 Numbers of students aged up to and including 15 in state-funded secondary schools in England (January 2000-2011, actual; January 2012-18, projected) Department for Education
Figure 5.4q Total number of GCSE entries in ICT and Computing subjects across England, Wales and Northern Ireland (2001-2011) Total
Figure 5.5 Table 5.3 Level 3 ICT and Computing qualifications taken in schools and colleges in England by 16-18 year old students at the end of Key Stage 5 (2007-2010) Cambridge AssessmentV Total number of UK GCE A-level entries in science and mathematics subjects (2001-2011) Table 5.4b Level 3 ICT and Computing qualifications taken across the UK by candidates of all ages (2001-2011) Level
Qualification Entries GCSE Full Course in ICT GCSE Short Course in ICT3 GCSE Short Course in Digital Communications Studies+ Vocational GCSE Double Award in Applied ICT
IGCSE in ICTb
Functional Skillsc
Key Skillsc
GNVQ in Applied ICTd
NVQse
VRQsf
! BTEC First for ICT practitionersg
OCR National in ICTh
BCSi
1 Award/Certificate/Diploma in Digital Applications Principal Learning (Diploma) Other All- Source: Cambridge Assessment 2011 (abridged). Table 5.2 L e v e l 2 I C T a n d C o m p u t i n g q u a l i f i c a t i o n s t a k e n i n s c h o o l s i n E n g l a n d b y s t u d e n t s a t t h e e n d o f K e y S t a g e 4 , n o r m a l l y a g e d 1 5 a t t h e s t a r t o f t h e a c a d e m i c y e a r i n w h i c h t h e q u a l i f i c a t i o n s w e r e t a k e n ( 2 0 0 7 2 0 1 0 ) a
a Entry level qualifications have not been included in this table. Likewise, Level 3 qualifications taken by pupils at the end of Key Stage 4 have been excluded. C M
N b IGCSEs received accreditation from Ofqual, the national regulator, in 2009. M c Functional Skills and Key Skills are in computer appreciation/introduction. " d GNVQs were withdrawn after 2007. e NVQs at Levels 1 to 2 can be obtained in the following subjects: systems/network management, computer appreciation/introduction, computer hardware/firmware. < f VRQs at levels 1 to 2 can be obtained in the following subjects: computer appreciation/introduction; computer architecture/systems, systems/network management, telematics, computer help desk operations, software development, graphics software, multimedia, multimedia software, website development, word processing. E g BTEC First includes BTEC First Diploma and BTEC First Certificate. e h Level 2 OCR National in ICT includes First Award, Award, First Certificate and Certificate in ICT. 9 i Qualifications awarded by the British Computer Society.8
Figure 7.1 Percentages of teachers teaching ICT not classified by the Department as 'qualified' in the subject, by Government office region (England, 2010)" DfE School Workforce Census (2010)
Figure 7.2t Percentages of ICT teachers by Government office region regarded as qualified to teacher the subject (England, 2010)
Figure 7.3y Number of trainee teachers accepted through the GTTR for ICT/Computing courses in England, Wales and Scotland (2000-2010) GTTR
Figure 7.4 Percentages and numbers of applicants to ICT/Copmuting teacher training in England, Wales and Scotland accepted through the GTTR in 2010 Table 7.2V Total recruitment to ICT initial teacher training courses in England (2005/06-2010/11)! GTTR and Department for Education Table 7.3I Recruitment into ICT teaching through the Teach First programme (2006-11) Teach First Table 7.40 First year CSIT students on ITT courses in Wales HESA Table 7.5M First year students on Computing initial teacher training courses in Scotland GTCSF Advertisements for teaching posts in ICT/Computing - England and Wales TSL Vactrack database Level [1] GCE A level in ICT) GCE A level in Computer Studies/Computing Applied GCE Double Award in ICT Applied GCE Single Award in ICT. Applied GCE A level / AS level combined in ICT
Key Skills NVQsa
# BTEC National for IT practitionersb"
OCR National in ICTc
VRQsd
BCS* IB component in Computer Studies/Computing IB component in ICT a NVQs at Level 3 can be obtained in: systems/network management, computer appreciation/introduction, computer hardware/firmware. b b BTEC National includes BTEC National Sward, BTEC National Certificate and BTEC National Diploma. X C Level 3 OCR National in ICT includes Certificate, Diploma and Extended Diploma in ICT. 6 d VRQs at Level 3 can be obtained in the following subjects: computer appreciation/introduction; computer architecture/systems, systems/network management, telematics, computer help desk operations, software development, graphics software, multimedia, multimedia software, website development, word processing. Source: Cambridge Assessment.l [1] Qualifications at levels 1 and 2 taken by students aged 16-18 are included in the full extract (page 5). GCE A-level in Computing GCE A-level in ICT GNVQ AVCE in Information Technology- AVCE in Inform< ation Technology (Double Award)& Applied ICT GCE A-level (Single Award)& Applied ICT GCE A-level (Double Award)Y a AS-level data and data on the new Diplomas (first publishedin 2011) have been excluded. 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 Higher education courses Employment-based routes Expected employment-based ITT Expected recruitment GTTR acceptances
DfE target~ a T h i s t a b l e i s a c o m p o s i t e , b e i n g d r a w n f r o m G T T R A n n u a l R e p o r t s a n d t h e D e p a r t m e n t f o r E d u c a t i o n s S c h o o l W o r k f o r c e C e n s u s .
q b Number of places prior to 2008/09 include school centred ITT but excludes employment-based ITT routes (EBITT). * Source: GTTR and Department for Education. No. of ICT ITT recruits- No. currently completing the 2 year programmeJ No. still working for schools following completion of the 2 year programmeC No. of teachers who withdrew before completing the 2 year programmeN No. of teachers who left teaching following completion of the 2 year programmeg a Data received from Adam Lewis (STEM Talent Officer - Graduate Recruitment, Teach First), 13 May 2011. Y
[ 2004/05 2007/08 b,c) 2009/10! a Enrolments throughout the year. b Prior to 2007/08 students were grouped according to subject of main specialism, where other subjects may be studied as additional specialisms. From 2007/08 the way in which the data are presented have changed. Students may be recorded under more than one subject. x C From 2007/08 students who are studying at the Open University and are funded by HEFCW will be included in the figures.
Source: HESA.L Source: Sarah Gibb, GTCS (personal communication to John Howson, July 2011). 2008-09 2009-10 Main scale teacher TLR teacher Advanced Skills Teacher Head of Department4 a Until end of June 2011 (ie 10 months of the year). Source: TSL Vactrack database.B UK domiciled, first year, full-time, first degree students aged 21 Multi-year totals% Mathematical sciences (subject area)) Engineering and technology (subject area) Economics (L1) Computer Science (subject area)) Computer Science (principal subject) (G4) Computing Science (G400) Software engineering (G600) Physics (F3), Information systems (principal subject) (G5)- Software engineering (principal subject) (G6)0 Artificial Intelligence (principal subject) (G7)5 Others in computing science (principal subject) (G92)8 Computer Science (broad based) (principal subject) (G02)B Attrition rates for Computer Science compared to selected subjects2 % students leave HE by subject (excl 'qualified') Multi-year rate naJ %students no longer taking subject across institutions (excl 'qualified') J % students no longer taking subject within institutions (excl 'qualified') A)The proportion of students starting a course with an element of subject X in year 1 but who are no longer in higher education the following year. Table 6.2BB ) T h e p r o p o r t i o n o f s t u d e n t s s t a r t i n g a c o u r s e w i t h a n e l e m e n t o f s u b j e c t X i n y e a r 1 b u t w h o i n t h e f o l l o w i n g y e a r a r e :
" N o l o n g e r i n h i g h e r e d u c a t i o n ;
" A r e n o w a t a d i f f e r e n t H i g h e r E d u c a t i o n i n s t i t u t i o n a n d a r e n o l o n g e r s t u d y i n g t h e s u b j e c t ; o r
" A r e a t t h e s a m e i n s t i t u t i o n a n d a r e n o l o n g e r s t u d y i n g t h e s u b j e c t .
Table 6.3yC ) T h e p r o p o r t i o n o f s t u d e n t s s t a r t i n g a c o u r s e w i t h a n e l e m e n t o f s u b j e c t X i n y e a r 1 b u t w h o i n t h e f o l l o w i n g y e a r a r e :
" N o l o n g e r i n h i g h e r e d u c a t i o n ;
" A r e n o w a t a d i f f e r e n t i n s t i t u t i o n a n d a r e n o l o n g e r s t u d y i n g t h e s u b j e c t ;
" A r e a t t h e s a m e i n s t i t u t i o n a n d a r e n o l o n g e r s t u d y i n g t h e s u b j e c t ; o r
" A r e n o w a t a d i f f e r e n t i n s t i t u t i o n b u t a r e s t u d y i n g t h e s a m e s u b j e c t .
Table 6.1
Figure 6.1U Acceptances onto Information Technology and Computer Science Higher Education courses Autumn term 2010/11b
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Introduction
Table 2.1
Table 5.1
Table 5.2
Table 5.3
Table 5.4
Table 6.1
Table 6.2
Table 6.3
Table 7.2
Table 7.3
Table 7.4
Table 7.5
Table 7.6 Figure 5.3 Figure 5.4 Figure 5.5 Figure 6.1 Figure 7.1 Figure 7.2 Figure 7.3 Figure 7.4 A6.1 'Table 5.3'!_ftn1 'Table 5.3'!_ftn2 Worksheets
Named Ranges 8 @ _PID_HLINKS A ? _ 6 _ f t n r e f 2 ? \ 6 _ f t n r e f 1
F& Microsoft Office Excel 2003 Worksheet Biff8 Excel.Sheet.8 9q C o m p O b j r