1. Highland council area: Gaelic language abilities by age – 2001 Census Analysis and graphical illustration: K. MacKinnon, SGRÙD Research © 2003 for Comunn na Gàidhlig Source: GROS Census 2001 Scotland, Tables S206, UV12; Census day population counts, 30.09.02 Table 2.

2. Highland council area: Gaelic abilities by age 2001 Age-groupTotal poplnGaelic spksread, write, other comb Understand Gaelic only All Gaelic lng abilities 0 - 2 6,623 62 6 84 152 3 - 4 4,740 186 2 93 261 5 - 11 18,557 1,004 31 182 1,217 12 - 15 11,066 981 90 144 1,215 16 - 19 9,349 538 58 135 731 20 - 24 9,995 407 66 185 658 25 - 29 11,264 436 56 288 807 30 - 34 14,007 573 85 348 1,006 35 - 39 16,213 699 97 405 1,201 40 - 44 15,805 725 74 406 1,205

3. Age-groupTotal poplnGaelic spksread, write, other comb Understand Gaelic only All Gaelic abilities 45 - 49 15,221 845 69 372 1,286 50 - 54 16,074 926 83 391 1,400 55 - 59 13,498 909 70 398 1,337 60 - 64 11,827 886 51 374 1,311 65 - 69 10,459 852 45 334 1,231 70 - 74 8,972 832 31 281 1,144 75 - 79 7,046 736 29 232 997 80 - 84 4,337 497 20 124 641 85 - 89 2,577 351 13 104 468 90 + 1,284 201 4 42 247 Total208,914 12,672 980 4,86218,515

4. Highland council area 2001 Census: persons with Gaelic language abilities – numbers (Under-20s as: 0-2, 3-4, 5-11, 12-15, and 16-19)

5. Highland council area 2001 Census: persons with Gaelic language abilities – numbers (Under-20s as: 0-4, 5-9, 10-14, and 15-19)

6. Highland – Gaelic language abilities by age 2001 Census  Note: The ‘Read/write, other combinations’ category contained a very small number of persons (unknown but fewer than 58) able to speak and write but not read Gaelic.  Gaelic speakers aged 3-15 totalled: 2,233 - 6.3% of the total age-group. For 1991 they were: 2,005 – 5.6%; for 1981: 1,823 – 4.8%; and 1971: 1,593 – 4.2%.  This represents consistent and significant growth. However, by itself it cannot yet overcome other net losses..  Gaelic speaker primary gains only slightly diminish at secondary level, but sharply decline thereafter.  Gains due to GME primary policies will not translate into community growth without more developed policies at secondary level and effective post-school support.

7. Highland council area 2001 Census: all persons with and without Gaelic language abilities – numbers (under-20s as: 0-2, 3-4, 5-11, 12-15, and 16-19.)

8. Highland council area 2001 Census: all persons with and without Gaelic language abilities – numbers (under-20s as: 0-4, 5-9, 10-14, and 15-19.)

9. Highland – Gaelic language abilities by age 2001 Census  Gaelic speakers in the 3-15 age-group as a proportion of all Gaelic speakers aged 3+ was: 17.2% in 2001, compared with: 13.6% in 1991, 11.0% in 1981, and: 9.2% in 1971.  Gaelic speakers in tht 3-25 age-group as a proportion of all Gaelic speakers aged 3+was: 24.7% in 2001, compared with: 21.3% in 1991, 18.7% in 1981, and: 15.8% in 1971.  This represents a steady growth towards Gaelic community viability (which needs to exceed 33.3% even to match natural losses.).

10. Highland council area 2001 Census: all persons with and without Gaelic language abilities – percentages (under-20s as: 0-2, 3-4, 5-11, 12-15, and 16-19.)

11. Highland council area: young people in 2001 Census  The census pesentation as age groups 0-2, 3-4, 5-11, 12-15, 16-19 distorts the comparison with older age groups.  Further analysis has enabled under-20s to be shown in comparable 5- year cohorts, with Gaelic abilities re-partitioned between them.  Highland council area shows an acute population loss amongst 15 – 34s in common with other Highlands and Islands areas..  The 5-15 population ‘bulge’ is not maintained amongst 16-29s..  Amongst under-15s Gaelic speakers have increased in numbers and proportions at every census since 1971 is probably due more to supportive Gaelic education policies than migration..  GME in Highland is beginning to make a demographic impact. It is slowing down decline but not yet sufficiently to reverse it.  Whilst primary gains have translated into secondary, turning them into actual community growth will require further development in secondary schooling, and new post-school initiatives.