Future Education in Britain inAcross Three Periods of Time Future Education in Britain Across Three Periods of Time

You could also say 'over three periods'. But 'across' sounds like a better register for this text.

Future Education in Britain inAcross Three Periods of Time Future Education in Britain Across Three Periods of Time

The line graph illustrates the quantities of male and female students in furthigher education in Britain in decades ofthe 70’s, 80’s, and 90’s, and the proportion between full-time and part-time forms of education. The line graph illustrates the quantities of male and female students in higher education in Britain in the 70s, 80s, and 90s, and the proportion between full-time and part-time forms of education.

The comma following 80s isn't necessary but adds clarity.

The line graph illustrates the quantities of male and female students in further education in Britain in decades ofduring the 70’s, 80’s and 90’s and the proportion between full-time and part-time forms of education. The line graph illustrates the quantities of male and female students in further education in Britain during the 70s, 80s and 90s and the proportion between full-time and part-time forms of education.

The line graph illustrates the quantitiesamount of male and female students in further education in Britain in decades ofthe 70’s, 80’s and 90’s, and the proportion between full-time and part-time forms of education. The line graph illustrates the amount of male and female students in further education in Britain in the 70s, 80s and 90s, and the proportion between full-time and part-time education.

"amount" sounds better here than "quantities"

Overall, the graph is separated into left and right halves with lines representing men and women respectively. Overall, the graph is separated into left and right halves with lines representing men and women respectively.

Overall, the graph is separated to left and rightplit in two halves, with lines on the left and the right representing men and women respectively. Overall, the graph is split in two halves, with lines on the left and the right representing men and women respectively.

Overall, the graph is separated to left and right halves with lineswith lines on the left and right representing men and women respectively. Overall, the graph is separated with lines on the left and right representing men and women respectively.

The full-time number for men fluctuated over three decades, whereas for women i, the amount made a steep rise during the second and third decades. The full-time number for men fluctuated over three decades, whereas for women, the amount made a steep rise during the second and third decades.

sounds better like this

The part-time education numbers grew for both genders, with a jump for female students during a period betweenin the 70’s and 80’s. The part-time education numbers grew for both genders, with a jump for female students during a period in the 70s and 80s.

'Between the 70s and 80s' also makes sense, but I like the sound of mine better.

The part-time education number grew for both genders, with a jump for female students in athe period between 70’s and 80’s. The part-time education number grew for both genders, with a jump for female students in the period between 70s and 80s.

The part-time education number grew for both genders, with a jump for female students in athe period between the 70’s and 80’s. The part-time education number grew for both genders, with a jump for female students in the period between the 70s and 80s.

Male students were predominant in 70’sthe 70s, overtaking women by more over than 200 thousand. Male students were predominant in the 70s, overtaking women by more than 200 thousand.

by more than 200k = by over 200k

Male students were predominant in the 70’s overtaking women more over than 200 thousand. Male students were predominant in the 70s overtaking women more over than 200 thousand.

Male students were predominant in 70’s, overtaking women by more over thanthan over 200 thousand. Male students were predominant in 70s, overtaking women by more than over 200 thousand.

With a decrease in male students, the 80’s saw an approximate balance between sexes. With a decrease in male students, the 80s saw an approximate balance between sexes.

With a decrease in male students, the 80’s saw an approximate balance between sexes. With a decrease in male students, the 80s saw an approximate balance between sexes.

With a decrease in male students, the 80’s saw an approximate balance between sexes. With a decrease in male students, the 80s saw an approximate balance between sexes.

However, women overruan men in the 90’s with a substantial difference of about 100 thousand students. However, women overran men in the 90s with a substantial difference of about 100 thousand students.

However, women overrun men in the 90’s with a substantial difference of about 100 thousand students. However, women overrun men in the 90s with a substantial difference of about 100 thousand students.

However, women overrun men in the 90’s with a substantial difference of about 100 thousand students. However, women overrun men in the 90s with a substantial difference of about 100 thousand students.

However, women overruntook men in the 90’s with a substantial difference of about 100 thousand students. However, women overtook men in the 90s with a substantial difference of about 100 thousand students.

The negative connotations of "to overrun" (invading, infesting) make the presence of more women sound like a bad thing. I'd replace it with "to overtake" because it has a neutral meaning: "to catch up with".

There also was a little increase in the number of male students in the 90’s, but it wasn’t as significant as for females. There also was a little increase in the number of male students in the 90s, but it wasn’t as significant as for females.

There also was a little increase in the number of male students in the 90’s, but it wasn’t as significant as female. There also was a little increase in the number of male students in the 90s, but it wasn’t as significant.

There also was a littlewas also a small increase in number of male students in the 90’s, but it wasn’t as significant as femalethe grown in female students. There was also a small increase in number of male students in the 90s, but it wasn’t as significant as the grown in female students.

In part-time education, there wasere twice as many men than women in 70’s,the 70s; however, the number of students reached a balance in the 90’s. In part-time education, there were twice as many men than women in the 70s; however, the number of students reached a balance in the 90s.

In part-time education, there wasere twice as many men thanas women induring the 70’s, however the number of students reached a balance in the 90’s. In part-time education, there were twice as many men as women during the 70s, however the number of students reached a balance in the 90s.

In part-time education, there was twice as many men than women in the 70’s, however the number of students reached a balance in the 90’s. In part-time education, there was twice as many men than women in the 70s, however the number of students reached a balance in the 90s.

In part-time education, there wasere twice as many men thanas women in the 70’s, howeverbut the number of students reached a balance in the 90’s. In part-time education, there were twice as many men as women in the 70s, but the number of students reached a balance in the 90s.

I changed "however" to "but" in my correction, but there are other options for connecting these two thoughts. Use a semicolon and comma: "...in the 70s; however, the number..." Start a new sentence and add a comma: "...in the 70s. However, the number..."