Education and Lifelong Learning
Further Education Colleges (Unemployed People)
To ask the Scottish Executive what assistance is being given to further education colleges to help unemployed people back into work. (S4O-00308)
By the end of this spending review period we will have invested £4.7 billion in colleges, which is 40 per cent more than the combined investment that was made under the last two terms of the previous Administration.
We have made it clear that we wish colleges to play a full part in our guarantee to all 16 to 19-year-olds through the opportunities for all initiative. We have also indicated the priority that we attach to colleges providing learning opportunities to 20 to 24-year-olds, to those looking for jobs and to those with low or out-of-date skills.
The Welfare Reform Bill provides opportunities for support to get people back into work. Has the minister met the two main contractors who will deliver the programme in Scotland, Ingeus Deloitte and Working Links, to ensure that our further education colleges are given every opportunity to provide employability and training programmes for people who are currently unemployed?
I have not met those two firms. The Scottish Government keeps a close eye on and is in contact with the United Kingdom Government with regard to its proposals for welfare reform, some of which, as the member will be aware, are quite contentious.
Question two, Neil Findlay.
To ask the Scottish Executive—
Where is the answer? That was disgusting.
Ms Scanlon, please stop shouting across the chamber. Mr Findlay, I did not hear your question. Would you like to repeat it?
Certainly.
College Funding (Reduction)
To ask the Scottish Executive what impact the 20 per cent real-terms reduction in college funding will have over the next four years. (S4O-00309)
Although we have had no option but to ask colleges to share in the extraordinary £3.3 billion reduction by Westminster in Scotland’s block grant over the spending review period, we have asked them to retain a clear focus on their core business. That includes playing a full part in our guarantee to all 16 to 19-year-olds as part of our commitment to the opportunities for all initiative, and providing learning opportunities to 20 to 24-year-olds, to those looking for jobs and to those with low or out-of-date skills.
Job losses, cuts in student places and funding slashed—it is quite clear that the Cabinet Secretary for Education and Lifelong Learning sees the college sector very much as the poor and getting poorer relation. What does the cabinet secretary say to students at West Lothian College, in my region, who will be denied a place in August because places have been cut, courses closed and lecturers made redundant?
For a start, I would say, “Don’t listen to Mr Findlay.” They should be listening to the college principals and others, with whom I am engaged in a constructive dialogue. This morning, I was introduced at a gathering of college principals by the principal of West Lothian College.
We are engaging in a strong, productive and firm dialogue about two things, about the real difficulties—
Dream on.
The important thing, as members should know, is that we need to have a constructive discussion about how we take forward necessary reforms in Scotland in the context of a Westminster budget. It would be far better if we were doing it in the context of independence. I would encourage all who are thinking about this issue to do so in the context of an independent Scotland. Meanwhile, I will do this job, in co-operation with the principals, with the aim of getting the best for our young people. If any Labour member—or any Opposition member at all—wants to help in that, they will be very welcome.
During the course of that constructive dialogue with colleges, will the cabinet secretary look seriously at the reprofiling of the budget cuts over the course of the current spending review? Will he also be able to offer some assurance that, in terms of the Barnett consequentials arising from the council tax freeze south of the border, he will make the strongest case possible to his colleague, the Cabinet Secretary for Finance, Employment and Sustainable Growth?
That is a constructive contribution. Reprofiling is hard to do, given the way in which the cuts are coming from the Liberal Democrat and Conservative coalition. However, if there is reprofiling that can constructively be done and if the member, as a member of the Education and Culture Committee, can make suggestions in that regard, having seen the budget, I will consider them.
The Barnett consequentials will be an issue for the Cabinet Secretary for Finance, Employment and Sustainable Growth and the Cabinet. I can make no comment on that.
Can the cabinet secretary confirm how spending on further education in Scotland compares with the rest of the United Kingdom?
That is an interesting question. In England, of course, the UK Government is reducing investment in further education by £1.1 billion, from £4.3 billion to £3.2 billion, which is proportionately a larger cut, as it is a 25 per cent reduction in cash terms, which is 7 per cent higher than the reduction in college sector funding in Scotland over the same period.
Interestingly, from the beginning of this Government’s time in office through to the end of the spending review period, we will have invested £4.7 billion in colleges alone, which is 40 per cent more in cash terms than the investment made in two terms of the previous Administration.
Human Rights Education
To ask the Scottish Executive how it supports work on human rights education in schools, colleges and universities. (S4O-00310)
The Scottish Government is committed to creating a modern, inclusive Scotland, which respects, promotes and realises human rights for all citizens.
Education has an important role and enabling young people to develop as responsible global citizens is at the heart of the curriculum for excellence. Support on global citizenship and human rights education is being provided by a range of public and non-governmental bodies, including Education Scotland, the Scottish Human Rights Commission, UNICEF, Amnesty International, Oxfam, Black and Ethnic Minorities Infrastructure in Scotland and members of the IDEAS network.
When will there be national implementation of the strategy and the development of human rights education in Scotland? Moreover, is the minister in a position to advise when the Scottish Human Rights Commission will promote national awareness, respect and understanding of human rights and when it will publish its report?
I cannot speak directly for the Human Rights Commission, but I can certainly say that the Government is committed to many of the things that it has recommended, which is why citizenship, including human rights, is central to the curriculum for excellence. That is also why the Government is keen to engage with the cross-party group on human rights. I will certainly take on board what the member says about timescales and endeavour to write back to him.
Further Education (Regionalisation)
To ask the Scottish Executive what the implications are for local access under the regionalisation approach proposed for the further education sector. (S4O-00311)
We are currently consulting on the prospect of a regional alignment of the college sector. Only after we have closely considered the responses to the consultation will we be in a position to reach a final view about its future shape. However, we regard continued local access to further education as of key importance.
Many of the people I represent have lost out through community campus closures that have already taken place. How will the minister address concerns about a potential increase in travel, added childcare time and its cost and the accessibility needs of the most disadvantaged people affected by rationalisation?
I do not see how Anne McTaggart can know who will be affected by this approach, because I have just made it clear that we are consulting on regionalisation. Indeed, I told the principals this morning that nothing is cast in stone and that I was looking to hear proposals and ideas from the colleges about how best this would work. I also stress—I stressed it in my first answer and will do so again—that local access is of strong importance. Although regionalisation should certainly reduce the overheads and the bureaucracy and, I hope, make the organisations more responsive, I see no reason at all why it should reduce local access.
Anne McTaggart raises the issue of access. Does the cabinet secretary accept that there is a significant difference between the Scottish National Party’s manifesto pledge to maintain student numbers and its pledge to the National Union of Students Scotland and to students to protect college places, and will he say which promise the Scottish Government will keep?
No, I do not.
Room 13
To ask the Scottish Government what its position is on the importance and value of the organisation, Room 13, which is based at Caol primary school in Lochaber. (S4O-00312)
Room 13 is a successful international social enterprise organisation, grown from the desire of students in a small Lochaber school to establish an in-school art studio. The work is demonstrated and exhibited in this Parliament. Room 13 is an excellent example of the willingness of Scottish schools to develop the ideas of children.
I congratulate Highland Council on supporting and encouraging the growth of Room 13, and we should be proud of what it has become. Others should emulate it—and they are.
I am glad that the cabinet secretary approves of the work done by Room 13 and values it. How does he suggest that we could spread the word about that work to other schools in Scotland? I would like to request that some of the directors of and other people involved with Room 13 could meet the minister to discuss how to take it forward. Will he agree to that?
I have, of course, already met people from Room 13. I am happy to do so again, but I think it might be more practical if we got them to meet Education Scotland, which regularly communicates with all schools to share good practice. It seems to me that Room 13 is a good example of good practice and Education Scotland might be of great use to it in allowing it to spread the word. I am also happy to meet the member to discuss how I can help in that way.
Like Jean Urquhart, I commend all those involved in Room 13. Does the minister agree that Room 13 network schools such as Duror in Appin and Strachur primary in Argyll are also worthy of support? Will he encourage other schools to follow those excellent examples so that we can get more artists in the Highlands?
I find it difficult to disagree with a single word that Mr McGrigor has said on this occasion, particularly as that work impinges on my constituency. I am happy to agree with him whole-heartedly.
Educational Attainment (Rural Areas)
To ask the Scottish Government what it is doing to raise the educational attainment level of young people in rural areas. (S4O-00313)
Young people in rural areas are generally doing well: school leavers in rural schools have higher than average tariff scores and a higher percentage achieve one or more advanced higher.
I am ambitious for all our young people and want to build on current achievements. I have brought together a group of successful headteachers—one of whom is from Argyll and Bute—to advise me on improving attainment, based on their extensive expertise. They will report to me in December.
The Scottish Government and the Convention of Scottish Local Authorities have set up a commission on the delivery of rural education to consider how to improve attainment and life chances for young people in rural areas. The commission will make its recommendations in August 2012.
Will the cabinet secretary comment on the progress made by the commission on the delivery of rural education, particularly as regards recognising the importance of rural schools in the preservation, support and development of the communities they serve? Does he recognise that in order to safeguard the future of threatened rural schools, a range of interventions might have to be made, such as the provision of affordable housing in the catchment areas of vulnerable schools? I recognise that such interventions are outwith the remit of the department for education and lifelong learning, so does the scope of the commission permit it to make such recommendations to other Government departments?
First, I commend the Argyll rural schools network on its campaign on these precise issues. It has now been shortlisted for public campaign of the year by The Herald newspaper, and I think that that shows the great enthusiasm, commitment and skill of those who have been arguing for rural schools throughout Scotland and certainly in Argyll and Bute.
The member raises some key issues. The commission, of course, was set up in reaction to this issue across the whole of Scotland. It has now met twice and it has issued its call for evidence. It is due to report its findings, as I said, in August 2012. It will consider a wide range of issues about the delivery of rural education. I can set the member’s mind at rest: the commission has a broad remit. It is being asked to consider, among other things, how the delivery of education in rural areas can maximise attainment and it will also consider the links between rural education and the preservation, support and development of rural communities. The commission will report to me and to COSLA and I certainly intend to share its findings, particularly on these issues, with my Cabinet colleagues.
What discussions has the Scottish Government had with local authorities in predominantly rural communities with a view to widening access to advanced higher courses for pupils in those areas?
There is a continuing dialogue with all Scottish local authorities, particularly those in rural areas, about how to achieve the broadest delivery of advanced highers. The member is right to raise the need to ensure that young people in secondary education in rural areas are not disadvantaged by a limitation on choices. Most rural authorities are aware of the issue, and I encourage them as much as I can.
Further and Higher Education (South of Scotland)
To ask the Scottish Government what support is being given to promote further and higher education in the south of Scotland. (S4O-00314)
The Scottish Further and Higher Education Funding Council invests around £2 billion per year across universities and colleges in Scotland. That includes the directing of significant specific funding support towards the on-going development in the south of Scotland of the Scottish Borders campus and the Crichton campus in Dumfries.
Further to that, in my recent letter of guidance, I have asked the Scottish funding council to take steps to secure a more coherent spread of provision across Scotland, and to adopt a more differentiated and outcomes-based approach in seeking ways to grow provision in areas such as Dumfries and Galloway, where provision remains low relative to the population.
The Borders and Dumfries and Galloway are the two local authority areas with the highest proportion of students attending English higher education institutions—more than 15 per cent of students in those areas attend such institutions, whereas the figure for Scotland is 7 per cent. Given that high dependency on English HEIs, there is a risk that many of those students will be adversely affected by the imposition in England of tuition fees of up to £9,000 per annum.
Will the cabinet secretary commit to monitoring the impact on higher education participation rates and student hardship in the Borders and Dumfries and Galloway? If necessary, will he target resource to ensure that local students do not suffer as a result of decisions taken in another place?
I can certainly give the member an assurance that we will monitor the impact on participation in Dumfries and Galloway.
As I have said before, I believe that the policy of successive UK Governments on higher education tuition fees is misguided. For our part, the Scottish Government provides Scotland-domiciled students and their parents with the continued reassurance of knowing that access to higher education in Scotland is free, and that we will ensure that students who choose to study elsewhere in the UK are not liable to pay fees up front. Loans are available to assist with those fees.
More broadly, in the context of the post-16 reform programme, we have already announced our intention to legislate to set achievable but ambitious goals for access to higher education for the poorest students.
After-school Clubs and Out-of-school Care
To ask the Scottish Executive what steps it is taking to encourage the provision of after-school clubs and out-of-school care. (S4O-00315)
All parents should have the choice of a range of high-quality and flexible childcare, and we are working with all sectors and partners to increase the capacity, range and flexibility of childcare services.
The majority of out-of-school care services are run at a grass-roots, community level, so I am delighted that we have announced the first allocation from our £50 million contribution to the early years change fund to provide £1.5 million per annum over the next three years to create a new communities and families fund, which will support local communities in, and give them a direct route for, deciding what services are available locally.
The minister will know from our recent correspondence that there is concern among the after-school clubs in my constituency that the intention to require managers of after-school clubs to attain a degree-equivalent Scottish credit and qualifications framework level 9 qualification could lead to an exodus of managers from after-school clubs to the better-remunerated day care nursery sector.
I appreciate the need to ensure that managers of after-school clubs are suitably qualified to undertake that role, but what specific reassurances can the minister offer that requiring a degree-equivalent level 9 qualification will not seriously impact on the number of people who are willing to act as after-school club managers?
Will the member who has their back to the chair please sit down?
Mr Scott and I have, indeed, been in correspondence on the matter. I welcome the fact that he recognises the need for the workforce that works with children in out-of-school provision to be adequately qualified to ensure that our children get the best start in life.
I should also say to Mr Scott that we consulted extensively on the issue, and that 60 per cent of those who responded agreed that the level 9 qualification was appropriate. Indeed, a further 18 per cent suggested that a qualification of a higher nature was required.
As the member is aware, the care inspectorate is working hard to support smaller services so that we can be flexible. There is the opportunity for smaller services to share resources. We will keep a watching brief on that because we want to do all that we can to support the out-of-school care network.
What does the minister make of figures from the care inspectorate this week that show that—despite the Government’s intentions—one in four crèches in Scotland has closed down, the number of out-of-school clubs has dropped from 808 to 745, the number of children and family centres has dropped from 142 to 136 and the number of playgroups has fallen from 486 to 416?
Like Mr Macintosh I read with great interest those figures from the care inspectorate. No clear narrative explains the figures, other than the fact that the nought-to-15 population is decreasing throughout Scotland. However, the figures also showed that the use of nurseries and childminders had increased.
With regard to out-of-school care, where that care provided an additional service, such as a breakfast club or a holiday play scheme, numbers had increased. The voluntary sector is expanding in the out-of-school network. Nonetheless, this is a big agenda that is very much at the heart of all the Government’s work in the early years. The early years task force will meet for the first time next week.
Gaelic
To ask the Scottish Government what plans it has to raise the status of Gaelic in the wider community. (S4O-00316)
All the Government’s activity in support of Gaelic aims to raise the status of the language in the wider community. That is done through education and learning, media and broadcasting, and arts and heritage. We are confident that the next national plan for Gaelic, currently out for consultation, will contribute to that aim.
The minister will be aware that Comunn na Gàidhlig has a successful bilingual signs scheme for businesses and community groups. Recent research shows that bilingual signage has economic benefits for the businesses concerned, and there is a high demand. It is a great way of raising the profile of Gaelic in the community.
However, the demand for the service exceeds the funds. Does the minister have any plans to help Comunn na Gàidhlig to draw down extra funds so that the demand for the service can be met?
I have no doubt that the future extent of those activities will be covered during the discussions on the draft Gaelic plan.
The scheme is very good and I commend Highlands and Islands Enterprise for supporting it. The scheme increases the visibility of the Gaelic language in Scotland—a language that needs to be seen, heard and used. However, it has been demonstrated that a range of other measures have made progress in that area. Perhaps this is the opportunity to correct the more hysterical press on the issue, which has attributed the figure for the entire Gaelic budget in Scotland to Gaelic signs.
I can confirm that demand for the signage in my constituency is likely to be limited.
Is the teaching of Gaelic in schools in Orkney a priority that the education authority ought to take on board?
The member will be well aware that I am also responsible for the Scots language and that I have a strong interest in that subject. The Norse and Scots heritage of Orkney should be celebrated.
The Gaelic language plan recognises that Gaelic belongs to Scotland, but I for one have an interest in recognising the particular requirements of the northern isles in that respect. However, it would be helpful if we recognised that Gaelic and, indeed, Orcadian are not threatened by each other but by another world language.
Further Education (Widening Access)
To ask the Scottish Executive what steps it is taking to guarantee widening access to further education. (S4O-00317)
Further education colleges already offer learning opportunities to students from a wide variety of backgrounds. Our plans for reforming post-16 learning are predicated on ensuring that such provision is better aligned with jobs and growth, that it is sustainable, and that it continues to focus on improving life chances. As part of that reform, we want to consider how best to ensure wider access to all post-16 learning, including that which is offered by colleges.
Students at Angus College staged their fight the 400 campaign at lunch time on Tuesday. Those students expect 400 places at their college to be cut next year. Will the cabinet secretary guarantee to keep those places, as was promised in the Scottish National Party’s manifesto?
The cabinet secretary has cited his cuts as coming from Westminster to the colleges. Did Westminster specifically tell him to cut the college budgets so drastically? Did the Government have no choice in the matter?
I always feel with Jenny Marra’s questions that I should simply say, “Guilty as charged and I’d like to have other offences taken into consideration.” It is silly.
We need to focus on how we can together improve Scottish further education, and we can do that. For example, the principal of Angus College was at the meeting of principals that I attended this morning, and he asked the question. We need to engage with the reality. Substantial change is needed. Even if there were no financial imperatives, the vast majority of principals and those involved in further education in Scotland would say that reform was overdue. We need to reform and focus on getting the college system better aligned with the labour market and ensuring that we are not wasting money. The drop-out rate in colleges is 28 per cent, or almost 30 per cent. That is utterly wasteful. In addition, we have financial pressures.
It is, of course, always a matter of choices. If the member has better choices that she wishes to be made or alternative choices to be made within the budget figures that have been provided to her—she mentioned them at the Education and Culture Committee meeting last week—she should by all means tell us about them. Indeed, if she has a set of suggestions, I am happy to meet her. Otherwise, let us try to find a way of ensuring that we do our best for Scotland’s young people, and let us do so on the basis of facts.
The principal of Angus College could not know whether there will be 2,000 fewer places as he asserted in a letter to Richard Baker, and I hope that the member is not encouraging the students to believe that there will be 400 fewer places. She could not know that, and neither could the students.
College Principals and Chairs (Meetings)
To ask the Scottish Executive when the Cabinet Secretary for Education and Lifelong Learning last met college principals and chairs and what was discussed. (S4O-00318)
As I have now said several times, I think, I met college principals and chairs only this morning in Dunblane as part of the consultation process on our pre-legislative paper entitled “Putting Learners at the Centre—Delivering our Ambitions for Post-16 Education.” I shall continue to meet principals individually and collectively in the weeks and months ahead. Indeed, I have met two principals in their colleges this week already.
I thank the cabinet secretary again for that information.
I am sure that the meeting that the cabinet secretary mentioned will have drawn to his attention the fact that many colleges are located in, and serve students from, areas of high unemployment and deprivation, in which the proportion of school pupils who go on to university can be as low as 5 per cent. Does he accept that this year’s large 10 per cent cut in college budgets, which is to be followed by a huge 20 per cent cut next year, is a severe blow that falls far more heavily on those areas?
I do not accept the premise of the question. We are in a difficult situation, which is the result of being in the union. It would be far better if we were independent; we would then not be in the difficulties that we are in. [Interruption.] I hear a sharp intake of breath from the Labour benches. I hope that it was a revelatory intake of breath and that one more has suddenly been converted to the crusade. If they have not been, I will keep trying.
The reality is that we would be doing far better if we were able to spend our own money in the way that we should be spending it. However, within the constraints that we have, I am always open to ideas. If Mr Pentland can come to me with constructive ideas about how the education budget could be better spent, I shall listen to him with interest. If he cannot do so, I hope that he will make the second choice and work with us to ensure that the prospects of Scotland’s young people are improved through a process of constructive reform.
If we are to make the progress that I hope we will make, supplementary questions should be brief and answers should be at least as brief.
Community Colleges
No pressure then, Presiding Officer.
To ask the Scottish Government what role it envisages for community colleges under its skills and employability strategies. (S4O-00319)
All our colleges will have a key role in delivering our guarantee to all 16 to 19-year-olds as part of our commitment to opportunities for all and in providing learning opportunities to 20 to 24-year-olds, to those looking for jobs and to those with low or out-of-date skills.
I briefly inform the minister that I recently met Ronnie Knox of North Glasgow College in Springburn, who wants to engage constructively with the Government on college measures but fundamentally on Government commitments on provision for 16 to 19-year-olds. Does the minister believe that colleges such as North Glasgow College, given that they are in areas of significant deprivation, have a vital role in that delivery? To see at first hand how proactive the colleges are being, I invite the minister to visit the campus and see the good work that is taking place.
I agree with Bob Doris about the role of colleges in delivering our commitments, and particularly about the role of North Glasgow College, which I am happy to visit. I recognise the great work that the college does in its community.
Colleges and College Campuses (Closures)
To ask the Scottish Government whether it anticipates the closure of any colleges or major college campuses in the foreseeable future. (S4O-00320)
No.
I am sure that the cabinet secretary shares my concerns that some Opposition MSPs have been scaremongering on that issue. Does he agree that the priority for our colleges is to strengthen management, continue to improve the curriculum and courses, eliminate duplication and ensure more successful educational and employment outcomes for Scotland’s college students?
Yes.
Vocational Skills Training (Borders)
To ask the Scottish Executive how it plans to develop vocational skills training in the Scottish Borders. (S4O-00321)
We are supporting vocational skills training across Scotland through our support for 25,000 modern apprenticeship opportunities. It may interest the member to note that in 2010-11 the Scottish Borders increased the number of apprenticeship new starts delivered through employers in the local authority area to 307, up from 244. Through our post-16 reform programme, we are exploring the potential to move to a system in which funding is, indeed, allocated on a regional basis.
The cabinet secretary has made much of the dialogue between himself and college principals. He will be aware that Liz McIntyre, the principal of Borders College, appeared before the Education and Culture Committee, stating:
“We will have to reduce places, lose staff and turn away even more students than we already turn away.”—[Official Report, Education and Culture Committee, 4 October 2011; c 265.]
Will the minister assure me that there will be no reduction of places in Borders College and that no students will be turned away?
I thank the member for those points, but I should say that those are not the points—or at least that was not their tenor—that the principal made at an event this morning. Certainly, the Government recognises the particular economic problems that face the Borders and acknowledges that, in our plans for college reform, the same solutions for reform structures obviously cannot be applied in both urban and very rural areas.
Further Education (Student Support)
To ask the Scottish Executive what steps have been taken to support students in further education. (S4O-00322)
The Scottish budget in February increased support to college students this year to a record £95.5 million. That is a real-terms increase of more than 9 per cent. Additionally, we are maintaining education maintenance allowance, investing a total of £31.6 million in 2011-12, so that students from poorer backgrounds have the support that they need to stay in learning.
Can the minister unequivocally confirm today that there will be no compulsory redundancies in the further education sector?
The member is aware, because that question has been asked before, that my strong preference is that there should be no compulsory redundancies. However, I cannot instruct colleges. Why cannot I instruct colleges? Presiding Officer, that is of course a rhetorical question. The answer is that ministers’ right to instruct colleges was taken away by one Allan Wilson; Mr Martin will remember him, because he used to sit on the same side of the chamber as him.
English University Places (Scots Applicants)
To ask the Scottish Government what its position is on the reduction in the number of Scots applying for university places in England. (S4O-00323)
It is very important that that question is asked and answered accurately. Questions on that have been asked in the chamber in the past week, including a question from the leader of the Opposition that suggested that something was going on.
It is far too early to draw any conclusions from the figures that were released by the Universities and Colleges Admissions Service on 24 October about the reduction in the number of Scots applying for university places in England. That release is the first in a series and covers only some courses and institutions. It is reasonable to assume that any reduction, if there is one, will be linked to the significant increase in tuition fees in universities south of the border from 2012-13. We must be very careful with UCAS statistics at all stages of the year, because they are never complete until the end of the application process.
Now that the Office for Fair Access is entering into discussions with some English universities, when will the Scottish Government publish its response to the consultation on rest of UK fees?
It will be published within the next few days.
Activity Agreements
To ask the Scottish Government how it will build on the work of the activity agreements pilots. (S4O-00324)
We are building on the work of the activity agreement pilots by rolling out the approach across the country. An evaluation of the pilots identified key lessons and learning for the other partnerships. We are also investing £4 million to support local partnerships in delivering activity agreements and providing additional support through a dedicated national development manager.
I have been in discussions about the South Lanarkshire activity agreements pilot, which has secured some very successful outcomes as well as highlighting certain lessons learned, including making best use of third sector expertise, that should be addressed. Is the minister willing to meet me and those involved in the South Lanarkshire activity agreements to ensure that the experience of and learning from the local pilot are understood and applied to other parts of the country?
Having seen the work of activity agreements at first hand, having been very impressed at their impact on the lives of many young people and valuing the role that the third sector can play, I am more than happy to participate in the meeting that the member has suggested.
Question 18 has been withdrawn.
Highers and Advanced Highers
To ask the Scottish Executive how many subjects can be taught as highers and how many as advanced highers. (S4O-00326)
There are 69 highers and 38 advanced highers available in session 2011-12.
I thank the minister for his answer. Figures that I obtained recently from Renfrewshire Council show that the total number of higher courses taught in Renfrewshire schools has fallen from 219 in 2007 to 200 this coming year. The total number of advanced higher courses taught in Renfrewshire schools has also fallen over the same period, from 90 to 82. I am sure that the minister shares my concern at those statistics. Will he contact the other 31 local authorities to see whether that trend is being repeated across Scotland and write to me with his findings?
To the extent that the information exists, I will certainly supply it to the member, but I think that his question is for the local authorities. All I can say is that, through the Scottish Qualifications Authority, the Scottish Government is determined to provide a wide range of qualifications that meet the needs of young people.
Is the minister yet in a position to tell the chamber how many exams pupils will sit at the end of their fourth year, following the end of the curriculum for excellence?
The member has raised that issue before, not particularly helpfully or usefully, to be honest. The new examinations are proving extremely popular with all those who intend to use them, whether as educators or, indeed, as people who propose to sit them. The changes that are taking place in that area seem to command wide support across the education sector.
Glasgow City Council (Additional Support for Learning)
To ask the Scottish Government when it last had discussions with Glasgow City Council about the provision of additional support for learning in schools. (S4O-00327)
There have been no meetings specifically on the provision of additional support for learning in schools, but Scottish Government officials meet as required with Glasgow City Council to discuss a wide range of issues.
I thank the minister for her answer. She will be aware of the closure of St Raymond’s ASL school in my constituency. It appears that a number of the families affected would agree to the move only if their children were allowed to attend another stand-alone ASL school. Given that the rationale behind the closure was to move the children into mainstream schooling, does the minister agree that it is clear that Glasgow City Council must learn the lessons from the previous experience of the closure of ASL provision, in order to ensure that any future closures are done with the full support of those affected?
As Mr Dornan will appreciate, that is entirely a matter for Glasgow City Council. Any school closure is difficult and emotive, not least when it involves an additional support for learning school. The challenge for us all in local and national Government is to ensure that we take great care and engage in meaningful consultation with parents, who are vital partners.
Mr Dornan will be aware that any future school closures will have to meet the requirements of the Schools (Consultation) (Scotland) Act 2010. The act requires education authorities to consult on the proposed closure of any school, which includes the preparation of a consultation paper and a specific consultation period. He will also be aware that Scottish ministers have a specific role in issuing call-in notices.
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