Education and Lifelong Learning
Good afternoon, everyone. We have portfolio questions on education and lifelong learning.
Question 1, from Jamie Hepburn, has been withdrawn. A satisfactory explanation has been provided.
Cantonese and Mandarin (Teaching)
To ask the Scottish Government what action it is taking to increase the provision and uptake of Cantonese and Mandarin in schools. (S4O-02748)
The Scottish Government continues to encourage young people to learn Mandarin and Cantonese, as well as to learn about Chinese culture and history. Over the past five years, we have launched 13 Confucius classrooms serving 17 local authorities across Scotland and we have new national qualifications in Chinese languages at higher and advanced higher levels. In December, our Confucius classroom at St Ninian’s high school in East Renfrewshire won the accolade of best Confucius classroom in the world at the world Confucius Institute conference in Beijing.
The minister will understand how important it is that our young people in Scotland have a knowledge and understanding of Mandarin and Cantonese. How will he encourage Scottish children to take the languages to advanced level and how will he increase the number who do so?
I recognise the member’s involvement in the issue through the cross-party group on China. Similarly, I am of the view that we should be working to increase the numbers. Indeed, we have managed to increase them, as the number of presentations for Mandarin is up from 298 to 334 this year. We have set ourselves a target to double the number of Mandarin teachers between 2011 and 2017, and we have an aspiration to double the number of presentations in the same period.
The minister referred to the fact that good progress is being made in improving the situation with teaching and making sure that the General Teaching Council for Scotland has more qualified teachers of Mandarin and Cantonese. However, there is a serious problem in relation to local government employment of those teachers. What discussions is he having with local government to help with that?
My impression is that local authorities are very much engaged. As I indicated, 17 local authorities are already working directly with the Confucius classrooms. Also, we work through the one-plus-two programme, for instance, which is an on-going programme of engagement with local authorities, to make sure that both national Government and local government are signed up to the idea that, over the next few years, we want all our children to come out of primary school with exposure to two languages, one of which, in many cases, will be Cantonese or Mandarin.
I call Christian Allard.
To ask the Scottish Government what plans it has for providing education infrastructure in North East Scotland.
My mistake. I call Mike MacKenzie to ask question 3.
Rural Schools (Unnecessary or Inappropriate Closures)
To ask the Scottish Government what steps it is taking to prevent unnecessary or inappropriate closures of rural schools. (S4O-02749)
I know that the member is, like me, deeply committed to our rural schools and recognises their importance to many communities. In order to improve and strengthen the process for all school closure proposals, the Scottish Government is taking forward amendments to the Schools (Consultation) (Scotland) Act 2010. For rural schools specifically, I intend to amend the act to clarify how the presumption against closure should operate in practice.
As many members on both sides of the chamber will recall, a key policy objective of the 2010 act, which was passed unanimously, was to create a presumption against closure of rural schools. However, following the recent judicial review, the court concluded that the 2010 act does not contain such a presumption, and the resultant confusion between communities and local authorities means that there is a need to revise it.
The Government’s policy remains that there should be a presumption against closure of rural schools. Consequently, our amendments will clarify exactly what is meant by that presumption and will describe it precisely in legal terms to ensure that they will have the intended consequences.
We now know that the population is increasing across many parts of rural Scotland. For example, in Shetland, we are already seeing significant renewal of activity in the oil and gas sector, and the joint United Kingdom and Scottish Government publication “Scottish Islands Renewable Project: Final Report” suggests that renewable energy will create around 2,900 new jobs on Shetland by 2030.
And the question is?
I am getting there, Presiding Officer.
In view of that, does the cabinet secretary believe that education authorities are taking a wide enough view when considering rural school closures?
There is a delicate balance to be struck on this matter and Mike MacKenzie is right to draw attention to it. In areas where the population is increasing, such as Shetland, there is a need to provide new schools or expand schools. Closing schools at the same time can be misunderstood and can be counterproductive.
Building strong communities is an issue in areas where the population is expanding and it is also an issue in areas where the population is declining. In Argyll and Bute, which I represent, there is a severely declining population—it is one of the worst population declines in Scotland. Closing rural schools there may accelerate population decline because it may threaten existing small communities.
In all those circumstances we need to be very careful when we are talking about closing good, viable rural schools. That is very important. There is no evidence that the closure of a good school benefits education anywhere, and we should remember that.
Classroom Assistants (Employment)
To ask the Scottish Government how many classroom assistants have been employed in schools in each of the last five years. (S4O-02750)
The number of classroom assistants employed in schools in each of the last five years was 5,505 in 2013; 5,666 in 2012; 5,623 in 2011; 5,430 in 2010; and 5,532 in 2009.
Classroom assistants play a very important role in schools and often work and build positive relationships with some of the most vulnerable pupils. What actions is the minister taking to ensure that classroom assistants are employed in adequate numbers, so that they continue to play their vital role in our schools?
I agree with Neil Findlay that classroom assistants play a vital role in our school system. Last year saw a peak number in classroom assistants in recent years and the numbers have been relatively stable throughout the past five years, as I indicated. At the end of the day, local authorities have to make decisions about how they employ classroom assistants and in what numbers. The Government makes clear our view of the importance of classroom assistants and their central role in the education system.
Regrettably, John Pentland is unable to be with us to ask question 5.
Mandarin (Teaching)
To ask the Scottish Government what steps it is taking to promote the teaching of Mandarin in schools. (S4O-02752)
The Scottish Government continues to encourage young people to learn Mandarin and Cantonese, as well as learn about Chinese culture and history. To add to the answer that I provided to Mr Pearson for question 2, we are supporting 22 Chinese teachers from Tianjin schools to live in Scotland and work in their partner schools and we provide annual funding for young people and headteachers from Scottish schools to visit China to establish and foster links.
During visits to schools, I am aware that they have an advantage when a native speaker comes to take Mandarin language classes. Does the minister agree that foreign language assistants are vital to enhancing language learning in schools and can he advise what action the Scottish Government is taking to increase the number of foreign language assistants in Scottish schools, particularly for Mandarin?
Across all languages, we have managed to stabilise and slightly increase the number of foreign language assistants over the past three years from 59 to 70 to 73. The Government works with various agencies, including the British Council and others, to make sure that that number goes up. We recognise that foreign language assistants can be a very cost-effective means of introducing native speakers support of class teachers. One specific example is the early learning of Chinese project, which was launched in 2013 and involves more than 30 Chinese-speaking students.
Children with Additional Support Needs (Mainstream Schools)
To ask the Scottish Government what guidance it provides to ensure that children with additional support needs who are educated in mainstream schools receive appropriate support. (S4O-02753)
Through close collaboration with stakeholders, the Scottish Government has ensured that a wide range of guidance documents on supporting those with additional support needs is accessible to practitioners, families, children and young people. For example, the supporting children’s learning code of practice provides guidance on the provisions of the Education (Additional Support for Learning) (Scotland) Act 2004 as well as on the supporting framework of secondary legislation.
Is the minister convinced that all local authorities are applying getting it right for every child to ensure that the needs of children requiring additional support are met? Can exam course rules be made more flexible to take into account the needs of young people who may have communication difficulties?
The GIRFEC approach puts each child at the centre of service delivery. Provisions in the Children and Young People (Scotland) Bill, with on-going support from the national GIRFEC implementation team, will help to ensure consistency of implementation throughout Scotland. In addition, the Government places specific duties on local authorities under the 2004 act. The Scottish Qualifications Authority is careful to ensure that all assessment approaches are flexible and do not create barriers for learners who require additional support. That would certainly include those learners with communication difficulties.
I have a similar question, which is about children in residential care who have additional support needs. What is the Government doing to provide that care? In criticism that was levelled at it by Audit Scotland just a few months ago in respect of the national framework, it did not come out in a very good light.
The standards that apply in respect of inclusion and educational standards would apply there, too. The Government has the needs of young people, whether they are in mainstream, residential or other forms of education, close to its heart.
On mainstreaming versus residential education and the wider issues around that, it is worth saying that, although the Standards in Scotland’s Schools etc Act 2000 provides a duty to mainstream as the norm, it makes it clear that where residential or other specialist education is more suitable—for reasons of proportionality, cost or, most important, the needs of the individual child—that remains an option.
Tuition Fees (Independent Theological Colleges)
To ask the Scottish Government what recent discussions it has had with independent theological colleges regarding tuition fees for students from Scotland. (S4O-02754)
There have been no recent discussions. However, I have received a joint letter from the International Christian College in Glasgow and the Scottish Baptist College in Paisley regarding tuition fees for Scottish students. A response has been issued this week.
Students are puzzled that Scottish students have to pay fees but cannot get loans, whereas English students pay fees and can get loans to cover them. Would the cabinet secretary be willing to meet me and representatives of the colleges to see whether we can find a way forward?
I am, of course, willing to meet John Mason and representatives of the colleges. I should say, however, that although John Mason may be puzzled about the situation, there are strong reasons why it exists. There are many advantages to studying in Scotland and I do not think that those should be forgotten.
Childcare Provision (Glasgow Provan)
To ask the Scottish Government what steps it is taking to improve childcare provision in the Glasgow Provan constituency. (S4O-02755)
From August 2014, through the Children and Young People (Scotland) Bill, the Scottish Government is increasing and improving early learning and childcare provision for three-year-olds and four-year-olds and the most vulnerable two-year-olds throughout Scotland.
Two-year-olds who are looked after or are under a kinship care order are specified on the face of the bill. Any further expansion will be specified through secondary legislation. As the First Minister announced in the chamber yesterday, from August 2014 we will increase the number of two-year-olds who will benefit from 600 hours of funded early learning and childcare.
We will begin by focusing on the families who are most in need. From this August, the entitlement will cover two-year-olds in families that are seeking work—which is approximately 15 per cent of the total population of two-year-olds. In August 2015, we will further expand provision to families who are claiming certain benefits, under criteria that are currently used to determine eligibility for free school meals. That means that, from August next year, about 27 per cent of two-year-olds will receive funded provision.
The Children and Young People (Scotland) Bill will introduce a requirement that all local authorities consult representative local populations of parents on the patterns of early learning and childcare provision that would best meet their needs. It will be the statutory duty of local authorities to implement the provisions in the bill on early learning and childcare.
The minister’s response may have sounded comprehensive, but it missed out childcare for school-age children. What provisions will the Government introduce, perhaps in its independence white paper or in future legislation—I know that it is missing from the Children and Young People (Scotland) Bill—to deal with childcare provision specifically for school-age children?
I absolutely agree that childcare for children who are beyond the pre-school years is important. That is why I have asked the task force to consider the matter.
It is no surprise that Paul Martin wants to dodge the issues that were announced yesterday, given that he voted against the childcare extension that we have proposed. That is a real pity. Perhaps he would also like to explain to his constituents in Provan why yesterday he voted against free school meals. The policy stands to benefit an additional 11,200 pupils in Glasgow—the city in which he resides.
Does the minister agree that transformational childcare can be achieved only with control over all areas of policy, and by ensuring that the tax that is raised in Scotland stays in Scotland?
Members: Hear, hear.
I absolutely agree with Clare Adamson’s point. [Laughter.] Labour members may laugh; I do not think that talking about the future of our children is a laughing matter. Again, I go back to the fact that Labour voted against the progressive move that was announced yesterday.
The proposals that were announced yesterday—which I have outlined to Paul Martin—and the proposals in legislation are first steps towards our wider work to enhance childcare, but the transformation that we seek can be achieved only through independence. With independence, we will have the powers that will give us access to the revenue that will be generated by increased numbers of women in the labour market, which is what will pay for that increased provision. Our ambitions for childcare cannot be funded by consequential handouts of our own money from Westminster. We are talking about transforming the structure of our economy and the nature of our society. Plus, we will be able to divert the money that is wasted on immoral Trident weapons to spend it instead on the long-term wellbeing of our children. That is the kind of country that I want to live in.
If the Labour Party voted against free school meals yesterday, the Scottish Government voted against its own childcare policy by opposing the Labour amendment. Does the minister accept that yesterday’s motion was actually about independence? The debate was titled, “Scotland’s Future”. Given that the motion said that we need independence if we are to deliver on childcare, can the minister explain why the Government moved on childcare yesterday?
I am glad that Kezia Dugdale has decided to take part in this little exchange, because I would like to know whether she has consulted any of the small businesses in the Lothian region, which she represents, because on television last night she suggested that she would use money from them to pay for 50 per cent of the childcare.
I would also like to point out that we are focusing on families that are most in need, so we regret that the Labour Party decided to vote against the motion yesterday. We would also like to know what the Labour Party wants to cut from the Scottish budget in order to fund its proposals, and how it would deliver them in the timescale that it is setting out. Those are the questions that Labour members failed to discuss yesterday.
Tuition Fees (Objective Justification)
Returning to today’s business, I call Drew Smith.
10.
To ask the Scottish Government what discussions it has had with the European Union regarding objective justification for charging United Kingdom students tuition fees but not students from other European Union countries in the event of Scotland becoming independent. (S4O-02756)
I hope that that question struck a more consensual note.
Mr Smith and I are known for consensual politics, of course.
Ministers and officials have raised the issue of cross-border students in writing and in a series of meetings with the EU and with other European states.
The Scottish Government has asserted that Scotland’s border with England will be somehow unique in terms of European law and that the ease of transport across it to study somehow means that the Scottish Government can blatantly break EU laws that are designed to prevent member states from discriminating against the citizens of another member state. I presume that the cabinet secretary understands that that position will inevitably end up with our being in court.
What assessment has the cabinet secretary made of the practice in other EU countries—for example in our closest neighbour, Ireland, which is part of the common travel area and has not attempted to impose a tuition fee only on English, Welsh and Northern Ireland students as the Scottish Government is proposing? What estimate has been made of the legal costs of defending that very dubious position?
I thank Mr Smith for the confirmation—I think that it is the first time that we have heard it from the Labour Party—that Scotland will be an independent member of the EU. I am grateful for that and think that it is a step forward.
Page 199 of “Scotland’s Future”—which I am sure that Mr Smith has read—says that
“our current policy of charging fees to students from the rest of the UK to study at Scottish higher education institutions”
is the best way to maintain the positive current mix of students at Scottish universities, and to ensure that Scotland-domiciled
“students continue to have access to higher education opportunities”,
which is something that Mr Smith would wish to happen.
Each member state is, of course, free to adopt its own domestic policies, consistent with the objectives of the EU. We believe that our fees policies contribute to student mobility across the wider EU while addressing the consequences of the unique situation of Scottish independence. In those circumstances, we believe that it will be possible to deliver our policy in a way that is compatible with EU requirements.
On an equally consensual note, will the cabinet secretary explain to us the legal advice that he has used and that he deems will make it acceptable for an independent Scotland to discriminate against English, Welsh and Northern Irish students compared with students from other EU countries? Will that advice be made available to other MSPs?
I am delighted to be consensual about that, because there is legal advice in the public domain. It is the legal advice that exists for Universities Scotland, which I am sure Mary Scanlon has read, and it is entirely clear.
All I can say about Government legal advice is that ministers do not confirm or deny whether legal advice exists but, of course, the First Minister has made it clear that everything in the white paper is consistent with legal advice. I accept that, if he says it, it is undoubtedly true in this instance as well.
Given all those circumstances, I simply assure Mary Scanlon that the policy is well founded, that the doctrine of objective justification is well understood throughout Europe and that a range of very special circumstances apply that would make the defence of objective justification entirely legitimate.
I am sure that Mary Scanlon also now recognises that, as an independent member of the EU, Scotland will have much to offer. I am sure that the policy will be part of its offering to ensure that the nation continues to achieve in higher education.
Does the cabinet secretary agree that free higher education is helping to give Scottish students the best start to their careers by keeping student debt levels lower in Scotland than in the rest of the UK?
I certainly have no difficulty in agreeing with that point. It is absolutely clear that, if we look across these islands, Scottish students have a great advantage, as debt levels have soared elsewhere. That has happened because of a policy that the UK Government has pursued—a policy that is based on a report that the Labour Party commissioned and which it has continued to support. Student debt levels are soaring. I will give members the figures. Student Loans Company figures that were published in 2013 show that the average student loan debt for Scottish students is £6,850. In Wales, it is £14,910 and in England it is £18,740. Those figures tell members the truth: higher education in other parts of these islands is being monetarised. It will not be monetarised in Scotland.
Mr Russell mentioned Universities Scotland legal advice in defence of his argument. Will he confirm that that legal advice says:
“RUK students will require to be treated no differently from other EU students”?
Neil Bibby should read the totality of the advice. [Interruption.] No, no.
I pointed out yesterday that Mr Bibby’s figures do not compute; his reading skills do not compute either. The totality of the legal advice indicates that there is a perfectly strong argument and case to be made on objective justification.
If Mr Bibby was prepared to argue for free education in Scotland—education that is based on the ability to learn, and not on the ability to pay—I would have more respect for his position. The fact that he threatens Scottish students, present and future, with substantial amounts of debt rather invalidates any contribution that he could make to the debate on higher education.
Local Authorities (Meetings)
To ask the Scottish Government when the Cabinet Secretary for Education and Lifelong Learning last met local authorities and what education issues were discussed. (S4O-02757)
I regularly meet education officers from local authorities across Scotland to discuss a wide range of education issues.
I thank the cabinet secretary for that short answer. I draw to his attention the continuous issues with poor support and organisation for children who require autism primary education from South Lanarkshire Council—in particular, the council eventually granting a placing request only for the parents to be told that it will not provide transport. I add that the delivery of the primary education is good.
I ask the cabinet secretary to meet me and some of the parents who have raised those issues with me in relation to autism education services and support from South Lanarkshire Council.
I am more than willing to meet the member and her constituents to discuss the issue. We should always be willing to listen to parents’ views on educational matters.
The provision of education is a statutory responsibility for the appropriate local authority, which is South Lanarkshire Council in this case. In discharging their legal duties, authorities are responsible for setting school admissions policies, which include procedures for dealing with placing requests.
Local authorities have a duty to make such arrangements as they consider necessary for transport between homes and schools for pupils who reside and attend schools in their areas. However, if a pupil attends a school on a placing request, the local authority does not have to provide a school bus or any help with transport costs.
I give two caveats. If there are spare seats on buses, an authority can offer them for free or at cost to pupils who are not entitled to transport. Such places are often referred to as privilege places. When a pupil has support needs, I would expect the local authority to be very sympathetic and supportive. Every member in the Parliament knows that parents of children with support needs often have to fight extra hard to get the support and services that their children are entitled to. Local authorities have an obligation to ensure that parents do not have to do that.
Hospitalised Children (Provision of Education)
To ask the Scottish Government what action it is taking to ensure that children in hospitals outwith their home local authority area are provided with education. (S4O-02758)
The responsibility for providing education for children and young people who cannot attend school because of ill health rests with education authorities. To support education authorities in delivering that duty, the Scottish Government published guidance for them in 2001. That guidance is being revised to ensure that it takes account of the current policy and legislative landscape and is firmly focused on the collaborative working that is required to meet the needs of each child and young person.
In recent research by Action for Sick Children Scotland, just over a quarter of the wards that were surveyed reported that they do not provide education for children who are from other local authority areas. The organisation claims that that is partly because of cumbersome arrangements between local authorities.
That position is clearly contrary to Government guidance. I welcome the actions that the minister outlined, but what barriers has he identified that still need to be overcome? Will he prioritise work with local authorities and national health service boards to resolve the situation and ensure that, within the constraints of their medical condition, every child is provided with education no longer than five days after their admission?
The issue is of key importance. As I said, the Government is working to ensure that the guidance is adequate to cope with such situations. The refresh process that I mentioned has involved Action for Sick Children, the National Parent Forum of Scotland and others to ensure that we address the issues.
The member asked what the issues are. A number of matters have been raised, which include co-operation levels between education authorities and the varying costs of provision. I am sure that the group that is working on the subject will find a way forward that updates the rules.
Rural School Closures
To ask the Scottish Government what the next steps are following the moratorium on rural school closures. (S4O-02759)
Following the moratorium and the report of the commission on the delivery of rural education, I am taking forward amendments to the legislation on school closures, as I have said. I expect those amendments to improve the consultation process for all school closure proposals and to clarify the presumption against closure for rural schools specifically.
Parents and communities deserve an open and honest consultation process and decision making that is transparent. They also deserve to have a real say in decisions that affect them. I expect our amendments, along with improvements to the statutory guidance in relation to the Schools (Consultation) (Scotland) Act 2010, to deliver that.
Does the cabinet secretary agree that a closure should not be made on the basis of the school roll alone? He had to intervene in relation to Logie Coldstone school, in my constituency, whose roll was eight in 2010-11 but is now 25 in 2013-14. Closing that school would have been devastating for the community, but that would have happened if it had not been for the intervention of the cabinet secretary and the parents group. Will he reassure me and other parents in rural areas that schools should not be closed on the basis of the roll alone?
The member raises an important issue and I entirely agree with him. Numbers are only one of the criteria that any authority would want to be aware of, and numbers can change dramatically. The member’s example of Logie Coldstone is replicated across the country. I know of many schools threatened with closure that were down into single figures but are now bursting at the seams.
Educational benefit is at the centre of the school closure process. That is what we have built into the outputs that we are emphasising and stressing as we go forward. Scotland’s geography dictates that we will always need to have small rural schools. Scotland’s flourishing rural sector can flourish only if we continue to provide services within rural localities.
Local authorities are supported to provide rural schools through the grant-aided expenditure funding mechanism. Local authorities should—indeed, must—explore all reasonable alternatives to the closure of a rural school and listen to suggestions from the community about alternative solutions; I think that the amendments that we are bringing forward to the 2010 act will help to ensure that.
Children with Additional Support Needs
To ask the Scottish Government how its education policy supports children with additional support needs. (S4O-02760)
The Education (Additional Support for Learning) (Scotland) Act 2004 was put in place to support our commitment to all children and young people with additional support needs receiving the education and support that they require to achieve their maximum potential in life.
The act places strict duties on local authorities to meet the additional support needs of all children whose school education they are responsible for, and to tailor provision according to the children’s individual needs.
The supporting children’s learning code of practice explains those duties and provides guidance on the act’s provisions as well as on the supporting framework of legislation.
I thank the minister for that answer, but considering the fact that there has, I understand, been an 89 per cent increase in the number of children with additional support needs, will the minister explain how the Scottish Government intends to address the issue, particularly when fewer teachers are fulfilling the ASN statutory requirements and the umbrella group Scottish Children’s Services Coalition fears that
“teachers and other education staff do not have the time and resources to give all ASN children the help they need”?
Indeed, from my experience of working with children on the autism and dyslexia spectrums and from discussion with others, I would agree with that view. What can the minister do to address those concerns in relation to initial and on-going teacher training and support staff training?
Although I certainly do not underestimate the work and commitment that are involved for teachers who deal with children with additional needs, I do not agree with the comment that somehow teachers are not fulfilling their statutory duties in that respect.
There has been an increase in the number of children recorded with additional needs—while the Government is working to make provision for that increase, it should be recognised that a large proportion of that increase is, of course, because the definition of additional needs now captures many more needs than it previously did.
Oil and Gas and Renewables Sectors (Skills)
To ask the Scottish Government what steps it is taking to ensure that schools provide opportunities to learn the skills that will be required in the oil and gas and renewables sectors. (S4O-02761)
Learning and skills development that supports pathways into the energy sector is embedded within curriculum for excellence and features in a number of qualifications. The sciences and technologies curriculum areas provide opportunities for learners to explore different types of energy sources and their uses.
Education Scotland has developed resources to support teaching on energy and to build young people’s awareness of careers in the sector, such as its STEM central website, which uses engineering as a context for learning. Energy skills Scotland is also working with industry to facilitate better engagement with schools.
I thank the minister for her helpful response. Aberdeenshire and Angus councils are already taking very positive steps to promote oil and gas career opportunities to pupils. I believe, however, that more needs to be done to promote future opportunities in the oil and gas sector to young people right across Scotland and that those opportunities should be given more significance in careers advice within Scottish schools.
I agree that some steps are being taken but what discussions are ministers having with the oil and gas and renewables industries not only to help to meet future workforce needs and skills but to overcome the current very significant shortage of such skills?
I thank Mrs Milne for her supplementary question and I appreciate her interest in this matter as one of the co-conveners of the oil and gas cross-party group. I certainly saw her comments on this very matter on the energy voice website over Christmas.
The energy sector—and the oil and gas industry in particular—is a huge bonus for the Scottish economy. It offers a wealth of opportunities for young people, including young women as well as young men, and we must ensure that those opportunities are available the length and breadth of Scotland.
I know of the good work that is taking place in the Aberdeen City, Aberdeenshire and Angus council areas, but there is an onus on us all to see how we can extend and learn from that good practice. The Government wants deeper and more comprehensive engagement between the world of education and the world of work. Our on-going work includes the Wood commission, of which Nanette Milne and her colleagues will be aware, and the energy skills Scotland initiative, which is crucial in developing a long-term co-ordinated plan for the whole country. The Wood commission has made some pertinent recommendations with regard to science, technology, engineering and mathematics and careers advice.
However, we need to ensure—I hope that this will reassure Nanette Milne—that the opportunities that exist for young people in the north-east are available to young people the length and breadth of Scotland.
Team Teaching (Benefits)
To ask the Scottish Government what evidence it has that team teaching brings the same benefits to children as smaller class sizes. (S4O-02762)
The Education (Lower Primary Class Sizes) (Scotland) Regulations 1999 and the Education (Lower Primary Class Sizes) (Scotland) Amendment Regulations 2010, which prescribe maximum class-size limits for primary 1, 2 and 3 classes, provide that, where teaching is conducted by more than one teacher, the class-size limit can be exceeded. That provision was introduced primarily to overcome accommodation constraints and is not linked specifically to the achievement of wider benefits from smaller class sizes. It is clear that contact time with each child is increased by using two teachers, which will have some effect.
I certainly acknowledge the benefits that team teaching can deliver and the dedication of the teachers who are working in such a way. However, I am concerned that team teaching is a necessity for some schools—as the cabinet secretary suggested—because of a lack of space, rather than a choice that is based on educational outcomes.
Given that the figures suggest that, between 2010 and 2012, there was a 20 per cent increase in the number of team-taught classes in P1 to P3, does the cabinet secretary think that there is a case for looking again with local authorities, education trade unions and others at whether more can be done to reduce the requirement to provide such classes?
Liam McArthur raises an important issue, and we should look closely at the matter. The use of team teaching in any situation may benefit children. There has been an increase in team teaching, and—with regard to the figures that Liam McArthur gave—that may well be the case in areas where there has been a population increase or where there is pressure on school buildings. He is right to draw attention to that, and I am happy to discuss the matter further with him.
As we move forward on the class-size issue, it will be useful to look at the issue of team teaching, and I undertake to do so.
Educational Infrastructure (North East Scotland)
To ask the Scottish Government what plans it has for providing educational infrastructure in North East Scotland. (S4O-02763)
The Scottish Government is investing more than £134 million in eight new secondary schools and one new primary school in north-east Scotland through the £1.25 billion Scotland’s schools for the future programme between now and March 2018.
In addition, in the academic year 2013-14, the Scottish Further and Higher Education Funding Council will provide approximately £5 million of capital funding to colleges and universities in north-east Scotland for on-going maintenance of the educational infrastructure.
Will the cabinet secretary join me in welcoming the £19.9 million that the Scottish Government has provided through the Scottish Futures Trust for the new Alford community campus in Aberdeenshire?
I am delighted to do so, although we are being thanked for a slightly overgenerous amount: the project’s total value is approximately £19.9 million, while the Scottish Futures Trust’s contribution is £13.3 million, or two thirds of the total. It is great news for the north-east, and demonstrates once more the Government’s commitment to delivering a high-quality school estate throughout Scotland.
I am sure that Christian Allard will be generous in welcoming the fact that, in addition to the Alford project, the Government is supporting the replacement of two further secondary schools in Aberdeenshire—Ellon and Mearns academies—through the schools for the future programme. The completion of those three projects involves a total investment of approximately £78 million, which includes Scottish Government contributions of more than £40 million, and will benefit around 2,000 pupils.