Official Report 740KB pdf
Education and Skills
Good afternoon. The first item of business this afternoon is portfolio questions, and the portfolio on this occasion is education and skills. I remind members who wish to ask a supplementary question to press their request-to-speak buttons during the relevant question.
University Tuition Fees
To ask the Scottish Government how many university students have benefited from free tuition since the Scottish Government abolished tuition fees. (S6O-05147)
Analysis of data from the Student Awards Agency Scotland, otherwise known as SAAS, shows that approximately 740,000 students—that is around three quarters of a million—have benefited from free tuition fees on higher education courses between 2007-08 and 2024-25.
It is gratifying that 740,000 people have benefited from free tuition here, when students in England and Wales are about to face tuition fees of £9,535 per year. Will the minister assure me and my Aberdeen Central constituents that university tuition in Scotland will always be free under the Scottish National Party?
The Scottish Government is resolute in its commitment to free tuition, which ensures that higher education in Scotland is based on the ability to learn and not on the ability to pay. Free tuition is a policy that we stand by, and tuition fees will not be reintroduced under the SNP Government.
Free tuition helps learners not to accumulate as much debt through their studies. For example, through free tuition, undergraduate students in Scotland do not accrue a potential additional fee debt of around £28,000. The fee debt in other parts of the United Kingdom is significant. For example, in England, around £53,000 of debt is accrued. We have the lowest average debt in the UK, and we also have impressive rises in widening access. Collectively, state-funded investment in higher education is to the benefit of us all.
What consideration has the minister given to equity within the current loan-based system? According to the 2024 London Economics report entitled “Examination of higher education fees and funding in Scotland”, under that system, graduates who learn earn less over their lifetime pay more back in interest than graduates who earn a lot more money—a situation which predominantly benefits men, to the detriment of less well-paid female graduates.
Miles Briggs raises points about debt that is accumulated through SAAS student loans. As I mentioned, as Scotland does not have tuition fees, such debt is much lower for students studying in Scotland than it is in other parts of the UK. As I stated in my previous answer, and according to a Student Loans Company publication in June 2025, average student debt in Scotland is still the lowest in the UK, at around £17,990, compared with £53,010 in England. I take the point that we need to continue to consider how those loans are repaid, but every Scottish student starts on the basis of having less debt on average.
Curriculum (Artificial Intelligence)
To ask the Scottish Government how AI might shape the future curriculum in Scotland. (S6O-05148)
As a Government, we are committed to ensuring that children and young people are equipped with the skills and knowledge to live in a world in which AI is ubiquitous. To that end, the curriculum improvement cycle, led by Education Scotland, is continuing at pace. That will ensure that our curriculum remains relevant and better supports high-quality teaching and learning, while examining the skills, knowledge and understanding that children and young people will be required to develop. That work will include consideration of the place of AI in the curriculum, with specific academic expertise feeding into that process.
The minister might be aware of the discussion on AI that has been taking place at the Economy and Fair Work Committee. The opportunities for the use of AI in education in the areas of lesson planning, marking, research and materials preparation are very attractive, but there are clear risks, too. Will the Government’s revised strategy, which is due in spring next year, embed a clear sense of responsibility and ethical standards in any AI framework for our schools? Could the minister see the day when young people at school will be able to use their own personalised AI assistants to help them on their learning journey?
Willie Coffey is right to emphasise the work of the Economy and Fair Work Committee. I also pay tribute to the work of the Education, Children and Young People Committee. Indeed, a number of the Parliament’s committees have been looking at the issue and, as I said, the curriculum improvement cycle is looking at the issue from a Scottish Government perspective in terms of the curriculum and our young people.
Across Government and society, we need to think carefully but rapidly about how we respond to the technological revolution of AI. The economies that will succeed in the 21st century, through all reasonable and objective analysis, will be those that utilise AI effectively, so we need to get to a place where our young people and other people in our economy know how to use AI, and how to use it ethically, responsibly and productively.
My supplementary question is on the bit of the question about the continued development of the curriculum. Exams play a role in that, in gauging not just how students have done but whether the curriculum has been set properly.
I want to ask the minister about a Scottish Qualifications Authority report, “Exploring Perspectives on National Qualification Marker Recruitment, Retention and Experiences”, which is detailed in today’s Herald. It is about on-going serious concerns in relation to the 2024 higher history exam. In the report, markers have been critical about the exam, how it was set and how it was marked. Some markers are now “discouraged” from marking on behalf of the SQA. They say that
“the standards ... were inconsistent and lacking transparency”
and that leaders who were part of the markers meeting spoke to people in “unprofessional” ways.
I have tried time and again to get answers from the Government on the issue. Will the minister commit to going back to his department and asking for a full review of the 2024 higher history result? Markers are still raising concerns, and some of them will not take part in future.
That is not relevant to the original question. However, if the minister has anything to add, I am happy to allow him to do so.
I appreciate that Mr Ross has put that on the record in the Parliament’s Official Report. As ministers, we will consider what has been raised, and I will inquire with officials about whether and when an official ministerial response can be issued to Mr Ross on those matters.
School Buildings (Asbestos)
To ask the Scottish Government when it last met with the Convention of Scottish Local Authorities or the education trade unions to discuss concerns about the presence of asbestos in school buildings. (S6O-05149)
Local authorities hold the statutory responsibility for managing and controlling asbestos in their schools. However, the Scottish Government continues to closely engage with COSLA, local authorities and the Health and Safety Executive on the issue. Furthermore, the cabinet secretary met NASUWT representatives last year to discuss asbestos in schools.
It is important to note that health and safety is not a devolved matter, and that the HSE holds United Kingdom-wide responsibility for enforcing the Control of Asbestos Regulations 2012.
The potential for exposure to asbestos in situ can be avoided by its removal. The Educational Institute of Scotland, other trade unions and many campaigners support the phased removal of asbestos from schools and other public buildings. Will the minister request that the Cabinet Secretary for Education and Skills meet me and the Clydebank Asbestos Group to discuss how we can take forward such a policy in Scotland?
We absolutely recognise the concerns about asbestos in schools and other public buildings. Since this Administration came to power, more than 1,150 school infrastructure projects have been completed, and significant investment by local authorities and the Scottish Government has helped to reduce the amount of asbestos in the school estate. However, as I mentioned in my original answer, local authorities hold the statutory responsibility for managing and controlling asbestos in their schools. For that reason, I encourage Marie McNair and the Clydebank Asbestos Group to raise the matter directly with the local council.
As was highlighted in the chamber earlier this year during the debate on the action for mesothelioma day, Scotland has one of the highest rates of mesothelioma in the world. Statistics show that, between 2011 and 2018, 94 female teachers in the UK lost their lives from an asbestos-related condition. The total figure for the general female working population is only 1,800, which means that teachers represent 5 per cent of that number. The issue is critical to them and it will be critical going forward—as has been mentioned by the EIS.
I understand that the Scottish Government feels that the responsibility lies with councils, but what can the minister say about the Government’s responsibility to all the people of Scotland in relation to asbestos, which is an insidious and horrendous product that causes long-lasting painful periods before death?
I appreciate the seriousness of the issue that Mr Whitfield raises. The Scottish Government recognises the hazard of asbestos. We expect local authorities to provide a safe environment for all school users. As I have already mentioned, the Health and Safety Executive has a United Kingdom-wide responsibility for enforcement of the control of asbestos regulations. However, recognising the seriousness of the matter, we continue to engage with COSLA, the Health and Safety Executive, local authorities and other interested parties to explore setting up a working group, to see what further progress can be made.
Question 4 was withdrawn.
Higher and Further Education and Apprenticeships (Funding)
To ask the Scottish Government whether it has revised the funding model for higher and further education and apprenticeships, to ensure it reflects current requirements. (S6O-05151)
The Scottish Government is investing more than £2 billion to give people access to education, training and other activities that help them prepare to succeed in life. The Scottish Funding Council and Skills Development Scotland are responsible for the details of how that investment is distributed. The work that is under way to reform the skills landscape seeks to ensure that we have the most effective structures in place to meet our post-school training, education and skills needs in the future.
We continue to work closely with our agencies and stakeholders across the economy to respond to the challenges that the sectors face. I am aware that there are specific challenges affecting some institutions and sectors, and if it would be helpful, I would be happy to meet Mr Gibson to discuss any of those issues in relation to his constituency interests.
I thank the minister for that helpful answer and would be delighted to meet him.
Not all courses are the same. Delivering an engineering course costs, on average, £10,000 a year; for health sciences, the cost is £8,000; for information technology, it is £7,000; and for business, it is £6,000. Does the minister agree with Audit Scotland that core funding should reflect the true delivery cost of a course and that targeted funding for science, technology, engineering and mathematics subjects and capital investment in advanced infrastructure are vital if we are to provide greater opportunities for young people and secure the economic growth that is essential to Scotland’s future prosperity?
We are grateful for the report from Audit Scotland that was published a few weeks ago and for what Audit Scotland relayed to the Public Audit Committee this week.
We are seeking to deliver an interconnected series of reforms that will make the post-school education system simpler, more responsive and more agile. We are also improving careers support, creating new national skills planning arrangements alongside colleagues in the economy directorate, enhancing apprenticeships, modernising qualifications and seeking to ensure that funding is targeted at the right opportunities.
There are great examples in Scotland in which business and higher and further education are working together to make sure that we fulfil the economic need in the regions and make sure that we provide opportunities that people can benefit from. Those examples include Ayrshire College, which I visited this week, and the City of Glasgow College, which I was at this morning.
There are situations where the need for consideration of funding is greater, and I am grateful to the member for raising the issue.
Trade unions have highlighted major concern about engagement during the Government’s reforms to skills. This week, they have contacted me specifically to say:
“It is clear that decisions affecting the workforce are being made in forums where neither staff nor representatives have a voice.”
They have requested representation on project boards but that has not been prioritised. They are also unclear whether the changes will result in compulsory redundancies.
Does the minister believe that the trade unions should be represented in the process, including on the project boards? Will he take the opportunity now to guarantee that there will be no compulsory redundancies? Will he publish a detailed workforce impact assessment before any changes take effect?
I thank the member for raising those important points. In the short period of my tenure in this role, I have sought to engage proactively and reactively with trade unions. For example, this week I have met the University and College Union and the Educational Institute of Scotland, and this morning I attended a Scottish Trades Union Congress event. I want to engage with trade unions on the issues that come under my responsibility. On the specific points that the member raised, if either she or the trade unions—or both—want to write to me about those matters, I will consider that correspondence carefully.
Data from His Majesty’s Revenue and Customs shows that, between 2020 and 2024, £875 million was raised by Scottish employers from the United Kingdom-wide apprenticeship levy, but research has found that, during the same period, Scottish National Party ministers spent just £704 million on apprenticeships. What investigation is the new minister implementing to find out what has happened to the £170 million that has not gone to apprenticeships, even though that is what the levy is meant to deliver? Will he look at how the greater transparency that is needed can be provided through the bills that are going through Parliament?
On the apprenticeship levy and how the revenue from that is spent in Scotland relative to how it is spent in other parts of the UK, we need to consider the particular technicalities and nuanced arguments that have been set out to Parliament several times. I have relayed that to stakeholders, including members of the business community, in my tenure in this role so far.
Engaging with employers on the apprenticeship levy and the provision of apprenticeships in Scotland is a key priority for me and the Government. Of course, we are delivering a record number of 25,000 modern apprenticeships. Is there more demand for apprenticeships in our economy and our society? Yes, there is. Are ministers determined to help to increase the number of apprenticeships where we can, with the resource that we have, in order to meet the needs of the economy and to help our young people—and, crucially, those who are retraining—to learn and succeed? Yes, we are—that is a priority for us.
I thank the member for raising an important point, on which I look forward to having further engagement with him, stakeholders and the business community.
Poverty-related Attainment Gap (Local Authority Support)
To ask the Scottish Government what support is currently provided to local authorities to improve literacy, numeracy, and outcomes for young people, while tackling the poverty-related attainment gap. (S6O-05152)
Over the past decade, through the Scottish attainment challenge, £1.75 billion has been invested in closing the poverty-related attainment gap in literacy and numeracy. We are seeing an impact, as the literacy attainment gap in primary, and the literacy and numeracy gaps at level 3 in secondary, are the narrowest that they have ever been.
We are determined to make further progress. As well as providing the attainment challenge funding, we continue to fund our read, write, count with the First Minister and reading schools programmes, as well as the school library improvement fund.
The minister will recognise that pupil equity funding and strategic equity funding are central to helping to support schools and local authorities to tackle the child poverty-related attainment gap. Falkirk Council has recorded a further narrowing of its numeracy attainment gap due to actions that have been taken by schools and education teams through the support of strategic equity funding. Given the importance of that funding, what impact data is being gathered in order to guide future decisions on the use of SEF?
With the support of pupil equity funding and strategic equity funding, the poverty-related gap in positive initial destinations for school leavers reduced by two thirds between 2009-10 and 2024. The poverty-related attainment gap at national 5, higher and advanced higher levels narrowed in this year’s results, and the poverty-related attainment gap in primary school literacy is at a record low.
It is clear that that funding is having a hugely positive impact, which is why the cabinet secretary has been very clear in saying that it will continue to be provided through 2026-27, to provide certainty to schools and local authorities.
School Provision (Robroyston)
To ask the Scottish Government what discussions it has had with Glasgow City Council regarding reports of a lack of sufficient local school provision in Robroyston. (S6O-05153)
Although it is the statutory duty of local authorities to manage their school estate, Scottish Government officials have been engaging with Glasgow City Council on this matter.
It is also worth noting that, through the £2 billion learning estate investment programme, the Scottish Government continues to provide substantial support to the council for its school estate, including funding for a new Gaelic primary school and Linburn academy.
In 2009, Glasgow City Council identified Robroyston as a community growth area and approved massive family-oriented housing developments, under the condition that extended primary and secondary school capacity would follow. That was to be funded through the community growth fund.
Young families have moved in under the impression that that extra capacity would follow, but we are now at the end of 2025 and there is still no new school provision, with Smithycroft secondary school now being at full capacity and the plan to install modular accommodation being wholly unsuitable. I have spoken to dozens of parents who are now looking to move elsewhere.
Robroyston is right at the limit of the catchment area, and the walking route that Glasgow City Council suggests children take from Robroyston to Smithycroft is through an unlit graveyard, which is clearly an unsafe route. Will the minister join me and families from Robroyston to walk the route to Smithycroft secondary school to see the conditions and hear the families’ concerns for herself?
It is, of course, disappointing and concerning to hear the families’ concerns. As I have said, we have been engaging with the local authority on the matter and have provided funding to support the school estate in the area. Obviously, I am answering questions on behalf of the cabinet secretary today and I am more than happy to share the member’s concerns and the request for a meeting with her.
Can the minister outline how the 2025-26 Scottish budget, which Paul Sweeney did not vote for, is supporting schools and local authorities to respond to the needs of Scotland’s children and young people?
The 2025-26 Scottish budget saw significant investment in our schools and local authorities to support our children and young people. It provided local authorities with £186.5 million to maintain teacher numbers, alongside continued funding of up to £200 million for the Scottish attainment challenge to close the poverty-related attainment gap.
Additional support for learning was strengthened with an additional investment of £29 million to improve outcomes for all children and young people with additional support needs, in line with the Education (Additional Support for Learning) (Scotland) Act 2004. That will build on existing spend on inclusion to ensure the broadest possible reach.
I hope that that assures the member that those on-going considerations and the work on the previous budget support our school and learning estate and, most importantly, our children and young people.
Question 8 was withdrawn. That concludes portfolio questions on education and skills.
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