Education and Lifelong Learning
Good afternoon, everyone. The first item of business this afternoon is portfolio question time. To get as many members in as possible, I would appreciate short and succinct questions and answers.
Attainment Gap
To ask the Scottish Government how it plans to address the attainment gap between children from the poorest and wealthiest homes. (S4O-03206)
The Joseph Rowntree Foundation’s report on closing the attainment gap in Scottish education, which was published last week, confirms that the attainment gap between children from high and low-income households has begun to narrow. The report also recognises the potential of key Scottish Government policies such as curriculum for excellence and the early years collaborative to make a significant impact on further reducing the gap.
I whole-heartedly agree with the report’s conclusions, but there is still much to be done. The reasons for the attainment gap are complex and include, as the report notes, factors in a child’s home background, and they will require partnership working over a range of policy areas. We and our partners are strongly committed to tackling this and we are supporting a range of activities at national and local level that will make a difference and help to make Scotland the best place to go to school.
However, I am sure that the member will allow me to say that closing the attainment gap also needs to involve tackling the root causes of poverty, which only independence will give us the economic powers to do.
I thank the cabinet secretary for his response, but I question whether the Government is doing enough. Figures that were obtained by the Scottish Conservatives last month revealed that, in 2013, 2.9 per cent of children from Scotland’s most deprived homes achieved three As at higher compared with 20.3 per cent of children from the most affluent. That gap is a vicious circle that prevents children from realising their full potential. Although the cabinet secretary is fully aware of that fact, he seems very reluctant to consider any fundamental changes to our system of schooling to resolve the problem. Surely in the name of equality of opportunity we need a much bolder agenda that empowers headteachers, increases autonomy and gives parents and pupils a real choice when it comes to schooling.
I certainly agree with the member that we need to take every possible action to improve the situation in Scotland, and that is what the Government is attempting to do. It does not mean tinkering with the system in the way that the leader of the member’s party has suggested; what it means is fundamental and radical change to society. That comes about, for example, by ensuring that the powers to set taxation and to deal with welfare and labour market regulation lie with this Parliament, which would make a significant difference. What it also means is that we do not do things to make the situation worse and that we do not, for example, create welfare policies that, according to the Child Poverty Action Group, mean that 100,000 more children will be in poverty by 2020. The biggest contribution that the Tories could make would be to understand that and to stop penalising the poor in Scotland.
Has the cabinet secretary seen “Mind the Gap: Tackling Educational Inequality in Scotland”, Labour’s social justice sounding board paper on tackling educational inequality? Is he aware that there are 12 recommendations in the report that do not require independence? Has he read the report and is he willing to do some cross-party work in that area?
I did read that report and I am delighted to say that that work is already under way. If the Labour Party wants to support that work, I am thrilled. I read the report with a little curiosity, because it is not a manifesto, a set of pledges or even a pre-manifesto—it is apparently a paper to inform the debate before the pre-manifesto process. I am not entirely sure how that works. However, the first recommendation refers to
“preventative spending on the crucial early years”,
which I absolutely agree with. We need to do that and more. The second recommendation refers to
“Building relationships between families, schools and communities”,
which I would have said is axiomatic and which is being done. The third recommendation refers to
“engendering a positive and welcoming atmosphere in preschool and school settings.”
I go to lots of schools and pre-schools and can say that they have a positive and welcoming atmosphere. I am glad that that is now recognised by Labour. The fourth recommendation refers to
“high quality, flexible and affordable childcare”.
That requires, in the end, the full powers of independence. I could go on.
We are doing a great deal. I would be delighted to do it cross-party. If we could do it cross-party, then we would do everything that we could do but there would still be a gap to close: the gap of poverty. That gap gets closed once this Parliament has the powers of a normal, independent Parliament.
Mental Health Problems (School Pupils)
To ask the Scottish Government whether teachers and school nurses have the appropriate skills to notice the early signs of mental health problems in primary and secondary school pupils. (S4O-03207)
Education authorities and other agencies have duties under the Education (Additional Support for Learning) (Scotland) Act 2004, as amended, to identify, provide for and review the additional support needs of their pupils. An additional support need can arise for any reason and can be of short-term or long-term duration. Additional support may be required to overcome needs arising from the learning environment, from health or disability issues, from family circumstances or from social and emotional factors. That includes mental health.
The minister is probably aware that I have a particular interest in eating disorders. At the end of last year, I was privileged to open a conference raising awareness of eating disorders in schools, which was attended by school nurses and teachers. A programme was subsequently rolled out at Moray House. Does the minister believe that such programmes would enable our teachers and school nurses to be more aware of mental health problems among school pupils? Would he commend that programme to schools?
It is greatly to the member’s credit that he raises the issue with such persistence. I certainly acknowledge that the issue of eating disorders and their early detection is profoundly important in schools. Such programmes are therefore encouraged, and nurses are prepared through the competency framework for nursing in schools. Increasingly, teachers are prepared so that they are aware of the needs of all learners. I commend all those involved in the early detection of eating disorders in schools.
If mental health issues are identified at nursery, primary or secondary school that require more additional support than what can be given at school—diagnosis, support and treatment—and the parents do not agree with the identification of those mental health issues, what can education authorities do?
One of the focuses of the Government when it comes to dealing with those and other issues among young children is getting it right for every child. It is a matter of ensuring that the relationship between professionals and families exists to overcome early problems. Every school now has a named contact for specialist children and adolescent mental health services. Teachers are increasingly trained to be able to refer people in those sensitive situations to professionals and specialists, who are there to help.
Additional Support Needs (Increase)
To ask the Scottish Government what discussions it is having with local authorities about the increase in pupils in primary and secondary schools with additional support needs. (S4O-03208)
The implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 is discussed regularly with local authorities through contact with the Association of Directors of Education in Scotland, the Association of Support for Learning Officers and the advisory group for additional support for learning.
The increase in the number of pupils in primary and secondary schools with additional support needs is a result of an extension in the recording and reporting of statistics, rather than a change in the number of pupils receiving support. This year, the advisory group for additional support for learning will consider how to ensure a continued improvement in the way in which we collect additional support needs statistics and in how we can use that information to ensure that the needs of children and young people are met.
The minister will have had sight of a letter that I wrote to the cabinet secretary on Monday this week, reporting back on the seminar that we had on Friday, in which key stakeholders in additional support for learning identified one of the main issues as the insistence by some local authorities that children with additional support needs have to be in mainstream school when, in fact, that is not in their best interests in every case. What is the Scottish Government doing to influence decisions so that special schools, particularly those in the independent sector, can use their expertise?
The member raises an important issue around the question of inclusion. There is certainly an injunction to include, but the Government has never said at any stage that all children can be included in all mainstream classes. A mixed economy is therefore available. However, it is important to include where inclusion is possible.
To return to a point that I made earlier, we anticipated that there would be an increase in the number of children recorded as having additional support needs because of the way in which the statistics were collected.
There is an injunction to include but not a compulsion to do so in every circumstance.
The minister will recall that these figures emerged in response to a question that I lodged with him. He will also be aware of wide disparities in the figures for different local authorities; he alluded to that slightly in his response to Liz Smith. What is the thinking about how we can achieve greater consistency in how the figures are collected and how we can ensure that appropriate training is in place for teachers, particularly when the additional support needs are complex in nature?
As I mentioned in my responses to earlier questions, there is increasingly a focus on initial and on-going teacher training to recognise a variety of additional needs and to respond to them. Different local authorities might take different approaches; that is a feature of such services being run locally and of local decision making and local democracy. I am more than happy to discuss any local concerns that the member might wish to bring to me.
Horizon 2020 (Universities)
To ask the Scottish Government how Scotland’s universities will benefit from the European Union’s €80 billion horizon 2020 programme. (S4O-03209)
Scotland’s universities and research organisations benefited from the previous research innovation programme, framework programme 7, to the tune of €538 million. With an even larger budget than FP7 had, of around €80 billion, horizon 2020 offers vast opportunities for our world-class universities to benefit to an even greater extent than before. I am therefore encouraging as much engagement with the programme as I can. I encourage every university and every further and higher education institution to engage, and I encourage members to become familiar with the programme so that they can encourage participation wherever they can.
I am sure that the cabinet secretary will agree that Scotland’s universities outperform those in the rest of the United Kingdom in research and innovation and are well placed to benefit from that €80 billion fund. However, is he also aware that the application criteria require partners from three different EU member states to apply for those funds and that, as a consequence of our close partnership with the rest of the UK’s academic institutions, an independent Scotland would be able to maximise our ability to reap the benefits of that €80 billion pot of cash, as would England’s universities?
Surprisingly, I hear some Labour members laughing at that, but it is yet another wonderful example of the benefits that independence would bring to Scotland. With Scotland as an independent member of the EU and the rest of the UK as an independent member, we already have two countries that could participate. With the addition of a third country, we would have viable programmes.
One of the difficulties with getting three member states to participate is often—[Interruption.] Mr Bibby is clearly not interested in this answer; he is talking to someone else. If he were to pay attention, he would discover that one of the difficulties that have existed with this programme has been that we could not make our voice heard over that of the rest of the UK. If we were an independent member state working with the rest of the UK, we would be in an even better situation. I can hardly wait.
Gaelic-medium Schools (Speech and Language Therapy)
To ask the Scottish Government what progress has been made towards ensuring that speech and language therapy is available in Gaelic-medium schools. (S4O-03210)
Good progress has been made recently. That includes an audit commissioned by Bòrd na Gàidhlig and the preparation of Gaelic resources for schools, and plans are now in place for an additional support needs speech and language therapy seminar in June for those who work in Gaelic-medium education.
I am aware of the Gaelic research conference that will be held at the University of Edinburgh in June, which I hope to attend. I am also aware that work is being done with NHS Scotland and local authorities. However, it is fair to say that the provision of speech and language therapy for Gaelic pupils around the country is patchy. Will the minister give an assurance that work will continue to ensure that, if required, SLT is available in all GME schools?
I certainly agree about the importance of the issue. With the Government looking at guidance for Gaelic-medium education more widely, I am sure that the issue is one of those that will be covered. It is also relevant to say that although services might not always be provided in Gaelic, a discussion is being held about new resources and the best way of ensuring that Gaelic is used wherever possible.
University Estate (Investment Plans)
To ask the Scottish Government what investment it plans to improve the learning experience in its university estate. (S4O-03211)
Through the Scottish Further and Higher Education Funding Council, the Scottish Government is providing £34.8 million of capital funding for our universities in the financial year 2014-15. Total sums invested in university estates this year will be a matter for dialogue between the funding council and individual institutions.
The cabinet secretary will agree that the best environments for young people to learn in are the most innovative and most flexible learning environments. Will he agree to meet me and the innovative team at the University of the West of Scotland’s Hamilton campus? They have some amazing and aspirational ideas with regard to creating that innovative and flexible learning environment.
I am always happy to meet the local member about the issue and I would be happy to take her up on that offer.
I spent part of Monday afternoon with the leadership team at the University of the West of Scotland, at the facility on the Crichton campus in Dumfries. I was impressed with the work that they are doing, and with their ambitions. I am sure that they have similar ambitions for Hamilton.
We are constrained in terms of capital expenditure, which is one of the prices that we pay for being part of the union. I hope that that will change over a period of time.
I understand that the member has a meeting with representatives of the funding council next week to discuss the Hamilton campus. Following that, I would be happy to meet her and the team from UWS.
Curriculum for Excellence (Scots)
To ask the Scottish Government what progress has been made in support for the use of the Scots language in the curriculum for excellence. (S4O-03212)
Our ambition is for Scots to be recognised, valued and used in Scottish life and in schools. The teaching and learning of Scots is included in the curriculum for excellence and provides opportunities for children and young people to become confident individuals, giving them knowledge of cultural heritage and a national perspective.
The role of the recently appointed Scots language co-ordinators at Education Scotland will help to support practitioners in teaching Scots while developing Scots in the curriculum and resources.
I welcome the Scots language co-ordinators to their posts.
Since opportunities to read and use the Scots language can help to develop enthusiasm and motivation for learning, openness to new ideas, self-respect and respect for others—all attributes that fit the curriculum for excellence—are the curriculum for excellence guidelines available to teachers in a clear form that sets up the Scots language in its own right?
The Scots language is located in the languages curriculum area of the curriculum for excellence and, within that, in the literacy and English sections of the experiences and outcomes. Therefore, yes, Scots is identified in that context.
Specific mention is made in the curriculum for excellence of the importance of engaging with a wide range of texts. One of the things that has come to pass without some of the predicted disaster is that young people in Scotland are now quite used to sitting exams that contain Scottish literature and are increasingly enthusiastic about awards in areas such as Scottish studies.
Independence (Universities)
To ask the Scottish Government how universities could progress in an independent Scotland. (S4O-03213)
In an independent Scotland, our excellent and world-beating higher education sector could further extend its already considerable reach.
Gaining control over the financial levers that drive growth will support more world-class research and innovation. In addition, framing our own immigration policies would help ensure that the brightest international talent is attracted to, and retained by, Scotland’s universities.
Does the cabinet secretary agree with Professor Paul Boyle, of Research Councils UK, that international collaborative research is extremely important and that, after independence, that should continue?
I certainly agree with Professor Boyle that an international collaborative approach is extremely important. At the same meeting of the Education and Culture Committee, Professor Petra Wend of Queen Margaret University said:
“academic research is collaborative by nature ... Research does not stretch only to the rest of the UK or Europe but is truly international”.—[Official Report, Education and Culture Committee, 25 March 2013; c 3884.]
That is a fair point.
Our universities already have a number of high-profile partnerships with many prominent European partners. For example, the Scottish universities physics alliance has launched the first international Max Planck partnership; the University of Strathclyde is in partnership with the Fraunhoffer institute; and the University of Dundee, with its innovative medicines initiative, is in the European lead factory programme.
With independence, we would seek to continue the continuity of a single research area in the United Kingdom, maintaining long-term stability and research funding and systems that support initiatives of scale for Scotland and the UK, collaborating in and supporting what is, and will remain, a world-class research base.
On what criteria does the Scottish Government judge that the subscription model of university research would be superior to the present UK structure and the amount of money that can be maintained through it?
It is absolutely axiomatic that the excellence of Scottish higher education will win out no matter what. It is desirable that we take part in research councils on the basis of equality and that we keep decision making on research under the Haldane principle—that is a key point.
In all those circumstances, we are talking about an enhancement of a system that has worked so far. There are some elements in the system of which we are critical. Liz Smith will be aware of the way in which drawing postdoctoral research hubs together in one or two places may damage some of the excellence in Scotland. There needs to be a discussion and an exchange of ideas.
The people who know best about the matter are often those who are doing research. I was immensely heartened to see in The Herald just last week 102 or 103 Scottish academics—I am not entirely sure because there were so many—argue that independence was required for Scotland’s research activity to achieve the full potential that it can achieve.
Rural Schools (Supply Teachers)
To ask the Scottish Government what action it is taking to ensure that there are enough supply teachers available for rural schools. (S4O-03214)
It is important that we have the right number of teachers with the right skills in the right places. With that in mind, the Scottish Government undertakes an annual teacher workforce planning exercise, in consultation with other relevant stakeholders, to determine the requirement for newly qualified teachers. The exercise includes provision for supply teachers.
The recent involvement of the University of the Highlands and Islands in teacher education will help the situation. I welcome the decision by the Scottish negotiating committee for teachers to amend the pay arrangements for teachers who undertake short-term supply work, which will also help. However, ultimately, as Rhoda Grant knows, the sourcing of appropriate supply cover is a matter for individual local authorities, as the employers of teachers, to address through their own workforce planning measures.
The cabinet secretary will be aware that, due to the shortage in supply teachers, education officials in Moray are having to return to the classroom to teach children. Those shortages are due to some of the issues that he highlighted, such as fewer teachers being trained, so perhaps he will review his workforce planning to ensure that sufficient teachers are being trained. Also, when he reviews the salaries that are paid to supply teachers, will he take into account the rate of salary that would make it attractive for supply teachers to travel to rural and remote schools?
Both those issues have been covered. There being fewer supply teachers is a problem for some local authorities, but that is being addressed by ensuring that more teachers are being trained. I have brought that forward—indeed, this morning, I met representatives of the University of the Highlands and Islands to talk about its teacher training activity—and I hope that we will be able to continue to take that trend forward.
The problem is also being addressed by ensuring that the change that came about in 2011 with the agreement of the trade unions—Rhoda Grant somehow omitted to say this, but it is important to stress that the SNCT agreement in 2011 was an agreement between all three parties that are part of the negotiating committee—was changed this year in light of the new negotiation to ensure that any disincentives to undertake supply work that existed for some teachers were removed.
Those things are definitely happening and will continue to happen. The situation is beginning to ease and we have managed to resolve the difficulty of the oversupply of teachers—a problem that, as Rhoda Grant knows, can largely be placed at the door of a previous Administration, which trained too many teachers without being able to pay for them.
Childcare Support (Parents Returning to Education, Training or Employment)
To ask the Scottish Government what support it provides to people returning to education, training or employment who have very young children. (S4O-03215)
The Scottish Government is taking a range of action to support parents of young children who are returning to education, training or employment. High-quality flexible, accessible and affordable childcare is a vital source of support for parents who are working, studying or training. That is why the Children and Young People (Scotland) Act 2014 will deliver increased and more flexible early learning and childcare. We are also providing record levels of financial support to college students and ensuring that our training programmes are developed to include the support that is necessary for those with very young children.
Parents of children with disabilities face particular challenges when they try to go back to work or education in the early years of their child’s life. Can the minister explain why Scottish National Party members of the European Parliament voted against extending maternity leave for parents of disabled children? Does she accept that the SNP’s poor voting record in Europe on the rights of working parents does not bode well for the convention on employment—[Interruption.]
Does the minister accept that that does not bode not well for the convention on employment and labour relations that the SNP proposes to create in the event of a yes vote in September?
It is important for Margaret McCulloch to recognise that, following a yes vote in September, we will have control over levels of maternity and paternity leave and will be able to ensure that they work in the best interests of children and families.
On the important point about ensuring that we support families with disabled children, I am happy to discuss any points that Margaret McCulloch wishes to raise, or any specific issues that she is tackling on behalf of her constituents. However, her question relates to a reserved issue. That is the crux of the independence argument, which is about ensuring that we in this Parliament have the proper powers to support parents and families, rather than simply making snide political points from the sidelines as Margaret McCulloch does. [Interruption.]
Quiet. Can we all calm down a little?
As an SNP member and the parent of a disabled child, I am very disappointed by the comments that Margaret McCulloch makes in trying to politicise the issue on the grounds of who cares about the parents of disabled children.
A question.
Does the minister agree that, in order to deliver the transformational flexible childcare that is required, we need—as Professor Sir Donald MacKay has pointed out—control of both sides of the balance sheet? Otherwise, the Scottish Government cannot retain the income that is generated from encouraging people back into the workforce and reinvest it in the way that we would like.
Absolutely—the points that Donald MacKay raised are very pertinent indeed, as is the similar point that was made by Bronwen Cohen, the former chief executive of Children in Scotland.
The fact of the matter, as Mark McDonald points out, is that unless we have control of both sides of the balance sheet, we cannot retain the money that will be generated from increased participation in the workforce as a result of providing childcare for those parents who are otherwise unable to get back into work. We will therefore not be able to reinvest that money to create the type of childcare system that will emulate the best in Europe, which is what we will get if we have a yes vote in September.
Science, Technology, Engineering and Mathematics Studies (Impact of Decreasing Numeracy)
To ask the Scottish Government what assessment it has made of what impact the reported decreasing levels of numeracy in schools will have on the uptake of so-called STEM subjects in further and higher education. (S4O-03216)
The Scottish survey of literacy and numeracy is an important addition to our picture of learning and teaching of numeracy in Scotland. Much has been and is being achieved, but there is still progress to be made. We all want every learner to achieve the best possible outcomes.
We are therefore continuing to support the improvement of numeracy levels. We recently announced an extra £1 million funding over three years to expand the local authority numeracy hubs programme, which includes East Lothian’s numeracy academy work. That is in addition to on-going support on numeracy for teachers and schools from Education Scotland.
We recognise that a strong grounding in numeracy underpins learning across science, technology, engineering and mathematics—STEM—related subjects. We continue to see high uptake and attainment in science and mathematics qualifications in our schools, which enables young people to make strong transitions to further learning or employment.
In 2011 Skills Development Scotland’s “Skills Investment Plan for the Energy Sector” put the issue very succinctly. It said:
“Engineering sectors were more likely than average to report issues in attracting skilled staff”.
It stands to reason that fewer pupils doing well in numeracy—which was the finding of the survey that the minister mentioned, although it was hard to make that out from his answer—will mean fewer pupils pursuing science and maths through their academic careers and into their working lives.
The additional Scottish Government funding that was announced is of course very welcome, but it will amount by next year to a 0.0001 per cent increase in the schools budget.
A question, please.
Does the minister really believe that that is an adequate response to such a serious problem?
I hesitate to pick up the member on matters of maths or arithmetic, but he will appreciate that the money concerned is focused specifically on numeracy, which is important. No one could take away from the fact that the statistics show a dip in performance in second year in schools—I certainly acknowledge that. We have to take that seriously and look at issues to do with the structure and progression in the teaching of numeracy and maths in schools.
However, the member’s argument does not stand when he goes on to talk about qualifications, because there has been an increase in the number of school leavers coming out of school with, for instance, higher maths—the figure went up from 19 per cent in 2007-08 to 24 per cent in 2011-12. There is a great deal for us still to do, but the evidence from the qualifications is that the work on numeracy is having a positive effect.
What improvement has there been in pupils’ maths performance by the time that they reach the end of their secondary education, and what impact will that have on the uptake of STEM subjects in further and higher education?
I mentioned the improvements in the proportion of school leavers who come out of school with higher maths. It is also worth saying that pass rates for higher maths have remained consistently high. The rate was 72 per cent in 2007-08, which increased to 73 per cent in 2012-13. As I say, I do not take away from the importance of ensuring that we get over the dip in performance in second year, but I stress that the evidence is there in the qualifications that teachers are teaching numeracy, and teaching it well.
Question 12, in the name of Fiona McLeod, has been withdrawn and a satisfactory explanation has been provided.
Independence (University Research Funding)
To ask the Scottish Government whether Scotland’s universities will continue to benefit from research funding from outside the country in the event of a yes vote in the independence referendum. (S4O-03218)
An independent Scotland would continue to attract funding from the research councils into which it had paid as well as from Europe and international sources, based on the international excellence of our universities and our world-class research base. Indeed, we believe that independence will bring opportunities for increased research funding through collaborations with the private sector and with partners in Europe and beyond, which will be facilitated by access to additional financial levers and our greater presence and profile on the world stage as an independent nation state.
When Professor Ferdinand von Prondzynski gave evidence to the Education and Culture Committee, he discerned—correctly, I think—the Government’s objective as being to ensure that
“a significant research fund is available to Scotland, equal to or better than what is available now.”—[Official Report, Education and Culture Committee, 25 March 2014; c 3896.]
The cabinet secretary has alluded to the recent letter to The Herald from more than 100 academics, including Professor Bryan MacGregor, the vice-principal of the University of Aberdeen, claiming that independence will allow research to thrive. Is it the case that the no campaign has failed to acknowledge the cumulative erosion of science funding in recent years and its impact on university research, and will an independent Scotland seek to rectify that?
Yes, very much so. One of the fallacies of the no campaign is to try to present a picture in which everything is rosy in the union, when it is far from rosy. Let us look at the issue of pensions, for example, which are being eroded all the time by the union, or let us look at defence jobs, which are being eroded all the time by the union—
Would you like to answer the question?
Presiding Officer, you are quite right—let us look at research. In research, it is the pressure on UK Government spending and the constant pressure from Westminster that are the real threat. People who are cleverer than I am, such as Professor Bryan MacGregor, the vice-principal of the University of Aberdeen and 102 other academics—[Interruption.]
Please allow the cabinet secretary to be heard.
They are people of real experience in the field, and they have pointed out that the threat to higher education research is indeed from the union and not from independence. The Government has shown our long-term commitment to research and knowledge exchange activities in Scotland by investing £364 million in 2013-14, which is a 38 per cent increase in funding for research and knowledge exchange since 2007. Two thirds of that funding supports the research base in our universities, and it is the type of thing that would be under threat from the union.
European Union Membership (Benefits to Education Sector)
To ask the Scottish Government what the benefits to Scotland’s education sector are of being part of the European Union. (S4O-03219)
Taking higher education as an example—I shall stick to higher education, Presiding Officer—Scotland’s world-renowned universities play an active part in EU programmes such as Erasmus+. Institutions derive benefit from collaborative relationships. The European arena is one where the quality of teaching, learning and research in Scottish universities can be promoted and advanced to extend our global reach and influence.
The cabinet secretary and my colleague, Maureen Watt, mentioned the letter signed by more than 100 highly respected academics that rejected the no campaign’s scaremongering on the continuation of cross-border research and funding.
Does the cabinet secretary agree that, given that funding to Scottish universities from Europe has been worth more than €500 million since 2007, and given that we now have the €80 billion horizon 2020 programme, the real threat to research is the United Kingdom Government’s obsession with leaving Europe, rather than playing an important part in it, as an independent Scotland would do?
I whole-heartedly agree with Sandra White. Where wisdom is spoken by Sandra White we should all agree, and she has been very wise on this. We have made it clear, as she has made it clear, that an independent Scotland will want to continue as a committed member of the European Union, which will give it access to those opportunities. The rest of the UK would seek to drag to Scotland out of the EU, which—I have to say yet again—would be an unacceptable price of staying in the union.
Erasmus+
I agree with the cabinet secretary that my colleague, Sandra White, is indeed a very wise woman.
To ask the Scottish Government what recent discussions it has had regarding the Erasmus+ programme, which supports young people into lifelong learning and was mentioned in his response to the last question. (S4O-03220)
Scottish Government officials are working closely with colleagues in the United Kingdom Government and the national agency for Erasmus+, which is jointly run by the British Council and Ecorys UK, to ensure that Scotland’s interests are well represented in delivery of the programme. In recent weeks, Scottish officials have participated in the first cross-governmental programme board meeting, attended the launch of Erasmus+ and met national agency leads for Scotland.
A lot of organisations, including Exchange Scotland, which I have had the pleasure of meeting on a few occasions, support young Scots who want to access opportunities through Erasmus+. What further assistance will be provided to the sector, to ensure that the take-up of those opportunities continues to increase?
Of course, direct representation in Europe would help us on that matter, but we already provide significant support to the voluntary sector, including youth volunteer organisations such as Exchange Scotland.
We will continue to support YouthLink Scotland, the national agency for youth work in Scotland, to work with the British Council and partners to promote international and European youth work and provide guidance on Erasmus+ and other European opportunities for youth workers and young people.
We have also funded the National Union of Students Scotland with £200,000 over the past two years, to deliver a project that worked to increase awareness and uptake of student outward mobility opportunities, including those offered by Erasmus+, and we now have a scheme that supports students to study in Europe.
Independence (Research Councils UK Network)
To ask the Scottish Government what its position is on Professor Paul Boyle’s view that Research Councils UK “strongly supports” an independent Scotland remaining part of the network. (S4O-03221)
I may have mentioned this earlier this afternoon.
No!
Indeed—the member says no, but I distinctly remember doing so.
No need to repeat yourself, then.
We welcome the comments from Professor Boyle, chief executive of the Economic and Social Research Council. His comments are consistent with our proposition to maintain a common research area with the rest of the United Kingdom, as outlined in “Scotland’s Future” and in the paper “Higher Education Research in an Independent Scotland”, which I had the pleasure of launching on 30 April.
Does the cabinet secretary agree with the academics he mentioned earlier—I believe that there were 103 academics—who signed an open letter that highlighted the advantages to university research of a yes vote? They deliberately and clearly pointed out that the only threat to funding for our universities comes from Westminster’s cuts agenda.
Yes, I agree.
It is deeply regrettable that Professor Paul Boyle and Research Councils UK had to issue the following statement:
“The way that the quote attributed to Professor Paul Boyle has been used is misleading in suggesting that the Research Councils support an independent Scotland remaining part of the UK Research Council system. Should there be a vote for independence the current system could not continue.”
Does the cabinet secretary regret misrepresenting Professor Boyle, and will he apologise to him for that?
No, I—[Interruption.]
Can we have a little calm from everyone, please?
I checked the record. Professor Boyle said what he said he said, and the implications of that have been drawn out by a range of people.
What I regret is that Mr Bibby has so little confidence in the research excellence of Scottish universities that he wants to undermine those universities by implying that their excellence would not win out in competition for funding. That is the problem that we have.
I am sure that the professor can speak for himself—indeed, he did so at the Education and Culture Committee, and he said what he said.
Educational Attainment Gap
To ask the Scottish Government what steps it is taking to address the educational attainment gap between children from different social backgrounds. (S4O-03222)
As I said in my response to John Lamont earlier, only with the full economic powers of independence will we be able to do everything that is required to tackle the root causes of poverty and close the attainment gap.
Our commitment to improving attainment has a firm foundation in all our key policies and programmes that affect children and young people, including curriculum for excellence, teaching Scotland’s future, getting it right for every child, the early years framework and opportunities for all. Those policies clearly set out what needs to be done—and is being done—to support every child and young person’s successful learning journey.
We are working to ensure that teachers and school leaders have the right skills and experience to deliver improved outcomes for all children and young people, including those who are most disadvantaged.
I was disappointed by the minister’s response to the report, “Mind the Gap: Tackling Educational Inequality in Scotland”, given the calibre of the people from across the education community who were involved in it. Earlier, the minister selectively quoted recommendation 3, which is about the link between the educational attainment of the parent and the development of the child. What work is the Scottish Government doing on the area, given that he said that work is going on?
I encourage the member to go to, for example, Bellshill academy, where I went some weeks ago and where I saw excellent work being done, involving parents and the whole school, to bear down on the issue of attainment and ensure, by using data and working with individual young people and parents, that we make a difference.
I encourage the member to reflect on what is actually happening, instead of talking about the issue while not knowing what is happening. If she reflects on what is actually happening, she will see that huge progress is being made.
I would welcome the support that would come from the Labour Party in that regard. If the Labour Party wants to support what is taking place to improve attainment, I will be delighted to see it on side—[Interruption.]
Order.
If the Labour Party were on side with that, we could do even more than we are currently doing. That would be a prize to have.
Let us observe what is happening, and then let us work together to ensure that even more of it happens. Producing a report that simply talks about things we might want to happen, without reflecting on what is actually going on, is not a very good idea.