Education and Lifelong Learning
Good afternoon. The first item of business this afternoon is portfolio questions on education and lifelong learning. As ever, in order to fit in as many people as possible, I would prefer short and succinct questions, and answers to match.
Teacher Recruitment
To ask the Scottish Government what it is doing to recruit more teachers. (S4O-05656)
I launched a recruitment campaign last September to encourage more people to become teachers. In January, I announced an additional £2 million to increase the number of teacher training places by 260 this year, taking the total to 3,490. The 2016-17 total is 66 per cent higher than the 2011-12 target. We have supported a number of innovative schemes with a view to attracting people who might not otherwise have come into teaching, and we are working to help local authorities meet some of the particular and localised challenges that they face in recruitment.
Is the cabinet secretary aware of the excellent initiative between Heriot-Watt University and the University of Stirling to provide teacher training places at Stirling for science, technology, engineering and mathematics graduates who come from Heriot-Watt? It is an innovative practice. What other innovative schemes like that are in place to help meet the need for more teachers?
I very much welcome the proposed collaboration between the University of Stirling and Heriot-Watt University, which has seen STEM undergraduates training to become teachers. It is a welcome initiative and the Government has worked closely with the two universities to help to develop the proposal.
We have been working with a range of partners to develop other new routes into teaching. For example, we have supported the development of the University of Aberdeen’s part-time distance learning initial teacher education primary programme, which allows local authorities in the north and north-east to have existing members of staff trained as teachers while they are still working. We also support a similar programme that the University of Dundee delivers in partnership with Perth and Kinross Council and Angus Council, in which members of staff study on a part-time distance learning basis while continuing to work for the local authority. The University of the West of Scotland has a similar initiative with Dumfries and Galloway Council, although in that instance members of staff study on a full-time basis while the council continues to pay the trainee teachers’ salaries during their training.
The cabinet secretary will know that paragraph 18 in the recommendations of the Silver report, which was published this week, describes concerns about access to teachers for those pupils who are studying some higher and advanced higher courses. What is the Scottish Government doing to address those concerns?
As Ms Smith is probably aware, we very much welcome Dame Ruth Silver’s comprehensive and bold report. We are studying all the recommendations, but the point that is made in the report—and by Ms Smith, if I understand her correctly—is that diversity in the teaching workforce is important. In the same way that there are endeavours to widen access into the medical profession, we must take on that challenge in teacher education.
One particular area of difficulty is in recruiting physics teachers. Those who enter teacher training to teach physics in England are eligible for a £25,000 bursary that is administered by the Institute of Physics but funded by the Government. Has the Scottish Government considered replicating that scheme, and why has it decided not to do so?
I can reassure Mr Gray that we are aware of that scheme and that we have looked at it. The bursary of £25,000 is available to some graduates, but it is not universally available to all physics graduates who wish to pursue a teaching career. We have looked closely at the evidence, and I suggest that it is less than conclusive. My understanding is that, south of the border, there has been an attempt to roll back from the scheme. However, we are always open-minded and we will scrutinise it closely.
Education Attainment Gap (Discussions with Headteachers and Stakeholders)
To ask the Scottish Government what discussions it has had with headteachers and other stakeholders on closing the education attainment gap. (S4O-05657)
The Government and Education Scotland continually engage with headteachers and local authorities on closing the education attainment gap. Discussions take place on all school inspections and through support activities.
In February and early March, Education Scotland ran five leadership events across Scotland, for all secondary school headteachers and deputes, at which the education attainment gap was discussed and ways of closing that gap were shared. Additionally, a networking event for headteachers from all 57 schools that are involved in the attainment Scotland fund programme was held on 23 February in Glasgow. That event provided an opportunity for them to share their experiences of the work they are doing to close the education attainment gap. Education Scotland’s area lead officers are involved in on-going discussions with all 32 local authorities on strategies to close the education attainment gap.
Given the Scottish Government’s clear commitment to close the attainment gap, together with the leadership that has been provided by the First Minister and the cabinet secretary, what further assurance can the cabinet secretary provide that the work of the commission on widening access—particularly its recommendation that one in five students at university should, in future, be from deprived backgrounds—will not be undermined by any attempt by the Scottish Further and Higher Education Funding Council to cut the existing funding available for programmes to support the entry of working class students into university?
I am very clear that there must be no diminution of efforts. In my letter of guidance to the Scottish funding council, I made it very clear that the Scottish Government expects the funding council to drive further and faster progress in the widening access agenda, using all the levers at its disposal and informed, of course, by the findings and recommendations of the commission on widening access. Having immediately accepted the commission’s recommended target that 20 per cent of students from the most deprived backgrounds must represent 20 per cent of entrants to higher education by 2030, I also expect to see that progress reflected in continued improvements in national measures. Therefore, far from there being a reduction in the number of students from poorer backgrounds, we very much expect numbers to increase.
College Sector (National Pay Negotiations)
To ask the Scottish Government whether it will provide an update on the national pay negotiations in the college sector. (S4O-05658)
Good progress has been made. The vast majority of colleges have signed up to national bargaining, and three out of four unions have accepted the pay offer for 2015-16.
I made my three immediate priorities clear to the Educational Institute of Scotland and to the management side. Those priorities are the pay award for teaching staff; a formal commitment to national pay bargaining from those who have not yet given a commitment; and a clear road map with short to medium-term milestones for harmonising the terms and conditions of college staff.
I thank the cabinet secretary for that answer and note her three points. However, I have serious concerns for students in further education—including those who study part time and could lose out on a large proportion of their time with lecturers. There must be a fair arrangement for lecturers, who work beyond the call of duty to make it possible for marking, planning and the provision of support for individual students to be carried out within contracted hours.
Having talked with Russell Taylor, a union representative at Borders College Scotland, in my region, I ask the cabinet secretary whether she believes that the imposition of a pay award on FE lecturers makes it more likely that the dispute will be resolved amicably. What action can be taken to avoid the first day of the 32-day strike that is ahead of us?
Claudia Beamish touches on a number of very important points. The National Union of Students in Scotland has written to me to share the concerns that she articulated regarding the impact of strike action on students, particularly in the very important third term that we are approaching. The priority has to be on the resolution of the dispute.
It is for the employers to account for imposing a pay deal. I have met representatives of the employers’ side this week, and I am advised that there has been further constructive dialogue. I repeat my view that both the trade union side and the employers must continue to engage in that constructive dialogue, as industrial action is not in anyone’s interest, least of all that of students. The priority must be to get matters resolved.
I have an email from West Highland College, which says that it is unable to sign up to the current national bargaining initiative because it threatens the college’s financial viability and business continuity. I welcome the fact that some colleges have signed up but, where the disparity is the greatest—in other words, among the University of the Highlands and Islands colleges—will the Government dig a bit deeper to help out the colleges? We do not want there to be any initiative that would threaten their future.
I expect all colleges to be signed up to the principle of national pay bargaining. I have met representatives of the employers’ side this week to discuss how we can make that happen and facilitate that.
“Establishing a Stronger Summer Safety Net: Promoting how we can raise retention in post 16 education”
To ask the Scottish Government what its position is on the Students Association of the University of the West of Scotland’s report, “Establishing a Stronger Summer Safety Net: Promoting how we can raise retention in post 16 education”. (S4O-05659)
The Minister for Learning, Science and Scotland’s Languages will tomorrow meet the president of the students association, Jack Douglas, to discuss the report.
Improving retention is a priority for colleges and universities. It is one of the key performance indicators that the Scottish Further and Higher Education Funding Council evaluates as part of the outcome agreement process. The funding council also continues to invest strategic funds to support improvement. That has delivered progress. Retention rates in the college sector have improved since 2008-09 and are at record levels in the university sector. However, we want to continue to make progress, and the Students Association of the University of the West of Scotland is to be commended for its contribution to this important issue.
Although summer support is an ambition for students, recent figures released by the Scottish funding council have revealed a £2.4 million shortfall in the term-time bursary funds available for college students. What is the cabinet secretary doing to address that shortfall in support of our further education students?
Support for students in the FE sector is at a record high of £105 million, which is a 29 per cent real-terms increase over the term of office of this Government. It is important to recognise that retention levels in FE have increased to 75 per cent, and we want those retention rates to be higher. In higher education they are 83 per cent. University retention rates are at 91 per cent—as I said in my original answer, they are at record levels.
We know that retention is a complex matter, as was ably explained and indicated in the Ruth Silver report. We know that institutions are developing more sophisticated and adept means both to identify students who need additional support and to enhance their pastoral care of students.
The cabinet secretary is aware of the poor retention rates among students at UWS, particularly first-year students, from the student manifesto, which seeks to have the problem resolved. I am pleased to hear of the meeting with Jack Douglas tomorrow.
What progress has been made on implementing the student manifesto, which highlights the problem? Will any new protocols be put in place for this summer to address the matter?
It is a very live issue, and Mr Scott raised it with me when we last had education and lifelong learning portfolio questions. At that point, he was seeking clarity about retention funds. I am pleased to say that the widening access and retention fund of £14.7 million is still in place. That will facilitate further work in the area.
Education Attainment Gap
To ask the Scottish Government what progress it is making in reducing the education attainment gap. (S4O-05660)
As outlined in the national improvement framework interim report, a range of measures suggest that we are making progress in narrowing the education attainment gap in Scotland. For example, school leaver data shows that the gap in attainment at Scottish credit and qualifications framework level 5 or better has decreased over the past three years from 28 percentage points in 2011-12 to 23 percentage points in 2013-14. However, there is still work to do, and everyone involved in Scottish education needs to focus their efforts relentlessly on reducing the impact of deprivation on educational outcomes.
As the cabinet secretary may know, the area of Mayfield and Easthouses in my constituency has historically been ranked among the 10 most deprived in educational terms, according to the Scottish index of multiple deprivation. What specific steps will be taken to help the areas that are ranked in that percentile?
As the First Minister announced, our intention in the next session of Parliament would be to make progressive changes to local taxation to raise an additional £100 million annually for schools. That funding will see the reach of the attainment Scotland fund extend to every part of Scotland, including the communities of Mayfield and Easthouses in Mr Beattie’s constituency. We will allocate the money directly to headteachers, so that they can invest in what they need to support children to learn and to raise attainment. That means that, over the next session, we will commit an extra £0.75 billion, over and above existing budgets, to raise the attainment of the most disadvantaged children and young people in our country.
I will take a brief supplementary question from Iain Gray. I ask for a brief answer, too.
The cabinet secretary will be aware that, earlier this week, the Scottish Parliament information centre produced evidence to show that there is no mechanism to allow the direction of resources to schools in the way she has described. How would such direction happen in detail?
I cannot explain that in detail in the time that I am permitted. I will write to Mr Gray about it. In extending the reach of the attainment Scotland fund, we have tried to take a very comprehensive approach to some of the systemic issues. We are targeting resources nationally, at community level and at school level.
I have taken a number of supplementary questions. We need to make progress as we are now behind time. I make another plea for brief questions and answers.
High School Provision (Dunfermline)
To ask the Scottish Government what recent discussions it has had with Fife Council regarding the future provision of high schools in Dunfermline. (S4O-05661)
We had contact regarding the future provision of high schools in Dunfermline in April, May, November and December last year.
The most recent contact I had with Fife Council about the matter was from Councillor David Ross, who wrote to me on 28 January. I responded to his letter on 16 February.
Does the minister share my concern that pupils in Woodmill high school in my constituency are being taught in a category C building and that the condition of the school is continuing to deteriorate? In addition to its poor condition, the school is in a rapidly growing area of Dunfermline and is now literally bursting at the seams.
Fife Council is keen to replace the school as soon as possible, but given that no further funding will be available through the schools for the future programme, what is the likelihood of new funding being made available to replace Woodmill high school in the near future?
The member will be aware that there has been a great deal of support from the Scottish Government for Fife Council for a number of building projects. Auchmuty high school, the Buckhaven and Kirkland high schools replacement—Levenmouth academy—and the Waid academy have been supported by £58 million of funding.
I understand that during phase 4 of the schools for the future programme there were no applications from Fife in the final phase, although Waid featured in earlier phases.
Support is there at a national level. I reassure the member that we have had a great deal of success in removing children and young people from category C and D schools. The number of schools in good and satisfactory condition has gone up from the 61 per cent that we inherited in 2007 to 84 per cent now.
European Union (Impact on Education of Withdrawal)
To ask the Scottish Government what analysis it has carried out of the potential impact on education in Scotland of the United Kingdom withdrawing from the EU. (S4O-05662)
The Scottish Government believes that European Union membership is in the best interests of Scotland and the rest of the United Kingdom. We will focus our resources on continuing to make the strongest case possible for a vote to remain in the EU.
Last month, 103 university leaders across the UK urged the public
“to consider the vital role the EU plays in supporting our world-class universities”.
Eleven of the signatories to that letter were from universities in Scotland.
An analysis that was published by the Centre for Economics and Business Research in March 2014 estimated that, in 2011, approximately 336,000 jobs in Scotland were associated with exports to the EU, of which around 6,000 were associated with education.
Through the horizon 2020 programme, organisations in Scotland have secured €158 million in research and innovation funding. Other benefits of EU membership for our education sector include life-changing opportunities abroad for our students and researchers, and support for international collaboration—for example, through the Erasmus+ programme.
The cabinet secretary will be aware that it was our very own Madame Ecosse, Winnie Ewing, who helped to set up the original Erasmus programme. The cabinet secretary referred to students travelling and studying abroad. Is she as concerned as I am that a withdrawal from the EU might put at risk our participation in that programme?
Yes—I too acknowledge the work of the former Scottish National Party member of the European Parliament Winnie Ewing, and I share the concerns that the member has articulated. Scotland’s participation in the new Erasmus programme for 2014 to 2020 is in line with our aspirations to increase student and staff mobility and to promote Scotland as a learning nation.
Last year, 151 projects based in Scotland—in schools, higher education, vocational education and training, and youth and adult education—were awarded funds to a total value of almost €13 million, or 11.5 per cent of the UK Erasmus+ budget, so we are punching above our weight to secure a strong share of those funds.
Library Provision in Schools (Highlands and Islands)
To ask the Scottish Government how it encourages the provision of libraries in schools in the Highlands and Islands. (S4O-05663)
We recognise the important role that school libraries play, and we would encourage local authorities to provide such services. As well as providing resources and support, libraries improve children’s ability to read, write, talk and listen, and they often foster a lifelong love of reading and books from an early age. There is an important role for school libraries and public libraries to play in our read, write, count literacy and numeracy campaign, and in all our work to raise attainment and close the attainment gap.
I thank the minister for that reply, with which I agree. Is he aware of the level of concern in Argyll and Bute at the council’s decision to cut librarian jobs from secondary schools? Does he agree that discovering books, and the joy of reading and intellectual curiosity and inquiry, outside the school curriculum is a key part of going to school? Does he further agree that the removal of a highly skilled school librarian is deeply disappointing and will make that much more difficult to achieve for pupils in Argyll and Bute because it will deprive pupils of a most basic and important experience, enjoyment and skill?
I am aware of some of the concerns that have been expressed about not only school libraries but mobile libraries in Argyll and Bute. I very much agree with what the member says about reading for pleasure and curiosity being absolutely central to a young person’s achievement and to their life chances with regard to closing the attainment gap.
Does the minister agree with me that it was rank hypocrisy for the Cabinet Secretary for Education and Lifelong Learning to pose in a library for media opportunities the day after she voted to rip out another £0.5 billion from local government services, which will close the very libraries in which she was posing?
Minister, the original question was on the Highlands and Islands, so there is no requirement for you to respond unless you wish to do so.
I say merely that the member would know all about posing.
I remind all members of the need for respect in the chamber.
Education (Spending Per Pupil)
To ask the Scottish Government how much it spends per pupil, and how this compares with England. (S4O-05664)
Official statistics show that, in 2014-15, average revenue expenditure per primary school pupil in Scotland was £4,814 and average revenue expenditure per secondary school pupil in Scotland was £6,790. Directly comparable figures are not available for England, but research by the Institute for Fiscal Studies suggests that average funding per pupil in England in 2014-15 was approximately £4,500 in primary schools and £6,000 in secondary schools.
I thank the cabinet secretary for that interesting answer. Will she outline whether total revenue spending on schools in Scotland has risen since the Scottish National Party came into government in 2006-07?
Yes—under the SNP Government since 2006-07, total revenue spending on schools has risen by at least £220 million or 4.8 per cent. Official figures show that councils plan to increase spending by a further £150 million in 2015-16.
Daily Mile (Promotion in Schools)
To ask the Scottish Government how it is promoting the daily mile in schools. (S4O-05665)
The daily mile, which was developed by Elaine Wylie, a retired headteacher of St Ninian’s primary school in Stirling, is an excellent initiative that is simple, free and flexible. I am delighted to see it and other daily physical activity initiatives being adopted by so many schools across Scotland.
In November, to support the daily mile, along with the Cabinet Secretary for Health, Wellbeing and Sport, I wrote to all headteachers in Scotland to make them aware of the initiative and to encourage schools to adopt daily physical activity initiatives that are appropriate to their circumstances. In December, Education Scotland published its resource “Approaches to physical activity in the primary years”, which features case studies about implementing the daily mile and other initiatives in primary schools.
Can the minister advise how many schools in Renfrewshire are currently taking part in the daily mile programme? Will he expand on how the initiative can help children and young people’s future health and wellbeing?
I understand that seven primary schools in Renfrewshire are currently participating and that three more intend to do so in the near future. The benefits of the daily mile are currently being studied at the University of Stirling, but I know from visiting St Ninian’s and other schools that participate in the initiative that, anecdotally, the benefits are not just for the health of the young people concerned but for their ability to concentrate and to attain at school.
Education Attainment Policy (Impact of Poverty)
To ask the Scottish Government what action it is taking to ensure that its policy on children’s attainment takes account of the impact of poverty. (S4O-05666)
The Scottish Government’s policy on raising attainment will continue to take account of children, families and communities that are affected by poverty.
In the Scottish attainment challenge, we have used the Scottish index of multiple deprivation—a long-established set of indicators that show levels of deprivation in communities across Scotland—to identify the seven authorities with the greatest concentration of children of primary school age living in the 20 per cent most deprived areas in Scotland. Using the SIMD, we identified an additional 57 primary schools outside the seven challenge authority areas that are serving the most deprived communities, and they have been allocated moneys through the attainment Scotland fund.
An additional £100 million a year will be invested in schools across Scotland as a result of a package of reforms to council tax that the First Minister outlined earlier this month. Further, the Education (Scotland) Bill, which Parliament passed unanimously last month, places legal duties on the Scottish ministers and education authorities to reduce inequalities of outcome that are caused by socioeconomic disadvantage.
The national improvement framework focuses on raising attainment and closing the gap—on delivering both excellence and equity. It will provide the evidence to make substantial progress in eliminating the attainment gap within a decade.
Can the minister say anything specifically about what the Government is doing on the impact of poverty in children’s learning in the early years, which also has a significant bearing on their attainment in key basic skills?
We have already set out ambitions to further expand early learning and childcare provision to 1,140 hours per year. That is building on the previous expansion to 600 hours for three and four-year-olds and the 27 per cent of two-year-olds who benefit the most. In the previous session of Parliament, we delivered free school meals for those in primaries 1 to 3, which benefits 135,000 children and saves families £380 a year for each child.
If we are re-elected, we will expand early learning and childcare to fully include day provision and will ensure that our youngest children get access to a healthy and nutritious meal that improves their capacity to learn without the stigma of means testing. We will also replace the sure start maternity grant with a new and expanded maternity and early years allowance for those on lower incomes—40 to 50 per cent of families might qualify. The payment on the birth of a first child will increase from £500 to £600 and we will restore payments of £300 for second and subsequent children. We will also make payments of £250 to help to meet additional costs that low-income parents face at two further stages in a child’s life: when they start nursery and again when they start school.
We have a comprehensive range of measures, because we understand completely that, to allow children to flourish, we have to act early and effectively to address the attainment gap in the earliest years of children’s lives. The Government is completely and utterly focused on that comprehensive package.
Special Schools (Pupil to Teacher Ratio)
To ask the Scottish Government what the pupil to teacher ratio is in special schools, and how that compares with 2008. (S4O-05667)
The summary statistics for schools in Scotland indicate that in September 2015 the pupil to teacher ratio in special schools was 3.6:1. That compares with a pupil to teacher ratio of 3.2:1 in 2008.
We want all children and young people to receive the support that they need to learn. At the end of this week I will publish my annual report to Parliament on the implementation of additional support for learning, which sets out that in 2015 education authorities spent £579 million on additional support for learning, an increase of £24 million on 2014.
The minister will be aware of the fact that there are 164 more special school pupils than there were in 2008, with a total of 6,920, but that there are 172 fewer teachers teaching that group of pupils. If the group is a priority in relation to inequalities, what is the Government going to do to restore that ratio to one that is reasonable, and to ensure that the numbers of special needs assistants in those schools, who are also vital, are not cut with the present pressure on local authorities?
The member will obviously be aware of the commitment that the Government has to maintaining teacher numbers and pupil to teacher ratios, in the relationship that we have set out with local government on that very issue.
I know that the member is familiar with some of the reasons why there has been an increase in the number of pupils who fall into this category in recent years, due to the difference in the way that that number is recorded. That said, I am very alive to the fact that we need to continue to ensure that we provide the services that are needed. I am pleased about the fact that attendance has improved and also, crucially, that attainment has improved among that group of pupils. We all need to work together to ensure that those trends continue.
Named Person Provision (Benefits for Children and Families)
To ask the Scottish Government what it considers the benefits of the named person provision will be for children and families. (S4O-05668)
The Government is absolutely committed to ensuring that all our children get the best possible start in life. Getting it right for every child, including the measures in the Children and Young People (Scotland) Act 2014, is an investment in all our futures.
The named person provision will offer a number of benefits to children, young people and families. As the single point of contact, the named person will be well placed to provide direct advice and support to the child and family when necessary or to help them to access other services.
The named person approach was developed so that families would not have to repeat their stories unnecessarily to professionals and to ensure better co-ordination across services to support children’s needs. It aims to change the culture and practice of professionals by giving them the confidence, skills and knowledge that they need to put children’s needs and interests at the heart of the services and support that they provide for families.
I note my interest as a member of the advisory board of the National Autistic Society Scotland, which has added its voice to the long list of charities that support the named person system. It states:
“We believe this system will simplify and reinforce existing processes, ensuring the welfare of children in our society by bringing greater consistency and coordination to the support that is offered to families.”
However, it points out that as one in 100 children and young people are autistic, it is important that named persons have an awareness and understanding of autism in order for their role to be effective. Will the minister and her officials contact NAS Scotland to discuss the issue?
Absolutely. I am grateful to NAS Scotland for its support and reiterate that what is of benefit for families who have children with additional needs is that the system avoids them having to repeat their stories time and again to different services in order to get the support that should be there for them when they need it.
I make the commitment that I or my officials will meet NAS Scotland to ensure that its voice is heard in the guidance and supplementary information that will be necessary to ensure the good running of the named person policy.
British Sign Language (Scotland) Act 2015 (Implementation)
To ask the Scottish Government what progress it is making in implementing the British Sign Language (Scotland) Act 2015. (S4O-05669)
We have established a British Sign Language national advisory group, which will inform the development of the first BSL national plan. On Friday, we announced that the group will comprise nine Scottish public bodies that are subject to the 2015 act and 10 deaf people whose first language is BSL. An 11th BSL representative is a hearing parent of a deaf child. The group will meet six times in the next 18 months and the first BSL national plan will be published by October 2017.
I am sure that the minister will agree that it is important for parents and families to get involved at home in the teaching of a child. What specific support is given to parents of a deaf child to ensure that that child can get the most out of their school?
I very much agree that parents are the most important people in a child’s life and that we need to support what they do. We are providing substantial funding for the National Deaf Children’s Society to deliver support to families with a deaf child, including teaching them family sign language so that they can communicate—it is often forgotten that communication can be a great difficulty for many families. As we announced last week, we have appointed deaf and hearing parents to the national advisory group.
Further Education Colleges (International Students)
To ask the Scottish Government what recent representations it has made to the United Kingdom Government regarding international students and further education colleges. (S4O-05670)
The Scottish Government remains deeply concerned that the UK Government’s enforced changes to immigration rules are significantly impairing our colleges’ ability to attract talented students from around the world. I wrote to the UK immigration minister on 15 February about my concerns. He replied just last week, when he again outlined the rationale behind the UK Government changes. However, the Scottish Government continues to have concerns. Our colleges remain committed to further developing their portfolio of international activities. We will continue to do all that we can to support our colleges in the matter and to make clear our concerns to the UK Government.
The cabinet secretary has been writing to the UK Government about what I see as inherent discrimination in the treatment of further education colleges as compared with higher education institutions. After international students complete access courses such as higher national diplomas, they must go home to apply to university, rather than move straight on. I ask the cabinet secretary to continue to make the case to the UK Government, in the strongest possible terms, that Scotland’s colleges, such as South Lanarkshire College in East Kilbride, offer students unique access opportunities to higher education, which they should be able to offer to international students without the apparent discrimination in the current system.
The Scottish Government continues to be concerned and we will do all that we can on the implications of the tier 4 changes. Linda Fabiani raises a fundamental point about the role and potential of colleges. South Lanarkshire College, in her constituency, provides excellent HND opportunities that offer articulation into universities, an affordable fee structure and the ability for students to work part time in order to gain experience and support themselves.
We must remember that one of our largest colleges, City of Glasgow College, is a key provider of specialist higher education to international students. This year, more than 4,000 students from more than 130 countries are studying at that college.
STEM Subjects (Promotion in Schools)
To ask the Scottish Government what it is doing to promote science, technology, engineering and mathematics in schools. (S4O-05671)
On 9 March, the Scottish Government announced funding of £1.5 million for a range of initiatives to support the delivery of science, technology, engineering and maths in primary and secondary schools. The funding will support classroom learning in STEM subjects with training programmes for teachers of science and technology, a primary science mentoring programme and support for maths delivered by maths champions in each local authority area. The funding is in addition to the making maths count programme, which is designed to promote enthusiasm and confidence in maths.
I particularly welcome the support for having maths champions, which is a personal interest of mine. The minister will be aware that some councils face challenges in teacher recruitment in STEM subjects. Will he outline the steps that the Scottish Government has taken to address the barriers to recruitment that remain?
The Scottish Government launched a teacher recruitment campaign in September to encourage more people to become teachers. We are supporting a collaboration between the University of Stirling and Heriot-Watt University whereby some of Heriot-Watt’s STEM students will train as teachers in parallel with their undergraduate STEM studies. Part of the £12 million transition training fund, which will help people who face job losses in the oil and gas sector to find alternative employment, will be available to support people who want to become teachers.