Education and Lifelong Learning
Teachers (Registration)
To ask the Scottish Government what analysis it has undertaken of its proposed changes to registering teaching staff. (S4O-04488)
Teacher data that was provided by individual schools was analysed to show how many teachers would be affected by changes to registration. As of September 2014, 100 independent schools employed 4,034 individuals as teachers. Of that total, approximately 645 staff were not registered with the General Teaching Council for Scotland.
The cabinet secretary will be aware that a number of submissions to the Education and Culture Committee on the Education (Scotland) Bill have expressed serious concerns about the Scottish Government’s proposals. In particular, the International School of Aberdeen explained that delivering its unique curriculum to a diverse group of students would not be possible if it could hire only teachers who were registered with the GTCS. How does the cabinet secretary plan to address those concerns?
There are many stakeholders, including the Scottish Council of Independent Schools, who are keen to work with the Government as we roll out these proposals to ensure that all teachers, irrespective of where in the education system they work, are registered. We have been working with the independent sector on the matter for some 15 years now.
We understand that for, some independent schools, particularly the smaller ones such as the International School of Aberdeen, things can be a bit more challenging. Currently, the International School of Aberdeen employs 68 staff and only 11 are GTCS registered. However, from initial information received, it seems that more than 50 per cent of the staff who are listed as not being registered hold a teaching qualification that potentially could allow them to register.
In the work that we will take forward with the GTCS, which is already leading a working group that is working closely with the independent sector, we will be looking to be supportive, particularly of the smaller schools, and to show some flexibility—but, of course, with no dilution of standards.
Does the cabinet secretary agree that it is in the public interest to register teachers in all school sectors so that, no matter where their child is educated, parents will know that the quality of teaching staff is regulated by the GTCS?
Yes, I believe that it is in the public interest that, irrespective of whether teachers work in state schools, state-funded schools, or the independent sector, parents and schools, as employers, have the reassurance that teachers are registered. One of the quality marks of Scottish education is that we have a graduate teaching workforce, that teachers have a teaching qualification, and that they are registered. The registration of teachers is very important, particularly in terms of the fitness to teach and professional update requirements. Teaching is a learning profession and of course we expect teachers, irrespective of where they teach, to be lifelong learners as well.
Scottish Further and Higher Education Funding Council (Meetings)
To ask the Scottish Government when it last met the Scottish Further and Higher Education Funding Council and what was discussed. (S4O-04489)
I last met the chair and chief executive of the Scottish funding council on 4 March, when we discussed a range of matters of importance to the higher and further education sectors in Scotland. My officials regularly meet their counterparts at the Scottish funding council to discuss a wide range of issues.
I wonder whether, when the cabinet secretary met the funding council, they discussed the plight of the 13 members of the catering staff at Glasgow Kelvin College who have been served with compulsory redundancy notices. Will she confirm that it is Scottish Government policy that there should be no compulsory redundancy notices in any sector or for any employees in the college sector?
It is indeed part of the Scottish Government’s public sector pay policy not to have compulsory redundancies. The college sector must have regard to that policy, but it is not obliged to follow the detail of it. My predecessor, Michael Russell, and I have been consistently clear since 2011 about the Government’s expectation with regard to compulsory redundancies in the college sector. However, we have always been clear that we are not in a position to force the college sector to apply that policy. Indeed, that power of direction was forgone in 2005 by the then minister Allan Wilson.
Paul Martin’s substantive point is very important. I met Unison this morning and I have recently met the Educational Institute of Scotland. Unison raised with me the plight of the 13 members of staff employed in the canteen that Paul Martin refers to. Although the catering contract at Glasgow Kelvin College ultimately is an operational matter for the college and the firm that manages it and the employment of catering staff is the contractor’s responsibility, I have to say that, when I look at the history of the situation, I am concerned about the process and how events have transpired. I call on all involved to ensure that as much as possible is done for those affected, who are now facing job loss.
Given that the Scottish Government aligns its skills and training priorities with the Scottish funding council, why have 25,000 college places in information and communication technology been cut at a time when there is a drastic shortage of ICT employees across Scotland?
Mary Scanlon raises a sensible point. It is important that the courses that our college sector funds and supports are aligned with the economy, both locally and nationally. The number of places for recognised IT qualifications has largely been held static, but there has been a deprioritisation in the range of computing courses that are about things such as how to work a mouse and how to organise your calendar at Christmas. I am not saying that those things are not important—
It is not just how to work a mouse; it is higher national certificate, higher national diploma and degree courses.
Mrs Scanlon.
I am saying that a range of ICT courses are available in the FE sector and it is important that the sector focuses on ICT courses that enable people to get into jobs, which are HNC level and higher level courses. Of course, we will always look at the detail that Mary Scanlon gives us.
Before we come to question 3, I say to members and the cabinet secretary that I would be grateful if questions and answers could be as succinct as possible, to allow me to make some progress.
College Students (Head Count)
To ask the Scottish Government how the college student head count in 2014-15 compares with 2008-09. (S4O-04490)
This Government has a strong track record on colleges. We are investing more than Labour ever did, and we have exceeded our commitment to maintain full-time equivalent college places, with more than 119,000 such places for students in 2013-14. Just over 14,000 more students successfully completed full-time courses leading to recognised qualifications—a third higher than in 2008-09. There are more full-time students under 25 and over 25, and the number of women studying full time has increased by 15 per cent since 2006-07.
I thank the cabinet secretary for that information but that is not quite the answer to my question—perhaps she will provide that in her second response. I asked about student head count this year compared with 2008-09. According to Audit Scotland, student numbers dropped by 36 per cent between 2008-09 and last year, which means 140,000 fewer people picking up extra skills in our colleges. Some 74,000 of those people who are no longer at college were adult learners—those who returned to education to pick up qualifications that they did not get at school, or to retrain for a new career. Does the cabinet secretary believe that colleges are still institutions for lifelong learning?
I certainly believe that colleges remain institutions for lifelong learning, and 27 per cent of college provision goes to people who are over the age of 25. I know that Mr Griffin and his colleagues are very focused on the head count, and if we consider the full-time head count in Scotland’s colleges by age group we see a 17.5 per cent increase across the piece between 2006-07 and 2013-14 for 16 to 24-year-olds. That is important, given that young people are always affected the hardest in times of recession. We have prioritised young people, but it is wrong to say that that has been at the exclusion of others. It is important that colleges provide young people and older learners with the opportunity to study more full-time courses that lead to recognised qualifications. For example, full-time student numbers for advanced level information technology courses—which are the most prized by employers—have remained virtually unchanged since 2006-07.
Free School Meals
To ask the Scottish Government what discussions it has had with local authorities regarding the provision of free school meals. (S4O-04491)
We have worked closely with the Convention of Scottish Local Authorities and local authorities to implement our policy of providing free school meals to all children in primary 1 to 3. We are fully funding that policy, providing £70.5 million over two years in revenue funding and £24.8 million in capital funding. I am delighted that more than 129,000 P1 to P3 pupils are now benefiting from a healthy and nutritious free school lunch. The latest statistics show that almost 99,000 more primary school children are taking a free school meal. That is helping them to get the best possible start in life and succeed at school, while also delivering a saving for families of around £380 per child per year, protecting household incomes and helping to tackle the scourge of child poverty in Scotland.
The Scottish Government is fully funding the extension of free school meals to all pupils in primary 1 to 3 with revenue and capital funding. Does that extension include hot meals as one of the daily options?
No, the free school meal does not have to be a hot meal, but I reassure Mr McMillan that although lunches can be either hot or cold, they must comply with national requirements for school food and drink. Those requirements include a choice of two vegetables and two types of fruit every day, as set out in the Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2008.
Private Finance Initiative and Public-private Partnership Schools (Educational Impact)
To ask the Scottish Government what assessment it has made of the educational impact of schools built under the private finance initiative and public-private partnership. (S4O-04492)
The Scottish Government has made clear that the PPP/PFI approach used in the past has not delivered best value for the taxpayer in Scotland. As a result, since May 2007 no new PPP/PFI projects have been initiated by the Scottish Government. By the time we have finished repaying those contracts, the total estimated cost will be £13.9 billion.
We have tasked the Scottish Futures Trust with examining potential ways of reducing existing PPP/PFI contract payments, and it has undertaken a review of a number of operational PPP/PFI contracts across Scotland to identify where, with further focused work, significant savings could be achieved.
I thank the minister for that positive response and acknowledge the stunning sum of money involved.
The minister will be aware of the implications for out-of-school activities in music and sport and the costs that can be associated with those activities. Will he encourage the negative impacts of PPP and PFI to be reflected in additional support for the fèisean movement?
The member will be aware of my support for the fèisean movement and the Government’s support for arts and music in schools.
If I understand it correctly, the member’s wider point is about efficiency. If we find significantly more efficient ways of financing school building projects in future, we will ensure that money is available to be put into services as well as buildings.
Post-study Work Visas
To ask the Scottish Government what recent discussions it has had with the United Kingdom Government regarding the post-study work visa. (S4O-04493)
This Government is committed to working with the UK Government, as recommended in the Smith report, to ensure that a post-study work route is put in place in Scotland. I welcome the recent backing for the scheme by 100 figures from business and academia.
My colleague Humza Yousaf, the Minister for Europe and International Development, has twice written to Mr Brokenshire, who was previously the UK Minister for Immigration and Security and is now the Minister for Immigration, about the issue—most recently on 20 May, following the UK election. My colleague, Mr Matheson, the Cabinet Secretary for Justice, also raised the issue in a letter to the Home Secretary, Theresa May, on 15 May. I understand that officials are currently seeking a meeting to discuss the post-study work visa, among other matters.
In addition, Scottish Government and UK Government officials met on 23 January and again on 13 March to discuss a potential post-study work route.
I thank the cabinet secretary for that comprehensive answer, which dealt with my supplementary question.
I hope to reassure Mr Campbell and the rest of the chamber that we will continue to keep up the pressure. Colleagues may be aware that Humza Yousaf has established a new cross-party working group that includes representatives from across the chamber. We look forward to progressing the matter further.
Secondary Schools (Remote Learning)
To ask the Scottish Government what impact the use of videoconferencing and other remote learning facilities can have in helping smaller secondary schools broaden the range of subjects offered at all levels. (S4O-04494)
The Scottish Government acknowledges that technology can play an important role in delivering education across a wide geographic area. It can afford learners and educators the opportunity to connect from different physical locations and can help to broaden access to learning opportunities. That is one of the reasons why we continue to offer the glow online learning portal, which provides all learners and teachers in Scotland with free access to a range of tools and services, including web conferencing.
We also support SCHOLAR, which is an online learning environment that delivers regular subject-specific live online homework and revision sessions. However, it is for schools and local authorities themselves to decide how best to deliver education services that meet local needs, including which online resources to use.
I have heard of parents moving their children from Farr secondary in Bettyhill to Thurso in order to access a greater number of subjects. The issue does not apply only to Farr secondary; the high schools in Kinlochbervie, Ullapool and Gairloch in my constituency all need to make curriculum for excellence available in a larger range of subjects but have constraints on their teacher numbers.
Can the minister roll out national guidelines again to ensure that students in small schools have a fairer chance to access the full range of Scottish Qualifications Authority-approved certificate subjects?
The technological solutions that I mentioned are only part of the story. On staffing levels, as the member will be aware, this Government has invested in an agreement with all local authorities to maintain teacher pupil ratios. However, there are many other technological solutions, such as those that I mentioned in my first answer, and the Government is happy to work with local authorities on them.
Secondary School Subjects (Highlands and Islands)
To ask the Scottish Government what it is doing to ensure that secondary school pupils in the Highlands and Islands can study the subjects that they need to meet their career ambitions. (S4O-04495)
As I just indicated, the Scottish Government wants all our learners to have access to a broad range of curriculum choices. However, responsibility for the delivery and management of the curriculum sits with local authorities. The commission on the delivery of rural education, which reported in 2013, made recommendations for local authorities about resourcing the curriculum in small rural secondary schools and highlighted the need for flexibility and innovation. We want to ensure that learners have access to the subjects that they want and that the right teachers are in the right place at the right time. That is why we have provided £51 million and secured a commitment from every local authority that it will maintain teacher numbers.
The minister will be aware that pupils in Uist have complained about not being able to study the subjects that they would like, which harms their chances of accessing further education and higher education, and the jobs that they want. We have also seen fewer young people from the state school sector entering medicine because of the difficulty of studying the required number of sciences. What is the minister doing to ensure that where someone lives and learns is not a barrier to their career choices in Scotland?
On the point regarding Uist and Sgoil Lionacleit, it will not come as a surprise to the member that, being the local MSP, I have met the director of education about some of the issues there that were raised publicly and I pursue and continue to keep in touch with the local authority about those concerns.
Regarding the wider issue that the member raises about science qualifications and their relevance for people going into medicine, I think that, without taking anything away with regard to the importance of the qualifications for the particularly onerous entry requirements for medicine, we all have a responsibility to look at the changes that have taken place in the new qualifications system and to understand that in any given year, but particularly in fourth year at school, although a small number of subjects might be taken that does not mean that people will come out of school at the end of their six years with fewer qualifications. Indeed, the universities have been very quick to point that out.
Does the minister agree that one of the core principles of curriculum for excellence is that decisions are made locally to take account of local circumstances?
Yes, indeed. It is of course the responsibility of individual local authorities and schools to decide which subjects are taught, taking account of their local circumstances and needs.
School Leavers (Positive Destinations)
To ask the Scottish Government what proportion of young people who left school in 2013-14 went on to positive destinations and what those destinations were. (S4O-04496)
A record 91.7 per cent of young people leaving school in 2013-14 in Scotland were in a positive follow-up destination in March 2015. Those in positive follow-up destinations include school leavers who are in employment and undertaking modern apprenticeships, and school leavers who are participating in higher education, further education, training, voluntary work or activity agreements approximately nine months after leaving school.
I am particularly pleased that the gap between school leavers who have been looked after and their non-looked-after peers is narrowing, and that 73 per cent of the former are in a positive destination nine months after leaving school. However, we always have much more work to do and must focus our efforts relentlessly on closing the gap.
What progress is the Scottish Government making in widening access for those in deprived areas to help support them to go to university?
The school leaver destination figures show that 63 per cent of school leavers are going into further education or higher education, which is a record high. We have, of course, made steady progress in widening access. University acceptances for those from the most deprived areas are increasing, and figures released by the Universities and Colleges Admissions Service just last week show a 50 per cent increase since 2006 in the application rate for 18-year-olds living in our most deprived areas.
Those are encouraging signs, but we recognise the need to go much further. That is why we have created the commission on widening access to advise ministers on achieving our ambitions that a child born today, irrespective of their background, should have an equal chance of accessing higher education. This week, the commission issued a call for evidence, and I encourage everyone with an interest in the issue to respond.
Private Finance Initiative Schools (Edinburgh)
To ask the Scottish Government what its most recent estimate is of the PFI service charges payable by the City of Edinburgh Council for school infrastructure projects. (S4O-04497)
The total estimated unitary charge payable by the City of Edinburgh Council for its two school PFI contracts is £1.27 billion.
Is the minister aware that the amount that the City of Edinburgh Council has to pay in unitary charge payments for schools that were built using the private finance initiative is now running at an eye-watering £39.6 million for the financial year 2015-16? Does he agree that PFI is robbing councils of much-needed resources that would improve the learning experience for many of our young people and that the people who are paying the price are the pupils, such as those at Liberton primary school in my constituency, who are being denied the investment that is needed to fund a new five-classroom extension? According to the parents association, that extension would ease the pressures at the school.
The member is of course right to point to the fact that, for very good reasons, the Government has consigned to history the public-private partnership and PFI models of funding. The member refers to the two PFI projects that Edinburgh embarked on. The first had a capital value of £129 million and unitary payments of £527 million, and the second had a capital value of £208 million and unitary payments totalling £743 million. Although we must all accept that those payments include things such as on-going maintenance and management of the buildings, the case is clearly made as to why the Government decided that the policies were best changed and that better ways of funding our school buildings had to be found.
Does the Scottish Government consider that local authorities are best able to tackle budget difficulties when they make spending decisions autonomously?
It is of course up to local authorities how they spend their money, but local authorities throughout the country are increasingly coming to the view that we hold, which is that the Government has to work with local authorities to find systems of funding large capital projects that do not burden the taxpayer locally or nationally with undue payments into the distant future.
School Leavers (Positive Destinations)
To ask the Scottish Government how it ensures that school leavers are given the best opportunity to go on to a positive destination. (S4O-04498)
As I said earlier, the proportion of young people who left school and who have sustained a positive destination has reached a record 91.7 per cent. Curriculum for excellence offers young people learning that promotes academic and vocational qualifications that are informed by the needs of our employers. “Developing the Young Workforce—Scotland’s Youth Employment Strategy” sets out our aim to further the links between education and industry. Our opportunities for all commitment ensures that an offer of further learning or training is in place for all young people until their 20th birthday. Young people are better supported than ever to make the most of the opportunities that are available to them. That includes better career information, advice and guidance so that they can make informed learning and career choices based on labour market demand.
Does the cabinet secretary agree that the actions that have been taken at Craigroyston community high school in my constituency, which has had a magnificent improvement in Education Scotland reports through enlightened changes to its curriculum as well as partnership with local businesses, should be seen as an excellent model for preparing students for life beyond school as well as a source of pride for the local community?
Yes. I have visited Craigroyston community high school on two occasions, the first of which was for the launch of the report of the commission for developing Scotland’s young workforce. I congratulate the headteacher, staff and pupils of Craigroyston on the improvements that they have made. Education Scotland has identified key strengths in the school, such as its co-ordinated and high-quality support for young people and their families and the shared vision that is securing positive destinations for young people. Those are key aspects of raising attainment. I know that the headteacher shared his curriculum model with other secondary headteachers at a national conference on curriculum for excellence earlier this year.
College Principals
To ask the Scottish Government what importance it places on the role of college principals. (S4O-04499)
Colleges are vital to our continued success in education in helping to develop a skilled and productive workforce that drives our economy. Strong and ambitious leaders are essential in realising that ambition.
We are fortunate to have a wealth of talent and commitment in our college principals and their staff. Last week, I was pleased to launch the new guide for college board members to support them in meeting their responsibilities. I also took the opportunity to thank them for their commitment, which has contributed to huge progress in college reform.
The principal of Dundee and Angus College, Christina Potter, retires from further education tomorrow. She is calling time on a 17-year-plus career as a principal that began at Elmwood College in 1997 and took in leadership at Dundee College, before she oversaw the successful merger of Dundee College and Angus College. She is also a straight-to-the-point and highly respected member of the board of Colleges Scotland. Will the cabinet secretary join me in acknowledging Christina Potter’s fantastic contribution to the sector, and in wishing her a long and enjoyable retirement?
Of course I welcome the opportunity to add my best wishes and thanks to Christina Potter as she retires from her role as the principal of Dundee and Angus College. Her leadership and commitment allowed for the successful creation of the new regional college, and she is departing having established the college’s reputation as a highly respected and forward-looking institution. I hope that she will continue to find a way to share her considerable experience and the expertise that she has developed over her many years in education.
I welcome the cabinet secretary’s comments in response to Paul Martin’s question about the canteen 13 at Glasgow Kelvin College. Given that many former principals have enjoyed enhanced redundancy arrangements, does she agree that current principals whose role involves decisions about redundancies for others should perhaps have more regard for fairness to people who are paid less than they are? Will she make that point to college principals, including the principal of Glasgow Kelvin College, who wrote to Glasgow members on 9 June to say that he could do no more for the canteen 13?
It is imperative that we all always look to do more, but it is fair to say that there are limitations on the role of ministers in resolving that matter in a way that would be to the satisfaction of members across the chamber.
The important aspect of college reform is that it has improved accountability. Mr Smith has touched on the issue of voluntary severance. There are, of course, far more rigorous procedures in place now for the signing of voluntary severance agreements.
It is important that everybody pulls together, where possible, to ensure that the canteen staff can look forward to a future. I know that there may be some opportunities for continued employment in the college sector that some of the canteen staff would be willing to pursue.
Glasgow Clyde College (Meetings)
To ask the Scottish Government when it last met the management of Glasgow Clyde College and what was discussed. (S4O-04500)
There have been no recent meetings with the management of Glasgow Clyde College. One of my officials attended a meeting of the college’s board on 19 May 2015, at the invitation of the board’s chair, to outline the expectations of the Scottish ministers in relation to compliance with the “Code of Good Governance for Scotland’s Colleges”.
Although the cabinet secretary has not met the management of Glasgow Clyde College recently, although one of her officers has, has the Government had a discussion with the college’s management in order to reassure students and to secure nominations for executive positions? What implications are there for the funding of the college if it does not have a students association?
Ms McTaggart has raised a very important issue about student representation. A few weeks ago I, with the sector, launched guidance and a body of work about how the sector should pull together to support the sustainability of student associations. I am disappointed to hear that, for a variety of reasons, no students have put themselves forward at Glasgow Clyde College. That concerns me greatly. I am paying close attention to a number of issues around that matter. I am in regular contact with my officials and with the Scottish Further and Higher Education Funding Council. Having students involved and on board is not an optional extra: it is part and parcel of what we do.
Scots Language
To ask the Scottish Government what actions it is taking to support and develop the use of Doric and Lallans Scots. (S4O-04501)
The Scottish Government is a strong supporter of the Scots language in all its forms, including Doric and Lallans. We have appointed a team of Scots language co-ordinators to support Scots in schools throughout Scotland. Later this year we will publish our policy on the Scots language.
We have encouraged and continue to encourage, by means of Education Scotland, the study of Scottish texts in schools. We continue to fund key organisations including Traditional Arts and Culture Scotland, the Scottish Book Trust, the Scottish Poetry Library, the National Library of Scotland, Scottish Language Dictionaries and the Scots Language Centre.
The Scottish Government also values Scots as a language of everyday communication and, like Creative Scotland, will accept any form of correspondence in Scots.
Given the increasingly successful support and recognition that has been given to Gaelic as a native language, are there any plans to support similarly use of Scots as a mainstream language in education and culture?
As I indicated, the Government and I have made a strong commitment in the area. The fact that the Scottish Qualifications Authority has developed a Scots language award is testimony to its dedication. As well as providing pupils with the opportunity to learn Scots, the award touches on the history of Scots and its dialects. Education Scotland’s Scots co-ordinators have also developed a series of training sessions for teachers who wish to learn how to teach about the Scots language in schools. Scots could be studied in many other areas, for example in Scottish studies awards and through Scots texts in the national 5 and higher English exams. Together with the work that we are doing for the Scots language in the community, that represents a strong commitment from the Scottish Government.
Lifelong Learning (Fife College)
To ask the Scottish Government what recent discussions it has had with Fife College regarding the future of lifelong learning. (S4O-04502)
The Scottish Government engages regularly with colleges in Scotland, and through the Scottish Further and Higher Education Funding Council, we support the delivery of high-quality lifelong learning.
The cabinet secretary will be aware that last week it was revealed that 4,000 student places are being axed at Fife College. That represents one third of all part-time places that are currently available in Fife. What assurances can the cabinet secretary give my constituents in Dunfermline who are looking to get back into part-time study while bringing up their children, or who are looking to retrain or reskill in the evenings, that there will be lifelong learning opportunities in the future? What actions will the Scottish Government take to give adult education the investment and priority that it deserves?
The figures that Ms Hilton refers to are based on the college’s planning assumptions. The latest available figures are from 2013-14. The figures that the college has supplied illustrate an expected increase in full-time-equivalents for 2015-16.
Part-time provision exists across the sector. We have asked colleges to deliver more for women, for example, and we have invested £6.5 million in 2014-15 for part-time places, which are often favoured by women and older learners. Women are also supported with record levels of student support. The funding council is investing more than £104 million this academic year in bursaries, childcare and discretionary funds.
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