Meeting of the Parliament

Meeting date: Wednesday, June 26, 2013

Official Report 1153KB pdf

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Portfolio Question Time

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Education and Lifelong Learning

We move to portfolio questions. In order to get in as many members as possible, I would prefer short and succinct questions and answers, please.

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School Closures (Consultation of Children and Young People)

1. To ask the Scottish Government whether there is a mechanism for insisting that local authorities follow Scotland’s Commissioner for Children and Young People’s guidance on consulting children and young people on school closures and other significant changes. (S4O-02292)

It is important that children and young people who will be affected by a school closure proposal, or other significant change, understand what is being proposed and have the opportunity to express their views. That is why the legislation in this area already requires that children and young people be consulted. The statutory guidance for those consultations explains how local authorities should go about consulting children and young people. It also makes reference to best practice, as set out by Scotland’s Commissioner for Children and Young People. Local authorities are not compelled to follow the commissioner’s best-practice guidance, but I certainly encourage them to do so.

I thank the minister for that answer. Can I draw his attention to an aspect of yet another saga of East Dunbartonshire Council’s informal consultation on school closures? The council is sending local authority officers into classes of children as young as primary 1, which directly contradicts the advice on page 18 of the commissioner’s guidance, which states that

“a genuinely independent person is essential for the process to be respected by participants, parents/carers and other relevant adults.”

I add that I have recently found out that officers are handing out forms to pupils with a pre-ticked box against the statement, “I agree with this”.

I am certainly aware that East Dunbartonshire Council has been looking at options for making changes to the school estate, and how it does that is a matter for the council. Obviously, I expect it to do so sensitively.

Fiona McLeod will appreciate that I cannot comment on the specific concerns to which she referred or on specific schools, because ministers might be involved at a later stage in the statutory process. For that reason, it is not appropriate for me to comment on individual schools.

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Travel-to-school Times

2. To ask the Scottish Government whether it has considered issuing maximum travel times for journeys to school in rural and island areas. (S4O-02293)

The Scottish Government has not considered issuing maximum travel times for journeys to school in rural and island areas, because that is a matter for local authorities.

I am grateful to the minister for that reply. Does he accept—I am sure that he does, as he too is a rural member—that circumstances in which a pupil walks half a mile on unlit roads with no pavements, to a bus stop, followed by an hour and a half on a bus on single-track roads, leading to an overall commute of three hours to school, could be considered to be detrimental to the pupil’s education and wellbeing, which he will recognise as terms that are defined in the Schools (Consultation) (Scotland) Act 2010, on rural school closures? Are such circumstances a matter for his Government and his policy, or for local authorities?

As I have said, that is a matter for local authorities. As an island member—to which fact Mr Scott alluded—I can obviously understand some of the issues that he wants to raise. However, at the risk of repeating myself, I reiterate that I do not want to put him or me in a position in which the process in respect of individual schools would be prejudiced by my commenting further. However, regarding correspondence from Tavish Scott to me on some of the matters involved, I understand that the reply is in the post.

How will the recommendations of the commission on the delivery of rural education be taken forward in order to ensure that educational benefit remains a key consideration of the school closure decision-making process?

I am not entirely sure that the question is relevant, but I dare say that the minister has been briefed on it.

Educational benefit was obviously a key issue in the rural education commission’s report. The Government accepted the overwhelming majority of the commission’s recommendations—indeed, it accepted all the recommendations except recommendation 20, which deals with this subject. The reason why we did not accept recommendation 20 was that we want to ensure that a local authority that proposes closure of a rural school can show that the closure would be of educational benefit to the children concerned.

Question 3 has not been lodged by Alex Johnstone. This is the third time that he has not provided an explanation. We would be grateful if one could be provided.

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Educational Psychology Services

4. To ask the Scottish Government what provision is made in local authority schools for access to educational psychology services. (S4O-02295)

Education authorities have a statutory duty to provide a psychology service, as specified in section 4 of the Education (Scotland Act) 1980. Provision beyond the statutory requirement is a matter for local authorities and will be determined by local and national priorities.

I thank the minister for that response, notwithstanding some of its content.

The minister will be aware of the concern that has been raised by the Association of Scottish Principal Educational Psychologists regarding the shortfall in the number of educational psychologists, following the Scottish Government’s withdrawal of funding for the educational psychology master of science course. Given that educational psychologists play a pivotal role in identifying children and young people who have dyslexia, how will the Scottish Government ensure that children and young people with dyslexia have timely access to the full team of experts that they require, including educational psychologists?

How will the Government ensure that there are educational psychologists available to work with speech and language therapists to help the 60 per cent of young offenders—and up to 80 per cent of children and young people who access mental health services—who have speech, language and communications needs?

Regarding the importance of identifying children with dyslexia, Margaret Mitchell will be aware that the Government has provided material in the form of the dyslexia toolkit.

On dyslexia in prisons, the Government has certainly been paying close attention—indeed, I have visited Perth prison on that very issue.

On provision of educational psychologists, notwithstanding what Margaret Mitchell has said, I understand that the educational psychology courses at the University of Dundee and the University of Strathclyde are near capacity. The Government is aware of the issue of supply and is sensitive to it.

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College Mergers (Glasgow)

5. To ask the Scottish Government what progress has been made on college mergers in Glasgow. (S4O-02296)

I have approved a proposal from Langside, Cardonald and Anniesland colleges to merge. The colleges aim for a vesting date of 1 November 2013. [Michael Russell has corrected this contribution. See end of report.] The necessary order has been laid before Parliament.

I will also be considering the merger of John Wheatley, Stow and North Glasgow colleges, in due course.

Can the cabinet secretary say how many extra places will be available for prospective college students in Glasgow as a result of the mergers?

That will be a matter for discussion by the colleges with the regional board, which is taking the regional overview. That is a major innovation, because it will allow the colleges to look at regional need and to operate as colleges of scale. The matter will also be for discussion with the Scottish Further and Higher Education Funding Council, which is, of course, sensitive to the issue of how places should be provided.

The important thing is that we have met the targets that we set ourselves for places, and that those places are high-quality places that ensure that young people—and older people—are well prepared for the world of work. That will be greatly welcomed by many people across the city of Glasgow. It is about time the Labour Party got in step with that.

I welcome the comments from Paul Little, the principal of the City of Glasgow College, who said that the college merger has created a “world-class institution”. Does the cabinet secretary believe that the merger has created a college that is better able to deliver courses in line with skills demand? [Interruption.]

I believe that that is true, and it would perhaps be surprising if I did not. From his seat, Mr Findlay just shouted out, “Well read!” at a fellow member, which neither shows respect for that member, nor is it the type of debate that we need in the chamber. Why am I surprised that Mr Findlay did that?

The reality is that we need to have colleges of scale that deliver for the people of Scotland. We have started off on that process of reform and we have listened to the concerns of the sector and worked with it. I hope that, this afternoon, we will pass a bill that will put in place regionalisation, which is a significant change, and which will assist the colleges in delivering what they are best at delivering. That is a big step forward.

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Colleges (Reclassification as Public Bodies)

6. To ask the Scottish Government what steps it is taking to avoid colleges being reclassified as public bodies. (S4O-02297)

The reclassification of incorporated Scottish colleges as public bodies is a result of a decision by the Office for National Statistics based on existing levels of ministerial controls.

In Scotland, our relationship with colleges is founded on strong partnerships, with associated governance arrangements. Through the Post-16 Education (Scotland) Bill, we are strengthening the existing arrangements to improve democratic accountability.

Since the ONS’s decision in 2010, we have negotiated with HM Treasury on the need to implement the decision in Scotland. It remains our belief that HM Treasury has the power to mitigate the impact of the ONS’s decision on Scotland, and yet it has refused to do so.

I have listened closely to what the cabinet secretary had to say, but I am still unsure why, when he has known about the potential threat since 2010, he has not taken steps before now to address or at least mitigate the serious impact on our colleges.

The cabinet secretary has insisted that his approach to college reform will not be “sacrificed to ONS classifications.” He blames the Treasury for not simply making an exception for him, and he even blames Opposition members for not raising the issue with him before now. Is the truth not that the potential threat to our colleges, their reserves and their ability to raise revenue has largely been brought about by his own dither and delay and his unwillingness to engage properly with the issue in the past three years?

The education minister really cannot win: if I actually have a policy, I am accused of being dictatorial; if I try to work with colleagues of Mr McArthur’s in the Westminster Government, I am accused of dithering and dillying—I think that that was the word he used.

The reality is that the reclassification is unwelcome and unnecessary. If Mr McArthur exerted himself to speak to his colleague the Chief Secretary to the Treasury, we would not have to deal with the issue. The blame lies entirely with the coalition Government. Its action is anti-college and will not help colleges, but the good news is that we are working closely and positively with the colleges to put in place arrangements that will take them forward and work round the difficulties that are being placed in front of them.

The difficulties are coming from the United Kingdom coalition Government, the Treasury and the Liberal Democrats. We will make that clear everywhere in Scotland.

Will the cabinet secretary outline the action that has been taken to introduce national pay bargaining in colleges?

Later this afternoon, we will have the opportunity to vote on the framework for national pay bargaining, which is very welcome indeed. Of course, comprehensive negotiations are taking place. We are delivering on our commitment to ensure that we stop the balkanisation of Scotland’s colleges and of terms and conditions in Scotland, which was introduced by Michael Forsyth and continued under Labour Administrations. We are the ones who are changing it.

Why was there no mention of national pay bargaining in the Post-16 Education (Scotland) Bill when it was first published?

Ah, Mr Findlay thinks that he has me but, of course, we have been trying to listen to and work with the sector.

I made a commitment on national pay bargaining before Mr Findlay was even a member of the Parliament. I have gone on with that commitment and I have gone through with negotiation. We set up the framework but, to have belt and braces, I decided that we would also put a commitment in the bill and honour that commitment. [Interruption.]

Mr Findlay finds that funny—astonishingly, he finds the prospect of national pay and conditions in the college sector to be entertaining and amusing. That really tells us all that we need to know. Mr Findlay has no serious intent on further education. His intent is only to laugh at it. My intent as the minister is to deliver, which is precisely what we will do this afternoon.

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Universities (Senior Appointments)

7. To ask the Scottish Government what discussions it has with universities when they are replacing senior posts, such as principals. (S4O-02298)

The recruitment of senior staff is entirely a matter for individual universities as autonomous and independent bodies, and not for the Scottish ministers.

In the foreword to the “Public Sector Pay Policy for Staff Pay Remits 2011-12”, the Cabinet Secretary for Finance and Sustainable Growth, John Swinney, stated:

“To help maintain staffing levels across the public sector, it is essential that we restrict pay growth and maintain pay at levels that are affordable and sustainable.”

He went on to say that a pay freeze for all staff would apply in 2011-12.

The Scottish Parliament information centre produced a paper for me on the pay of principals. From 2010-11 to 2011-12, the salary of the principal of the University of the Highlands and Islands increased by 31 per cent to £227,000: an obscene increase to an obscene sum. [John Finnie has corrected this contribution. See end of report.]

Given that that particular post is due to be replaced, what steps will the cabinet secretary take to bring some restraint to senior academic salaries? If he does not have the powers to do so, what steps is he taking to acquire them?

As I am sure John Finnie is aware, I have made it clear whenever I have been asked questions or spoken on that issue that right across the public sector—and not just in universities—people need to lead by example.

Indeed, I remember a question on the matter, to which I was pleased to respond, from George Foulkes when he was a member in this chamber. I agree with those who say that the example needs to be clear and obvious and that it needs to demonstrate restraint, particularly at this stage.

I encourage everybody in the public sector to show restraint and to lead by example, as ministers and members in this chamber are doing by not taking pay increases. It is essential that that happens, and the members of the university sector who ask me for advice on the matter—as some principals have—receive a very clear piece of advice: “Do not accept any increase, and make sure you lead by example.”

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Education (Diversity)

8. To ask the Scottish Government how it will promote a more diverse school education system. (S4O-02299)

There are considerable freedoms already available to schools in Scotland to govern in a way that best suits local needs and parental wishes. Curriculum for excellence emphasises the autonomy of teachers and other education professionals in providing effective—and often innovative—learning and teaching, and Education Scotland encourages innovation through the new framework for inspection.

In the past few weeks, we have had an expression of interest from a group of parents in Edinburgh who wish to create a new state school in the capital, and similar contributions and ambitions from various church groups. What encouragement will the cabinet secretary give those groups?

We have a clear structure that exists in Scotland through local authority delivery, but it is not monolithic. There are opportunities for others to establish schools if they wish to do so.

The important thing is that all schools in Scotland should meet a very clear standard of education, and we will insist on that national standard when any new schools arise. I would encourage parents, if they wish to found or create a school, to enter into creative dialogue with their local authority, to ensure that they have the opportunity to deliver and to consider which part of the sector their school would best fit into.

I do not believe that we should balkanise the education system. We should judge it in one very clear way: whatever structures exist must prove to be of benefit to the educational attainment of children. As long as that can be proved, I am very relaxed about the innovation that takes place. Indeed, I would encourage innovation, as long as it is driven by that principle and is seen to be part of the national state system.

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Employability Fund (Promotion)

9. To ask the Scottish Government how it is promoting the employability fund to colleges and training providers. (S4O-02300)

Skills Development Scotland employability fund contracts for 2013-14 were awarded to colleges and training providers in March 2013. In advance of that, SDS held a bidders’ conference in Perth on 11 January this year and managed an online question-and-answer facility to support training providers as they prepared their employability fund bids.

SDS provides on-going support to employability fund training providers through a dedicated contracts manager, and it held a further information session for training providers in Stirling on 11 June.

The Scottish Further and Higher Education Funding Council has negotiated delivery of the college element of the employability fund as part of college outcome agreements. The funding council will continue to support colleges through regular engagement with outcome managers.

The feedback that I have received from the sector suggests that there is some confusion about the role of the local employability partnerships and the new co-commissioning model. What is being done to satisfy the sector that colleges and training providers that are not members of the LEP are not being placed at a disadvantage when bidding for employability fund contracts because of the LEP’s dual role? Specifically, can the Scottish Government provide assurances that any labour market intelligence that is gathered by the LEP, which should be subject to the Freedom of Information (Scotland) Act 2002, will be published openly?

This is the first year of the new employability fund, and I understand, from my engagement with organisations such as the Scottish Training Federation, colleges, local authorities and other providers, that its creation is very welcome and that it is bringing together organisations and funding pots.

Notwithstanding that, as it is the first year, there will be some very important learning that we can reflect on. That is important. We will have to reflect on the experiences of all providers, particularly as we strive to improve outcomes for young people.

The member is correct that there is a co-commissioning panel, which is led by SDS, but the decision on commissioning is made unilaterally by SDS and decisions have to reflect local need. I assure the member that, through my on-going engagement with stakeholders, we will learn and enhance the decision-making processes.

I will look at the issues that the member has raised about local labour market information and why it is not subject to freedom of information legislation. I have to say that that is news to me, but I will get back to the member on that.

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College Mergers (Glasgow)

10. To ask the Scottish Government what progress there has been in respect of further education college mergers in Glasgow. (S4O-02301)

As I stated a few moments ago in my answer to Drew Smith, I have approved a proposal from Langside, Cardonald and Anniesland colleges to merge. The colleges aim for a vesting date of 1 November 2013. [Michael Russell has corrected this contribution. See end of report.] The necessary order has been laid in Parliament.

I will also consider the merger of Stow, John Wheatley and North Glasgow colleges in due course.

I am grateful to the cabinet secretary for his response and for his forbearance in repeating it. What are the costs to date of facilitating the merger of Stow, John Wheatley, and North Glasgow colleges, and what savings does the cabinet secretary expect will accrue from the merger when is complete?

I will be very happy to provide those details in writing to the member. Obviously, some of the figures still require to come out of the development of the business case, but the member will be pleased to know that, overall, college reform will deliver efficiencies of £50 million-plus per year from 2014-15.

Of course, reform is not all about money; it is about providing a better service to students, more full-time courses, better opportunities for students, and colleges of scale. That is precisely what will happen with the mergers, and that is why they are being so warmly welcomed.

Does the cabinet secretary agree that the new name for any college should be as inclusive as possible and should not suggest that one college has taken over the other two?

That is an interesting point. There have been no recent college mergers in which the name of one college has become the name of the whole.

I encourage colleges to think creatively and constructively about their names. I would like to see the commemoration of significant educational figures within college names. College names that are purely utilitarian or functional are perhaps not as good as those that commemorate the great figures. For example, I know that, in Glasgow, a proposal has been made to consider the name of Mary Barbour. That strikes me as a positive proposal. It has come from the trade unions and it has been supported by some Labour MSPs. It is not for me to say what the name should be, but that proposal seems very positive and, were it to come about, it would be warmly welcomed.

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Probationary Teachers (Employment Figures)

11. To ask the Scottish Government whether it will provide an update on the number of probationary teachers finding employment. (S4O-02302)

Employment prospects for teachers generally, including probationer teachers, have been improving since autumn 2010. The latest indication is that more than 90 per cent of 2011-12 probationers were in teaching posts in March 2013.

What percentage of primary 1 to primary 3 pupils are in classes of 18 or fewer, or are in two-teacher classes with a pupil to teacher ratio of 18 or fewer, and does that represent an improvement in the percentage as it was in 2006, immediately before this Scottish National Party Government took office?

The percentage in classes of 18 or fewer is 18.8 per cent, which is up 6.1 percentage points since 2006. That is a growing trend. More significantly, in primary 1, where legislative sanctions now apply, the proportion of classes that are below the set class size is vast; a tiny number of pupils are in classes above that size, which is largely to do with special circumstances, such as allowing siblings to enter the same class.

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Childcare and Early Years Education

12. To ask the Scottish Government how it is responding to the conclusions on childcare and early years education in the Equal Opportunities Committee’s report, “Women and Work”. (S4O-02303)

We welcome the report of the Equal Opportunities Committee. I am pleased to see that its recommendations are consistent with those identified at the women’s employment summit last year, which was held in partnership with the Scottish Trades Union Congress.

Our long-term ambition is to improve and increase early learning and childcare to match the best in Europe, ensuring that it offers the greatest benefit to our most vulnerable children. As a first step, we will legislate, through the Children and Young People (Scotland) Bill, to increase free and more flexible early learning and childcare provision from 475 to 600 hours. That will remove some of the barriers that parents and carers can face in taking up education, training and employment, as well as save families the equivalent of around £700 per child per year.

I recently had the opportunity to meet parents and childcare workers in Methil as part of Save the Children’s childcare conversations work. The message that I got from that discussion was clear—for too many women, lack of flexible, affordable, out-of-school-hours childcare is a persistent major barrier to continuing learning and training. Will the minister outline what the Scottish Government is doing to meet the need for affordable or free out-of-school-hours and school holiday childcare as part of prioritising childcare as a key aspect of community infrastructure in our most disadvantaged communities?

I recently met Jayne Baxter at the Gingerbread celebrations in Fife, in the region that she represents. I appreciate the input to the on-going debate on childcare from the parents that she has spoken to in Methil.

We absolutely recognise that flexibility is a key thing that we need to get right, which is why flexibility will be enshrined in the Children and Young People (Scotland) Bill. We recognise that, to meet the needs of parents who want to access education and training, we need to provide the hours flexibly.

The member raises the issue of out-of-school care and the childcare needs of parents of children who are older than the early years sector. We are pleased that the Scottish Out of School Care Network is on the early years task force in a sub-group that is looking at out-of-school care. We have just announced £1.7 million for our third sector strategic partners, which include SOSCN, the Care and Learning Alliance, the National Day Nurseries Association and the Scottish Childminding Association, in order to influence the way in which we provide more opportunities for families with children who are older but who nonetheless need childcare facilities to be available to them.

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Draft Scottish Code of Good Higher Education Governance

13. To ask the Scottish Government what its position is on the reported comments of Professor Ferdinand von Prondzynski and other panel members of the review of higher education governance in Scotland on the draft Scottish code of good higher education governance. (S4O-02304)

I was pleased to welcome the proposals in the von Prondzynski review and agree that it is important that they are implemented appropriately. The work to develop the draft code is important in taking the process forward and building on existing good practice. The provision in the Post-16 Education (Scotland) Bill for the Scottish Further and Higher Education Funding Council to determine the principles of good governance will also help. The willingness of Lord Smith, as chair of the group that drew up the code, to listen to views for improvement and to consult is welcome.

However, it is obvious that a new code cannot implement all of the review recommendations. That is why it has always been our intention to implement the recommendations in three distinct ways: by engaging key sector stakeholders as implementation partners; by engaging the sector itself in implementing recommendations by agreement; and by employing legislation where necessary.

I thank the cabinet secretary for that comprehensive reply. He will be aware that NUS Scotland expressed a number of concerns about the code, in particular about the fact that staff and students will not be fully included in the decision-making process on the appointment and remuneration of principals. What steps will the Scottish Government take to address those concerns?

From the very beginning, I have been keen to see that the students, staff and others are involved in the process. On a number of occasions, I have drawn the need for that to the attention of the chairs of court.

I fully support the principle of having more transparency. I expect the recommendation on that to be further reflected in the final version of the code. Last night I—and, I believe, the convener of the Education and Culture Committee—received a letter from Lord Smith that indicates areas in which he is likely to make progress. That will be positive. However, we need to see the final code before deciding what further action, if any, is required.

The university sector advisory forum, which has a broad membership from across the sector, including student, staff and trade union representatives, will also have an important role to play. Indeed, that arises out of the von Prondzynski review. On 12 June, I chaired the advisory forum’s first meeting, at which it was agreed that the key part of its initial focus will be the implementation of the von Prondzynski recommendations and the new governance code. We will also have an opportunity to consider whether further legislation is required, and I have committed to bringing a bill to the Parliament in coming years.

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Langside, Anniesland and Cardonald Colleges Merger

14. To ask the Scottish Government what savings will be made as a result of the merger of Langside, Anniesland and Cardonald colleges. (S4O-02305)

As Mr Kelly knows, I wrote to him last week to confirm that the colleges estimate that their merger will save some £21 million in the five years to 2016-17.

I thank the cabinet secretary for that response and for his response to the letter that I wrote almost two months ago. Will he commit to publishing a detailed breakdown of that £21 million? Further, will he confirm whether it includes proceeds of the asset sale of Woodburn house, which is a sub-campus of Langside College in Rutherglen, which is in the process of being sold off?

All public finances are transparent and I am quite sure that, as the merger progresses, the college will publish its accounts and they will be made fully available. Of course, the member will be able to identify from them what proceeds, if any, have come from asset sales.

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Adam Smith College and Carnegie College (Regionalisation)

15. To ask the Scottish Government what progress has been made regarding the regionalisation of Adam Smith College and Carnegie College. (S4O-02306)

I have approved a proposal from Adam Smith College and Carnegie College to merge. The colleges aim for a vesting date of 1 November 2013. [Michael Russell has corrected this contribution. See end of report.] The necessary order has been laid in Parliament.

Does the cabinet secretary agree that, following an investigation into Adam Smith College, the recent report by Her Majesty’s inspectors, which was produced on behalf of the Scottish Further and Higher Education Funding Council, was excellent, considering the amount of uncertainty that staff and students have been subjected to over the past 16 months? Does he also agree that that is testament to the commitment and dedication of the college’s staff?

I am happy to put on record my admiration for the fortitude, perseverance and talent of the staff and the student body of Adam Smith College. I met them some weeks ago when I visited the college and I know that they are keen to ensure that, before it ceases to exist, the present board acknowledges clearly the mistakes that have been made; that the board members—many of whom were not responsible for the difficulties—recognise their corporate responsibility to apologise to the staff; and that, whatever happens in the future, such difficulties never arise again.

This has been an incredibly difficult time for Adam Smith College. I am quite sure that the college will come through it well and that the new college will do well. Adam Smith College is in a strong position ahead of its merger with Carnegie College. There needs to be continued improvement, but nobody should forget that it is the staff and students who have carried the college through.

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Sustainable Economic Development (Further and Higher Education Support)

16. To ask the Scottish Government what further and higher education is doing to support sustainable economic development through engineering and other fields of study. (S4O-02307)

The Government’s further and higher education sector funding and support for engineering and related areas includes: colleges continually reviewing their curriculum and provision to ensure that they meet local economic needs; the establishment of the energy skills partnership across Scotland’s colleges to deliver energy and engineering-related activity collaboratively across regional and sub-sectoral hubs; the Scottish Further and Higher Education Funding Council’s allocation of an additional 1,200 undergraduate places from 2012-13 to 2014-15 and 850 postgraduate places over the next five years in science, technology, engineering and mathematics; the establishment of innovation centres as sustainable communities to support innovation for future growth and enhanced industry relevance; and the development of an engineering skills investment plan, which Skills Development Scotland is due to complete during the summer.

Given the experience of North Highland College with the global energy training school and the similar experiences of other bodies, could we codify or systematise the approach of creating partnerships between colleges and sustainable economic developers as something that is a great success for Scotland’s economic recovery?

The member is right to pay tribute to North Highland College. I have visited it and seen for myself the remarkable facilities that now exist and the work that is being done there.

Of course, regional outcome agreements provide the means to demonstrate the move forward in better aligning college provision with the needs of learners and employers. We want learners to develop the skills and knowledge that they need to get a job or a better job or to develop a career. Those arrangements also require colleges to be mindful of their regional and local labour markets and to prioritise provision to meet those needs.

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Curriculum for Excellence (Renewables Industry)

17. To ask the Scottish Government how the curriculum for excellence will ultimately generate the skills necessary for the growing renewables industry. (S4O-02308)

Learning and skills development relating to energy, including renewables, are embedded in the curriculum for excellence and feature in a number of qualifications. Within the curricular areas of sciences, technologies and social studies, learners investigate the use and development of renewable energy. Links can be made to the cross-curricular theme of sustainable development education.

Education Scotland has developed a range of resources to support teaching on energy and build young people’s awareness of careers in the sector, including learning journeys on renewables within STEM central and a leaflet for schools called “Working in the energy sector: A guide for teachers and those who provide careers advice”.

Not including the supply chain, Scotland’s renewable energy industries already support about 12,000 jobs. The Economy, Energy and Tourism Committee recently heard that a further 60,000 engineers and project managers will be required over the next 10 years to support Scotland’s energy industries.

Ensuring that our schoolchildren have the necessary skills to meet that challenge will make a huge contribution to achieving Scotland’s ambitious energy targets. Does the minister agree that we must do all that we can to give our schoolchildren at the earliest stage the awareness and skills that they may need to engage in that huge employment opportunity?

I agree that it is absolutely imperative that young people—in particular, young women—are aware of the opportunities in the energy sector and that our schoolchildren have the opportunity to develop the skills and qualifications that they need to unlock job opportunities in that area. I am aware of the committee’s inquiry and its interest in getting more women to pursue science, technology, engineering and mathematics and careers in those subjects.

As Chic Brodie will be aware, at the heart of curriculum for excellence are skills for learning, life and work. Uptake and attainment in science and maths, particularly at higher and advanced higher level, continue to be strong.

On a broader theme, energy skills Scotland and the commission for developing Scotland’s young workforce both have a positive contribution to make to facilitating partnerships that create better connectivity between the worlds of education and work, so that our young people are better informed and have better pathways to the opportunities that exist now and those that will exist tomorrow.

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Classroom Assistants

18. To ask the Scottish Government how important classroom assistants are in enabling young people to achieve their full educational potential. (S4O-02309)

Support staff have a valuable contribution to make in supporting children and young people to achieve positive learning outcomes, and they have a key role in helping young people, especially some of our most vulnerable children, to remain included, engaged and involved throughout their school careers.

Given the importance and value of classroom assistants, which the minister outlined well, does he understand my disappointment that the Tory-Labour Stirling Council is considering reducing the number of classroom assistants? Does he understand the disappointment and dismay that pupils and parents in the Stirling area feel about that so-called better together administration as a result of those planned reductions?

The Scottish Government does not employ teachers or classroom assistants directly and, therefore, it cannot guarantee levels of employment in Stirling or any other local authority area. However, other Scottish local authorities have been able to avoid making cuts to such important jobs, so there is no obvious good reason why Stirling Council could not drop the potentially harmful plans and provide the same level of service as is provided elsewhere.

Perhaps the minister could outline the not obvious good reason for Renfrewshire Council, under the Scottish National Party, doing away with classroom assistants.

My understanding from the previous survey of teachers is that the number of classroom assistants in Scotland has fallen by seven in the past year, so I am not sure that the picture that the member paints of a decline in classroom assistants across Scotland bears much examination.