Education and Lifelong Learning
Good afternoon. The first item of business is portfolio questions on education and lifelong learning. As ever, in order to get in as many people as possible, I would be grateful for short and succinct questions and answers.
Looked-after Children (Secure Unit Bed Vacancies)
To ask the Scottish Government how many vacant beds there are in secure units for looked-after children. (S4O-03941)
There are 90 secure beds in Scotland. Capacity is monitored daily and information is available on the secure accommodation network Scotland website.
Concerns have been raised recently about the capacity for looked-after children, particularly in respect of vacant beds when they are required. There are indications that requests have been made outside Scotland because of a lack of vacancies. Will the minister review the situation to ensure that we have sufficient accommodation?
As Mr Pearson knows, secure care is used only for a small number of young people who present a high risk to themselves or to others. The average number of young people in secure care in 2012-13 was 78, which was a fall of 9 per cent compared with the figure for 2011-12. That was 13 per cent under the capacity limit of 90 in Scotland.
We are working with providers and Scotland Excel, which manages a framework contract on behalf of local authorities and the Scottish Government, to monitor capacity issues. I assure Mr Pearson that, when I asked last week, no children were known to be accommodated outside Scotland.
College Students (Support)
To ask the Scottish Government how it supports college students to complete their studies. (S4O-03942)
On top of the record £104 million for student support this year, we have been working closely with Colleges Scotland and the Scottish Further and Higher Education Funding Council to understand the scale of any shortfall in 2014-15. Colleges have now said that they need £7 million, which is down from their earlier estimate of £11 million. I am very pleased to say that we will bridge that gap.
In addition, since 2006-07, the successful completion rate for full-time further education students has increased by 10 percentage points overall and by 13 percentage points for those from the most deprived backgrounds.
I am pleased to hear that the Scottish Government is taking seriously the problems that college students face at this time, particularly given that our FE colleges have an excellent reputation of addressing inequalities and giving opportunities to students of all ages and backgrounds.
Although the bursary awards have increased by 18 per cent, the funding increased by only 3 per cent. Childcare awards increased by 22 per cent, but that budget went up by only 6 per cent. Although I appreciate what the cabinet secretary is doing, will she have a look at the National Union of Students findings, which contain those figures?
I appreciate the question from Mrs Scanlon, who will, of course, appreciate that our record on student support for further education college students is very good. Before the Government took office, the budget was £67 million; it now sits at £104 million.
As I said in my original answer, we have worked very hard to fill the gap, as we do every year. There are, of course, planned improvements for 2015-16 with inflationary increases in bursary scales and childcare.
I am due to speak with the NUS this afternoon and to have a further meeting with it in due course about a whole range of student support matters.
I have several requests to ask supplementary questions. Please keep them brief.
It is extremely welcome to hear that the gap in bursary funding is to be bridged again this year, but the reality is that not knowing until now that the money will be available has a real impact. Students are left waiting many months not knowing whether they will get bursaries, and colleges have to spend or overspend their budgets. Instead of doing what it does every year, would it not be better if the Scottish Government just budgeted enough money for supporting students in the first place?
I am glad that Mr Gray welcomes the information that we are meeting our obligations to students, as we always do. As he will be aware, there are difficulties in predicting the levels of student support that are required, because they vary depending on the personal circumstances of students—on whether or not they have children and on the age of the student, for example. Nonetheless, we will continue to work very hard with our partners and with NUS Scotland to resolve outstanding issues.
Could the cabinet secretary outline how the Scottish Government’s budget for college funding compares with that in England?
Unlike the United Kingdom Government, the Scottish Government has managed to stabilise college funding. As members will be aware, we have created a funding floor of £522 million. In the draft budget, that will go up to £526 million for the forthcoming financial year. In contrast, the Department for Business, Innovation and Skills plans to cut its adult skills budget by £466 million, which is a decrease of more than 17 per cent.
We seem to be able to predict the numbers and the budget for higher education but, somehow, we cannot predict it for further education. Does the cabinet secretary believe that Scottish further education students are treated like second-class citizens compared with others in higher education?
No, I certainly do not, and I am sure that that is of no surprise to Mr Findlay.
There is a genuine debate about the benefits of discretionary funding versus entitlement funding for HE students. Of course, there are many higher education students within the college sector. They have entitlements to bursaries and loans—of course, they have to pay loans back, whereas further education students could be entitled to up to £93 a week of discretionary funding, and they do not have to pay that back. Those are all issues that we have to explore in the round.
New Teacher Registration (Streamlining)
To ask the Scottish Government what work it is carrying out to streamline the process for the registration of new teachers. (S4O-03943)
The registration of teachers is a matter for the General Teaching Council for Scotland.
Would the minister agree that we need to attract teachers from the European Union and across the world, and that that is prevented by the failed immigration policies coming out of Westminster?
I very much agree that, subject to the right regulatory controls being applied by the General Teaching Council, Scotland can and does benefit from a diverse teacher workforce from countries outside Scotland. It is vital that the United Kingdom’s immigration policy, to which the member refers, takes cognisance of that need and also that its rhetoric on the subject is suitable.
The minister will be aware that there is a considerable movement of teachers north and south of the border. Does he believe that there is work to be done by GTCS to smooth the process, so that teaching post vacancies across Scotland can be filled?
The typical period for registration for teachers in Scotland is about three to four weeks. For teachers who come from outside Scotland, it is typically about 10 weeks. I understand the point that the member makes.
Considerable efforts have been made in particular areas—where there has been a specific, urgent need for teachers—to fast-track the process. For instance, there were recently successful efforts to fast-track the progress of the registration of a number of teachers from Ireland who were applying for jobs in the north-east of Scotland.
Dumfries Learning Town
To ask the Scottish Government what discussions it has had with Dumfries and Galloway Council regarding its plans for Dumfries learning town. (S4O-03944)
We have been working with Dumfries and Galloway Council through the preparation of the Dumfries learning town initiative. We will continue to engage with the local authority to help it realise that vision.
In addition, the Government is providing substantial investment of about £14 million, through the schools for the future programme, to replace Maxwelltown high school and its associated community facilities and also St Joseph’s college, both of which form part of the Dumfries learning town initiative.
The minister will be aware that the Dumfries learning town involves a new model of three-to-18 education delivered on a whole-town basis, and that it also involves the creation of a learning hub in north-west Dumfries, bringing together early years, vocational education and adult education. Does the minister agree that that approach is consistent with the recommendations of the Wood report, and will the Scottish Government therefore support the creation of the learning hub?
As has already been mentioned, there has been a degree of engagement—indeed, a long tradition of engagement—between the Government and Dumfries and Galloway Council on the subject, and there has been no shortage of investment in schools in the area. The Government supports the aspiration of a learning hub for Dumfries, but it is no secret that the Government has taken a different view from the council since it moved away from its initial proposals, which would have seen the hub centred on the Crichton campus.
Question 5 has not been lodged. An explanation has been provided.
University Student Population (Forecasts)
To ask the Scottish Government whether it anticipates the university student population contracting or expanding over the next five years. (S4O-03946)
The Scottish Government does not anticipate a significant contraction or expansion over the next five years. The number of first degree entrants who live in Scotland—broadly the measure of the number of Scots school leavers going to university—has gone up by 7 per cent under this Government, to 33,500.
The minister will be aware of the recent Scottish Further and Higher Education Funding Council announcement regarding indicative funding decisions for 2015-16, and she will also be aware that there are continuing challenges in widening access to university, which is an area in which none of us wants to see any contraction at all. However, research confirms that the funding package for Scotland’s poorest students is the most regressive in the United Kingdom because of significant cuts to bursaries. How does the Scottish Government think that switching students from bursaries to loans, so that they have more debt, can possibly improve access to university for our poorest students?
I am rather stunned that Miss Goldie has tripped up to the chamber to ask me about student debt, when students in Scotland have an average debt of around £7,500 compared with the £20,000 on average that students in England graduate with. The Scottish Government has a record that compares well with her party’s Government south of the border. We very much believe that education should be based on the ability to learn and not on the ability to pay, and we will stick firmly to our position of no tuition fees.
The balance between supporting tuition fees and providing bursaries and loans is something that we have discussed with the National Union of Students Scotland, and it is at the request of NUS Scotland that we do what we can to get more money into the pockets of students. Our minimum income guarantee for the students from the poorest households is either the best or the second-best support package in the UK, depending on whether they are living at home or away from home.
I heard what the cabinet secretary just said to Miss Goldie in response to her question about students from more disadvantaged backgrounds. Could she expand on her answer and give other examples of what the Scottish Government is doing to ensure that students from disadvantaged backgrounds get the opportunity to take part in university education?
The programme for government clearly set out the creation of a widening access commission, which will advise on how the number of students entering university from more disadvantaged areas or backgrounds can be increased. The proportion of 18-year-olds from disadvantaged backgrounds going to university has improved under this Government, but that does not detract from the fact that much more needs to be done. That is why £2 million of funding has been made available in 2015-16 for local widening access initiatives through the Scottish funding council, and why funding for the impact for access fund has been doubled.
The cabinet secretary’s Government has reduced the size of bursaries that are available to students and lowered the income threshold above which bursaries are replaced by loans. How can she come to the chamber and pretend that that is helping students from low-income families?
Mr Gray fails to recognise that we got where we are now through a collaborative approach with NUS Scotland. The points that he raises about income thresholds are important. If we compare what happens in Scotland with what happens south of the border, we see that the threshold incomes in Scotland are lower but so are the interest repayment rates. As Mr Swinney said last week in the budget debate, we can consider changing the threshold rates. They are due to be uplifted, but some aspects of that require Treasury consent.
Local Government Settlement (Educational Outcomes)
To ask the Scottish Government what progress it has made on agreeing educational outcomes with the Convention of Scottish Local Authorities as part of the local government settlement. (S4O-03947)
Discussions on those matters between the Scottish Government, COSLA and partners, including the teacher unions, are on-going.
Will the minister confirm that, however she seeks to present it, the Government has abandoned its pledges on teacher numbers and class sizes?
Let me say as succinctly and clearly as I can that the Government has not abandoned, and will not abandon, teachers and does not abandon its commitment to maintaining teacher numbers. It is a very important matter, which we take with great seriousness, and we are discussing it with our partners in local government. Although teacher numbers have been stabilised since 2011, the December census showed a small reduction in the number of teachers. Any change in the wrong direction is a concern to the Government and we are firmly of the view that the number of high-quality teachers is imperative to the life chances and education of our children.
Will the cabinet secretary confirm that all parties are represented in the talks with COSLA and that those who are involved should be consistent in what they say during the negotiations and outwith them?
Yes. It is an important principle in any negotiation that parties maintain a consistent position within and outwith the negotiations. The talks that the Government is taking part in involve all its key partners, including COSLA, teachers unions, parental organisations, Education Scotland, the Association of Directors of Education in Scotland and chief executives of Scottish local government.
College Buildings (Support for Improvements)
To ask the Scottish Government what support it is providing to colleges in West Scotland to improve the fabric of their buildings. (S4O-03948)
The Scottish Government is committed to supporting all colleges, including those in the West Scotland region, to invest in their estates. In the current financial year, we have provided £26.6 million of capital funding to the Scottish Further and Higher Education Funding Council to support infrastructure investment across the sector. The disbursement of that funding to individual colleges is a matter for the funding council.
In the past, I have called for a feasibility study to be undertaken to determine whether an alternative location can be sought for the campus at Inverclyde. I believe that the Scottish funding council has had discussions with West College Scotland regarding options for its Greenock campus. I would be grateful to know whether the Scottish Government will consider any proposals from West College Scotland regarding the fabric of its building in the next spending review period.
The Scottish funding council has, indeed, been in discussion with West College Scotland and has recently provided £70,000 to help it to develop a business case outlining options for the Greenock campus. That is of course a matter for the funding council.
The funding council is developing a 10-year strategy that is aimed at determining priority investment opportunities across the college and university estates. That strategy will form the basis of discussion with the Scottish Government about capital funding in the 2016 spending review. I understand that the funding council has agreed to include proposals from West College Scotland in the strategy.
College Students (Qualifications)
To ask the Scottish Government how many college students are achieving qualifications that are recognised and valued by employers. (S4O-03949)
I am pleased to say that 73,704 college students on full-time and substantive part-time courses successfully obtained recognised qualifications in 2013-14, which represents an increase of almost 15 per cent since 2006-07. It is strong evidence that our vision of a college sector that focuses on skills to help people to get jobs is beginning to pay off.
Does the cabinet secretary agree that it shows that the focus in the college sector on skills for work and economic growth is starting to pay dividends?
Yes—there is a strong body of evidence that shows that students and employers are beginning to reap the rewards of college reform. As well as the figures that I have mentioned, the latest statistics from the Scottish Further and Higher Education Funding Council show that the average number of hours of learning per student has gone up by 59 per cent since 2006-07. We also have record rates of successful completion and, crucially, 17 per cent more full-time students between the ages of 16 and 24 than we had in 2006-07. Great credit is due to college leaders, who have clearly seized the opportunities that reform has presented and are definitely delivering better outcomes for young people.
Fostering Programmes (Support for Local Authorities)
To ask the Scottish Government what support it provides to local authorities for fostering programmes. (S4O-03950)
Local authorities are responsible for the provision of foster care in their areas, which is supported through the block grant. The Scottish Government provided more than £1 million between 2007 and 2014 to the Fostering Network to support local authorities and the wider sector to recruit, retain and develop foster carers.
The Scottish Government produced the first national guidance to help local authorities to commission foster care more effectively and in line with the needs of each child. We are looking at ways in which we can provide more direct support to local authorities in strategic commissioning, and at how we cold optimise recruitment.
In response to the foster care review that was published in 2014, the Scottish Government agreed to progress recommendations that will support local authorities in improving the way in which fostering services are run, and to expand the skills of foster carers.
As the minister will be aware, it was recently reported that Fife had the largest waiting list of children waiting to be put into foster homes, with 27 children in residential units over Christmas. The second largest waiting list was 17, in Falkirk. What steps can be taken to reduce what has been described as an “urgent need” for foster carers in Fife?
Fife Council is responsible, as are all local authorities, for its own recruitment because it is best placed to know its local needs.
The Scottish Government is, through our realigning children’s services programme, supporting a number of local authorities to map longer-term demand levels for services, including foster care. That will aid local authorities in recruiting the right number of foster carers when and where they are needed.
In 2013 the Scottish Government ran a fostering recruitment and retention seminar in Glasgow to support local authorities and independent fostering agencies to share successful experiences and good practice. That resulted in the establishment of a recruitment and retention forum.
Roderick Campbell may wish to note that the Fostering Network’s estimated shortage figures for foster carers in Scotland have been halved in the past four years.
Adult Literacy, Numeracy and Basic Skills
To ask the Scottish Government how it is supporting colleges and other adult learning providers to improve adult literacy and numeracy, and what progress has been made in tackling poor basic skills levels in adults. (S4O-03951)
Colleges are now funded on the basis of meeting the needs of learners in their regions, which includes the provision for adult learners of programmes that focus on literacy and numeracy. Colleges continue to play a key role in providing education to adult learners, with 27 per cent of all college-sector learning hours in 2013-14 being delivered to students aged 25 or over.
We are committed to improving adult literacy and numeracy levels throughout Scotland, as outlined in “Literacy Action Plan: An Action Plan to Improve Literacy in Scotland”. The standing literacy commission will produce a final report on the progress of the plan in the spring.
Progress in tackling basic skills levels has been improving. The latest available figures show a small reduction in the proportion of adults aged between 16 and 64 with low or no qualifications, from 13 per cent in 2012 to 12.6 per cent in 2013.
I thank the cabinet secretary for her response. However, figures from the Scottish Further and Higher Education Funding Council show that college budgets in Scotland have since 2011 been cut in real terms by £61 million, and that there are now more than 32,000 fewer adult learners in college than when the Government was elected in 2011.
Given the extent to which college budgets and places in Scotland have been cut, does the cabinet secretary agree that the Government is not giving adult learners the support that they need to improve their basic skills? That support is essential for them to get jobs and to escape the cycle of deprivation and poverty that so many find themselves in.
I very much regret that Mr Rowley, along with some of his colleagues, has a misplaced faith in head count when the reality is that we know that the most meaningful measurement of college activity is the number of full-time equivalent places. I remind him that this Government’s manifesto commitment was to maintain numbers of full-time equivalent places. In fact, we have exceeded that. The move to full-time courses benefits young people, but it also benefits older learners. As I said in my original answer, 27 per cent of all college sector learning hours are delivered to people who are 25 or over.
On the budget, Mr Rowley will be well aware that this Government, like our partners, is living with Westminster austerity. Our discretionary budget has been reduced by 10 per cent. Nonetheless, there is a funding floor of £522 million, which will increase to £526 million. That is certainly more in cash terms than the £510 million that was made available under the previous Labour and Liberal Executive.
I know that Mr Rowley cares deeply about adult literacy and numeracy because I know his background in community education. I also know that Fife Council has a very good record in this area, and it is not unreasonable for colleges to look to align their provision with that of their local government partners.
University Principals (Pay)
To ask the Scottish Government what steps it is taking to monitor the pay of university principals. (S4O-03952)
The Scottish Government has made it clear in the past that some increases in the remuneration of principals have been unacceptable. Although in the latest round a number of universities have exercised restraint in setting senior pay, that view remains and persists.
Senior pay packages should be in step with the salaries and terms and conditions that are offered to other university staff, and institutions must ensure that they have the highest standards of transparency in setting pay awards.
Does the cabinet secretary share my concerns about the transparency of university bodies such as remuneration committees? It is nigh on impossible to find out who is on them, when they have met or what was said at them. According to Glasgow Caledonian University, its remuneration committee last met in 2012, which is, at least, better than the University of Glasgow’s information. Will the cabinet secretary meet me to discuss those concerns?
I am happy to meet Ms White to discuss her concerns, bearing in mind in particular that the constituency that she represents, Glasgow Kelvin, includes a university and that a large part of the academic community will be her constituents. With any body that receives large amounts of public funding, it is important that there is transparency at all levels, including remuneration committees.
Higher Education Governance Bill (Educational Principles)
To ask the Scottish Government what educational principles will underpin the higher education governance bill. (S4O-03953)
The Scottish Government is investing more than £1 billion this year and next in higher education institutions. In return, we expect institutions to embrace good governance that is based on open, accountable and democratic principles. Improved governance will help to create better learning environments where staff and students have more say in how their institutions operate.
Our consultation on a higher education governance bill ends this month; the views of all stakeholders will, of course, be considered.
The cabinet secretary will be aware of the many concerns that are being expressed about the potential loss of the traditions and autonomy that have underpinned Scotland’s ancient universities. What added value will the proposed changes to their governance bring to universities—including the University of Aberdeen—that have been rated as world leaders in the recent research excellence framework assessment of the impact of their research outputs on society, business and culture? Does the cabinet secretary agree that, far from strengthening the sector’s effectiveness, the proposals on university governance could actually compromise the performance of Scotland’s universities?
As I said to Ms Milne in my first answer, we will of course look at all the responses to our consultation in very great detail. It is part of the programme for government that we will have a higher education governance bill. We recognise, of course, that universities are autonomous, but they are also in receipt of large sums of public money, so the bill will include a definition of and safeguard for academic freedom. It is important to recognise that transparency and good governance lead, for example, to a more productive and engaged workforce, which will certainly improve learning outcomes for students.
Free School Meals (Aberdeen)
To ask the Scottish Government how many pupils in Aberdeen are being provided with free school meals following its recently introduced policy. (S4O-03954)
While that information is not held centrally, we collect data on the uptake of free school meals annually through the healthy living survey, which is carried out in February and published in June. We expect the policy to benefit 135,000 children across Scotland.
Aberdeen City Council has recently changed menus in some schools. Parents have not been fully informed about the change, and they have often withdrawn children—particularly those with specific dietary requirements or additional needs—from meals. What guidance, if any, is in place to ensure that there is consultation and communication about menu changes so that all those who are entitled to them can get their free school meals?
There certainly is guidance in some areas. The guidance in the “Better Eating, Better Learning” document makes clear that the involvement of parents and families in supporting activity around food and health is essential. In preparing to deliver the free school meals policy for primaries 1 to 3, local authorities must consider the implications for the school meal service and for other arrangements, as well as any opportunity that might be afforded to make further improvements.
Nutritional requirements for food and drink in schools are in place, and “Better Eating, Better Learning” is clear that all schools should have a documented process in place for dealing with special dietary requirements.
Oil and Gas Industry (Careers)
To ask the Scottish Government how it is engaging with schools to encourage pupils to consider careers in the oil and gas industry. (S4O-03955)
The Government recognises the importance of the oil and gas sector, and indeed the whole energy sector in Scotland, for young people’s current and future job opportunities.
Learning and skills development that supports pathways into the energy sector is embedded within curriculum for excellence, and it features in a number of national qualifications. Education Scotland, energy skills Scotland and Skills Development Scotland are working in partnership to ensure a co-ordinated approach to raising awareness of energy sector careers with our schools. That includes career events for young people at school involving industry and colleges. We will continue those efforts as we take forward our plans for developing Scotland’s young workforce.
Does the minister agree that, despite the recent contraction in the oil and gas sector, it is important to emphasise to pupils that there are still great opportunities in the industry? Does he welcome the work of Northfield academy in Aberdeen in working with oil and gas businesses to enable pupils to attain the skills for a career in the industry? What support will ministers provide to schools, particularly in the north-east, to take forward similar collaborations in the future?
I certainly welcome all the efforts that I know are taking place in schools in the north-east and elsewhere in Scotland to make clear to people the real opportunities that the member rightly says exist in the oil and gas sector. Indeed, as recently as December, the study that was done for the “Fuelling the next generation” report found that the sector in Scotland had identified a need for 12,000 new entrants into the industry in the next five years.
Sometimes we might not know it from the tone of what is said about the oil industry in some quarters of this chamber, but the opportunities in the oil sector in Scotland are very real indeed.
Does the minister agree that a simple way to encourage pupils to consider careers in the oil and gas industry might be to target teachers so that they understand the skills shortages and job opportunities in the sector? Does he agree that programmes such as your future in energy are already helping to encourage young people to consider careers in the energy industry?
As the member says, encouraging awareness among teachers is of course important and for that reason energy skills Scotland ran three oil and gas career events for schools, at Ayrshire College, Forth Valley College and Inverness College. Those events, which were aimed at young people and their teachers, involved schools from around Scotland. Further events are planned, with the important aims that the member mentions very much in mind.
Full-time Equivalent College Places (Target)
To ask the Scottish Government whether it has met the target for full-time equivalent places at colleges. (S4O-03956)
I am pleased to say that colleges have again exceeded their target. The latest figures show that colleges delivered 119,636 funded places in 2013-14, which is well over the target of 116,000.
I welcome that increase in full-time equivalent students. Will the cabinet secretary outline how many students from the most deprived areas in Scotland are studying for recognised qualifications at college?
I am pleased to say that, in 2013-14, 33,439 students from Scotland’s 20 per cent most deprived areas were studying full-time or substantive part-time courses that lead to recognised qualifications, which is an increase of about 1,800 students when compared with 2006-07. Colleges have always delivered strongly for deprived communities, which is why the programme for government makes it clear that they have a crucial role in helping us to meet our ambitions to widen access to higher education.
College Bursary Funding
To ask the Scottish Government what the average college bursary funding is compared with England, Wales and Northern Ireland. (S4O-03957)
In 2014-15, a full-time 19-year-old further education student at college in Scotland could receive a bursary of up to £4,000 per year plus access to discretionary funding. Making direct comparisons is complicated, but we have data showing that, in contrast, a full-time 19-year-old further education student could receive up to £1,200 per year in England, up to £1,500 in Wales and up to £2,092 in Northern Ireland. Along with Wales and Northern Ireland, Scotland has of course continued with the education maintenance allowance of £30 per week, whereas the scheme has been scrapped in England by the Westminster Government.
According to what we have heard from the cabinet secretary during question time today, colleges are doing better, teacher numbers are not being cut, college buildings are all fine, student numbers are up and students are all well supported. No doubt the cabinet secretary believes in Santa Claus, the tooth fairy and the Easter bunny, too. Will the cabinet secretary show just a glimmer of empathy and acknowledge that FE students who are expected to live on at best between £30 and £93 a week are having major difficulties affording transport, food and the basics that they need to complete their course? Is it not the case that, actually, support in Scotland is the poorest across the United Kingdom?
We can always rely on Mr Findlay to lower the tone. I expected him to come to the chamber with some facts and to actually compare college bursary funding for students in Scotland, England, Northern Ireland and Wales, but of course he has absolutely failed to do that and, instead, we have his usual empty rhetoric.
I asked the National Union of Students Scotland for the comparative data that Mr Findlay has failed to provide but, unfortunately, it does not have that data. However, I can say that students in Scotland continue to receive the EMA, unlike those south of the border. Under 18s can receive up to £36 per week, 18 to 25-year-olds can receive up to £73 per week, which can equate to up to £4,000 per year, and full-time students can receive up to £93 a week, which can be as much as £6,300 over a year.
When we get to the detail and try to compare that with the situation south of the border, it is difficult. However, we can see that, south of the border, there is no education maintenance allowance. There is a vulnerable student bursary, which is for young people in care rather than a wider catchment based on entitlement, and there is some discretionary funding. Although comparisons are difficult, I had hoped that Mr Findlay would come to the chamber with some facts, as opposed to rhetoric, but what else can we expect?