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Chamber and committees

Official Report: search what was said in Parliament

The Official Report is a written record of public meetings of the Parliament and committees.  

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Dates of parliamentary sessions
  1. Session 1: 12 May 1999 to 31 March 2003
  2. Session 2: 7 May 2003 to 2 April 2007
  3. Session 3: 9 May 2007 to 22 March 2011
  4. Session 4: 11 May 2011 to 23 March 2016
  5. Session 5: 12 May 2016 to 5 May 2021
  6. Current session: 12 May 2021 to 20 May 2025
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Displaying 1324 contributions

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Education, Children and Young People Committee

Widening Access to Higher Education

Meeting date: 26 February 2025

Miles Briggs

Thank you.

Education, Children and Young People Committee

Widening Access to Higher Education

Meeting date: 26 February 2025

Miles Briggs

Have you looked specifically at the fall in retention rates for care-experienced young people, given that some bespoke packages are made available? I visited Edinburgh university recently and looked at the student accommodation for the year-round offer that can be provided if young people want it. Why are we seeing that fall? All of us around the table are looking to the Government’s forthcoming Promise bill, and we are now at the mid-point, so the fact that we are going backwards is really concerning. What has been problematic and can we take any learning from it?

Education, Children and Young People Committee

Widening Access to Higher Education

Meeting date: 26 February 2025

Miles Briggs

This is the million-dollar question: what is the likelihood of the 2026 interim target and the 2030 target being delivered? To put that a different way, what needs to change to deliver on the targets? You outlined concerns around geographic spread, but are there others that you would like to put on the record?

Education, Children and Young People Committee

Widening Access to Higher Education

Meeting date: 26 February 2025

Miles Briggs

From your experience, is it fair to say that, in some cases, students who are not ready for and cannot be sustained in university are funnelled into going there in order to meet the target? Politicians often put in place targets and think that that is a good thing. We are hearing that the target might not be realistic for many parts of the country, but—needless to say—we have created the system, so institutions will try to hit the target.

That relates to my point about care-experienced young people. There is a really good model for them that we can progress, but is that happening?

Education, Children and Young People Committee

Widening Access to Higher Education

Meeting date: 26 February 2025

Miles Briggs

Good morning, and thanks for joining us.

I will return to a question that I asked the commissioner earlier, on the unintended consequences of some of the changes around current widening access targets, specifically in relation to admissions behaviours. From your experience of your institutions, how has that changed and what has your learning been in relation to the success or failure of students carrying on to complete their course?

I will bring in Lydia Rohmer to respond from a college perspective.

Education, Children and Young People Committee

“Higher History Review 2024”

Meeting date: 19 February 2025

Miles Briggs

We heard that teachers talked to one another and did not understand why pupils had underperformed. The cabinet secretary said that overpresentation was a key theme in the report and that students were potentially sitting exams at a level that they were not ready for, which impacted on performance. Is it your understanding that there is overpresentation that sets young people up to fail?

Education, Children and Young People Committee

“Higher History Review 2024”

Meeting date: 19 February 2025

Miles Briggs

Thank you for that.

I return to Pam Duncan-Glancy’s question. Has there been a failure in exam timetabling this year?

Education, Children and Young People Committee

“Higher History Review 2024”

Meeting date: 19 February 2025

Miles Briggs

I asked that question because I met a constituent on Monday whose daughter is sitting psychology, and there was initially an exam clash with English. To be honest, I do not understand why any other exam was scheduled to be on the same day as higher English, given that no fewer than 34,000 pupils have sat it in any of the past five years. The SQA has now said that, in the interest of wellbeing, the psychology exam will be moved forward by two weeks. You used the analogy of someone who is planning to sit their driving test. It is concerning for young people who are planning when they will sit their exams to be told that they will now sit one of them two weeks earlier than they expected. That increases the pressure on them.

I know that timetabling is not a perfect science, but I do not understand why the contingency date of 2 June was not used for the psychology exam, given the lower numbers of candidates that were presenting. That is why I asked the question. Although you have said that you listened to other partners, it seems that parents and young people have not been part of that conversation. What seems to be a very straightforward solution, which I have just put to you, has not been taken forward and that is now putting more pressure on young people and teachers.

Education, Children and Young People Committee

“Higher History Review 2024”

Meeting date: 19 February 2025

Miles Briggs

Would it not therefore have been more sensible to move psychology to that date rather than forward? The rationale that SQA has outlined relates to pupil wellbeing, but moving an exam forward is seen by parents and pupils not as being for their wellbeing but stressful. I did not understand the timetabling. Given the significant changes that have been put in place, it feels like the timetabling for this set of exams has been more problematic than in previous years.

Education, Children and Young People Committee

“Higher History Review 2024”

Meeting date: 19 February 2025

Miles Briggs

I have a couple of questions about literacy standards. It has been suggested that one key reason for the fall in performance in higher history is candidates’ literacy standards. However, we have not seen similar falls in marks in other literacy-based subjects. What work has the SQA undertaken to analyse whether candidates who took higher history also performed worse in other subjects? What plans are being put in place to publish that?