Chamber and committees

Education Scotland’s Improving Gender Balance and Equalities (IGBE) programme aims to establish interventions to effect long term cultural change with a particular focus on challenging gender stereotypes, and addressing the impacts of unconscious bias to encourage greater gender balance across occupations. The IGBE Programme works with school clusters to explore and assess interventions to address gender imbalances in participation, curricular preferences and learner pathways at every stage (3-18 years). The Programme is supported by £300,000 of Scottish Government funding in the current financial year.

The Teaching bursary advisory group is reconvened at the end of each year’s scheme. The role of the group is to review the implementation of the bursary scheme and provide advice on any necessary changes for the following year’s scheme.

The 2023-24 Teaching bursary advisory group is due to meet in March. Members include the Scottish Government, Skills Development Scotland, COSLA, Universities and the Scottish Council of Deans.

I refer the member to the answer to question S6W-22501 on‎ 8 November 2023. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers .

Statutory responsibility for the delivery of school education, including any school trips, rests with local authorities. Local authority data on the number of schools trips and how those are funded is not collected centrally.

The Gender Equality Taskforce in Education & Learning developed a set of ambitions in order to help inform its work, including the development of an intersectional framework. Since then, discussion and work has been ongoing to refine the workplan, to ensure that it is able to enact the type of long term, complex, systemic change that is needed. I am committed to continuing and accelerating such work to ensure that girls and young women have a gender equal experience of education and learning.

Members of the Gender Equality Taskforce in Education & Learning, including representatives from Zero Tolerance and Rape Crisis Scotland, have participated in the Gender Based Violence in Schools Working Group, helping to drive forward the production of the Gender Based Violence in Schools Framework. The Framework, which will be launched on 4 March, provides schools with survivor-centred and trauma informed approaches to tackling Gender Based Violence in schools.

Statutory responsibility for the delivery of school education, including any school trips, rests with local authorities. Local authority data on the number of schools that have abolished fees for school trips and extra-curricular activities for pupils from lower-income families is not collected centrally.

As set out in the Headteachers’ Charter and the associated empowerment guidance, the Scottish Government is fully committed to ensuring that schools are empowered and supported in taking the decisions they need to improve pupil outcomes.

The Scottish Government's Devolved School Management (DSM) scheme is intended to support improved consistency, transparency and equity in decisions on school funding, ensuring local authorities and headteachers work together so that decisions are taken at the most appropriate level. This is a matter for local decision making, and it is up to local authorities to allocate budget for their DSM scheme. I am pleased that almost all local authorities have implemented their revised DSM schemes and work is ongoing with a small number of local authorities.

A final two year report of Scotland’s early adopter sites, was published by the University of Strathclyde on Thursday 29 th February highlighting its success, a summary of which is available at rapid-cancer-diagnostic-services-evaluation-summary-february-2024.pdf (nhscfsd.co.uk)

The report found that 3,616 RCDS referrals were received and 2,489 (~69%) accepted. The remainder of referrals were largely either redirected to site-specific cancer pathways (~15%) or did not progress onto the RCDS pathway as they didn’t meet referral criteria (~12%).

This data covers the time period from when RCDSs were activated up to October 2023. Work is continuing with PHS to establish a national data collection for RCDSs.

Achievement of Curriculum for Excellence Levels (ACEL) data for 2022-23 showed record levels of attainment in literacy with 73% of primary school pupils achieving the expected Curriculum for Excellence (CfE) level for literacy, the highest figure since records began in 2016/17.

The proportion of P7 pupils achieving the expected level were at record highs in 2022-23 for literacy, and for each of the literacy organisers including reading where 81% achieved the expected level. The literacy gap between Primary 7 pupils from the most and most deprived areas and those from the least deprived areas was the narrowest on record in 2022-23 (20.5 percentage points). More information can be found at: https://www.gov.scot/publications/achievement-curriculum-excellence-cfe-levels-2022-23/documents/