Official Report 1136KB pdf
Education and Skills
Good afternoon. The first item of business is portfolio question time, and today’s portfolio is education and skills. Any member who wishes to ask a supplementary question should press their request-to-speak button during the relevant question.
Subject Choice
To ask the Scottish Government what its position is on whether young people have the opportunity to study subjects that they are interested in. (S6O-03829)
Under Scotland’s curriculum, pupils should be able to have appropriate personalisation and choice during both the broad general education and the senior phase. Timetabling, staffing and resourcing issues may mean that that is not always possible. Where a subject or course cannot be offered by a school, national guidelines encourage flexibility and collaboration with other local schools or colleges or through online and digital approaches.
The cabinet secretary will be aware of concerns dating as far back as the report by the Organisation for Economic Co-operation and Development and earlier that subject choice in the senior phase has narrowed and that, most worryingly, it has done so at a faster rate in schools in deprived areas.
The cabinet secretary confirmed, in response to the Hayward review, that there would be
“a degree of rationalisation of the senior phase”,—[Official Report, 19 September 2023; c 73.]
and people have become concerned that the Government’s mistakes, which led to a narrower curriculum, could now become Government policy. What did the cabinet secretary mean by
“a degree of rationalisation of the senior phase”,
and does she plan to further narrow subject choice?
I think that the member raised that issue with me in the chamber when I spoke about the Government’s response to Professor Hayward’s review.
I know that Parliament debated the issue of narrowing subject choice during the previous parliamentary session, but subject choice has been widened under the curriculum for excellence because the broad general education means that a wider range of subjects is on offer to our young people until later in their academic life.
However, I think that there was a clash of cultures between a senior phase dictated by a final exam system and the broad general education, which is about taking broad approaches to curriculum areas. We have not managed to resolve that, which is the point that I was trying to convey in relation to Professor Hayward’s review. Rationalisation was one of the key recommendations in her response.
We know that a number of subjects that are now being delivered in the school context should perhaps be delivered elsewhere, such as in a college setting. When we talk about rationalisation, that is really about ensuring that the qualifications that are being delivered in our schools are appropriate for that environment. I hope that that gives the member some degree of comfort with the Government’s approach.
Will the cabinet secretary set out the breadth of subjects that currently exists in Scottish education, and will she say what impact colleges, community campuses and virtual education have had on the provision that is available to pupils?
As I suggested in my response to Pam Duncan-Glancy, the curriculum for excellence provides pupils with a broad general education across eight curricular areas. Schools and local authorities continue to improve access to different learning opportunities and to a wider range of qualifications and courses in the senior phase by having strong partnerships with colleges and community campuses, and through virtual education.
One excellent example of that collaborative approach is the delivery that we are seeing at Dunoon grammar school, which was voted the best school in the world for community collaboration and which I visited earlier this year.
In addition to funding local online learning provision, the Scottish Government funds the national e-learning offer and has increased access to digital devices. That collaborative approach to delivery has meant that, since 2014, we have seen a sizeable increase in the number of vocational qualifications.
The cabinet secretary is cautious about the recommendations of the Hayward review. What does that mean for parity of esteem between academic and vocational subjects and what is she doing now to encourage greater take-up of vocational opportunities in schools?
The member will be aware that this year’s exam results showed another substantive increase in the number of vocational and technical qualifications, which is to be welcomed. That shows the strength of the pathways that are now on offer in our schools.
That work cuts across the work on post-school educational reform that Mr Dey is leading. We want to ensure that that parity of esteem is reflected in the Government’s response to Professor Hayward’s report. Part of that is about education reform and about reforming the very bodies that I discussed with the Education, Children and Young People Committee yesterday. I look forward to working with Mr Rennie to ensure that the reform of those bodies meets the aspiration for parity of esteem.
Universities (Support)
I apologise to you, Presiding Officer, and to members in the chamber, for being late.
To ask the Scottish Government how it plans to support the university sector during the current academic year. (S6O-03830)
Despite a challenging financial environment, we have continued to show our long-term commitment to Scotland’s universities by investing over £1 billion of teaching and research grant funding in the sector in 2024-25, having done so in each year since 2012-13. Our student support offering and policy on free tuition is supporting over 115,000 students this year, and Student Awards Agency for Scotland statistics show that the total amount of direct support to students is over £1 billion for the fifth year in a row.
Ensuring that our universities are on a sustainable trajectory is also at the heart of our on-going work and engagement with the sector to reform the wider post-school education and skills system so that the significant investment that we are making delivers the best outcomes for learners, the economy and society.
I thank the minister, but sustainability is not really going to cut it here, because the Educational Institute of Scotland has voiced its concern over the fall in funding from the Scottish Government for Scottish university students. Funding per student is now 19 per cent lower in real terms than it was a decade ago. Savage funding cuts have caused an overreliance on international students, whose numbers are now at a record high. Although I welcome international students, they should not be used to subsidise our universities because of a lack of funding from this SNP Government. A sudden decrease in their numbers for any reason could bankrupt our universities. Meanwhile, the SNP’s cap on places for home-grown students means that Scottish students are being turned away. I am particularly concerned about medicine.
Question.
Does the cabinet secretary consider that the overreliance on income from international students is sustainable? What consideration has he given to the far-reaching consequences of allowing our education system to be so run?
It is nice to hear a Conservative welcoming international students, because the rhetoric of the previous UK Government was far from welcoming.
I hope that the university sector would agree that the Scottish Government is working very closely with it on a range of subjects to make it financially more sustainable. On the point about international students, we are working very closely with the sector to enhance the numbers that are coming from a variety of countries. I do not believe that international students coming here is a bad thing. I recognise the risks that the member highlights, but I say to him gently that the issue around international student numbers dropping and the concern that that has caused are directly attributable to the actions and rhetoric of the previous Westminster Government, which he supported.
I seriously hope that this represents a change of position from the Conservatives, certainly in this place, towards being more welcoming of international students and international staff, because that is where we should be as a country.
Secondary Education (Balancing Rights)
To ask the Scottish Government what further support and guidance it can provide to secondary education establishments regarding the balancing of the right to education of both a victim of sexual assault and the alleged perpetrator. (S6O-03831)
There is no place for harassment or abuse in any form in our schools. Where staff have reason to believe that a crime may have occurred, they should follow school child protection procedures for onward reporting to Police Scotland and social work services.
In March, with the former First Minister, I launched a new framework for preventing and responding to gender-based violence in our schools. That framework is underpinned by the principle that all children and young people have the right to education, safety and justice, and that all children, young people and staff have the right to learn and work in an environment free from violence. The framework provides guidance for schools on how to respond to and support both the child or young person who has experienced gender-based violence and the one who has allegedly carried out GBV.
The cabinet secretary will be aware, as I am, of the research by Girlguiding Scotland and the University of Glasgow that shows that girls are too frequently experiencing inappropriate sexual behaviour or, indeed, assault. I am, of course, aware of the good work that is going on in the gender-based violence in schools working group. However, there still appears to be a need for specific consideration to ensure that victims are not isolated in learning hubs or other such places while repeat offenders can continue their school day as normal. I have had a recent case in my Falkirk East constituency addressing that specific concern.
I thank the member for her interest in the issue. I am aware of the research from Girlguiding Scotland, which is seriously concerning, and I am sorry to hear about the experiences of her constituent.
As the GBV guidance makes clear, the needs of the child or young person who has experienced gender-based violence should be central in determining a response to support them, and a clear plan to secure the safety of all children and young people who are involved, which includes appropriate actions, needs to be established by schools.
I acknowledge Michelle Thomson’s concern about the burden arising from any change to learning environments that follows young people being affected by sexual violence. I am, however, cognisant that schools should be given sufficient opportunity to implement the guidance—which, as I mentioned in my original answer, was published only in March.
The Government has committed to commissioning an independent review of the guidance to establish positive practices and further areas for improvement before the end of the parliamentary session, and I am happy to keep the member updated on the work of that review.
Question 4 was not lodged.
Colleges (Priorities)
To ask the Scottish Government what its response is to the recent report by Audit Scotland on Scotland’s colleges, which states that “colleges need more clarity from the Scottish Government on the aspects of their role to prioritise,” and that colleges are “making fundamental decisions about their future services without this clarity”. (S6O-03833)
The Audit Scotland report recognises that important opportunities are coming from the work that we are leading on post-school reform. As we progress that work, we are clear that the priorities for colleges include better alignment with local economic needs, close interaction with employers and being at the heart of skills planning in their regions. We are in on-going dialogue with the college sector about those priorities, including through the work of the tripartite alignment group, and we will continue to work with colleges to support them to maximise their impact on the economy and communities.
In the north-east, Dundee and Angus College has recently launched its sunrise solutions project to embed climate awareness in its courses. Dundee can, of course, be a centre for decommissioning. North East Scotland College is due to open its energy transition skills hub, having already introduced net zero scholarships a couple of years ago. Clearly, NESCol should play a key role in the just transition.
What is the Scottish Government doing to ensure that colleges have the strategic support and resources that they need to catalyse the transformations in our economy and society that are so desperately required?
Colleges are critical to enabling a just transition to net zero, not only as centres of teaching and training but as key community anchors. Last month, during Scotland’s climate week, I visited NESCol to celebrate its contribution to the energy sector in the north-east and the rest of Scotland, and I was briefed on the energy transition skills hub, to which Maggie Chapman referred.
Like Dundee and Angus College, NESCol is well led by a principal who is absolutely dialled in to the needs of the local and wider economy—in particular, to the just transition agenda. We are committed to doing all that we can, recognising the very challenging fiscal environment in which we are operating, to assist it in that work. We are working alongside colleges and the Scottish Funding Council to provide the strategic support that the member mentioned—for example, via work that is progressing through the tripartite alignment group—to provide greater flexibility for institutions in how they use the funding that is already available and to share best practice.
Three members have requested to ask—I hope—brief supplementary questions.
What impact have the enormous financial pressures caused by continuing United Kingdom Government austerity had on the funding that is available to support Scotland’s college sector?
I have noted before that colleges face budgetary challenges, and we cannot ignore the huge part that austerity has played in that. Given the very difficult financial position that the Government faces, I hope that Mr Beattie will recognise the fact that the Scottish Government’s budget for 2024-25 provides colleges with the same resources as were available in 2023-24, which is a clear demonstration of the Government’s commitment to our colleges.
As I said, we are working closely with Colleges Scotland and the Funding Council via the tripartite group to put to best use the resources that are at our disposal, in line with individual college priorities and the needs of local economies.
Of course, the unknown in all of this is whether the coming UK Government budget will present further budgetary challenges for this Government and our colleges.
Notwithstanding what we have just heard, the SFC published its final funding allocation in May 2024. We saw the axing of the flexible workforce development fund, the absence of funding to address digital poverty and the coming to an end of mental health funding. In the context of a £32 million cut to the resource budget, an underlying deficit of £70 million and four colleges having significant cash-flow issues, is the Government content for a college to fall over before it provides proper support and sustainable funding?
Through the Scottish Funding Council, the Government works incredibly closely with our colleges. When issues that are identified come to the fore, they are responded to.
I am disappointed that Liam Kerr is leaving his role as education spokesperson. I have very much enjoyed our exchanges. He has listed all the issues that colleges face, but I ask him gently where his self-awareness is in all of that. Where is the recognition that the actions of his former Government at Westminster are at the heart of the problems that we all face?
The minister has talked about the importance of the post-school aspect of colleges, but the cabinet secretary has just spoken about rationalisation and, rightly, mentioned the important role that colleges have in that. Can colleges prioritise their role in the senior phase? How can they do that without investment from the Scottish Government?
The member will be aware of the school-college partnerships that can be, and are being, deployed quite effectively. He is absolutely right to highlight the prioritisation issue, which is one of the aspects that we are considering with colleges. If they choose to prioritise in that space, I want to give them the flexibility to do so.
Anti-racism in Education Programme
To ask the Scottish Government whether it will provide an update on its anti-racism in education programme. (S6O-03834)
Delivering the work of the anti-racism in education programme is a key commitment in this year’s programme for government. We are working with dedicated stakeholders that are key to driving the programme forward. I am pleased that progress continues to be made, including through the recent publication of the new anti-racism action guide, which has been developed to empower employers of teachers to better support their minority ethnic staff. There remains much to do, however, and the Scottish Government will continue to work with stakeholders to drive that important work forward.
I thank the cabinet secretary for that comprehensive response. She will be aware that we are now in black history month. Regrettably, Scotland played a leading role in the British empire, which involved the forced transportation of 3.1 million slaves from Africa to British colonies. Some of the wealthiest slave owners were Scottish—as, in fairness, were some of the leading abolitionists at the time. Does the cabinet secretary agree that, if we do not know our history, we are undoubtedly doomed to repeat it? Will she therefore provide an update on the efforts that are being made to ensure that our children are taught Scotland’s history in relation to the British empire?
I very much agree with the member’s sentiment, particularly given that it is black history month. It is important that our history and our wider social studies curriculum provide a range of opportunities to teach about the British empire, including Scotland’s role in it. We are funding professional learning programmes relating to teaching on slavery in Scotland and on immigration and empire. Our anti-racism curriculum principles explicitly address that point through the commitment that our children and young people will
“understand and enquire into Scotland’s role in historical world events”,
which is hugely important. That includes transatlantic enslavement and colonial histories and their continuing impact to this day. Education Scotland is working with local councils to support the implementation of anti-racism curriculum principles.
Schools (Gender Identity Guidance)
To ask the Scottish Government whether it will provide an update on whether it will review any guidance in relation to the teaching of gender identity in schools, in light of the Cass report. (S6O-03835)
The Scottish Government is committed to ensuring that the guidance remains up to date and fit for purpose. As with any significant legal or policy development, we will consider whether the guidance requires to be updated to reflect that. That will include any findings of the “Cass Review—implications for Scotland report” that are relevant to schools.
Dr Hilary Cass said that social transition
“is not a neutral act”,
but teachers with no experience in that area allow pupils to socially transition and, indeed, are encouraged to do so by the “Supporting transgender young people in schools” guidance. Is it not morally wrong to teach our children that they could be born in the wrong body and that it is possible to change one’s sex? Why, despite the Cass review’s findings, is the Scottish Government continuing to allow and encourage gender ideology in schools?
The “Cass Review—implications for Scotland” report, which was commissioned by the chief medical officer, set out the review’s recommendations, which have been accepted. They are relevant to gender identity and healthcare improvement in NHS Scotland. The report also recommends how such clinical services should be best delivered in NHS Scotland, and those recommendations are now being acted on.
However, neither the report nor the Cass review examined or considered education settings, which is an important point. The Cass review’s remit was to consider NHS England’s provision of healthcare for children and young people who seek clinical support relating to their gender identity via national health service clinical services. Such services are not provided by schools or by school staff.
I am clear that it is not the role of schools or school staff to encourage or practically support a young person with regard to their decision about their gender identity. That is a matter for the young person and their families.
In recognition of the importance of ensuring that our guidance for schools is as up to date as possible, as I indicated in my previous response, the guidance for schools will be updated to reflect any relevant changes and information relating to gender identity services in Scotland, as appropriate.
For many young LGBTQ+ people, home is not always a safe space where they can be themselves. A trusted teacher might be the only person available for them to confide in and turn to for advice and support. In a time of rising hostility and fearmongering around the LGBTQ community—and young trans people in particular—will the cabinet secretary outline how the Scottish Government will ensure that young people who might be questioning their sexuality or gender identity are able to go to a trusted educational professional for support and information?
Emma Roddick makes a hugely important point. I am clear that it is essential that all young people are able to seek pastoral support, including advice, from school staff. I also agree that there might be an increased need for such support, given the current on-going discourse in wider society in relation to LGBT young people and their rights. The situation has become more challenging in recent years, which is exactly why it is important that young people are able to have those relationships with people in their schools.
As has been mentioned, Dr Hilary Cass highlighted that social transitioning in classrooms was setting some children on a pathway to irreversible medical interventions. In addition, it has been widely reported that Scottish primary schools are appointing children as LGBT champions and are asking pupils as young as four whether they are transgender. Will the cabinet secretary confirm whether the Scottish Government will look into the role that taxpayer-funded organisations such as LGBT Youth Scotland play in teaching gender identity in our schools?
The issue in relation to LGBT Youth Scotland—which, I should say, is not actually funded by the education and skills portfolio—has already been discussed in the chamber in recent months. We work with a variety of third sector organisations, including LGBT Youth Scotland, to help to shape policy and practice and to improve outcomes for LGBTQ+ communities.
Funding is awarded to LGBT Youth Scotland through our equality and human rights fund. It delivers a range of projects to support young people, and we are committed to working with organisations to support young people in their education.
Going back to Emma Roddick’s point, I note that that work has become much more important at a time when there has been a rise in the number of attacks against the LGBTQ+ community. It is, of course, up to individual schools, colleges and universities to decide whether they want to adopt the LGBT Youth Scotland charter for education, and I encourage the member to visit schools in her local area to see the impact of the charter in practice.
Gaelic Education (Glasgow Anniesland)
To ask the Scottish Government what plans there are for the future provision of Gaelic education in primary schools in the Glasgow Anniesland constituency. (S6O-03836)
The Scottish Government supports Glasgow City Council to ensure that primary Gaelic provision meets parental demand. Children in the Glasgow Anniesland constituency currently access Gaelic primary education at Sgoil Gàidhlig Ghlaschu in Finnieston, and the council is expanding primary provision across the city, with the opening of a fourth Gaelic-medium education primary school in the Calton area. Through the Scottish Languages Bill, the Scottish Government is amending the Education (Scotland) Act 2016 to enhance the parental right to ask local authorities to assess the demand for Gaelic-medium education in their communities.
We know that the situation is all over the place at the minute, but there are reports that the United Kingdom Chancellor of the Exchequer is planning to slash capital spending budgets by as much as 10 per cent—a massive figure. That has alarmed a number of parents in my constituency who are concerned about the impact that such deep cuts would have on education, particularly in Gaelic. Will the cabinet secretary say how such proposed cuts would affect Scotland? Will she reassure my constituents of the Scottish Government’s continuing commitment to supporting education in the face of continuing Labour austerity and, in particular, to the provision and expansion of Gaelic education?
The Scottish Government recognises the importance of capital funding, which, as members will know, has contributed to the growth of Gaelic-medium education over recent years. Among other sources, such as Scottish Government funding for local authority projects and local authorities’ own allocations, the Gaelic schools capital fund has been an important source of funding for a range of projects in Gaelic-medium classes, schools and community facilities.
The Scottish Government’s Gaelic capital fund was established in 2008 and has been important for the continued growth of Gaelic education and for the language’s revitalisation. It has also provided wider benefits to Scottish society.
The fund has supported Glasgow City Council and other local authorities, and decisions on the future of the capital fund will be made later this year. However, I recognise the challenge that the member mentioned with regard to decisions that are taken elsewhere, which ultimately impact on decisions that are taken by this Government, particularly those on capital funding.
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