Chamber
Plenary, 12 Feb 2003
12 Feb 2003 · S1 · Plenary
Item of business
Education
No, thank you.
The document says nothing about the concern over the long-term decline in modern language learning, although such learning is one of the greatest tools for improving literacy. The number of entrants to French exams has decreased by 50 per cent in 20 years and the figure is now 11 per cent lower than it was when Labour took power.
A reduction in class sizes would improve literacy and numeracy skills and it would allow those skills to be properly developed with a new emphasis on core skills. The SNP's number 1 pledge in education is to reduce class sizes in primaries 1, 2 and 3 to the internationally recognised optimum of 18. The Executive boasts that it has reduced class sizes in primaries 1 to 3 to 30 or fewer, but that is a small drop. It was achieved late and aided by a fall of more than 10,000 in pupil numbers, and it makes little difference to attainment.
"It is often claimed that research results on class sizes are ambiguous. This is not true: small reductions have no measurable effect, but large reductions do. Reducing class sizes in primaries one to three to under 20 would increase attainment, strengthen pupils' self esteem and improve the quality of teachers' interactions with pupils."
If members have difficulty with that, they should take issue with Lindsay Paterson, who is the professor of educational policy at the University of Edinburgh, who wrote that in the Scottish Educational Journal in October last year. If there were smaller class sizes, teachers would have more time to teach according to pupils' needs and discipline would improve. Smaller classes would also meet the requests from many pupils for more of teachers' attention.
The consensus for change is almost universal among parents and teachers. At the beginning of the year, the Educational Institute of Scotland—the largest teaching union in Scotland—launched its campaign to reduce class sizes significantly. It has recognised—as all international experience shows—that such a reduction would be the most important improvement and investment that the Government could make in education. However, in the past four years, the Government has made no significant progress. The Executive's complacent attitude and its lack of ambition for our schools and children have meant that Scotland has slipped down the international class-size league tables to sit below Poland and many other European countries.
We have said that it would cost an additional £105 million a year over several years to build up the number of extra teachers that would be needed for class-size cuts in the early years. We have costed the expansion in teacher training provision over seven years. There is no doubt that changes to school accommodation would add to that cost.
The document says nothing about the concern over the long-term decline in modern language learning, although such learning is one of the greatest tools for improving literacy. The number of entrants to French exams has decreased by 50 per cent in 20 years and the figure is now 11 per cent lower than it was when Labour took power.
A reduction in class sizes would improve literacy and numeracy skills and it would allow those skills to be properly developed with a new emphasis on core skills. The SNP's number 1 pledge in education is to reduce class sizes in primaries 1, 2 and 3 to the internationally recognised optimum of 18. The Executive boasts that it has reduced class sizes in primaries 1 to 3 to 30 or fewer, but that is a small drop. It was achieved late and aided by a fall of more than 10,000 in pupil numbers, and it makes little difference to attainment.
"It is often claimed that research results on class sizes are ambiguous. This is not true: small reductions have no measurable effect, but large reductions do. Reducing class sizes in primaries one to three to under 20 would increase attainment, strengthen pupils' self esteem and improve the quality of teachers' interactions with pupils."
If members have difficulty with that, they should take issue with Lindsay Paterson, who is the professor of educational policy at the University of Edinburgh, who wrote that in the Scottish Educational Journal in October last year. If there were smaller class sizes, teachers would have more time to teach according to pupils' needs and discipline would improve. Smaller classes would also meet the requests from many pupils for more of teachers' attention.
The consensus for change is almost universal among parents and teachers. At the beginning of the year, the Educational Institute of Scotland—the largest teaching union in Scotland—launched its campaign to reduce class sizes significantly. It has recognised—as all international experience shows—that such a reduction would be the most important improvement and investment that the Government could make in education. However, in the past four years, the Government has made no significant progress. The Executive's complacent attitude and its lack of ambition for our schools and children have meant that Scotland has slipped down the international class-size league tables to sit below Poland and many other European countries.
We have said that it would cost an additional £105 million a year over several years to build up the number of extra teachers that would be needed for class-size cuts in the early years. We have costed the expansion in teacher training provision over seven years. There is no doubt that changes to school accommodation would add to that cost.
In the same item of business
The Presiding Officer (Sir David Steel):
NPA
The first debate this morning is on motion S1M-3879, in the name of Michael Russell, on education. I invite all those who want to take part in the debate to ...
Michael Russell (South of Scotland) (SNP):
SNP
Two weeks ago in the chamber, the Minister for Education and Young People launched a glossy document called "Educating for Excellence: Choice and Opportunity...
Dr Sylvia Jackson (Stirling) (Lab):
Lab
Will the member take an intervention?
Michael Russell:
SNP
No—I have only just started. I will give way shortly.On the key requirements, there is an obvious mismatch between what people want and the Executive's respo...
Dr Jackson:
Lab
Has the member visited Balfron High School? Many characteristics that he said were not appearing in new schools have appeared there.
Michael Russell:
SNP
I am sure that some buildings are better than others and that, if the member believes that Balfron High School is among the best of those buildings, she will...
Mr Brian Monteith (Mid Scotland and Fife) (Con):
Con
Will Michael Russell give way?
Michael Russell:
SNP
No thank you.It is impossible to have a modern and vibrant economy and a successful Scotland without an emphasis on core skills. We build on those core skill...
Mr Monteith:
Con
Michael Russell talks about core skills. Will he define what he means by telling the chamber what subjects will be dropped to establish core skills? Will mus...
Michael Russell:
SNP
That shows about as much understanding of the process of simplifying the five-to-14 curriculum as does Mr Monteith's amendment, which I find baffling.It is n...
Karen Gillon (Clydesdale) (Lab):
Lab
Will the member take an intervention?
Michael Russell:
SNP
No.People are being deceived in Scotland. It is time that we had honest politics that shows that it will deliver. The SNP is pledged to deliver real excellen...
The Deputy Minister for Education and Young People (Nicol Stephen):
LD
I welcome the opportunity for the Parliament to consider again the key issues that face education in Scotland. Cathy Jamieson presented the Executive respons...
Michael Russell:
SNP
The minister is aware of the proposals that I mentioned—my colleagues will talk about specific proposals. Could he tell me the time scale for the reductions ...
Nicol Stephen:
LD
Not yet, because we will establish that in consultation with parents, pupils and education authorities throughout Scotland. That is the right approach. It is...
Mrs Margaret Ewing (Moray) (SNP):
SNP
Will the minister give way?
Nicol Stephen:
LD
No thank you.We are particularly keen to reduce class sizes in maths and English as part of our overall strategy to improve literacy and numeracy. Mike Russe...
Dr Sylvia Jackson:
Lab
Given that it will be difficult to take the league tables out of the public domain, is the minister considering a value-added approach, whereby the improveme...
Nicol Stephen:
LD
The approach taken through the national priorities is intended to achieve exactly that—a far more rounded picture that takes into account not only exam resul...
Mr Brian Monteith (Mid Scotland and Fife) (Con):
Con
Unlike the SNP, I will not concentrate on the coalition Government's response to its great debate. Why should I? The document is worthy and full of good inte...
Margaret Jamieson (Kilmarnock and Loudoun) (Lab):
Lab
On a point of order, Presiding Officer. Is it in the interests of the Parliament to discuss someone who is a vegan and to make such appalling comments?
The Presiding Officer:
NPA
I do not think that it is insulting to describe someone as a vegan if they are one.
Margaret Jamieson:
Lab
My point is about the relevancy of that issue to the debate.
The Presiding Officer:
NPA
If I were to rule on relevancy, that would be a full-time job.
Mr Monteith:
Con
I assure members that I did not mean the word "vegan" as a term of abuse; I was simply drawing to members' attention the metaphor that the minister may be fo...
Stewart Stevenson (Banff and Buchan) (SNP) rose—
SNP
Mr Monteith:
Con
I will take an intervention.
Michael Russell:
SNP
Mr Monteith anticipates my every move.There is no intention to abolish placing requests, which I support. In those circumstances, I find Mr Monteith's argume...
Mr Monteith:
Con
I will move on and give a few examples so that Michael Russell understands why his policy is a deceit. As I said, the policy is predicated on falling school ...
Stewart Stevenson:
SNP
Will the member give way?