Chamber
Plenary, 12 May 2005
12 May 2005 · S2 · Plenary
Item of business
Schools-Colleges Review
It is my pleasure to open this debate on school-college partnership. We know that many pupils already benefit from the learning opportunities that colleges bring to the school curriculum. We want to increase and enhance those opportunities throughout Scotland in order to open clear, new opportunities for pupils; to tailor learning to suit individual students; to offer more choice to pupils; and to ease pupils' transitions into further learning, training or employment. That is why we have today published the document "Lifelong Partners", our strategy for school-college partnership, and the guide to partnership that accompanies it.
The strategy outlines how we will deliver on our partnership agreement commitment to enable 14 to 16-year-olds to develop vocational skills through college courses. It has been developed in the context of our national priorities in education, our lifelong learning strategy and our comprehensive agenda for action and change, which is set out in the document "ambitious, excellent schools". The partnership approach recognises the breadth that we advocate in our curriculum review, "a curriculum for excellence", which was published last year—a breadth of learning that schools will be able to deliver more fully through working together with colleges. The strategy that has been published today also acknowledges that existing school-college activity will grow over the coming years. That growth, to which we commit ourselves in our strategy, represents a significant realignment of the school and college sectors.
The strategy completes our schools-colleges review, which has been on-going since October 2003. Despite its name, the review was never principally about schools or colleges; it was about pupils. The review has been wide ranging and lengthy. It has encompassed a conference of 120 representatives to frame a discursive consultation paper; consultation on that paper; consultation on the review's interim report and a draft outline strategy; the issuing of leaflets seeking the views of school pupils; and numerous other consultation events and meetings. Our research has examined existing school-college links and, crucially, the attitudes of pupils to further education study as part of their school curriculum. The research has shown that pupils generally value college learning during part of their school week. The review has also included the findings of a number of working groups representing both sectors, as well as pupil and adult student interests.
Our strategy focuses on increasing and further enhancing school-college partnerships and on extending opportunities for pupils to access high-quality experiences and gain full recognition for their learning with colleges. We will measure the strategy's success by the success of the pupils—by their attendance at courses, by their attainments and achievements and by the ease of their transitions into further learning, training or employment.
In "ambitious, excellent schools", we set out our agenda for action, which is built on our belief in the potential of all pupils and our commitment to help each of them to realise that potential. We also gave a clear statement in "a curriculum for excellence" of the purposes of school education from three to 18, along with principles for the design of the curriculum. Our aspiration for all children and for every young person is that they should be successful learners in life, confident individuals throughout their lives, responsible citizens and effective contributors to society and at work. We want to give pupils the opportunity to benefit from the widest range of educational opportunities and an enriched learning experience. We also want to equip them with a variety of skills that prepare them for life, the workplace and the community.
The principal locus for the education of school pupils is, and will remain, the school. However, we will broaden opportunities. Schools will increasingly work in partnership with other bodies to meet pupils' education needs. Allowing some pupils to access the more specialised learning opportunities that are available through colleges may be the most suitable way of helping them to fulfil their individual potential.
The strategy outlines how we will deliver on our partnership agreement commitment to enable 14 to 16-year-olds to develop vocational skills through college courses. It has been developed in the context of our national priorities in education, our lifelong learning strategy and our comprehensive agenda for action and change, which is set out in the document "ambitious, excellent schools". The partnership approach recognises the breadth that we advocate in our curriculum review, "a curriculum for excellence", which was published last year—a breadth of learning that schools will be able to deliver more fully through working together with colleges. The strategy that has been published today also acknowledges that existing school-college activity will grow over the coming years. That growth, to which we commit ourselves in our strategy, represents a significant realignment of the school and college sectors.
The strategy completes our schools-colleges review, which has been on-going since October 2003. Despite its name, the review was never principally about schools or colleges; it was about pupils. The review has been wide ranging and lengthy. It has encompassed a conference of 120 representatives to frame a discursive consultation paper; consultation on that paper; consultation on the review's interim report and a draft outline strategy; the issuing of leaflets seeking the views of school pupils; and numerous other consultation events and meetings. Our research has examined existing school-college links and, crucially, the attitudes of pupils to further education study as part of their school curriculum. The research has shown that pupils generally value college learning during part of their school week. The review has also included the findings of a number of working groups representing both sectors, as well as pupil and adult student interests.
Our strategy focuses on increasing and further enhancing school-college partnerships and on extending opportunities for pupils to access high-quality experiences and gain full recognition for their learning with colleges. We will measure the strategy's success by the success of the pupils—by their attendance at courses, by their attainments and achievements and by the ease of their transitions into further learning, training or employment.
In "ambitious, excellent schools", we set out our agenda for action, which is built on our belief in the potential of all pupils and our commitment to help each of them to realise that potential. We also gave a clear statement in "a curriculum for excellence" of the purposes of school education from three to 18, along with principles for the design of the curriculum. Our aspiration for all children and for every young person is that they should be successful learners in life, confident individuals throughout their lives, responsible citizens and effective contributors to society and at work. We want to give pupils the opportunity to benefit from the widest range of educational opportunities and an enriched learning experience. We also want to equip them with a variety of skills that prepare them for life, the workplace and the community.
The principal locus for the education of school pupils is, and will remain, the school. However, we will broaden opportunities. Schools will increasingly work in partnership with other bodies to meet pupils' education needs. Allowing some pupils to access the more specialised learning opportunities that are available through colleges may be the most suitable way of helping them to fulfil their individual potential.
In the same item of business
The Presiding Officer (Mr George Reid):
NPA
Good morning. The first item of business is a debate on motion S2M-2793, in the name of Peter Peacock, on the schools-colleges review.
Tricia Marwick (Mid Scotland and Fife) (SNP):
SNP
On a point of order, Presiding Officer. The document to inform the debate has not yet been delivered to members. I understand that there is a hold-up at the ...
The Presiding Officer:
NPA
The supply of documentation is not a matter for me; it is a matter for the Executive. However, what has happened is unfortunate.
The Minister for Education and Young People (Peter Peacock):
Lab
Shall I begin my speech, Presiding Officer, or do you want me to deal with the point of order separately?
The Presiding Officer:
NPA
I think that you should deal with the point that has been raised, as it is clearly germane to the debate.
Peter Peacock:
Lab
I fully acknowledge the point that has been raised. The documents were due to be in the Scottish Parliament information centre by 9 o'clock for members gener...
Fiona Hyslop (Lothians) (SNP):
SNP
Further to that point of order, Presiding Officer. Mr Peacock and Mr Wallace are due to launch the document this morning at Telford College. It is questionab...
The Presiding Officer:
NPA
The Parliament has agreed that the debate should proceed and that is what should happen. The Minister for Parliamentary Business made efforts to get the docu...
The Minister for Education and Young People (Peter Peacock):
Lab
It is my pleasure to open this debate on school-college partnership. We know that many pupils already benefit from the learning opportunities that colleges b...
Elaine Smith (Coatbridge and Chryston) (Lab):
Lab
I welcome much of what the minister has said. He has spoken of the role of other institutions. Are there any plans to examine the links between schools and h...
Peter Peacock:
Lab
The specific focus of this work is school-college links, but other work is on-going between higher education institutions and schools and we want to encourag...
Dr Sylvia Jackson (Stirling) (Lab):
Lab
I am sure that the minister will agree that the role of careers services is vital to the whole process that he is describing. How will that role be promoted ...
Peter Peacock:
Lab
Sylvia Jackson raises an important point. I am not going to refer to the matter specifically today, but I know that people want to develop more appropriate r...
Fiona Hyslop:
SNP
I am interested in what the minister is saying, but, if there is to be an impact on the world of work as well as on pupils, will he indicate the quantity of ...
Peter Peacock:
Lab
I will say something about that later. We will be piloting a lot of the work so that it can be fully tested before it is rolled out across the system. As I w...
Fiona Hyslop (Lothians) (SNP):
SNP
Before I come to the substance of my speech, I must reflect on the circumstances of the debate. It is not acceptable for members of the Parliament not to hav...
Peter Peacock:
Lab
There may have been some misunderstanding. I am deeply flattered that Fiona Hyslop wants me to remain in the chamber all morning, but that is what I intend t...
Fiona Hyslop:
SNP
I am pleased to hear of the minister's change to his previously advertised plan.A great deal of consensus exists in the Parliament on the subject of today's ...
Lord James Douglas-Hamilton (Lothians) (Con):
Con
I am grateful to have the opportunity to open the debate on behalf of the Conservatives. The Scottish Executive's initiative to develop effective partnership...
Robert Brown (Glasgow) (LD):
LD
I give a warm welcome to the publication of the documents on school-college partnerships. The Executive has implemented yet another key Liberal Democrat mani...
Christine May (Central Fife) (Lab):
Lab
As we seem to be continuing the election campaign that I thought had finished last week, I play my part by saying that other parties might have had the propo...
Robert Brown:
LD
Is Christine May aware of the Careers Scotland research that identified the close link between people having a goal in life and attainment? Does she think th...
Christine May:
Lab
Yes, I do. I was privileged to have a lengthy discussion with the consultants who prepared the report for Careers Scotland on the benefit to young people of ...
The Presiding Officer:
NPA
Tricia Marwick has withdrawn.
Fergus Ewing (Inverness East, Nairn and Lochaber) (SNP):
SNP
We all share the objectives that are set out in today's documents. We all agree that in principle we support the expansion of the role of further education c...
Christine May:
Lab
Perhaps Mr Ewing will explain to me how additional funding for activities that are carried out at present but not funded will, as he suggests, cause problems...
Fergus Ewing:
SNP
We do not know what the impact will be because the documents do not say that. We know that the sum will be £41 million but, as Fiona Hyslop said, we have no ...
Chris Ballance (South of Scotland) (Green):
Green
The Executive review, "Building the Foundations of a Lifelong Learning Society", is a most welcome document. Set beside the merger of the tertiary education ...
Dr Jackson:
Lab
I want to know whether I understand correctly what the member said a few sentences back. He seemed to say that he envisaged S4 pupils going fully into furthe...
Chris Ballance:
Green
The important point is that there is provision for pupils in S4 who want to have alternatives to school education, as well as school education. They should b...