Meeting of the Parliament 13 December 2023
I, too, welcome this debate on our children’s and young people’s education, and the focus on how we can invest in better outcomes for our young people and their future.
I agree that the recent PISA results are a matter of concern, and I welcome yesterday’s statement from the cabinet secretary and her commitment to real-terms improvements in Scotland’s education system for our young people, their parents, and the future of this country.
Nevertheless, it is imperative that we avoid examining the PISA results in isolation and that we consider the inescapable influence that austerity and the pandemic, which have been intensified by the current cost of living crisis that has been driven by the Tories, have had on our youths’ educational experiences.
That said, as a mother of three teenagers I have personally witnessed the extraordinary resilience that is displayed by our young people in navigating the challenges along their educational journey. In the face of adversity, their determination really stands out. Yesterday’s publication of “Achievement of Curriculum for Excellence (CfE) Levels 2022/23” certainly showcases that remarkable display of resilience.
The proportions of pupils achieving expected levels of literacy and numeracy have reached record highs. I welcome the notable rise in the proportion of primary pupils achieving expected levels in literacy and numeracy and, in particular, how that positive trend extends across children from the most deprived areas and from the least deprived areas. I trust that everyone in the chamber today will agree that those achievements by our young people deserve not only acknowledgment but celebration.
In the report “Upper-secondary education student assessment in Scotland: A comparative perspective” by Professor Stobart, curriculum for excellence is described as
“a pioneering example of 21st-century curriculum reform”.
That is in stark contrast to the Tories’ unfounded perspective that curriculum for excellence has failed.
Furthermore, the report “Scotland’s Curriculum for Excellence: Into the Future” stated:
“Scotland’s Curriculum for Excellence continues to be a bold and widely supported initiative, and its design offers the flexibility needed to improve student learning further”.
Again, that contradicts the notion that curriculum for excellence has failed.
In response to the recommendations for review and improvement that the OCED made in its report, the Scottish Government committed to undertaking an ambitious process of education reform that included the “Let’s talk education” initiative, which was the biggest public engagement exercise on education to have been undertaken nationally in Scotland. That exercise has ensured that learners’ needs and experiences have continued to be at the forefront of reform and of the process of shaping a future Scottish education system that truly empowers and serves our young people.
Scotland has made commendable strides in narrowing the attainment gap, and the continuous efforts in education reform aim to enhance that positive trajectory.
However, we must acknowledge the harsh reality that an increasing number of families are grappling with unimaginable financial hardships. Consequently, due to stress that is induced by poverty, a growing proportion of children and young individuals are forced to spend their educational days grappling with anxieties, fatigue and hunger, instead of enjoying the opportunities that exist for learning and play. How can we expect our youth to fully engage in education under those circumstances?
Nevertheless, within its limited powers, the Scottish Government is advancing efforts to prevent poverty from hindering the education of our children and young people. Notably, the progress encompasses initiatives including the transformative Scottish child payment, which has supported 43,885 children across Lanarkshire. That represents an investment of £62.5 million.
In addition, there is generous provision for cultivating positive family relationships and enhancing emotional health and wellbeing, and, consequently, promoting active participation in the school day. I will quote Barnardo’s Scotland, which said:
“If we uplift these children and families out of poverty, get them the right access to support and mental health then surely we can help children be ready in the class to learn”.
I completely agree.
I will make a few final points. Michael Marra and others believe that the PISA results are worth a moan, but using PISA as a stick to beat education with and, basically, rubbishing the Scottish education system in its entirety is unfair and unhelpful. It undermines the teachers and staff who are working so hard to support wellbeing, and it undermines the achievements of our children and young people, which go way beyond academic scores and exam results. Let us be mindful of how political point scoring can impact on our schools, and let us prioritise our young people’s needs.
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