DOCSLIB.ORG

2014 Scottish Education and the Independence

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2014 Scottish Education and the Independence SCOTTISH EDUCATION AND THE 2014 INDEPENDENCE REFERENDUM www.eis.org.uk If we want to secure “A Just Scotland” a key prerequisite will be achieving a just education system Introduction September 18th, 2014, will witness the people of Scotland voting To what extent is Scottish in the independence referendum and deciding upon the immediate education a priority for constitutional future of our country. Debate and discussion has been passionate, as it should be for such a significant event. the major political parties in Scotland? 1 The Educational Institute of Scotland, as Scotland’s leading union for teachers and lecturers, is keen to promote and facilitate meaningful consideration of the arguments and issues being pursued and to Which constitutional option contribute to a high quality debate. is likely to deliver a more socially just Scotland which Recognising the broad range of views that members will hold, the EIS has not adopted a definitive position of either supporting or devotes more resources opposing independence in the referendum. We feel, however, that to public services, and to it is both important and apt to consider the pros and cons of any education in particular? 2 future constitutional settlement from the perspective of education and to interrogate both the “Better Together” and the “Yes Scotland” campaigns. The EIS supports the position of the STUC which through its “A Just Scotland” reports has sought to consider a range of issues relating to Scotland’s constitutional future from the perspective of the collective values held by the Labour and Trade Union Movement based on social justice and equality. In short, to talk about the sort of Scotland we want to see following the referendum on Thursday 18 September 2014. Two particular aspects of the referendum debate impact directly on the future delivery of education in Scotland: 1. To what extent is Scottish education a priority for the major political parties in Scotland? 2. Which constitutional option is likely to deliver a more socially just Scotland which devotes more resources to public services, and to education in particular? In this manifesto, the EIS wishes to place on record our priorities for Scottish Education in the run-up to the September referendum and, indeed, beyond. If we want to secure “A Just Scotland” a key prerequisite will be achieving a just education system. 1 EIS Objectives Regardless of the outcome of the September Referendum, the EIS will continue to campaign on a number of key education objectives: 1 Comprehensive Education Our comprehensive education system in Recent History Scotland has proved its worth over many Historically, Scottish Education has been distinct from decades. It must be maintained and enhanced the education system south of the border. However, in order to continue to mitigate the effect of the although Scottish Education has been administratively inequalities which exist in Scottish society. devolved for many years, it was controlled by Westminster, until 1999. Since then, and the 2 establishment of a Scottish Parliament and Scottish Curriculum for Excellence (3-18) Government, all education policy in Scotland (with The new curriculum, and assessment framework, the exception perhaps of Higher Education Research requires significant resources in all sectors. Funding) is made in Scotland and delivered in Scotland. Quality professional development for teachers is necessary to permit the successful development In the 1980s and early to mid-1990s those in political of the new curriculum. control of Scottish Education enjoyed extremely limited electoral support in Scotland, yet pursued controversial and unpopular education policies which commanded 3 Nursery Education little support amongst parents, teachers and the public at large. Policies such as the establishment of School As part of Curriculum for Excellence, Nursery Boards, Opting Out of Local Authority control and the Education should be available for every 3-5 year Incorporation of Scotland’s Further Education Colleges old in the country and must involve delivery by are all now consigned to history but the bitterness and fully qualified and GTCS registered teachers. division they provoked are remembered by many. That is not to say, however, that all is well in the fully 4 Class Size devolved education system; many problems have been The EIS has long argued for the need to reduce encountered. Challenges with the implementation of all class sizes in school education in Scotland to Curriculum for Excellence; significant cuts in Further an absolute maximum of 20 pupils. Education spending, in recent years; and a failure to deliver on the promise of smaller class sizes are three cases in point. 5 Support Staff Over the course of the next few months the EIS will There must be sufficient numbers of essential highlight our priorities for Scottish Education as part support staff employed in all of our schools, of the constitutional debate and as a contribution to colleges and universities in order to complement defining the kind of Scotland we wish to live in. the work of teaching staff across all sectors. 2 6 Tackling the impact of poverty 11 Staffing Standard Poverty and deprivation have a marked It is EIS policy to seek to establish an impact on educational achievement and agreed minimum staffing standard attainment and continue to blight the life covering schools across the country, chances of too many of our young people. thereby avoiding a postcode lottery. The This remains one of the most important EIS will continue to press the Scottish challenges facing Scotland. Government, Scottish Parliament and Scotland’s local authorities with a view to achieving a minimum staffing standard 7 Additional Support Needs which will maintain teacher numbers and ensure a baseline level of provision for all Adequate funding and appropriately qualified of Scotland’s young people. staff must be allocated to provide support for all pupils and students who currently experience barriers to their learning. This 12 Workload Campaign requires specialist provision across the country. The EIS will continue to campaign for a real-term reduction in the workload burdens of all of our members in all 8 Further Education sectors of education in Scotland. The report of the Tackling Bureaucracy Further Education presents key opportunities Working Group is an example of how for young people and returning adults. Future consensus may be reached on key Scottish governments should commit to issues but we need to see practice reverse the damaging cuts which have been match ambition. inflicted on the sector. 13 Pensions 9 Higher Education Scottish teachers and lecturers The EIS will continue to oppose any attempt have faced massive changes to their to introduce fees for students in Higher pension provision which will mean that Education in Scotland. We fully support contributions have risen, pension benefits measures aimed at the widening of access will be poorer and everyone will have to Higher Education. to work longer. A key question for both sides of the referendum is “How will your 10 constitutional arrangement improve the Pay pension options for teachers who face Teachers, along with other workers in the working until 68 or more under current public sector, have had their pay frozen (or proposals?” in some cases reduced) since the recession started in 2007/8 – creating a real time cut in living standards. A future Scottish Parliament/Government will have to give Scotland’s largest early consideration to addressing this decline. To support retention and recruitment to the and most effective profession, pay needs to be restored to pre- education trade union recession levels. 3 Conclusion The Educational Institute of Scotland would challenge the ‘Yes’ campaign and the “Better Together” campaign to explain how their constitutional settlement will support the delivery of these objectives, which might be summarised in the following generic questions: How does your option deliver and support a comprehensive education system that seriously tackles the impact of poverty on educational attainment? How does your option resource and properly reward the staff needed to deliver a 3-18 education system where the needs of every child are addressed? How does your option provide a framework for lifelong learning based on the principle of education as a right? Whatever the outcome on 18 September 2014, whether the people of Scotland chose the status quo or independence or if a political consensus can develop on the further devolution of powers to the Scottish Parliament, the EIS will continue to challenge future Scottish governments to deliver for Scotland’s young people an even better and more fulfilling education experience. 4 the EIS will continue to challenge future Scottish governments to deliver for Scotland’s young people Printed and published by The Educational Institute of Scotland, 46 Moray Place, Edinburgh EH3 6BH, April 2014.
Load more

Recommended publications
  • Improving Schools in Scotland: an OECD Perspective
    Improving Schools in Scotland: An OECD Perspective Improving Schools For the past decade, Scotland has been putting in place an ambitious reform called the “Curriculum for Excellence”. Its holistic approach includes Broad General Education from ages 3 to 15 years and this has in Scotland: been put into the spotlight of an OECD review by a team that included leading international experts Andy Hargreaves and Helen Timperley. The report, with twelve key recommendations, will be of interest to those who shape schools and curricula well beyond Scotland. It brings together wide-ranging international and Scottish data to understand how well quality and equity are being achieved in Scotland’s schools. Its analysis An OECD and examples from other countries address how such an ambitious reform can reach its full potential through demanding 21st century approaches to enhancing quality and equity, governance and decision-making, teaching and leadership, and evaluation and assessment. Perspective Contents Overview Chapter 1: Scotland’s “Curriculum for Excellence”: Context and Structure Chapter 2: Quality and Equity in Scottish Schools Chapter 3: Decision-making and Governance for the “Curriculum for Excellence” Chapter 4: Schooling, Teachers and Leadership Chapter 5: Assessment, Evaluation and the “Curriculum for Excellence”. Write to us Policy Advice and Implementation Division Directorate for Education and Skills - OECD 2, rue André Pascal - 75775 Paris Cedex 16 - FRANCE [email protected] Find us at: www.oecd.org/edu/policyadvice.htm Education and Skills data on GPS: www.gpseducation.oecd.org Improving Schools in Scotland: An OECD Perspective This work is published under the responsibility of the Secretary-General of the OECD.
    [Show full text]
  • Informal Extended Education in Scotland. an Overview of School Age Childcare
    Informal Extended Education in Scotland. An Overview of School Age Childcare Irene Audain Introduction Scotland has its own devolved Parliament since 1999, and the Scottish educational, legal and cultural context for out of school care has always been unique from the rest of the UK. Hence, in this article I will shed light on the education system and on the school age childcare services in Scotland. In the third part I will give an overview of the Scottish Out of School Care Network (SOSCN) which is the national organi- sation in Scotland that fosters high quality childcare, play and learning for children of school age. In Scotland extended education and school age childcare is most often referred to as “out of school care”, then “after school care”, “holiday club” or breakfast club. There is also some extended education in Scotland in the form of homework support and other activities provided by teachers in schools, as well as summer schools for sports or the arts, however, the focus in this article is on the more prevalent school age childcare, which, although informal learning, is also a type of extended educa- tion. Early Learning and Childcare is the preferred term of the Scottish Government for what might be called pre-school education or early education and care. Learning is used rather than education as this acknowledges what the child brings as an active learner. Care emphasises the relationships involved and that care and learning are part of the same processes. The Education System Children begin primary school at aged 4–5, after usually two years of part time free early learning and childcare, currently 600 hours per annum, with the Scottish Gov- ernment aiming to increase this to 1,140 hours in the next five years.
    [Show full text]
  • The Scottish Banner
    thethethe ScottishScottishScottish Banner BannerBanner 44 Years Strong - 1976-2020 www.scottishbanner.com A’ Bhratach Albannach Volume 36 Number 11 The world’s largest international Scottish newspaper May 2013 VolumeVolumeVolume 44 36 Number36 Number Number 6 11 The 11 The world’sThe world’s world’s largest largest largest international international international Scottish Scottish Scottish newspaper newspaper newspaper December May May 2013 2013 2020 Celebrating US Barcodes Hebridean history 7 25286 844598 0 1 The long lost knitting tradition » Pg 13 7 25286 844598 0 9 US Barcodes 7 25286 844598 0 3 7 25286 844598 0 1 7 25286 844598 1 1 The 7 25286 844598 0 9 Stone of 7 25286 844598 1 2 Destiny An infamous Christmas 7 25286 844598 0 3 repatriation » Pg 12 7 25286 844598 1 1 Sir Walter’s Remembering Sir Sean Connery ............................... » Pg 3 Remembering Paisley’s Dryburgh ‘Black Hogmanay’ ...................... » Pg 5 What was Christmas like » Pg 17 7 25286 844598 1 2 for Mary Queen of Scots?..... » Pg 23 THE SCOTTISH BANNER Volume 44 - Number 6 Scottishthe Banner The Banner Says… Volume 36 Number 11 The world’s largest international Scottish newspaper May 2013 Publisher Contact: Scottish Banner Pty Ltd. The Scottish Banner Editor PO Box 6202 For Auld Lang Syne Sean Cairney Marrickville South, NSW, 2204 forced to cancel their trips. I too was 1929 in Paisley. Sadly, a smoking EDITORIAL STAFF Tel:(02) 9559-6348 meant to be over this year and know film canister caused a panic during Jim Stoddart [email protected] so many had planned to visit family, a packed matinee screening of a The National Piping Centre friends, attend events and simply children’s film where more than David McVey take in the country we all love so 600 kids were present.
    [Show full text]
  • Robertson, Boyd (2001) Gaelic: the Gaelic Language in Education in the UK
    Robertson, Boyd (2001) Gaelic: the Gaelic language in education in the UK. Other. Mercator-Education, Leeuwarden, The Netherlands. http://eprints.cdlr.strath.ac.uk/3233/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in Strathprints to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profitmaking activities or any commercial gain. You may freely distribute the url (http://eprints.cdlr.strath.ac.uk) of the Strathprints website. Any correspondence concerning this service should be sent to The Strathprints Administrator: [email protected] Gaelic The Gaelic language in education in the UK This document was published by Mercator-Education with financial support from the Fryske Akademy and the European Commission (DG: Culture and Education). Mercator-Education, 2001 The content of this publication may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to Mercator-Education: European Network for Regional or Minority Languages and Education. Mercator-Education P.O. Box 54 8900 AB Ljouwert/Leeuwarden The Netherlands tel: +31-58-2343063 fax: +31-58-2131409 e-mail: [email protected] website: mercator-education.org This regional dossier was w ritten by Boyd Robertson (University of Strathclyde). Unless stated otherwise, the data reflect the situation in 2001-2002.
    [Show full text]
  • Education Governance: Next Steps: Empowering Our Teachers, Parents
    EDUCATION GOVERNANCE: NEXT STEPS EMPOWERING OUR TEACHERS, PARENTS AND COMMUNITIES TO DELIVER EXCELLENCE AND EQUITY FOR OUR CHILDREN TheScottishGovernment @ScotGov www.gov.scot EDUCATION GOVERNANCE: NEXT STEPS EMPOWERING OUR TEACHERS, PARENTS AND COMMUNITIES TO DELIVER EXCELLENCE AND EQUITY FOR OUR CHILDREN Edinburgh 2017 © Crown copyright 2017 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open- government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at www.gov.scot Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew’s House Edinburgh EH1 3DG ISBN: 978-1-78851-045-5 Published by The Scottish Government, June 2017 Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS265145 (06/17) CONTENTS Ministerial Foreword 1 Executive Summary 3 Chapter 1 Introduction 9 Chapter 2 The Case for Change 13 Chapter 3 A school and teacher-led system - Empowering teachers, parents and communities 23 Chapter 4 Educational improvement services to support a school and teacher-led system 30 Chapter 5 Delivering an empowered system - The Next Steps 42 EMPOWERING OUR TEACHERS, PARENTS AND COMMUNITIES TO DELIVER EXCELLENCE AND EQUITY FOR OUR CHILDREN 1 FOREWORD BY THE DEPUTY FIRST MINISTER AND CABINET SECRETARY FOR EDUCATION AND SKILLS Improving the education and life chances of our children and young people is the defining mission of this Government.
    [Show full text]
  • University of Wisconsin—Eau Claire the Birth And
    UNIVERSITY OF WISCONSIN—EAU CLAIRE THE BIRTH AND GROWTH OF SCOTTISH NATIONALISM: A LOOK THROUGH “IMAGINED COMMUNITIES” DEPARTMENT OF HISTORY BY BRITTANY MATTOON SUPERVISING PROFESSOR: JOE ORSER COOPERATING PROFESSOR: PATRICIA TURNER EAU CLAIRE, WISCONSIN DECEMBER 2013 Copyright of this work is owned by the author. This digital version is published by McIntyre Library, University of Wisconsin-Eau Claire, with the consent of the author. 2 Abstract Nationalism presents itself as this rather ambiguous concept, lacking any clear definition because of its ability to be seen through the eye of the beholder and interpreted differently. So, constructing a form of understanding nationalism, particularly through the works of historian Benedict Anderson, I have applied the model to identify the growth of Scottish Nationalism. Within the 18th century the two parliaments of Scotland and England were united in the year 1707, dissolving the Scottish government. Instead of stifling the development of Scotland’s national identity completely it and the events surrounding it create circumstances for it to grow increasingly. This is seen through both the oppression that the Scots faced and through the educational expansion that caught fire and spread. 3 Introduction Scotland, beautiful and intriguing, filled with its own mystical background and antiquity, yet somehow it is not considered its own nation. At least not as of today. The desire for independence within Scotland is timeless in its nature. It is quite obvious by just glancing at its wealth of abrasive history with England involving war and the like. There is a period of time, however, in which Scotland’s national identity takes a leap forward in a way that it had not before.
    [Show full text]
  • The Edinburgh History of Education in Scotland
    The Edinburgh History of Education in Scotland Edited by Robert Anderson, Mark Freeman and Lindsay Paterson © editorial matter and organisation Robert Anderson, Mark Freeman and Lindsay Paterson, 2015 © the chapters, their several authors, 2015 Edinburgh University Press Ltd The Tun – Holyrood Road 12 (2f) Jackson’s Entry Edinburgh EH8 8PJ www.euppublishing.com Typeset in 10/12 Goudy Old Style by Servis Filmsetting Ltd, Stockport, Cheshire, printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 0 7486 7915 7 (hardback) ISBN 978 0 7486 7916 4 (webready PDF) ISBN 978 0 7486 7917 1 (epub) The right of the contributors to be identified as authors of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988 and the Copyright and Related Rights Regulations 2003 (SI No. 2498). Contents List of Figures and Tables vii Acknowledgements viii Editors’ Introduction 1 Robert Anderson, Mark Freeman and Lindsay Paterson 1 Education in Scotland from 1000 to 1300 8 Matthew Hammond 2 ‘Through the Keyhole of the Monastic Library Door’: Learning and Education in Scottish Medieval Monasteries 25 Kimm Curran 3 Schooling in the Towns, c. 1400–c. 1560 39 Elizabeth Ewan 4 Education in the Century of Reformation 57 Stephen Mark Holmes 5 Urban Schooling in Seventeenth- and Eighteenth- century Scotland 79 Lindy Moore 6 The Universities and the Scottish Enlightenment 97 David Allan 7 Legal Education, 1650–1850 114 John Finlay 8 Scottish Schooling in the Denominational Era 133 John Stevenson 9 Education in Rural Scotland, 1696–1872 153 Ewen A.
    [Show full text]
  • School Education: Subject Profile
    SPICe Briefing Pàipear-ullachaidh SPICe School education: subject profile Ned Sharratt This briefing provides an overview of Scottish education. It identifies some key policies and policy challenges for the coming parliamentary session. It also identifies the main agencies and organisations involved. 22 June 2021 SB 21-35 School education: subject profile, SB 21-35 Contents Introduction ____________________________________________________________3 Policy approach_________________________________________________________4 National Improvement Framework and Improvement Plan _______________________4 An empowered system __________________________________________________5 Curriculum for Excellence ________________________________________________6 Getting It Right for Every Child ____________________________________________7 Developing the Young Workforce___________________________________________7 Closing the attainment gap _______________________________________________8 Additional support for learning _____________________________________________9 Policy drivers for this session_____________________________________________10 Impact of and response to the pandemic __________________________________ 11 Alternative Certification Model 2021____________________________________ 11 Impact and recovery ________________________________________________13 OECD review _______________________________________________________16 Recent policy developments ___________________________________________18 Measuring progress __________________________________________________18
    [Show full text]
  • Scots, the Scots Language in Education in Scotland, 2Nd Edition
    The Scots language in education in Scotland European Research Centre on Multilingualism and Language Learning hosted by SCOTS The Scots language in education in Scotland | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy and Language Learning with financial support from the Fryske Akademy and the Province Aragonese; the Aragonese language in education in Spain Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France © Mercator European Research Centre on Multilingualism Catalan; the Catalan language in education in Spain (2nd ed.) Cornish; the Cornish language in education in the UK and Language Learning, 2017 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) 2nd edition Friulian; the Friulian language in education in Italy Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium Research Centre on Multilingualism and Language Learning.
    [Show full text]
  • Scotland's Future : Your Guide to an Independent Scotland
    PART 5 Education, Skills and Q&A Employment Early Learning and Childcare 224. Could an independent Scotland provide childcare at a reasonable cost? Yes. The current Scottish Government proposes a transformation in early years learning and childcare provision. Independence will give us the opportunity to invest more in the supply of services, rather than subsidising demand. This is the approach adopted in the most successful countries and will ensure resources are spent most effectively, and make childcare more affordable for all. 225. What would independence mean for early learning and childcare? Independence gives us the opportunity to do more to deliver world-class early learning and childcare. As a first step in realising this transformational vision, this Government plans to extend the current provision of 600 hours a year to around half of two year olds in the first budget of an independent Scotland. Those whose parents are currently on working tax credit or child tax credit will benefit. We aim, by the end of the first term of an independent Scottish Parliament, to increase this entitlement to 1,140 hours for all three and four year olds, and vulnerable two year olds. Our long-term objective is that by the end of the second Parliament all children from age one to when they enter school will have an entitlement to 1,140 hours a year of high quality early learning and childcare, giving young children the same number of hours as primary school children. 226. What will maternity and paternity rights, and flexible parental leave look like in an independent Scotland? Powers over these issues will transfer to the Scottish Parliament on independence.
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]
  • School Education
    School education Prepared by Audit Scotland June 2014 The Accounts Commission The Accounts Commission is the public spending watchdog for local government. We hold councils in Scotland to account and help them improve. We operate impartially and independently of councils and of the Scottish Government, and we meet and report in public. We expect councils to achieve the highest standards of governance and financial stewardship, and value for money in how they use their resources and provide their services. Our work includes: • securing and acting upon the external audit of Scotland’s councils and various joint boards and committees • assessing the performance of councils in relation to Best Value and community planning • carrying out national performance audits to help councils improve their services • requiring councils to publish information to help the public assess their performance. You can find out more about the work of the Accounts Commission on our website: www.audit-scotland.gov.uk/about/ac Audit Scotland is a statutory body set up in April 2000 under the Public Finance and Accountability (Scotland) Act 2000. We help the Auditor General for Scotland and the Accounts Commission check that organisations spending public money use it properly, efficiently and effectively. School education | 3 Contents Summary 4 Key messages 6 Part 1. School expenditure 8 Part 2. Pupil attainment and wider achievement 15 Part 3. Improving pupil performance 31 Endnotes 44 Appendix 1. The ten measures of school-level attainment used in the report 46 Appendix 2. Membership of the advisory group 47 Exhibit data When viewing this report online, you can access background data by clicking on the graph icon.
    [Show full text]