The Scottish Educational Journal June 2016 Vol. 100 www.eis.org.uk Issue no. 03

EIS FELA SECURES PAY VICTORYpage 14

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For an application or immediate cover call: 01925 604421 Education Remains Contents to the Fore 4. Council News

As the post-election dust started to settle, class or school to school. All assessment in 6. News just as this edition of the SEJ was going to our schools should be a means of supporting 8. Looking Ahead - the Future press, the appointment of Deputy First teaching and learning, to provide teachers Minister John Swinney to the post of with additional information to assist in for Scottish Education Education Secretary made clear that meeting the educational needs of individual 10. A Closer look at SNP education is atop the Scottish Government’s pupils. list of priorities. By appointing her deputy Testing should never be used primarily to Manifesto Commitments and most experienced Minister to the generate data for political purposes. One of on Education education brief, Nicola Sturgeon has the first priorities for John Swinney in his new highlighted the importance that she places education post must be to provide clarity and 12. Statutory Industrial Action on enhancing Scotland’s education system. assurance that the Scottish Government’s Ballot on SQA Workload Many of the aspirations that the First National Improvement Framework will not Minister has for Scottish education are impose this type of testing regime on our 14. Strike Brings Success in shared by the EIS, particularly the aim of schools. It would be unacceptable to teachers Fight for Equal Pay tackling the attainment gap by providing and parents for pupils to be exposed to a greater support for pupils from less affluent high-stakes national testing agenda that 16. Promoting LGBT+ Inclusion backgrounds. The introduction of the generates league tables for the sake of Scottish Attainment Fund, and the Scottish political expediency. 18. Guide to the EIS AGM 2016 Government’s ongoing commitment to this We all want to see the attainment gap initiative, were very welcome steps that are tackled, and for all pupils to have a fair 20. Inside EIS HQ - the pupils’ supported by the EIS. chance to succeed. Subjecting them to perspective The EIS also engaged constructively with excessive testing and encouraging undue the Scottish Government’s National competition between schools is not the 22. CPD News & Views Improvement Framework (NIF), which solution to this challenge. 25. STUC Congress 2016 contains many elements that can support learning and teaching in schools. It is clear SQA Workload Ballot Now Open 26. STUC Unions into Schools that, overall, the EIS has many areas of – Use Your Vote agreement with the Scottish Government’s The EIS has opened a statutory industrial Festival education policies. action ballot, for all Secondary members, in 27. Edinburgh International However, while the EIS supports the relation to excessive SQA-related workload overall direction of travel, we retain serious demands. All members in the Secondary Book Festival reservations over some of the steps the sector will have received a postal ballot pack 29. Equality News Scottish Government intends to take to get to their registered home address. Please there. In particular, plans for the ensure that you use your vote in this 30. Privatising Higher Education? reintroduction of national standardised important ballot, and return your postal ballot assessments at set stages of primary school ahead of the closing date on Thursday 16 31. Classifieds and in early secondary education continue June. The EIS Executive and Council urge all to cause deep concern amongst teachers members to vote Yes for industrial action to 32. Forum and, increasingly, parents. support our campaign to reduce excessive The EIS is clear that, while standardised workload and lighten the unbearable 33. EIS Contacts assessments can be useful in supporting assessment burden on pupils and teachers. teachers’ professional judgement, they 34. Crossword should never be seen as a measuring stick to compare pupil attainment from class to

All articles and letters in the SEJ represent the views THE EDITOR: of the individual authors and do not necessarily The SEJ Editor, 46 Moray Place, represent the EIS view or EIS policy. To be considered NQ Secondary Edinburgh, EH3 6BH for publication, all letters and unsolicited articles must be accompanied by a full name and address. t: 0131 225 6244 The Editor’s decision on publication is final, and the Workload Ballot E: [email protected] Editor reserves the right to edit all submissions. Now Open! page 12 Council News... Council Approves Ballot on SQA Workload The final meeting of EIS Council before recommendations will not deliver the the Annual General Meeting (AGM) gave reduction in workload – particularly the formal approval to an earlier decision workload associated with the marking of EIS Executive to move to a statutory and verification of unit assessments – industrial action ballot of secondary that our members are demanding.” teachers in relation to excessive Commenting on discussions at New EIS Vice - SQA-related workload. Education Committee, Ms Quinn said, President Elected President-Elect Margaret Smith, “Whilst the Committee noted that General Secretary Larry Flanagan and some measures being considered in Shortly after the previous edition of the Education Convener the report should SEJ went to press, the ballot process for Susan Quinn lead to reduced the election of the new EIS Vice-President provided updates “the EIS believes workload it was 2016-2017 was completed. on developments not going to The successful candidate was Nicola that led to the that the final be undertaken Fisher, from Glasgow. decision to ballot, recommendations quickly enough to Over the course of her career, Ms Fisher outlined the ballot have significant has taught in schools in Dundee, Stirling, process, and will not deliver enough impact East Renfrewshire and Glasgow – spending provided initial next session.” eight years as a classroom teacher and ten information on the the reduction in Explaining as a class committed Principal Teacher. scale and scope the decision to She has been active within the EIS for 15 of the planned workload” recommend a years, first as a school Representative and, work-to-contract. statutory ballot, subsequently, as a member of Glasgow’s Mr Flanagan said, “Following the Ms Smith said, “Executive considered Committee of Management. Scottish Government’s decision to all the options available and decided A member of the EIS Council since establish the National Qualifications to move to a statutory ballot on action 2009, Ms Fisher has also served on the review group earlier this year, the EIS short of a strike. If we commence Equalities Committee since 2010. She has entered into the work of the review in the ballot process after this Council been elected to the national EIS Executive good faith, and worked constructively to meeting, action would then be able to Committee for each of the last four years. attempt to agree a set of measures that commence in June and could continue Ms Fisher will formally assume her would alleviate members’ concerns on after the summer.” post at the EIS AGM in June, succeeding workload.” For more information on the Margaret Smith (Falkirk). Ms Smith was “However, while some positive statutory ballot, which is now open, see earlier elected to the post of EIS President changes have been agreed by the special focus on pp12-13 for 2016-17 where she will succeed Pat group, the EIS believes that the final Flanagan (Aberdeenshire).

New Area Officer, Stuart Brown

Stuart was as a history teacher at Fraserburgh Academy before moving to Banff Academy as a guidance teacher. He is a long serving EIS activist and was a member of the Education Committee as well as Council.

As an Area Officer Stuart will be based in the Dundee Office covering Fife, the Highlands, Moray and Perth and Kinross and associated FE Colleges.

4 The Scottish Educational Journal Looking Ahead to the EIS Annual General Meeting

Council approved the final list of Motions to be debated at the AGM, including a number of proposed amendments proposed by EIS Local Associations and Self-Governing Associations. An Emergency Motion, in the name of Council, was also approved for debate at the AGM. Council also approved a number of additional AGM-related items, including the EIS Accounts and Planned Expenditure, the Reports from Committee Conveners to the AGM, and the list of approved nominees for the award of Fellowship of the EIS. Further information on this year’s Annual General Meeting is included in pp18-19 of this SEJ, and all AGM documents can be viewed on the EIS website at www.eis.org.uk

Committee Matters prepared for members, Representatives and LA Secretaries and that this would President Elect Margaret Smith updated be circulated shortly after the Council members on the work of the Executive meeting and published on the EIS website. Committee, including reports on the Helen Connor, Vice-Convener of successful resolutions to industrial action the Salaries Committee, provided an disputes in the FE sector and in West update and highlighted that the Scottish Dunbartonshire Secondary schools. Ms Negotiating Committee for Teachers had Smith paid tribute to the members involved so far failed to resolve an issue relating to for their hard-fought victories. Ms Smith the pay point of Chartered Teachers who also provided a report on EIS activity move their employment between local related to the recent Scottish Parliament authorities. Work on this issue would now Employment Relations Convener Mairi election, updated Council on EIS staffing continue at Joint Chair level of the SNCT, Raeburn (pictured), delivering her last changes, and reported on EIS involvement said Ms Connor. Committee report before retirement, at the Scottish Trades Union Congress in Equality Convener Bill Ramsay told advised Council that 9 applications Dundee. Council that the Committee had discussed for assistance and 9 grants had been Education Convener Susan Quinn the implications of the Prevent Duty authorised from the Benevolent Fund answered a number of questions related to for teachers and lecturers. Information and that a total of £18,900 in grants had the National Improvement Framework (NIF) provided by Local Associations in relation been authorised. On legal affairs, the and pilots of new Scottish Government to WRAP (Workshop to Raise Awareness Committee had considered 23 cases and National Assessments. Ms Quinn advised of Prevent) training was discussed, and Ms Raeburn also reported that a total of Council that an advice note on the National the latest draft of Prevent guidance for £88,460 in settlements had been secured Improvement Framework had been members was also considered. on behalf of 5 members.

West Dunbartonshire Motions

Teachers Vote to Accept Two Motions won the approval of New Deal Council. The first, moved by Pam Currie (EIS-FELA Vice President) Secondary teachers in West Dunbartonshire welcomed proposals to extend have voted to accept a recommended package equality/LGBT+ training for to end the long running dispute. In a ballot teachers to support inclusion conducted by the EIS, secondary members in schools. The second, moved voted by 86.6%, on a turnout of 83.4%, that by John Dennis (Dumfries & the agreement reached presents the basis for Galloway) related to advising negotiating a final settlement. members who object to being Speaking after the ballot result was assigned multi-level classes announced, EIS General Secretary, Larry in the CfE senior phase to Flanagan said, “This has been a hard won result, contest this through grievance with EIS members in West Dunbartonshire procedures. showing a level of determination that sets a benchmark for resisting austerity driven cuts.”

www.eis.org.uk 5 News...

Scottish Cabinet Reshuffle - EIS Standing Up for Scottish Welcomes New Education Secretary Education

Commenting on the appointment of the new The EIS was active in highlighting the importance Cabinet Secretary for Education and Skills, of Scottish Education during the recent Holyrood EIS General Secretary Larry Flanagan said: election campaign. “The EIS welcomes the new Cabinet Secretary, John Swinney, to the post and Our education manifesto, entitled Standing Up looks forward to constructive engagement for Scottish Education, promoted EIS policy in with the Cabinet Secretary on the significant key areas relating to Scottish Education. The EIS issues facing Scottish Education - including also ran a prominent advertising campaign in delivering the government’s commitment to the final weeks before the Holyrood vote, calling enhancing education funding, tackling the on all parties to commit to enhanced support for attainment gap, reducing excessive workload, Scotland’s schools, colleges and universities. The and concluding the review of national qualifications.” SEJ, in partnership with Teaching Scotland, ran “The appointment of the Deputy First Minister to the post of a major education hustings featuring prominent Education Secretary is a clear indicator that the First Minister continues speakers from all the main Holyrood parties to view support for education as perhaps the top priority for the Scottish shortly before polling day. The hustings was Government. This is very welcome, and the EIS will work constructively live streamed and a recording of the event is to ensure a positive future for Scottish education, its learners and its available on the EIS website at www.eis.org.uk teaching staff.” Mr Flanagan went on to add, “The EIS would also like to acknowledge the contributions that the former Cabinet Secretary, Angela Constance, made during her two years in post. Even though we have faced many challenges in Scottish education over the past two years, we were always able to engage in meaningful and constructive dialogue with Ms Constance during her time as Cabinet Secretary. We wish her well in her new post.” - See special focus on education post - election on pp8-11 ULA - AGM The EIS-University Lecturers’ Association (EIS-ULA) held its AGM at EIS Headquarters on 4th May 2016. Members from HE institutions across Scotland were in attendance to debate and vote on EIS-ULA policy priorities for the year ahead. The AGM was chaired by ULA President Vaughan Ellis and was addressed by EIS President Pat Flanagan. The AGM debated and passed a wide range of Motions on issues including: agreeing to work closer with other trade unions; to support Scottish pay bargaining; to campaign for an increase in HE funding; and agreement that all academic staff should be placed on an extended single pay spine. Full details on all AGM resolutions will be available on the EIS-ULA section of the EIS website. The Meeting featured a presentation from EIS National Officer for Further and Higher Education, David Belsey, on Prevent Duty. The Branch Secretary for Edinburgh University, Stephen Hunter, was presented with a new ULA banner designed by an Edinburgh Art College student Nikkita Morgan, and the AGM concluded following the formal vote of thanks to all who attended by EIS-ULA President Vaughan Ellis.

6 The Scottish Educational Journal EIS-FELA Lobby of EIS-FELA AGM Parliament on Pay

College lecturers from across Scotland gathered outside the Scottish Parliament at Holyrood on the EIS-FELA day of strike action in March. The strike and the lobby were significant successes, with agreement reached on a fair pay agreement soon after the day of action. See special focus on pp12-13 for the full story of the EIS-FELA victory on pay.

The EIS - FELA AGM was held in Perth in March. Delegates from colleges across Scotland debated a range of Motions on issues such as National Bargaining, funding for FE, fair pay, equality and fighting course cuts. Speakers at the AGM included EIS-FELA President John Kelly, EIS President Pat Flanagan, General Secretary Larry Flanagan and Helen Martin, STUC Assistant Secretary. For full information of the EIS - FELA AGM visit: www.eis.org.uk Education and Equality Conference

The EIS hosted a major Education & Equality Conference in the Apex Hotel in Dundee in March. 10% off for union members

The conference focused on the challenge of meeting the ambition to achieve both equity and quality in Scottish education against the backdrop of austerity and rising levels of poverty. With keynotes, round-table and panel discussion, Q&A and opportunities for networking, the conference featured lively debate on the key issues around equity and quality in education. Your new kitchen shouldn’t be a dogs dinner. Keynote speakers and panel members included: Professor Louise Hayward, University of Glasgow; Professor Book a complimentary kitchen design consultation today. Terry Wrigley, Northumbria University; Professor Aline- Wendy Dunlop, University of Strathclyde; Dave Moxham, Freephone 0808 281 9511 Deputy General Secretary STUC; John Fyffe, Past President, Email [email protected] ADES; Susan Quinn, EIS Education Convener. www.brooklynkitchens.co.uk Further information on the Conference, including copies of key presentations, are available on the EIS website Afton House | Starlaw Park | Livingston | Scotland | EH54 8SF www.eis.org.uk

pics: Alan Richardson www.eis.org.uk 7 pics: mkjphotography.co.uk Looking Ahead – the Future for Scottish Education

Education was at the centre of the recent campaign ahead of the Scottish Parliament election, with each of the main parties placing a strong emphasis on how they would provide enhanced support for Scotland’s schools, colleges and universities. Now that the election is over, the EIS will work to ensure that education remains a priority for our politicians and that pre-election promises made to Scottish education, its learners and its educators, are delivered post-election. Here, General Secretary Larry Flanagan looks at some of the key issues that arose during the election and asks what the re-election of the SNP Government, albeit with no absolute majority, will mean for Scottish education in the years ahead. Then, over the page, we take a closer look at some specific SNP manifesto commitments and offer our analysis of their potential impact for Scottish education.

During the recent Scottish Parliament of overcoming the impact of poverty on nuance is often lost on journalists and election, education was certainly centre the educational attainment of those commentators. The potential direction of stage in terms of manifesto commitments affected by it is a deep and complex one. travel is ominous, however. to “close the attainment gap”, “improve Schools make a difference but action We see this echoed in the softer standards” and even to increase funding, in the classroom, in isolation, will have comments from the First Minister about in one way or another. limited impact. The government needs “Teach First” – an accelerated route into The EIS cautioned parties against to simultaneously be teaching for creating a narrative of failure around addressing poverty at its “This is a programme high flying Scottish education, simply to score party source. which would academics, political points. Whilst there remain A very real danger avoiding the significant challenges facing schools exists that in wishing to fundamentally need to become and colleges (and indeed Universities) demonstrate progress, the undermine our world a qualified we are building on significant success government looks at short renowned induction teacher. This is in our system. Even a cursory review of term approaches which a programme some of the international commentary create the illusion of action programme and the which would on Scottish education reveals that the but which fail to address the General Teaching fundamentally inclusive nature of Scottish Education, real issues. Council for Scotland” undermine our our commitment to social justice, the high National assessment/ world renowned professional standards of our teachers, our testing would induction programme and the General commitment to career long professional be a case in point. Teaching Council for Scotland. In England development building on a highly respected The First Minister has said that she “Teach First” and the Academisation induction programme – are all recognised is interested in “what works” – well we process have combined to significantly and celebrated by significant voices. know that national testing doesn’t work: demoralise the teaching profession, This success should be the starting look at the SATS programme in England; leading to the current crisis around point for any future look at the USA’s now recruitment and retention in English policy development. “The challenge of abandoned No Child schools. Intense focus overcoming the impact Left Behind (aka No The First Minister has said that she is is correctly child left untested); “not ideological” about these matters – but placed on closing of poverty on the read the recent OECD frankly she should be. These aren’t the attainment educational attainment report on Scotland incidental developments – they form gap – an aspiration of those affected by it is which cautions against part of what Pasi Salzberg, the renowned almost universally aspects of nationalised Finnish education expert, has termed shared by a deep and complex one” standardised testing. the GERM (Global Education Reform politicians, certainly one which the First Now the fact is that what is proposed in Movement). It is the agenda that Michael Minister has embraced, and an agenda the new National Improvement Framework Gove so damagingly pursued when he in which the EIS is firmly engaged. But if does not constitute high stakes national was Education Minister, still pursued by it was as simple as wishing it – we would testing, thanks in part to the EIS campaign his successors; it is the agenda driving be there already. In truth the challenge against such an approach, although the the privatisation of public education

8 The Scottish Educational Journal particularly in the USA, in England and now what makes a difference in the classroom spending and it potentially empowers developing countries also (Education is a this support model has much to commend schools. There are limits and drawbacks $50 Billion market Worldwide). it and sits comfortably with the OECD also, however, in that economies of In Scotland we have a free report and the developing discourse scale may be lost, not all schools have public sector education system, around leadership from the middle. democratic structures for the spending democratically controlled by local and Frankly, organisational restructuring would of money, and Headteachers are already national government, and built upon a be a time consuming distraction. hugely overworked without having to take comprehensive model of entitlement and There exists a very real tension between on bursar duties as well. inclusiveness. national and local government, however. What seems clear is that additional We should fight to protect those The Scottish Government’s intention resources will be made available to deliver characteristics – not succumb to the to pursue its education agenda, with improvements in the education service. vacuous vanity of being seen to do or without the support of COSLA, has This needs to be done in a coordinated something different for the sake of it. The been made explicit in the new National and planned manner otherwise the parents of St Joseph’s in Milngavie might Improvement Framework which moves impact of spending can be blunted – have a grievance against their local council significant leverage around standards away many anticipated projects through the – opting out of local authority control is not from Councils in the direction of Holyrood. attainment challenge funding, for example, the answer, however. Local authority control of schools is the had to be set aside as there had been no There has been significant speculation basis of our comprehensive system and forward planning around teacher numbers on the statement in the SNP Manifesto should be maintained but Councils also to ensure that projects could be staffed. about the concept of need to demonstrate The election focus on education regionalisation, with “Headteachers are how they are adding provides a strong basis for developing some seeing this as an value to the process. a consensual approach to policy indication of Regional already hugely From an EIS development and implementation over Boards being created overworked without perspective it has been the next period. Teachers try to instil in to take education out having to take on singularly depressing pupils an understanding that cooperation of direct local authority to note that COSLA’s and collaboration are more effective and control. This idea has bursar duties as well.” biggest educational progressive approaches than competition; been floated in the battle over the past few let’s hope the politicians understand the past with an element of local democracy years has been around challenging the same concept. being retained by council representation Scottish Government’s commitment to on the Boards. It remains a possibility maintain teacher numbers, as if austerity- Over the page we take a but it is unlikely that any firm proposals driven cuts by Councils of the number of closer look at some of the are prepared. Of much greater interest is teachers in our schools would somehow key Scottish National Party the developing notion of looser regional/ have been a good thing. Manifesto commitments district educational leadership groupings The Scottish Government is already (not dissimilar in nature to the old Advisory experimenting with providing some direct and offer an EIS view on what service) focussed on pedagogical practice funding to schools. This can be positive in these would potentially mean and professional networking. In terms of that it is a way of ring-fencing education for Scottish education.

www.eis.org.uk 9 Manifesto Commitment – We will A Closer Look at the SNP implement the new National Improvement Framework and introduce national standardised assessments in primaries Manifesto Commitments 1, 4, 7 and S3. These will inform teacher judgement and provide better information on Education to parents about how their children are progressing. Clearly, the manifesto commitments of the party elected to form the Scottish Government, the Scottish National Party, are those most likely to be Manifesto commitment – We will oversee implemented during this parliamentary term. In this feature, we take a closer a revolution in transparency about school look at some of these key commitments and offer an EIS view on what these performance. We will publish information would potentially mean for Scottish education. – school by school – on how many children are meeting the required levels of Curriculum for Excellence. This will allow us to measure the attainment gap and set precise targets for closing it. Our mission Manifesto commitment – By 2021, we Manifesto commitment – We will deliver is to make significant progress in closing will almost double the amount of fully £750 million in additional investment the gap within the next parliament and to funded, high quality and flexible early years through the extended Scottish Attainment substantially eliminate it within a decade. education – for all 3 and 4 year olds and Fund, including £500 million raised our most vulnerable 2 year olds – from 16 from local tax reforms delivered direct to hours per week to 30 hours per week schools. The EIS welcomes many aspects of the National Improvement Framework, as a Manifesto commitment – We will ensure means of enhancing education provision that every child in early education in the The EIS wants to see the attainment gap and tackling the attainment gap. However, most deprived communities has access to closed, and so supports initiatives such as the EIS remains opposed to any national an additional teacher or childcare graduate the Scottish Attainment Challenge which is high-stakes testing scheme and will not by 2018. supported by the Scottish Attainment Fund. accept the return of a target-setting, league- Questions have been raised, however, table approach which has been shown to in relation to how these funds are being entrench, rather that reduce, disadvantage. The EIS clearly supports the drive to ensure targeted. Not all local authorities have The emphasis on the primacy of teachers’ high-quality early years education for all our benefitted from this funding thus far, as professional judgement in the manifesto young children. This will require significant early priority has been given to areas of commitment is welcome, but the additional investment in resources, multiple deprivation. It is important to introduction of a national testing system particularly staffing, and the expansion remember that disadvantage does not remains a source of deep concern to of many nurseries to accommodate a far always fit into easy to define geographical teachers and parents across Scotland. greater number of children on a full-time pockets, and that some young people in There has been a major debate around basis. The notion of ‘flexibility’, which is what are seen as more affluent areas can the role of standardised assessment in the attractive to many working parents, could face challenges related to poverty. Some classroom and how the data it generates present significant staffing challenges. of the current opposition parties have should be used. The EIS believes that all The EIS would not support any imposed suggested alternative methods of targeting assessment must be linked to teaching change to teachers’ contracts as a means funds to ensure that more pupils can and learning, and should not be used to to support flexibility of provision. benefit, and this may merit consideration generate statistics for primarily political The impact of poverty and deprivation in by the Scottish Government. purposes. Following lobbying by the EIS, limiting pupil achievement and attainment the Scottish Government agreed not to is well evidenced and tackling this publish school by school scores from their disadvantage is an absolute priority for the proposed national tests, but to publish the EIS. One key element in addressing this number of pupils meeting CfE levels – data must be to ensure that all children have that is already measured within current access to quality nursery education, as part local authority systems. However, the way of a comprehensive and publicly funded in which this information is presented will pre-5 service. In particular, the benefit of be crucial. The Scottish Government must ensuring meaningful interaction with a GTCS not publish any form of school league registered teacher has been evidenced tables, based on CfE levels or any other clearly. The manifesto commitment for measure. additional teachers or childcare graduates requires clarification, as the two roles are not directly comparable.

10 The Scottish Educational Journal Manifesto commitment – We will give Manifesto commitment – We will protect Manifesto Commitment – We will Headteachers, parents and communities free education. There will be no tuition fees maintain at least 116,000 full-time more responsibility for schools in their as long as the SNP is in government. equivalent college places each year, and areas, allowing them to take decisions make it easier for young people to progress within a strong national policy and Manifesto commitment – We will set from college to university. inspection framework, and encourage ambitious new targets that will ensure them to work together in clusters where that by 2030, students from the 20% most Manifesto Commitment – We will reform appropriate. deprived areas make up 20% of Higher student support funding to make it fair Education entrants. and equitable to students throughout their Manifesto commitment – We will learner journey from 16 to 24. establish a fair and transparent needs- Manifesto commitment – We will based funding formula for schools and implement the recommendations of the Manifesto Commitment – We will protect make sure that more money goes direct to Widening Access Commission and appoint the Educational Maintenance Allowance Headteachers. a Commissioner for Fair Access to help young people stay on at school or college.

Involving all teachers, not just The EIS absolutely supports free education Headteachers, parents and the community for all, and welcomes the continuing Further education endured a very difficult and allowing them a say in the decisions commitment that there will be no period during the previous parliament, affecting their school is an important tuition fees for students from Scotland. with significant cuts to funding, staffing principle. Scottish schools have strong links It is important, however, that Scottish and student places. While a commitment with their local communities, and many universities can compete on a level playing to maintain FTE places is welcome, the schools have well established and highly field with universities in other countries, fact that there has been a sharp decline active Parent Teacher Associations and which means ensuring that there is no net in overall student places, particularly Parent Councils to facilitate involvement. loss of funding compared to universities part-time places, over the last few years Schools which adopt a collegiate approach elsewhere in the UK and further afield. cannot be overlooked. Part-time provision to the operation of the school, ensuring Widening access to Further and Higher is important for many learners, for example that teachers and all levels have a say in education is an important goal, and it is people with disabilities or those with key decisions, are often some of the most right that appropriate steps are taken to caring responsibilities, who often cannot effective. ensure that level of family income is no commit to full-time courses. Reforming The EIS also continues to value the role barrier to accessing education. Questions student support to make it fairer and of local authorities in the management have been raised by some parties over more equitable, and the protection of the of education, to ensure local scrutiny of whether a quota system is the best means Education Maintenance Allowance, are decisions taken in relation to schools. of widening access, although the EIS clearly positive steps towards ensuring the ability While national education policy, rightly, supports the intent behind this policy. to learn always takes precedence over any continues to be the responsibility of the financial considerations. Scottish Parliament and the Scottish Government, the continued role of local authorities is vital to ensuring proper democratic accountability of education delivery at a local level. Our comprehensive education system has served the country very well over many years, and will continue to do so in the future. The EIS wants to see support for our current, highly inclusive, system enhanced during the term of this parliament to ensure that all young people have a The EIS published its own Manifesto, fair chance to achieve their potential. It entitled Standing Up for Scottish Education, remains vital that the Scottish Government ahead of the Scottish Parliament election. does not follow other countries, including Our priorities covered many of the same England, down the divisive route of creating issues as those identified by the political so-called ‘free’ schools or introducing any parties, but also highlighted our own key type of ‘academy’ model – by any name – concerns on issues including tackling in Scotland. The comprehensive nature of workload, cutting bureaucracy, reducing our school system is one of its strongest class sizes, fair pay for teachers and and most valuable principles, and we need lecturers, challenging austerity and to guard against any attempt to dilute it. promoting social justice. You can read our priorities in full at www.eis.org.uk/manifesto

www.eis.org.uk 11 EIS Opens Statutory Industrial Action Ballot on SQA Workload

The EIS has opened a statutory industrial action ballot in relation to the excessive assessment demands placed on teachers and pupils by the SQA.

Commenting following the decision “At our Annual General Meeting last lightly, and have shown a great deal of to proceed with a ballot, EIS General year, the severe additional workload that patience while talks have taken place Secretary Larry Flanagan said, “The has been generated by changes to the to attempt to reach a solution. Now that decision by EIS Council qualifications system was this process is at an end, with no firm to move ahead with a one of the main talking measures agreed to ensure a significant statutory industrial action “excessive points for teachers from reduction in assessment, the EIS has ballot is a reflection of the demands are all parts of Scotland. An decided to move ahead with industrial absolute frustration within indicative ballot organised action.” the Secondary sector over placing severe by the EIS last year showed “I am certain that our members will the excessive workload overwhelming support for vote to support this move to action short that has been generated pressure on industrial action on this of strike, amounting to a withdrawal by SQA assessment and issue.” of cooperation with the SQA. By taking verification procedures. pupils and “Excessive assessment collective action, through Scotland’s “Our members are teachers” demands are placing largest teaching union, EIS members can clear that a significant severe pressure on pupils be successful in demanding change – as reduction must be and teachers alike, have recent EIS disputes in the college sector achieved in both the workload burden been acknowledged by Government and and in West Dunbartonshire Secondary associated with the new qualifications Education authorities, and yet the SQA, in schools have clearly demonstrated.” and also the excessive level of unit particular, has shown little urgency to take assessment, which impacts on both reasonable actions to address concerns. students and staff.” “Teachers do not take industrial action

Information on the National Qualifications Ballot

The EIS Council has decided that of duplication between some unit ballot on action “short of strike” to achieve secondary members in local authority assessments and external exams, and this objective. schools should be consulted through a therefore no significant reduction in the Specific advice will be issued around statutory ballot, on the issue of industrial associated workload for teachers. the nature of the action as the dispute action “short of strike”, amounting to a The EIS believes that following two develops with the focus being on boycott of cooperation with the SQA. years of what has been accepted widely as SQA processes and procedures. This This move to statutory ballot follows an unsustainable level of workload around information will also be available on the the publication of an initial report from the new qualifications, the response from EIS website. To be clear we are not seeking the National Qualifications Review the SQA is inadequate. to disrupt the education of our students, Group, set up partially in response to The view of Council, therefore, is that rather to tackle the bureaucratic processes our previous consultative ballot, which whilst the work of the group can continue, of the SQA and to alleviate the pressure falls short of EIS expectations on the and the EIS will seek to remain engaged on members of workload generated by the alleviation of both excessive workload and in that process to ensure that further current suite of national qualifications. internal assessments burdens for session progress is made in a number of areas, The continuing work of the Review 2016/17. the Institute needs to exert a continuing Group will be closely monitored by the EIS Whilst some changes are to be pressure on all involved to achieve a and the advice to schools adjusted where made there is no reduction planned in more satisfactory outcome, specifically a and when required. the number of assessments students significant reduction in unit assessment Vote “Yes” for action to tackle have to undertake, despite the EIS and the associated workload. excessive workload. clearly identifying the excessive level You are being urged to vote “Yes” in this

12 The Scottish Educational Journal Secondary Ballot National Qualifications Workload Statutory Ballot VOTE

NOWVote YES How to vote This is a statutory industrial action ballot. All voting is by Ballot now open post only to conform with legal requirements. Use your vote – please ensure you return your postal ballot Ballot closes at 10am on Thursday 16 June. by the deadline of 16 June. For further information on how to vote and to view FAQs, visit www.eis.org.uk/NQBallot Ballot materials have been issued by post from the agents Electoral Reform Services. They will have been sent directly to your home address on Monday 23 May 2016.

If you have not received your ballot paper by Friday 3 June you should send the following information in an email to [email protected] 1. Your name 2. Your address 3. Your membership number (if known) 4. The school or educational establishment where you work. If, however, you are unable to access email please telephone the EIS membership Department on 0131 220 2268 between 9am and 5pm.

www.eis.org.uk 13 Strike Brings Success in Fight for Equal Pay By John Kelly and Donny Gluckstein

EIS - FELA lecturers took national strike action on 17 March 2016. Pickets were posted at virtually every FE campus across Scotland and hundreds of lecturers attended a lobby of the Scottish Parliament at Holyrood on that day. At 3am on the morning of 19 March, after 12 hours of negotiations, Scotland’s FE employers agreed to equal pay for all FE lecturers at the level of the highest paid. The agreement thrashed out between EIS - FELA negotiators and the management side set up a phased move to national pay by 1st April 2019.

For over two decades EIS-FELA has been framework had been set up, not all the element was included in our claim also. calling for Equal pay in FE. In addition colleges had signed up to it. In particular, It is worth highlighting the fact that to this the union achieved a substantial at the beginning of March 2016, the three it was important not to repeat the salary increase across the board in the Glasgow colleges had yet to sign up to disappointing experience of the 30 meantime, and no deductions for the strike National Bargaining. Members in those November 2011 pensions’ strike. On that day itself. Members have been voting on colleges called for, and were balloted for, day the EIS was extremely effective in all these proposals in recent weeks; and 96% strike action to compel their management sectors, but nothing was gained as the big of the membership to be covered by UK unions called the action off over vague have overwhelmingly “EIS-FELA’s demands National Bargaining. promises that came to nothing. The issue accepted the proposals. As we go to press of National Bargaining had been going for This means that EIS have been clear and a small number too long, and there was too much at stake members in all sectors something that all of Colleges have to undertake a half-hearted battle. So the (Primary, Secondary, members across the still failed to sign EIS Emergency Committee fully backed our FE and HE) now have up, however North request for ‘sustained strike action’ and national pay rates. country could relate to. Highland College set aside hardship funds for part-timers This positive For National Bargaining has just signed who might be particularly affected. The outcome for FE to be a reality, common up as a result of plan was for a strike moving quickly from lecturers brought the NHC EIS-FELA one day per week to two and finally three more than one dispute pay had to apply across branch declaring days per week indefinitely. with management the sector” a dispute over this Bringing everyone out for as long as to a close. The wide issue. it took to win was an ambitious goal, disparities in pay across Scottish FE have EIS-FELA’s demands have been clear especially as FE has many part-time been a shameful legacy of incorporation and something that all members across lecturers whose limited income would of Colleges and the product of local the country could relate to. For National disappear. However, the benefit of this bargaining at each college level. Some Bargaining to be a reality, common pay had approach was that it was absolutely clear colleges had been more successful than to apply across the sector. A key element to the employers that they were not facing others in maintaining decent pay and of our dispute was therefore, as our slogan some token protest action but a serious conditions of service over the past 23 put it - ‘From Stornoway to Galloway, what challenge. To win acceptance for this years. EIS-FELA have fought for many years we want is equal pay’. And while the lower strategy required hard work at branch level to return terms and conditions of service to paid colleges were catching up with the and at HQ to ensure that members were the national stage. highest paid, there had to be a pay rise for fully informed. Lots of branch meetings, Although a National Bargaining those at the top and so a straight pay rise a special conference and our annual

14 The Scottish Educational Journal pics: Alan Richardson conference took place in the months prior Reps, who had naturally been nervous, which had been scheduled for Thursday to the action, with activists at branch were happily surprised by the solidity of 24 March, were suddenly brought forward and national level and at HQ knocking the action. In many places enthusiastic to Friday 18 March. The negotiations their pans out. FELA Executive members, mass pickets were present and very few took place for 12 hours, but from the (in particular the President and Vice- EIS members ignored the call. A sign that outset it was clear that the employers’ President) toured the country. All of this the employers understood how strong the previous position - 1% imposed - had been was fully backed by leaflets, posters and action would be was that many college abandoned and that the FELA position was public support from HQ and the General managements announced in advance the framework around which discussions Secretary. that no classes would be running, even for would centre. Ballots soon showed members backed non-EIS members! There remains a lot of work to be done, the campaign. An indicative electronic That same afternoon, hundreds of both to sort out outstanding details of ballot produced a turnout of 55% with pickets from around the country turned up the pay settlement, and to harmonise 92% backing action. The statutory postal to lobby Holyrood. With Parliament about conditions of employment, but there is no ballot which followed was expected to have to break for the Scottish Parliamentary doubt that this was a major victory. Thanks a lower turnout, but it came in at 62% election this was a timely reminder to the are due to many people - to HQ who did (which is exceptionally high for a national MSPs that there was an industrial issue so much before 17 March and turned out ballot). 90% were for striking. This increase that needed to be resolved. The chanting in strength on our pickets, to the branch in turnout may have was loud enough and National Executive Reps who put in so been partly due to the to be heard in the much work in preparation, but above all to employers imposing a “there is no doubt chamber which, the members who supported their union 1% rise (in the same apparently, is so unswervingly and made the employers’ week as Jeremy Hunt that this was a unusual. climb-down inevitable. imposed a contract Throughout There are key lessons to be learned on England’s junior major victory” the campaign from this experience, not least the doctors). That step FELA had been effectiveness of strike action in disputes, actually widened the 33% differential careful to ensure that our dispute was but also that the use of social media is between lowest and highest paid. not owned by any single party, but that vital in National disputes and that union It required courage to vote for all-out all politicians were made aware of the organisation can reap great rewards. FE indefinite action without strike pay but justice of the case for equal pay. However, lecturers were strengthened by messages there was no shortage of courage. Indeed, the impact of the lobby, and the prospect and contributions of support from across many lecturers began joining the EIS at a of our strike becoming an issue in the our union. rate of around 70 each week. We already election will have been felt most by the Scottish FE may not have the long have a high union density, but FELA grew SNP government since they are currently record of militancy that was characteristic by 5.5% by the start of the strike. the ones in charge of FE. As the lobby of the miners, dockers, car workers or Apart from the pensions’ dispute which wound up, FELA representatives went in to justly famous big battalions of the union involved the whole public sector, there had put the case directly to the Secretary for movement, but in our small way we have been no national FE strike since the 1990s Education. made a little bit of labour history. and so 17 March, our first day of action, As a result of our strong showing on the was a step into the unknown. Branch first strike day, union/management talks,

pics: mkjphotography.co.uk www.eis.org.uk 15 Promoting LGBT+ Inclusion

EIS - FELA Vice - President Pam Currie profiles the important work of the EIS LGBT+ Network

Why does the EIS need an LGBT+ network? themselves as ‘exclusively gay’, suggesting petition was unsuccessful, but the EIS Surely, with all of the progress that’s been a growing rejection of fixed identities LGBT+ network heard a presentation from made since many of us left school – the among a younger generation. TIE at our November 2015 meeting, and abolition of Section 28/2a, the Equality Many schools have not kept pace with look forward to working with them in future. Act 2010, recognition of same-sex parents, this rate of change. Far too many schools And what about trans young people and civil partnerships and now same-sex do not recognise same-sex relationships teachers? Even the language that we use – marriage, the days of fighting for LGBT+ at all in their RSHP ‘transgender’ or ‘trans’ rights are over? We can relax and get on education, creating a “Changing school is constantly changing with our lives. climate in which young cultures and –would you know But we know that legislation alone LGB people feel invisible what a pupil meant does not change deeply ingrained social and in which the topic changing attitudes if they told you that attitudes, prejudice and discrimination – becomes taboo. The among children they were genderfluid, after all, women are still waiting for equal Stonewall School Report and young people nonbinary, agender or pay and racism continues to rear its ugly (2012) found that 52% of genderqueer? ‘Trans’ head 40 years on from the Race Relations young people experienced requires change is used as an umbrella Act. homophobic bullying in from school term to describe those Social attitudes to the LGBT+ school; and less than one leaders and in who do not identify community have changed, and changed in five were taught about with the gender they almost beyond recognition from the 1980s, same sex relationships in the staffroom” were assigned at birth. when newspapers ‘outed’ celebrities and school. (This should not be created a climate of fear around HIV/AIDS, The impact is clear – half of all LGB confused with intersex, which describes and the Prime Minister railed against the pupils say that they are not achieving their those whose physical anatomy doesn’t idea that young people had an ‘inalienable best at school, more than half regularly neatly match the categories of male or right to be gay’. self-harm, and a quarter have tried to take female). NHS figures show the number But there is real concern that a key area their own lives. These appalling statistics of children being referred to the Gender of society is lagging behind when it comes inspired the TIE campaign, who recently to changing attitudes – our education petitioned the Scottish Parliament to system. Increased numbers of children demand LGBT+ inclusive education. The and young people are ‘coming out’ at school and college, exploring their sexual orientation (straight, lesbian, gay, bi etc) and their gender identity. A YouGov poll in August 2015 found that 49% of young adults would not define as ‘exclusively heterosexual’ – an astonishing figure. In the same study, only 6% defined

16 The Scottish Educational Journal Identity Clinic at the Sandyford in Glasgow Stonewall Scotland’s Teacher Report them from discussing LGBT issues with have risen from 67 in 2013 to more than (2014) found that 45% of secondary and pupils, nearly two decades after the 180 in 2015, a 169% increase in referrals. 74% of primary teachers said that they abolition of Section 28/2a. There are Anecdotal evidence from EIS members were either not allowed to teach LGBT concerns here about parental reactions, and from young people themselves issues in the classroom, or unsure if this but parental opinion is not a factor in suggests that schools are often would be allowed in their school. Over a other areas of equalities education, and it ill-equipped to deal with the needs of third of teachers, across the primary and should not be a barrier to LGBT inclusive young people who are transitioning (in the secondary sectors, had heard homophobic education either – for all children and process of living full time as the opposite comments about LGB people from other young people, in all of Scotland’s schools. sex) or exploring their gender identity; school staff. This is not about opening up a debate toilets and changing rooms are divided There is a training gap here – only a on the question of denominational on gender grounds, schools may have small minority of teaching staff in Scotland schooling. It’s about recognising that gender-specific uniform requirements and have received training in LGBT issues and the Scottish education system does not gender binaries run through schools down dealing with homophobic and transphobic always get it right for LGBT+ pupils, and in to the ubiquitous ‘Miss’ and ‘Sir’. bullying. There’s also a dearth of LGBT role many cases, it doesn’t get it right for LGBT Changing school cultures and changing models in schools, perhaps as a result of teachers either. Too many LGBT teachers attitudes among children and young people the damage done by Section 28/2a and and students are still isolated and unable requires change from school leaders and LGBT people educated under it having to be ‘out’ at school or college if they want in the staffroom. This means difficult rejected teaching as a career because of to be – it’s up to all of us, LGBT teachers conversations – including in relation their own experiences at school. and our straight allies, to change that to LGBT issues and denominational EIS policy opposes mandatory CPD culture. The EIS LGBT+ network has a education. and statutory curriculum content, and for huge part to play, and we would urge LGBT this reason, the Institute did not support colleagues to join us. Network members the TIE petition, while sharing their meet regularly both in real life and online commitment to inclusive education. The for peer support, have played a key role recent proposals from the First Minister on in rewriting and updating EIS guidance on LGBT+ equality training for new teachers LGBT issues, and contribute to wider work and those with guidance or promoted roles on LGBT equalities through CPD events and are to be welcomed, and we need our working with partner organisations such straight colleagues to take up this training as the STUC, TIE, LGBT Youth Scotland and too – change cannot come from LGBT Stonewall. teachers alone. The issue with non-mandatory training, Email [email protected] for details of though, is that it doesn’t necessarily take forthcoming meetings and social events, change to where it’s needed most – that or look for our stalls at AGM and at Pride 9% of secondary teachers, for example, events over the summer. who say their school still actively bans

LGBT stands for Lesbian, Gay, Bisexual and Transgender – the ‘plus’ is a more recent addition which covers other identities such as Intersex, Queer/ Questioning and Agender. There is a useful guide here www.lgbtyouth.org.uk/Understanding-Terminology

www.eis.org.uk 17 Guide to the EIS AGM 2016

The Annual General Meeting (AGM) is the main decision making body of the EIS. AGM instructs Council, which in turn instructs the Committees of the Council.

Approximately 350 EIS members – honorary category that is, “persons who by the election of AGM delegates to the including Office Bearers, Council members have rendered signal service to education”. Standing Orders Committee, Disciplinary and Delegates from Local Associations and The Convener then gives a speech on each Committee and Appeals Committee. Self-Governing Associations (EIS-FELA and of the special/honorary category Fellows, EIS-ULA) are eligible to attend and vote at and one of the new Fellows replies on Consideration of Motions and the AGM. behalf of themselves and their colleagues. Amendments The AGM is divided into a number The incoming President (Margaret of distinct sessions each with its own Smith, Falkirk) and Vice-President (Nicola The remainder of the Annual General particular item of business to be overtaken. Fisher, Glasgow) will then be introduced Meeting is taken up with debating The 2016 AGM of the EIS will be held to the meeting and make short speeches. the Motions and amendments which in Dundee, from Thursday 9 June to The outgoing President, Pat Flanagan and have been submitted by Council, Saturday 11 June 2016. Below are the key Vice-President Margaret Smith are then Local Associations and Self-Governing events that take place over the three days commemorated for their year of office. The Associations. The Motions and and the order of business for this year’s final business of the formal session is the amendments are grouped into subject conference. declaration of the election of the incoming headings and blocks of time are allocated Council. to Motions under each heading. The Formal Opening Session First Business Session This year there are 61 Motions and 1 This session embodies the traditions emergency Motion to be debated as of the Institute which was founded in This session is extremely important as follows: 1847. The President, Pat Flanagan from it is where the AGM are able to review Aberdeenshire, welcomes the guests the work of Council and its Committees • 24 on Education matters; from kindred organisations in the United over the past twelve months. This work • 2 on Employment Relations matters; Kingdom and Ireland, together with other comes before the consideration and • 7 on Equality matters; trade union and official guests, before debating of Motions dealing with new • 14 on Salaries matters; giving his retiring address. policies. Constitutionally, the AGM must • 14 on Organisation matters; The next part of the opening session either, approve, disapprove or amend • 1 Emergency Motion from EIS Council involves the Convener of the Board of every decision taken by Council during the Examiners presenting the members who previous year. See www.eis.org.uk for full information on have been admitted as Fellows of The EIS the Motions to be debated at the AGM. at a meeting held earlier in the afternoon. Subsequent Business Sessions The new Fellows in the ordinary category are those who have been recommended Once the decisions of Council (and its by their Local Associations and accepted Committees) for the previous year have by the Board of Examiners. There may also been approved, changes to the EIS be one or more Fellows in the special or Constitution are then considered followed

18 The Scottish Educational Journal Pics from last year’s AGM Fringe and other events

The EIS holds a number of fringe events at the AGM, offering the opportunity for external organisations to speak to delegates in order to raise awareness of key issues. This year’s AGM will include four fringe events.

Supporting Transgender Learners The Equality Department will be holding a fringe meeting at the AGM on the theme of ‘Supporting Transgender Learners’. The meeting will enable members to share good practice, hear from young people who have been directly affected, and learn more about organisations who can support teachers and lecturers to offer LGBT inclusive education and tackle discrimination. The speakers will include Graeme Ross, Education Capacity Building Officer with LGBT Youth Scotland and Sophie Bridger, Policy Officer (Education) with Stonewall Scotland, plus a representative of the EIS LGBT Network.

Prevent Duty – Implications and Impact’ A fringe event entitled ‘Prevent Duty – Implications and Impact’ will include a panel of experts who will provide information and insight into what the implementation of the ‘Prevent Duty’ will mean for you, your students and your establishment.

Making a Difference: EIS Representatives’ Showcase The EIS Organisers will be holding a Fringe meeting entitled “Making a Difference: EIS Representatives’ Showcase.” This meeting is designed to showcase the positive effect that all EIS Representatives’ make in their workplace and to other EIS members.

Meet the General Secretary A fringe event will also be held by EIS General Secretary, Larry Flanagan. New delegates will be provided with the opportunity to ask questions and have an open discussion with Larry regarding the work of the EIS and some of the issues teaching professionals are facing in the workplace.

Further information on the EIS AGM and a copy of the Motions to be debated, are available on the EIS website. Regular updates will be posted on the AGM section of our website and Twitter account throughout the event, so that members can keep updated as Resolutions are agreed.

www.eis.org.uk @EISUnion #EISAGM16

www.eis.org.uk 19 Inside EIS HQ – the pupils’ perspective By Alison Flood, Kathryn Leask and Amy Williamson

The recent PPP/PFI buildings crisis created many challenges for Edinburgh schools, teachers, pupils and parents. One group of Secondary pupils, from Firrhill High School, found that their business studies work placement – which had been scheduled to take place in an Edinburgh Primary school – was an unexpected victim of the emergency building closures. The EIS was happy to step in late in the day, and offer a placement at the EIS Headquarters buildings in Edinburgh. As part of their placement project some of the group of S3 pupils produced two pieces of work for the SEJ – one piece looking at the history and work of the EIS and another highlighting the pupils’ own experiences during their placement.

Exploring the EIS the media, they monitor twitter, respond people who wish to be life members. to queries, set up interviews with TV, radio In the organisation department no day On our two day work placement from Firrhill or newspapers, put together member is the same. One day they could be talking High School to the EIS, we were given the Bulletins and the SEJ and update the EIS to government officials about teacher task of creating a display all about the EIS website. conditions, or negotiating for lecturers or and to also write two articles for the SEJ, The Education and just completing a mountain of one about our experience and this one, Equality department “we have learned paper work. EIS organisers are about what we have learned about the EIS is there to support that the EIS is a very part of this team. They help with and the role it plays. the committee busy, hardworking recruitment and encouraging The Educational Institute of Scotland which is a gathering members to be more active (EIS) is a trade union for teachers and of members who place, where no two within the union. lecturers. We learned that the EIS does have a say in how days are the same, Down in the basement of many different things to benefit their the EIS is run. no matter which EIS headquarters you will find 55,000 members. If a teacher is fired or Other committees department you the reprographics department, suspended, the EIS will work with them include the equality they create the image of the EIS to try and resolve the problem. They also committee and the are in” making many things including assist teachers if they are dismissed or anti-racism committee. posters, booklets and business cards. made redundant. We were also informed The finance department receives the They use lots of different fancy machines that the EIS notify members on their rights EIS income and decide what they will including mailing machines and guillotines concerning many things like maternity spend it on. They spend it on things like to help them create over a million prints a leave, sick pay and pensions. The EIS also paying employee salaries and buying year. meets with the government and campaigns resources. In conclusion, we have learned that for better conditions and pay. Employment Relations serve the the EIS is a very busy, hardworking place, In the EIS there salaries committee and the where no two days are the same, no matter are 7 departments: “We learned that Employment Relations committee. which department you are in. Communications, the EIS does many The department deals with health Education and safety issues, legal affairs Quotes from employees and Equality, different things to and employment matters. The Employment benefit their 55,000 Salaries Committee is there “It’s getting involved in Relations, Finance, members” to maintain and enhance the lots of different events.” Membership, salaries and conditions of the Jenny from education Reprographics, Organisation and Further teachers in Scotland. and equalities. and Higher Education. The Membership department do The Communications department does a variety of different tasks including “The visual image of the EIS a wide variety of things on an average day. processing new applicants, collecting and the information engine.” They write press releases and articles, membership payments, and also dealing Stuart from reprographics. check if the EIS have been mentioned in with rejected payments. They also help “It’s the glue holding everyone together.” Louise from organisation. 20 The Scottish Educational Journal Quotes from Firrhill pupils

“It was a very good experience for me, very challenging but two articles for the SEJ and to also give very fun.” Reece Ferrier Our experience a presentation to some of the members on placement and staff of the EIS, including General “It was good because I got Secretary, Larry Flanagan. to find out about how people On the 11th and 12th of May 2016, eight After receiving our brief, our group work at the EIS.” pupils from Firrhill High School were invited started preparing questions to interview Blair Ross to the Educational Institute of Scotland, for various department staff on the role they a 2-day business placement. This article play in the EIS. After our complimentary “I enjoyed finding out about describes their experiences… lunch, we began our interviews. The the EIS because I didn’t know On the first day we were based in the group spilt into two, one group going to about it, or what it was.” training suite, at the EIS’s headquarters Finance, Membership, Education and Cameron Ritchie in Moray place, this is where we spent Equality and Employment Relations, the majority of our work placement. We while the other group went to the other “It was an enjoyable were given a brief presentation from Lisa departments including, Organisation and experience, I enjoyed Butchart, from the finance department Further & Higher Education, followed by finding out about what and EIS organiser, Annie McCrae, on Reprographics and Communications. We really happens at the EIS.” what the EIS is, what it stands for and then met up with the other groups and Cameron Longden the history of their building. We learnt exchanged notes. that the building itself is a grade 1a listed The next day, we began writing our “It was something new!” building which meant that during the articles, creating the presentation, and Nicola Akinosho recent refurbishment, they had to be very designing the display. We wrote two cautious about what they changed. articles, one on the departments’ roles “I enjoyed the experience Lisa Butchart and Ashley Gray, from the in the EIS and the one you are reading. as it gave me an insight education and equality department, then The display is going to be placed in the into the reality of working” gave us a tour of the building. We were reception of the building, so everyone that Alison Flood taken through all the different departments enters the EIS can see the work we have and met lots of different employees done. “It was a fun, new experience, working there. We were also taken outside We have learnt a lot about the EIS, the and I recommend it to others.” to their garden, which was very grand, and history of the building, and also how the Kathryn Leask to our surprise we discovered there was an EIS works. We have all enjoyed ourselves air raid shelter from the Second World War, and have valued the experience as it has “It was a very enjoyable which we got to go into. given us an insight into what working life is experience as I got to learn When we got back we were each given a really like. about the EIS and also the pack, including our project brief and some staff were very welcoming background information. The brief was and helpful.” to, in our group; create a display on the Amy Williamson different departments of the EIS, to write

www.eis.org.uk 21 Equality Health & EIS Reps Reps Safety Reps Help / Advice / Info The SEJ’sHelp regular/ Advice round / Info - up of CPD news and views Help / Advice / Info

CPD – Supporting You EIS Leadership – Get Involved – Digital Skills Training

The EIS Leadership Development The information from the Day which was held in February, was Development Day is on the EIS website attended by EIS Staff, activists and and we would like to hear your views potential activists. on the topics listed. The follow-up to “influential in One of these topics thatFE day was a Scottish LencouragingA those is around succession UnionFurther Learning Education who attended planning and we would ULA Leadership Workshop like you to think about University Lecturers’ eventLecturers’Association held at the end to think about what contribution you Association of May, as a result Leadership roles” could make to the work of the discussions of the EIS – large or at the event, a member had formed small. It could be by becoming a Rep or a school EIS committee and had also beginning your involvement at whatever The EIS has been successful in obtaining become a Local Association Secretary. level you are comfortable with. The funding for Digital Skills Training – Social This was a huge success for the EIS information about the Development Media and Smartboad. For the past couple and clearly indicated how influential Day can be found at: www.eis.org.uk/ of years there have also been Dyslexia the Development Day had been in Previous_CPD_Events/Leadership- Awareness Raising Sessions. The funding encouraging those who attended to Development-Day.htm for this training comes from the Scottish think about Leadership roles and getting Union Learning Fund. All Scottish unions involved with the work of the union. can submit bids to this Fund to access funding for various types of learning. Successful training has been provided AGM in the first year of our 2 year project (1 Location Date Tackling Bureaucracy Event April 2015 to 31 March 2017) on all of 2015 the above topics. All the courses have – Saturday 27 August 2016 been substantially oversubscribed and we have tried, when offered additional funding by Scottish Union Learning to run Two successful Tackling Bureaucracy Saturday 27 August 2016 from 9am to more courses, to offer this to those on the events have been held over the last couple 1pm. This event will also feature short reserve lists first. of monthsFinancial to support colleagues on this keynotes and interactive workshops. EastThe next stage of the project is getting Student important topic. 200 people attended the Look out for the events which are being underway and over the next few months we events in Aberdeen and Glasgow. held after the summer break. will be promoting the training which will be The events have taken the shape of available. If you are interested in accessing short keynotesServices from Larry Flanagan, EIS If you are interested in attending this this training, keep your eyes open for an General Secretary and a representative event please email Ashley Gray as soon Ayrshire Teachers email arriving in your inbox. The places on Newsletter from Education Scotland. as possible to guarantee a place. the courses are very limited – usually 12 for ParticipantsFor your then attended money two matters [email protected] the Social Media and Smartboard courses Support & Advice workshops which were either primary or and up to 15 for the Dyslexia Awareness secondary based. All CPD Events are listed under the Raising Session – so you need to respond The success of these events has led Events section on the EIS website and asap. The evaluations from participants to the organisation of a third event which included in the member e-bulletin. who have undertaken the training is very will be held in the Stirling Court Hotel on www.eis.org.uk positive with indications of how valuable it has been.

22 The Scottish Educational Journal CPD – Supporting You – EIS Learning Reps – Supporting You EIS Learning Reps In Your CPD

EIS members will be aware of the many CPD. The next stage is the postgraduate ways the union is supporting them in the module through the University of the West CPD/Professional Learning agenda. of Scotland which lasts three months. For over 10 years EIS Learning Reps Members undertaking the course are given have been organising highly successful and support throughout from the course tutors, well-attended CPD events covering many the mentors (current Learning Reps) who topics such as Leadership, Health and are allocated to the student Learning Reps Wellbeing and, more recently, Professional and also by the CPD and Learning Rep Update. Co-ordinator. The EIS started to train members to There is an Induction Day before the Jim Moore, EIS West Dunbartonshire, become Learning Reps over 12 years ago start of each section of the course and all talks about his role as an EIS to give colleagues advice and guidance on student Learning Reps are invited to attend Learning Rep. their CPD – what suits them most as an the three national Learning Rep training individual. meetings held per year. Attending these I have been working as a Learning Rep in Learning Reps work hard to advise meetings helps to really clarify the role of West Dunbartonshire for three years. colleagues on all aspects of their CPD/ Learning Reps, and the discussion groups The role can be very challenging, but Professional Learning give Learning Reps the also extremely interesting. It involves including CPD “All EIS members opportunity to discuss helping staff throughout the authority opportunities, PRD, relevant topics and who train to become with CPD and can be extremely varied. It evidencing impact network. may be sitting down with someone and of CPD and the Learning Reps are Sound interesting? chatting about where they are just now Professional Update either teachers or The next intake for the in terms of their career and where they process. Learning Learning Rep course will lecturers. This means would like to be in three years’ time or Reps work in be in late August 2016 but it may be something more specific like partnership with local that they completely members must be signed helping a colleague to source a particular authorities and their understand the up by the middle of June training opportunity, to enter their CPD college management 2016. Anyone wishing pressures you are all onto the online recording system or to promote good to undertake the course to even put together and run different quality CPD. The CPD under and how difficult must seek the approval training events. events are part of it can be to find the of either their Local While working as a Learning Rep that partnership but Association, if they work time to undertake you often have to consider the different Learning Reps are in a school, or the College stakeholders involved in the CPD also involved with Professional Learning” or Higher Education process from individual teacher to head CPD/Professional Branch, if working either of department, the school learning Learning Committees where they have an in a further education college or a higher coordinator, the Headteacher and the input into the types of learning which is education institution. personnel in charge of CPD at council available to colleagues. All EIS members The role of a Learning Rep is an headquarters. Depending on the training who train to become Learning Reps enjoyable one – helping people get opportunity, some or most of those are either teachers or lecturers. This the most out of their CPD/Professional people may be involved in the initial means that they completely understand Learning, supporting them through the set-up, the passing on of information and the pressures you are all under and learning of their choice and playing a the training event itself. how difficult it can be to find the time to very important part in taking the EIS CPD The EIS LR has an extremely wide- undertake Professional Learning. It should agenda forward. ranging remit and there are so many be remembered that CPD/Professional things going on at one time. CPD is an Learning does not necessarily mean If you want to receive further information ever growing part of that remit and it is undertaking a course, there are lots of about the Learning Rep course then email clear that there are many factors involved other types of learning which count as CPD. or phone Lyn McClintock, CPD and Learning in the CPD process. Members who want to train to become Rep Co-ordinator. The places for the course an EIS Learning Rep undertake a high are limited – don’t delay, get involved! To contact Jim for help with your level course online. There is a short six [email protected] 0141 353 3595 CPD/Professional Learning email: week introductory section, provided by [email protected] City of Glasgow College, which gives the The contact details for EIS Learning Reps background to CPD, barriers to undertaking are on the EIS website www.eis.org.uk

www.eis.org.uk 23 CAREER ENHANCEMENT PG Cert, PG Dip, MEd and MSc options include: TO FIT YOUR / Artist Teacher SCHEDULE / Coaching and Mentoring Work at your own pace, around / Enhanced Educational Practice your busy schedule to build on / Inclusive Education your knowledge and skills through / Leadership for Learning our flexible, online learning / Mental Health & Education options. Promoting evidence- informed practice, programmes / Teaching English to Speakers of Other Languages can be used towards GTCS professional updating portfolio / Teaching & Learning in Higher Education by GTCS-registered participants. / PG Certificate in Primary Physical Education

For more details call us on 01292 886206 or email [email protected] DREAMINg stating your area of interest. BELIEVINg VISIT WWW.UWS.AC.Uk/CPl ACHIEVINg A 21ST CENTURY UNIVERSITY

Statutory Notice

The Educational Institute of Scotland RESPECTIVE RESPONSIBILITIES OF THE INSTITUTE AND AUDITORS Trade Union Reform and Employment Rights Act 1993 As explained more fully on page 24, the Trade Union and Labour Relations (Consolidation) Act 1992 requires the Institute to prepare financial In terms of the above Act, the following statement relating to the year ended 31 August 2015 is issued to statements for each financial year which give a true and fair view of the state of affairs of the Institute and of the income and expenditure of members of the Institute. the Institute for that period in accordance with applicable law and United Kingdom Generally Accepted Accounting Practice. Our responsibility is to audit and express an opinion on the financial statements in accordance with applicable law and International Stand- 1. Total Income and Expenditure ards on Auditing (UK and Ireland). Those standards require us to comply with the Auditing Practices Board’s Ethical Standards for Auditors. The total income and expenditure of the Institute and its branches as included in the Annual Return to the Certification Officer was SCOPE OF THE AUDIT OF FINANCIAL STATEMENTS An audit involves obtaining evidence about the amounts and disclosures in the financial statements sufficient to give reasonable assurance Members Other Income Total Income Total Expenditure that the financial statements are free from material misstatement, whether caused by fraud or error. This includes an assessment of: Dues (£) (£) (£) (£) whether the accounting policies are appropriate to the circumstances and have been consistently applied and adequately disclosed; the General Fund 5,562,339 624,493 6,186,832 5,646,805 reasonableness of significant accounting estimates: and the overall presentation of the financial statements

Professional Fund 351,472 351,472 83,377 OPINION ON FINANCIAL STATEMENTS Local Associations 737,224 16,119 753,343 830,263 In our opinion the financial statements: - give a true and fair view of the Institute’s affairs as at 31 August 2015 and of its income and expenditure for the year then ended; and 6,299,563 992,084 7,291,647 6,560,445 - have been properly prepared in accordance with United Kingdom Generally Accepted Accounting Practice (but with the exception of a cashflow statement) and the requirements of the Trade Union and Labour Relations (Consolidation) Act 1992 2. Political Fund The total income and expenditure of the Institute’s Political Fund as included in the Annual Return to the MATTERS ON WHICH WE ARE REQUIRED TO REPORT BY EXCEPTION Certification Officer was We have nothing to report in respect of the following matters where legislation requires us to report to you if, in our opinion: - adequate accounting records have not been kept; or returns adequate for our audit have not been received from branches not visited by Total Income (£) 443,922 us; or - a satisfactory system of control over transactions has not been maintained; or Total Expenditure (£) 25,988 - the financial statements are not in agreement with the accounting records and returns; or - we have not received all the information and explanations we require for our audit 3. Other Information The salary paid, including employer’s superannuation and benefits provided to or in respect of the General Daniel Hedley Secretary, as included in the Annual Return to the Certification Officer, amounted to £122,211 comprising Haines Watts, Chartered Accountants & Statutory Auditors £93,664 in salary and £28,547 in benefits. No salary was paid or benefits provided to or in respect of the Q Court President or any member of the Executive. 3 Quality Street Edinburgh EH4 5BP Dated: 30 March 2016 4. Auditors’ Report The following report by the Institute’s Auditors, Haines Watts, Chartered Accountants and Statutory Audi- 5. Irregularity Statement tors, Q Court, 3 Quality Street, Davidsons Mains, Edinburgh was included in the Annual Return to the A member who is concerned that some irregularity may be occurring, or have occurred, in the conduct of the financial affairs of the union may Certification Officer: take steps with a view to investigating further, obtaining clarification and, if necessary, securing regularisation of that conduct. We have audited the financial statements of the Educational Institute of Scotland for the year ended 31 The member may raise any such concern with such one or more of the following as it seems appropriate to raise it with: the officials of the August 2015 on pages 2 to 23 which comprise the Income and Expenditure Accounts, Balance Sheets, union, the trustees of the property of the union, the auditor or auditors of the union, the Certification Officer (who is an independent officer related Notes to the Accounts and the Consolidated Balance Sheet. These financial statements have been appointed by the Secretary of State) and the police. prepared in accordance with the accounting policies set out therein. Where a member believes that the financial affairs of the union have been or are being conducted in breach of the law or in breach of rules This report is made solely to the Institute’s members as a body in accordance with the Trade Union and of the union and contemplates bringing civil proceedings against the union or responsible officials or trustees, he should consider obtaining Labour Relations (Consolidation) Act 1992. Our audit work has been undertaken so that we might state to independent legal advice. the members those matters we are required to state to them in an auditors report and for no other purpose. [Note: The above wording is reproduced as required by the Trade Union Reform and Employment Rights Act 1993. The Institute, however, To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than the being established by Royal Charter, has the legal power to hold property and other assets in the corporate name “The Educational Institute Institute and the members as a body, for our audit work, for this report, or for the opinions we have formed. of Scotland” and any reference to trustees in the text should therefore be disregarded.]

24 The Scottish Educational Journal STUC Congress 2016 119th Congress, Caird Hall, Dundee, 18 – 20 April

The EIS played a prominent role at this year’s Scottish Trades Union Congress in Dundee’s Caird Hall.

he EIS delegation to Congress Funding (Ricky Cullen). Pam Currie For Sheku Bayoh” were both supported by included Andrea Bradley, Helen (EIS-FELA) was an LGBT Workers Committee Motions and had a powerful impact from Connor, Ricky Cullen, Nicola delegate and moved a Motion on Gendered their addresses to Congress. T Dress Codes. The private session of Congress provided Dasgupta, Colin Finlay, Larry Flanagan, Pat Flanagan, Ron Mejka, Susan Quinn, Bill Two emergency Motions were also information on STUC finances and the Ramsay, Margaret Smith, Adam Sutcliffe moved by the EIS. The first EIS emergency positive news is that there will be an and Louise Wilson. Motion on PFI/PPP and the Edinburgh improvement in the STUC balance sheet Congress debated over 100 Motions schools’ situation was moved by Helen due to an agreement with TUC on fee levels (many of which were composited) on a Connor (STUC Vice-President) and was for affiliates. The change to this funding wide range of topics; Trade Union and supported unanimously. The second mechanism is cost neutral to affiliates. Employment Rights, Parliament and emergency Motion, calling for support for The STUC awards recognise the Democracy, the Economy, Public Service, the EIS West Dunbartonshire teachers, contribution and achievements of Reps and Transport, Equality, Social Justice and was moved by Larry Flanagan and was this year the STUC Equality Award went to Equalities and International fully supported Scott Mowat. Scott is a member of Glasgow Issues. “debates covered issues by Congress. The backdrop for such as Europe, Trident, Representatives this Congress was the Zero Hours Contracts, from West forthcoming Scottish Dunbartonshire Parliamentary Elections on free childcare, abortion were welcomed 5 May and Congress was rights and the impact of by Congress addressed by both Nicola austerity cuts” and support Sturgeon (First Minister) and and solidarity Kezia Dugdale (Scottish Labour Leader). demonstrated clearly. The EIS moved two of the major Other debates covered issues such as composites; Pensions (Pat Flanagan) and Europe, Trident, Zero Hours Contracts, free EIS Local Association and an Equality Rep. Support for Children of Asylum Seekers childcare, abortion rights and the impact He is also an active and leading member of and Refugees (Colin Finlay). Our Motion of austerity cuts. The success of EIS-FELA’s the EIS LGBT Network. on Class Sizes was moved by Susan Quinn industrial action on pay was referenced by Helen Connor, Larry Flanagan and Susan and Susan also seconded the emergency many speakers and was recognised as a Quinn were successful in the election for Motion in support of the Janitors’ dispute major success of the year for, the EIS and places in Section B of the STUC General in Glasgow. EIS delegates contributed to the Scottish Trade Union movement. Council 2016 and 2017. In addition it debates on Prevent Strategy (Bill Ramsay), Congress provided a platform for a should be noted that Helen Connor will the anti-Trade Union Bill (Andrea Bradley), number of campaigns through stands, serve as STUC President for 2016 to 2017. Violence in the Workplace (Adam Sutcliffe), fringe meetings and opportunity to present The last EIS member to serve as President Vulnerable Children and Young People during proceedings. For example, the was John Pollock in 1982. (Margaret Smith) and Protecting Education “Better than Zero” campaign and “Justice

www.eis.org.uk 25 STUC Unions into Schools Songs Festival

he third successful STUC Unions into and Stella Rooney and Loujin-Al-ani of Pupils were presented with a Schools Songs Festival attracted 12 Hillhead High, performed live “When will I glass award, and following the Event, Tsong entries from 8 schools: Hillpark be Free?” Recordings of all other entries participating schools received several Secondary/Young Co-operative (Glasgow); were played. The panel invited pupils to recordings of all entries and event Dalkeith High (Dalkeith); Eyemouth High speak about their songs and followed photographs. (Borders); Greenwood Academy (North this with constructive and complimentary The third STUC Unions into Schools Ayrshire); Hillhead High (Glasgow); Mary feedback. Eyemouth pupils were unable to Songs Festival was funded and supported Russell School (Paisley); St Andrew’s High attend but were presented with their award by the STUC, Educational Institute of (Coatbridge); and Wallace High (Stirling). at an STUC schools visit. Scotland, Musicians’ Union; UCU Scotland, The Festival’s Showcasing Event was An impromptu live performance of SFEU; and SUL. held at Hillhead High School, Glasgow. “Going Greener” by the Mary Russell The Hillhead High soul band entertained School was thoroughly enjoyed. The school Full versions of the songs performed at the pupils and teachers from the participating caters for boys and girls aged 5 to 18 who festival are available on the STUC website: schools with a live performance prior to the have additional support needs, and the www.stuc.org.uk opening welcome by Larry Flanagan, EIS notion of social justice is embedded in the General Secretary. ethos of the school. P7A had participated in a project about the environment and in Special thanks to Hillhead High School Musician, Rab Noakes, Chaired the Event raising awareness of the dangers of global (Willie Wight, Headteacher and John and Panel, which comprised: warming and pollution, pupils and their Meehan, Depute Headteacher) for their Eunice Olumide (Qyeen, Northern Xposure) teacher wrote “Going Greener”. assistance and support in hosting the Dave Hook (Stanley Odd) Positive media coverage was received, Showcasing Event. Kirk Richardson, (EIS Instrumental with a journalist in attendance who Music Teachers’ Network) Sheena interviewed several of the participating Thanks also to Jen Hunter for support, Macdonald, (Regional Organiser, Scotland schools. and to Show Racism the Red Card for and Northern Ireland, Musicians’ Union.) Following the event, arrangements were exhibiting. made for the Mary Russell P7A pupils and Thomas Kane and Molly Mac, Wallace teacher to re-record “Going Greener” at STUC Unions into Schools contacts: High, performed “This is our Heart” live, Greenwood Academy. Terry Anderson – [email protected] Pauline Walker – [email protected]

26 The Scottish Educational Journal Let Your Imagination Set Sail with the Edinburgh International Book Festival’s Baillie Gifford Schools Programme

This August, the Edinburgh International In a landmark event for secondary A beautiful setting with lots to enjoy Book Festival has a wonderful cornucopia schools, pupils will also have the chance to All of the events in the Baillie Gifford of writers, illustrators and performers from explore the fraught history of LGBT writing Schools Programme take place in the UK and overseas, ready to inspire and campaigning in Scotland, through a accessible, purpose-built venues situated creativity and spark the imagination of live performance of extracts from Love in leafy Charlotte Square Gardens, right in school children across Scotland. Song to Lavender Menace, a powerful new the heart of Edinburgh’s west end. In play by James Ley. addition to fantastic events and book From 22–30 August, the Baillie Gifford With nearly 60 events featuring world signings, there are two big bookshops Schools Programme offers pupils the chance class writers and the chance for pupils to including one dedicated to children’s to engage with some of the greatest minds meet their favourite author and have their books, cafés serving tasty food and drink, writing for young people today. With talks on book signed after each event, the Book and a lovely green garden. topics from Shakespeare to science; global Festival’s Baillie Gifford Schools adventuring to gaming; myths to morality; Programme has the perfect ingredients to comics to Celts; and human rights to spark a lifelong love of reading. Visiting has never hip-hop, there is something to excite and been easier enthuse children of every age. Baillie Gifford Gala Day for primary The Book Festival offers a Transport Fund For little ones, Morag Hood presents her schools to help schools attend. There is also 25% Macmillan Prize-shortlisted picture book On Tuesday 30 August, the Book Festival off all book orders made in advance of your exploring a beautiful but unlikely friendship. transforms into a magical space just for visit, and every pupil who attends an event Blue Peter Book Award-winner Guy Bass primary schools. In addition to events in the Baillie Gifford Schools Programme delivers a high-octane laugh-out-loud event featuring the likes of Philip Ardagh, Allan receives a £3 voucher to put towards the with his prehistoric hero Spynosaur. And Burnett, Barry Hutchison and Vivian cost of a book in one of the Book Festival’s CBeebies wildlife presenter Jess French French, Baillie Gifford Gala Day will be bookshops. inspires the next generation of zoologists celebrating Roald Dahl’s 100th birthday with her Minibeasts series. with roaming theatre performers and Young readers can step back in time with musicians, themed craft activities, Dr Find out more Carnegie Medal-winner Tanya Landman as Book’s surgery and many more fun, free Tickets for the Baillie Gifford Schools she reveals the gripping true story behind things to do in the Gardens. Programme cost £3, with one free adult her latest historical thriller. And classes can ticket for every ten pupils. Full programme celebrate ten years of fantastical Develop your skills listings and booking information can be shapeshifter Dax Jones with bestselling This year, the Book Festival’s Career-long found in the brochure. Download from novelist and comedy writer Ali Sparkes. Professional Learning events for teachers www.edbookfest.co.uk or request a Older students can open their eyes to and education professionals consider printed copy by emailing the creative world of game designing with innovative ways to encourage reluctant [email protected] renowned games critic and narrative readers; show how to stimulate with designer Cara Ellison. Plus multi award- science; explore how to get creative in the winning novelists Keren David and Alex classroom with illustration mentoring and Wheatle MBE explore emotive tales about creative writing; and debate the thorny teens faced with tough life-changing decisions. issue of closing the attainment gap.

The EIS supports the Edinburgh International Book Festival through our sponsorship of the arts programme. www.eis.org.uk 27 Organised by Exhibition Organised by

SCOTTISH LEARNING FESTIVAL 2016 - 21 – 22 SEPTEMBER

JOIN YOUR COLLEAGUES AT SCOTLAND’S LARGEST LEARNING EVENT SLF 2016 BRINGS YOU: • Keynote addresses from the Cabinet • The largest education exhibition in Scotland Secretary for Education and Lifelong with over 100 leading educational suppliers Learning, Dr Yong Zhao, Prof Carol Campbell and Mark Beaumont • Opportunities for debate and discussion in the professional discussion sessions • More than 100 professional learning focusing on Early Learning and Childcare, seminars delivered by practitioners and Progression Pathways and the Scottish young people Attainment Challenge

Register now for Scotland’s largest education event www.scottishlearningfestival.org.uk

2016

Supported by Media Partner

424637_SLF_2016_ADVERT_P1.indd 1 04/05/2016 10:40 Standing Up for You he Fair Work Convention, established members an opportunity to attend TUC Tas an independent Convention by accredited training, and develop a better the Scottish Government, published its understanding of the protections offered by ‘Fair Work Framework’ in April 2016. The the Equality Act 2010, which covers those Framework states that “There is evidence who share ‘protected characteristics’ on the to suggest that union Equality and Learning grounds of race, sex, disability, pregnancy Representatives are in a unique position to and maternity, religion and belief, age, Ramsay is certain of the crucial role that access and support disadvantaged workers. sexual orientation, marriage and civil EIS Equality Reps have in taking forward Equality Representatives have a positive partnership and gender reassignment. The the equality agenda within the Union and impact on employer equality practice...” training also gives Reps a chance to discuss within the teaching profession more widely, It is heartening to see Equality Reps’ current practice and share ideas and stating that “The work of an Equality Rep important role being recognised by the experiences with colleagues from across is core to trade union activity. It has the Convention. The desire to realise equality Scotland, which they potential to impact upon almost for all in the workplace, and in wider find very valuable. “Becoming an Equality every aspect of the working life society, should be at the core of trade union After completing Rep offers members of a teacher as an employee of endeavour. Given the range of equality the training, Equality an opportunity to course, but also as someone issues being addressed by the Union at Reps keep up to who imparts knowledge and present, including misogynistic attitudes date with equality attend TUC accredited encourages self-awareness among children and young people, the related matters, training” among the pupils she/he under-representation of BME people in support colleagues teaches.” the teaching profession, homophobia and with equality-related concerns, liaise with Sonia Sotomayor, the first Hispanic US transphobia in education, and the impact of other Reps on these matters, influence Supreme Court judge said, “Until we get poverty on education, the need for an active and monitor equality policies and practices equality in education, we won’t have an network of EIS Equality Reps, who can raise locally, and generally promote equality in equal society.” If you agree with her, why these issues at establishment and local the workplace, in partnership with employ- not consider becoming an EIS Equality Rep? authority level, has never been greater. ers. To find out more, please contact National Becoming an Equality Rep offers EIS Equality Committee Convener, Bill Officer Jenny [email protected]

Stand Up to Racism education. He spoke about the powerful In the meantime, teachers may wish to use Jenny Kemp, National Officer (Education experience of witnessing refugee children the existing EIS guidance on Challenging and Equality) in Berlin accessing education, 1 in 5 of Racism, on Islamophobia and on Asylum whom are suffering from post-traumatic Seekers and Refugees (all available from he EIS was proud to be represented stress. Being in school, despite the www.eis.org.uk/Equalityresources) and Tin good numbers at the ‘Stand challenges of large classes and scarce the wide range of resources provided by Up to Racism and Fascism’ national resources, offered safety, hope and Show Racism the Red Card, including demonstration held in Glasgow on 19th reassurance to those children, and a their newest film, ‘Immigration: What’s the March. The core messages of the Stand chance to build a future different from the Story?’, available on their Youtube channel. Up to Racism campaign, which the EIS fully past they were escaping. The rally also There are other actions EIS members supports, are that refugees heard speeches from can take in the fight against racism. are welcome in Scotland; “the EIS is developing the STUC, from the Equality Reps can support local anti- that we reject Islamophobia, Scottish Government, racism initiatives and encourage the anti-Semitism and the resources for teachers and from a wide range inclusion of robust anti-racist approaches scapegoating of migrants; to use in discussing and of anti-racism activists in local equality strategies and School and that we welcome and challenging the myths of and organisations. Improvement Plans. Members can also encourage diversity. We know that support World Refugee Day on 20th June: EIS General Secretary immigration” refugee and we would encourage members to explore Larry Flanagan addressed migrant children ways of showing their solidarity with the rally, focusing on the need for can experience racism and prejudice in refugees on that day. Together, we can refugee children to access education. He school, which is why the EIS, working with stand up to racism and make education stated that Unicef believe that there are Show Racism The Red Card, is developing a safe, hopeful and positive experience 2,500,000 registered refugee children resources for teachers to use in discussing for all and create a culture of equality across the globe and affirmed that those and challenging the myths of immigration, and respect in the classroom and in the children have a right to access quality which will be available in the new session. workplace.

www.eis.org.uk 29 Privatising Higher Education? Important new research raises key questions regarding the growth in for-profit provision in Scottish Higher Education

new piece of independent research – commissioned by the EIS-ULA and Acarried out by an academic at the University of Glasgow – has highlighted a number of important issues related to the growth of for-profit provision within the Scottish Higher Education sector. The research addressed a number of key questions, exploring the presence and coverage of for-profit education providers in the Scottish Higher Education sector, the impact on academic staff and HEIs and the emerging trends within Scotland on the limits, its presence in the sector should of such partnership programmes - fewer use of for-profit education providers in the be taken seriously –in the sense that inroads have been made into traditional HE HE sector. it provides opportunities for alternative provision in Scotland. The research project was conducted by models of provision while also offering a It is clear that for-profit provision, in the Mark Murphy of the Robert Owen Centre potential threat to traditional academic form of ISCs, delivers on a key strategic for Educational Change and his research values and work practices. The results also imperative of Scottish HEIs – that of findings focus on the main area of for-profit suggest that academic staff in Scottish international student recruitment. This provision in Scottish HE – International Higher Education are not convinced of the imperative is reflected in the unique and Study Centres or ISCs. While such centres merits of for-profit forms of HE, indicating exclusive partnership arrangements have their own specific characteristics, a strong level of resistance to such between HEIs and for-profit providers. they also represent the changing nature partnership models. Concerns expressed However, the current research suggests of provision in the Scottish HE sector, around academic preparedness, quality of that concerns remain about the quality and their steady rise is worthy of detailed outcome and experience of provision in some cases examination. and, not least, value “while the growth and also the capacity of The growth of for-profit provision in systems, should be taken students who come through Scottish Higher Education, specifically in seriously by institutions of for-profit HE in these programmes to the form of international study centres, which are seeking Scotland has limits, manage their academic work constitutes a significant development that efficiency gains in the its presence in the effectively. raises a significant set of questions. These current prolonged period Overall, the growth of questions relate to issues such as: of austerity. sector should be the sector in Scotland The study identifies taken seriously” differs considerably from • Values and ethics of Scottish Higher that the core areas of the experience in some Education growth in the for-profit sector in Scottish other countries which have witnessed a • How we understand issues of quality Higher Education are pathway programmes proliferation of private universities. There and academic standards between businesses and universities. is no indication as yet that anything similar A number of educational businesses, could happen here in Scotland. What is • The role of international student including Kaplan, Navitas, INTO and Study evident is the growth of for-profit provision recruitment as a strategic imperative Group have developed partnerships with at the margins of Higher Education as • The future of contracted out services Scottish universities via the delivery of opposed to its centre. Whether or not such in HE International Study Centres (ISCs). growth constitutes a major threat to the • The funding of HE, and implications for The research report argues that values of Scottish HE remain to be seen. staff and students the for-profit sector is growing, in the For further information on the research sense that student numbers on such on for-profit provision in Scottish Higher The study’s findings indicate that while programmes are on an upward trajectory. Education, visit www.eis.org.uk the growth of for-profit HE in Scotland has This growth, however, is within the limits

30 The Scottish Educational Journal Would you like to advertise in the SEJ? Do you have a holiday home to let, items to sell or are you looking for something that a colleague might be able to help with? What are you waiting for? Members of the EIS Classifieds can place box ads for as little as 20p per word. Contact us at [email protected] or call 0131 225 6244 and see if we can help you out.

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first time in my years of teaching English to face young people day after day, and are SQA bright S4 pupils, I had to face the painful used to jollying along grumpy teenagers. realisation that there was no way we could This is different. This is not about teacher Dear Editor find time and energy to read “Macbeth”; workload. This is about finding a balance I am an ordinary teacher in a secondary we had internal assessments to slog between assessment for learning and school and an EIS member. I am writing through and exams the pupils were anxious assessment because insecure bureaucrats to convey my despair at the lack of action about because, well, that’s all that really cannot see the value of anything without from my Union and failure of those in matters these days isn’t it? So, instead of obsessively measuring it over and over power in education to protect pupils from Shakespeare, we did so-called listening again. the worst excesses of the SQA imposition assessments (which do not actually test If the SQA will not listen to reasonable of pointless assessment and bureaucracy listening skills) and “reading” assessments negotiation then the sooner an industrial throughout the senior school. We which ask them pointless and baffling action ballot is in the hands of members, secondary classroom teachers have been questions about who might read this text. the better. waiting patiently but lately with increasing Their eyes glazed over. I wonder if some Naomi Westwood anxiety that, yet again, despite an indicative of them will ever get the chance to study Fort William ballot of 96% in favour of industrial action, Shakespeare ever again. we are not being listened to and our pupils Our pupils are being cheated out of their Editor’s note - The EIS took the decision to are being denied the education they birthright to a real education. They do not delay a move to a statutory ballot to await deserve. know what is wrong: many are coming to the outcome of the Ministerial group’s We have spoken to anyone and everyone the conclusion that it is themselves. The review. Now that this process is complete who have told us they are listening. We alarming rise in “mental health issues” in without a satisfactory outcome, the EIS has have assumed that eventually our pleas our schools is no coincidence. decided to move to industrial action. The would get through to the decision-makers. It is not too late to turn this around. ballot is now open and members are urged After all, we’re not in England where the The N5 qualification, aside from the to vote Yes for industrial action. profession is being completely undermined. interminable assessment, is a reasonable Here in Scotland, the media is still quaintly course which articulates reporting on the Curriculum for Excellence quite well with Higher. The being all about giving teachers freedom new Higher also seems to to teach and trusting their professional be reasonably well pitched Child Rant judgement. but burdened by useless Why is it when I’m happy, playing out or in, My heart sinks as there is absolutely assessment. The new I’m told it’s time to go to bed? It really is a sin. no mention of the day-to-day reality of the Advanced Higher, in English I’m not the least bit tired you see, I toss and turn about, unintended consequences of ill-thought-out certainly, is demonstrably I try to get to sleep but know I’d rather still be out! reforms and the SQA’s unwillingness to a better course. It’s not as Then when I’m snugly duvet-wrapped take any responsibility whatsoever for its if we are asking the SQA to all lost in slumber deep mistakes. No one is daring to tell the truth: scrap everything that has I’m shouted, tugged and prodded to get up. that the SQA has become the worst kind been done and start again. I want to sleep! The SQA could simply listen of quango, accountable to no one, least I just don’t get the sense of it, of all the young people it exists to serve to teachers and drop all it’s clear for goodness sake, and the teachers who try to guide these the unnecessary internal when you’re tired you go to sleep learners through the maze of qualifications. assessments. The SQA when you’ve had enough you wake! Politicians seem entirely fooled by the could take responsibility The world of school is just as daft glossy packaging put out by those whose again for the thousands of and I don’t understand careers have been built on pushing pupils who used to come through reforms whether or not the new out of S4 with a Standard how teachers get to teach us kids qualifications are better than what we had Grade 3 - something to when they clearly need a hand before or even educationally sound. show for their time in to answer questions left and right every single day As the curriculum changes reached school - who now are they don’t seem to realise we’d really rather play. their 3rd (or is it 4th year?), my colleagues desperately struggling It’s questions, questions, questions we have to answer all. and I hoped we had seen the worst: we with N5 which is too hard They’ve forgotten what they learned at school knew change was bound to be difficult, and so end up with N4, a and it drives us up the wall! even messy, but hoped that the days of qualification which means It seems to me they’re all the same, scrambling through teaching unpiloted nothing to prospective it’s just as well we’re there untested courses, forced to use poor employers. to help them struggle through each day quality material riddled with errors, were It is not too late, but it and save them from despair. perhaps beginning to resolve themselves is nearly too late. Please into some kind of shape. We were wrong: listen to teachers who Greta Yorke, East Ayrshire this year has been even worse. For the care passionately, who

32 The Scottish Educational Journal CONTACTS

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