Scottish Education

THE EDUCATION SYSTEM

Nursery Schools

Most education authorities provide some nursery education in their areas although attendance is voluntary. At September 1994, 49760 pupils attended nursery schools and classes, mainly on a half-day basis, representing 38% of the 3 and 4 year old age group. The total number of nursery schools in operation in 1994 was 784.

Primary Schools

Compulsory education begins at 5 with entry to primary education. Public primary schools are normally co-education, offering a 7-year programme of education up to the transfer to secondary school at age 12. In 1994 the total number of primary schools managed by education authorities was 2336. Schools vary in size according to the community they service. In urban communities with larger primary schools it is usual for pupils to live within walking distance of school but many small rural schools, often single-teacher establishment, serve large and remote areas where daily travel by bus is required. In recent years there has been a number of closures of primary schools in response to the fall in pupil population.

Secondary Schools

In 1994 there were 405 secondary schools under the management of education authorities and all had a comprehensive intake. About 93% of these schools provide education on an all-through basis covering the four years of compulsory education and the two additional years between 16 and 18. In the remote and sparsely populated areas secondary schools are often small and able only to provide a limited range of courses. In these cases arrangements may be made for pupils to transfer at the appropriate stage to an all-through comprehensive school, occasionally involving the provision of boarding hostels. The pupil population in secondary schools fell during the 1980s with a number of secondary schools closing.

Higher Education Institutions

There are 22 higher education institutions in Scotland providing courses at postgraduate, first degree and sub-degree levels. Nearly all of them are funded by the Scottish Higher Education Funding Council. The Council is subject to the direction of the Secretary of State and has general responsibility for allocation of funds and assessing the quality of education. Together, the institutions offer an extensive choice of subject with enormous flexibility in course structure enabling students to build up programmes to suit their own interests and requirements.

College of Further Education

There are 46 further education colleges in Scotland which provide post-school education and training. Under the provisions of the Further and Higher Education (Scotland) Act 1992, 43 of the colleges became incorporated bodies on 1 April 1993 responsible for running their own affairs and funded by the Secretary of State for Scotland. These colleges are managed by individual Boards of Management whose membership includes industrial, commercial, employers, college staff and student interests. Further education in the remaining colleges, situated in Orkney and Shetland, continues to be provided by the education authorities, but with SOED grants.

Further education colleges generally draw students who live locally and a notable feature is a large proportion of students who attend on a part-time basis, by day or block release from employment or by other means. Students also study through open learning and work based learning. Students include adults as well as young people, the majority of students are over 18.

Colleges have power to undertake commercial activities and have well-established links with local industry and commerce.

ORGANISATION AND MANAGEMENT

Public sector education in Scotland is a partnership between central and local government. The Secretary of State for Scotland is responsible to Parliament for the overall supervision and development of the se4vice. The Secretary of State for Scotland exercises his responsibility for education through The Scottish Office Education Department.

The Scottish Office Education Department

The Department has national oversight of education, advises on national policy and co-ordinates the activities of education authorities and others. It also provides information and guidance on the design of educational buildings and on health and safety matters affecting schools and colleges; issues guidance on such matters as curricula and teaching methods; pays grant to the grant-aided special schools and grant-in aid to the Scottish Higher Education Funding Council, funds further education colleges and the careers services; operates the assisted places scheme for fee-paying schools; operates a students’ allowances scheme; supports educational research through a number of agencies; and together with the General Teaching Council, oversees teacher training and supply. The SOED is also responsible for oversight of informal education, generally known as community education, and grants to a number of voluntary organisations in this field.

The Inspectorate

HM Inspectors of Schools are appointed by HM The Queen on the recommendation on the Secretary of State. HM Inspectorate exists as a distinct unit within the framework of The Scottish Office Education Department. Under the Education (Scotland) Act 1980, HM Inspectors have the right to enter schools and other educational establishments for the purpose of inspection.

HM Inspectors are the principal professional advisers to the Secretary of State and they provide information, assessment and advice to Ministers, The Scottish Office Education Department and other government Departments and National agencies engaged in education and give a lead in implementing Government policy through development work. They provide an external audit on the overall quality of education, standards of attainment, the effectiveness of individual institutions, ways of assuring quality and achieving value for money.

Each year they inspect and publish reports on a wide range of educational establishments including nursery, primary, secondary and special schools, central institutions, further education colleges, colleges of education and community education. Denominational and non-denominational schools are inspected, as are independent schools and those managed by education authorities.

HM Inspectors also produce general reports on important aspects of education, identifying strengths and weaknesses and making recommendations for improvements.

Education Authorities

The provision of education is the responsibility of the 32 unitary authorities, which are known as education authorities. They have a statutory duty to provide adequate and efficient school and further education, to make provision for special educational needs and to provide the teaching of Gaelic in schools in Gaelic speaking areas. They also have a duty to provide adequate facilities for recreational and sporting activities. They are responsible for the construction of buildings, the employment of teachers and other staff and the provision of equipment and materials. They exercise responsibility for the curriculum taught in schools taking account of national guidance.

Education is the most expensive service provided by local authorities. Along with most other local services, the cost of the education services is met from resources raised by the council tax, non-domestic rates and from an annual grant payable from the national Exchequer.

School Boards

The School Boards (Scotland) Act 1988 gives every public school in Scotland the opportunity of forming a School Board consisting of elected parent and staff members and member co-opted from the local community. In February 1990 approximately 80% of schools had School Boards. Along with head teachers and education authorities, Boards share in the running of their schools providing a local focus for school management.

CURRICULUM AND ASSESSMENT

The School Curriculum

The delivery of school curriculum is the responsibility of the education authorities and individual schools. In practice, the existence of much national guidance on the content of the curriculum has led to a broad consensus of what should be taught. Central guidance to education authorities and schools is issued in the form of circulars from The Scottish Office Education Department, reports by HM Inspectors of Schools and advice from the Scottish Consultative council on the Curriculum (SCCC). Under its general remit, the SCCC is charged with keeping under review the curriculum of schools in Scotland, with issuing guidance on the curriculum to education authorities and schools and with promoting and keeping under review a pro9gramme of curriculum development work in conjunction with the education authorities. The Council produces an operational corporate a plan agreed with the Secretary of State. Its members are appointed by the Secretary of State from a variety of educational backgrounds, including schools, universities, colleges and education authorities as well as representatives of parents, industry and commerce.

Primary Education

Children attending publicly maintained primary schools study language, mathematics, environmental studies, religious and moral education, and expressive arts. A major development programme for pupils aged 5-14 which includes all the primary stages was launched by the Government in 1988. The main aims are to improve education and equip children for life in the 21^st century; to ensure that the best practices and highest standards are spread as widely as possible and to involve parents in a meaningful and supportive alliance with the school. The 5-14 Development Programme includes the establishment of guidelines setting out for each aspect of the curriculum 5-14 the aims of study, the ground to be covered and the way that learning should progress in each curricular area, the provision of national advice on assessment policy and practice and the establishment of a system of national testing in language and mathematics; the provision of statements for parents about the curriculum; and the introduction of a new pupil report card.

Revised arrangements for national testing introduced in 1993 provide for testing at 5 levels of the curriculum in Mathematics, Reading and Writing. National Guidelines on all aspects of the 5-14 Programme, including Assessment and a model report card, were issued during the 2-year period to June 1993. The programme will be in place by 1999.

In 1989 the Secretary of State launched a pilot project to explore the teaching of foreign languages in primary schools. A national in-service training programme funded by SOED and designed to give primary teachers the necessary skills to deliver a foreign language to primary pupils was begun in November 1993. The aim of this programme is to train the equivalent of one teacher in every primary school in Scotland on a phased basis.

Secondary Education

Headteachers of secondary schools are advised to design curricula on the basis of guidelines published by SCCC, moulded to local circumstances with the help of advice from education authorities and other school managers. Curricula aim to reflect principles of coherence, balance, breadth and articulation, while allowing an increasing element of choice at successive stages. Advice is oriented round a scheme of 8 subject modes; language & communication, mathematics, science, social & environmental studies, technology, crea5tive & aesthetic activities, physical education, and religious & moral education.

In the first 2 years of secondary education pupils follow a general curriculum across all the modes, including the provision of a modern foreign language. At the end of their 2^nd secondary year they choose subjects to follow in later years, although all the modes are still included and pupils can hence expect to continue with a broad and balanced curriculum. In their 3^rd and 4^th secondary years, pupils usually take courses which lead to the Standard Grade of the Scottish Certificate of Education; this examination is suitable for pupils of all levels of ability, and has replaced the Ordinary Grade examination which provided only for some pupils at this age. Pupils may at this point also take other certificated short courses provided by the SEB, as well as courses in a wide range of vocationally relevant subjects offered as part of the National Certificate of the Scottish Vocational Education Council (SCOTVEC).

In the 5^th and 6^th secondary years, pupils who elect to remain at school – a proportion which is increasing over time – may follow a wide range of courses leading to further qualifications. They can be expected to opt primarily for examinations at the SCE Higher Grade, and in the 6^th year the Certificate of 6^th Year Studies (CSYS), both conducted by the SEB, but again they may in addition study SEB short courses and SCOTVEC modules or General Scottish Vocational Qualifications. Depth of study becomes an important requirement at these stages, but breadth remains a priority; pupils are advised to continue to take account of the 8 modes in choosing courses to study, though they are no longer expected to pursue them all; it is common for pupils to take up to 5 Higher Grade subjects.

Highers are the normal university entrants qualifications in Scotland, and pupils with satisfactory gradings may leave school for university either at the end of their 5^th or more typically, of their 6^th year. CSYS is not normally required but (as an examination giving the experience of independent study, in many cases by completing a piece of research) is often taken into account by universities in making offers of places.

In 1992 the report of a Committee chaired by professor Howie of St Andrew’s University recommended thoroughgoing changes to courses in the 4^th, 5^th and 6^th years of secondary education, and consequential adjustments in earlier years. Following consultation the Government announced, in 1994 that it would introduce a new unified curriculum and assessment system, Higher Still. This will bring together existing SEB and SCOTVEC qualification units into a single framework at 5 levels, embracing Higher and CSYS. The new arrangements will start in 1998-99. A new qualifications body will be set up to replace SEB and SCOTVEC and administer the new Higher Still awards.

Technical and Vocational Education Initiative

The Technical and vocational Education Initiative (TVEI) which is funded and managed by The Scottish Office Industry Department, provides grants under contract to Education Authorities to ensure that a major focus of the curriculum of 14-18 year olds is better preparation for working life. This is principally achieved by providing young people with actual work experience, by improving skills and qualifications, particularly in Modern Languages, Science and Technology, by encouraging active, participative and practical learning methods, and by emphasising the skills required in a rapidly-changing technological society. There is a strong emphasis on equality of opportunity in educational experience, and TVEI projects seek to establish close education / business collaboration and provide counselling, guidance and records of achievement linked to individual action plans.

The TVEI programme was introduced in Scotland on a pilot basis in 1984 and now extends to schools and colleges in all EAs, with funding until 1997.

Guidance and Preparation for Work

Careers Services are run by a number of organisations under contract from The Scottish Office Education Department. In most cases education authorities and local enterprise companies are actively involved. A major part of careers service work is to provide careers guidance to secondary school pupils. Careers officers work closely with guidance teachers in schools. These are teachers appointed to have special responsibility for pupil guidance and counselling in personal, curricular and vocational matters. Pupils normally undertake a period of work experience before they leave school and may also be involved in projects which offer scope for the development of enterprise skills and business management techniques.

Further Education

The typical further education college offers a wide range of courses at non-advanced and advanced levels. Some colleges offer degree provision in their own right or in association with Higher Education Institutions. The courses are mainly vocational in kind and include both theoretical and practical work. He needs of industry and students are met by the provision of a number of types of course:

Vocational and general education for post-16 students and trainees (the majority are adults);
Link courses for school pupils;
Industrial pre-employment training serving specific employer needs or the requirements of Scottish Enterprise and Highlands and Islands Enterprise;
Off-the-job training for the Youth Training and Employment Training programmes; and
Vocational and non-vocational evening classes.

Building on well established links with industry, further education colleges have in recent years increased considerably their provision of updating and retaining courses for local industries. This has been encouraged by the PICKUP (Professional Industrial and Commercial Updating) initiative which promotes the provision of updating courses for people in work. This was transferred from The Scottish Office Education Department to Scottish Enterprise and highlands and islands Enterprise on 1 April 191.

The principal awarding body for vocational further education in Scotland is the Scottish Vocational Education Council (SCOTVEC). The council makes awards at non-advanced and advanced levels for a wide range of courses in the technical and business sectors.

At the non-advanced level students are able to undertake National Certificate courses based on modules or short units of study taking around 40 hours. Students can study modules either part-time or full-time and their performance is continuously assessed with s6tancards monitored by SCOTVEC. All new students are also able to take SCOTVECs advanced courses (HNC and HND) in modular form.

Achievement in each module is recorded on a Record of Education and Training awarded by SCOTVEC. The SCOTVEC Catalogue of National Certificate modules contains details of approximately 3500 modules. The National Certificate provides a flexible and co-ordinated scheme which takes account of the impact of new technology and the essential skills required by industry. SCOTVEC administers in Scotland the National Record of Achievement (NRA) which is designed to present in a single nationwide record, in summary form, an individual’s achievements throughout school and post-school education, training, and working life. It is available for use in schools, in further education colleges and on Government Training Schemes.

SCOTVEC is responsible for the development and accrediting of Scottish Vocational Qualifications (SVQs) which were introduced in October 1989. These qualifications are designed to deliver the competencies industry needs and are based on occupational standards determined or approved by the Industry Lead Bodies responsible for different sectors. SVQs may combine programmes of SCOTVEC National Certificate Modules, Higher National Units and workplace assessed units or be qualifications produced by other awarding bodies. These SVQs are linked to specific occupations and enjoy mutual recognition with the National Vocational Qualifications (NVQs) provided elsewhere in the United Kingdom. SCOTVEC IS NOW DEVELOPING General SVQs which are designed to prepare students for employment in a range of occupations, and to keep open the possibility of entrance to Higher Education. The first General SVQs were introduced in September 1992 and are broadly compatible with General NVQs provided elsewhere in the UK.

Higher Education

Scottish higher education institutions are self-governing organisations with sole responsibility for the management and administration of their own affairs. This is done through a governing body of about 20-25 members drawn mainly from staff, students and representatives from the business and the local community.

All the Scottish universities have full degree-awarding powers. A number of the other institutions can also award their won degrees whilst the remainder have validating arrangements with other institutions. Degrees are generally awarded for the successful completion of a 3-year full-time course (an Ordinary Degree) or a 4 year course at a more specialised and demanding level (an Honours Degree). The degree courses in some professional subjects, such as medicine, dentistry and veterinary medicine take 5 or 6 years’ study. Institutions also offer shorter full and part-time courses, postgraduate courses and the qualifications of recognized professional bodies.

He universities offer a wide range of courses including liberal arts and humanities, medicine, law, sciences, technology, engineering, information technology and business management. The other institutions specialise in particular areas such as health care, art and design, music and drama, textile technology, agriculture or teacher-training.

In addition to Scottish highers, institutions welcome applicants with SCOTVEC qualifications, GCE advanced-level passes and other qualifications from other parts of the United Kingdom. Applications from outside Great Britain are also welcomed. In addition, a range of special access courses have been specifically developed to prepare adults for higher education who do not have the necessary entrance requirements. Successful completion of these courses can lead to a guaranteed place in higher education. The actual terms of admission, and decision relating to the admission of any individual student, are at the sole discretion of the admitting institution.

Institutions receive public funds for teaching research and associated activities from the Scottish Higher Education Funding council. The Council also advises the Secretary of State for Scotland on higher education matters. Institutions also receive income for tuition fees for students, research grants and contracts, donations and the many other services they provide.

The Open University, which has its Scottish headquarters in Edinburgh, provides part-time courses leading to degrees. Courses are open to adults throughout the United Kingdom and are provided by a combination of correspondence, tutorials, short residential courses, radio, television and local audio-visual centres. No formal academic qualifications are required for entry. The University also offers course validation to other institutions without their own degree-awarding powers and has credit recognition agreements with other universities so that entering students can receive recognition for prior academic experience.

Student Numbers

In 1993-94, 112,200 full-time and 20,300 part-time students attended Higher Education courses at Higher Education Institutions (in Scotland). In addition there were 20,300 full-time and 26,900 part-time higher education students in Further Education colleges and 12,200 students studying with the Open University.

PUPILS AND STUDENTS

The pupil population in education authority primary and secondary schools fell steadily through the 1980s, particularly in the secondary sector. In 1981, there were about 492,600 pupils in primary schools; by September 1994 the number had stabilised at around 438,000, a decline over the period of 11 per cent. In 1981 there were about 404,600 pupils attending education authority secondary schools, falling to a low of 293,000, a decline of 27 per cent. By September 1994, the number of secondary pupils had risen to 314,900. Over the next decade, the number of primary and secondary pupils in education authority schools are projected to rise slowly by around 3 per cent and 7 per cent respectively. The decline in the school population during the 1980s had an impact on the level of school building. Since 1983 relatively few new schools have been built as declining school rolls have reduced the need for additional accommodation. The emphasis is now increasingly on projects designed to rationalise school provision and remove surplus places. Some progress has been made on the replacement and modernisation of old and unsatisfactory schools and on the refurbishment and adaptation of post-war buildings to meet changing educational needs.

School Leavers

In recent years there has been a significant change in patterns of school leaving. Between 1983-84 and 1993-94 the proportion of pupils who left immediately on completion of the statutory period of school attendance has fallen from 52% to 35% for boys and from 44% to 26% for girls. Correspondingly, the proportion of pupils who stayed on at school increased from 57% to 76% in S5 and from 21% to 43% in S6 over the same period. This has meant an increased proportion of pupils following courses leading to the Scottish Certificate of Education at Higher and Certificate of Sixth Year Studies level with the Scottish Examination Board and taking SCOTVEC National Certificate modules: in 1983-84, 33% of pupils who left school had at least one Higher Grade pass, while in 1993-94 the figure had risen to 44%; in 1983-84, 26% of school leavers had no SCE qualification compared to under 9% in 1993-94. Girls have continued to leave school with better qualifications then boys. In 1993-94 20% of girls left with 5 or more Higher Grades, compared to 16% of boys.

Destinations of school leavers are available from the Scottish School Leavers Survey, a 10% sample survey. The latest survey shows that of the 56,800 pupils who left from the 1992-93 session (excluding those with a Record of Needs or from Special Schools), 43% were still in full time education the following Spring. Of the remainder, 29% were in full time employment, 2% had part time work, 14% were on a government training Scheme and 9% were out of work.

Special Education Needs

Education authorities are required to make appropriate arrangements for the education of children and young persons with special educational needs. These needs can range from relatively minor temporary learning difficulties to complex and continuing needs such as those of multi-handicapped children. The majority of children with special educational needs attend mainstream schools but for those who require a different environment or specialised facilities there are special schools (including some in the grant-aided and independent sectors), and special classes and departments associated with mainstream schools. About 10,300 children attended special schools and classes at September 1994.

Special schools have more favorable staffing ratios than ordinary schools and many of the teachers have additional specialist qualifications. Some special schools provide courses leading to the Scottish Certificate of Education and other examinations. Advice and guidance is available to handicapped school leavers about courses of further education or training and the possibi8lity of employment.

The present system of provision for special educational needs implements recommendations of the Warnock Committee on the educational needs of handicapped children and young people. It lays emphasis on the individual potential of children who have special educational needs. There is increased opportunity for consultation with parents and young people and for the regular review of the provision made. Parents can say what school they want their child to attend, take part in the assessment of his needs, and appeal where their wishes are not being met.

The Further and Higher Education (Scotland) Act 1992 introduced a new duty on The Secretary of State to have regard to the requirements of persons with learning difficulties when exercising his duty for further education. Similar responsibilities were placed on individual Further Education College Board of Management. Over the last 3 years special needs provision in further education colleges has grown and it is projected to continue to grow.

Financial Support for Pupils and Students

Education authorities have discretionary powers to grant bursaries to pupils and studen6s ordinarily resident in their areas. The bursaries scheme includes grants for pupils who remain at school beyond the age of compulsory attendance; and for students attending part-time and full-time courses of further education. The conditions subject to which bursaries are made are prescribed by The Secretary of State for Scotland, but the scales and rates to be paid are left to the discretion of individual education authorities.

Support for students in higher education is provided through the Students’ Allowances Scheme, administered by the Student Awards Agency for Scotland and the Student Loans Scheme, administered by the Student Loans Company Limited, 100 Bothwell Street, Glasgow G2 7JD. Grants and loans are available under these schemes to personally eligible students who are attending full-time, a Higher National Certificate, Higher National Diploma, Degree or equivalent level course.

Grants paid under the Students’ Allowances Scheme comprise a tuition fee and a maintenance element. Tuition fees are paid on behalf of all eligible applicants, but the maintenance grant is means-tested and students and their parents or spous4es may be expected to contribute to the grant, depending on their financial circumstances.

Grants are also available under the Postgraduate Students’ Allowances Scheme for certain full-time vocational courses and the Scottish Studentship Scheme offers a limited number of grants each year for full-time advanced postgraduate study in the Arts and Humanities. The UK Research councils provide studentship grants for other subject areas.

Postgraduate students, except for those on teacher training courses, are not eligible for loans from the Student Loans Company.

TEACHERS

Registration

The General Teaching Council for Scotland (GTC) is a statutory body with responsibility for maintaining a register of teachers in Scotland. All teachers employed in education authority schools are required to be registered with the GTC. To be eligible for registration it is necessary for a teacher to hold a teaching qualification awarded by a Scottish teacher education institution or an equivalent qualification approved by the GTC. The Council is also named as the competent authority for the teaching profession in Scotland for implementing the EC Directive on Mutual Recognition of Professional Qualifications. It has established procedures for assessing the eligibility for admission to the Register of applicants from EC countries, as well as those trained in other overseas countries.

The council has the authority to cancel the registration of teachers in cases of misconduct.

Qualifications and Training

In order to teach in Scottish schools it is necessary to hold an appropriate professional qualification from a teacher education institution. The Teaching Qualification (Primary Education) entitles the holder to teach across the curriculum in primary schools and may be obtained by taking a 4-year Bachelor of Education (Bed) Degree course at a teacher education institution or a university degree followed by a one-year teacher education course. The Secondary Teaching Qualification entitles the holder to teach particular subjects and is awarded to candidates holding a university degree followed by a one-year teacher education course. The Secondary Teaching Qualification entitles the holder to teach particular subjects and is awarded to candidates holding a university degree who have completed a one-year post graduate teacher education course or to those who have completed a degree course combining subject study, study of education and school experience.

It is not necessary to be registered with the GTC or to hold a Teaching Qualification to teach in further education. However, the further education teacher must hold the appropriate academic, professional or technical qualifications for admission to a course of training leading to the award of a Teaching Qualification (Further Education).

All courses of teacher education in Scotland must be approved by The Secretary of State and must be acceptable to the GTC. The Secretary of State also determines the minimum requirements for entry to teacher education courses. These are published annually in the "Memorandum on Entry Requirements to Courses of Teacher Education in Scotland" (available from HMSO).

The annual intake to teacher training courses takes account of the demand for teachers and is set by the Secretary of State after consultation with the GTC, local authorities and teacher education institutions.

The Structure of the Teaching Force

Teachers in Scottish schools may progress by promotion from the basic grade of teacher to posts of additional responsibility as follows: senior teacher; assistant headteacher; depute headteacher; headteacher. In addition, in secondary schools there are posts of assistant principal teacher and principal teacher which are normally associated with responsibility for particular aspects of the curriculum and guidance.

The pay and conditions of service of teachers employed in education authority schools in Scotland are determined by the statutory Scottish Joint Negotiating Committee for Teaching Staff in School Education (SJNC). The Committee brings together representatives of the local authorities who employ teachers and the teacher unions. The Secretary of State is also represented on the Committee. Decisions of the SJNC are binding on both employers and teachers.

Supply of Teachers

Expressed in full-time equivalent terms, there were 50,025 teachers in education authority schools in September 1994. Of these, 976 teachers were in nursery schools, 22,637 were in primary schools, 24,487 were in secondary schools and the remaining 1,925 in special schools.

Overall pupil/teacher ratios were 19.3 in primary and 12.9 in secondary schools at September 1994.

COMMUNITY EDUCATION

Most education authorities make provision for adult, youth and community education. The Scottish Community Education Council (SCEC) advised the Secretary of States and promotes the development of community education. SCEC acts as a national focus for local authorities voluntary organizations and other sin community education. Its work includes promoting adult basic education which helps people to acquire the basic skills, including literacy and numeracy, needed to cope with the demands of life in a modern technological society.

Education authorities, either independently or in association with the Workers’ Educational Association, or the extra-mural departments of universities, provide a wide range of courses in academic and non-academic subjects for people of all ages. A number of authorities encourage adults to enrol at secondary schools to take particular courses.

The Scottish Office Education Department assists many national voluntary youth and community organisations by paying grant towards their administrative costs. Grants are also available to help organisations improve their efficiency and for staff training. In addition the Department pays a grant towards the capital costs of building or improving community premises for local voluntary organisations. Education authorities provide community centres, often attached to schools, for leisure time needs of young people and adults and they assist local youth and adult organisations.

Three-year courses of professional training at degree level for work in community education are provided at Northern College of Education, Moray House Institute of Education and the Faculty of Education; Strathclyde University. Arrangements for the accreditation of prior earning are being developed at these colleges. Other related courses are expected to be established to extend access to this field of work. One-year certificate courses for graduates and holders of similar qualifications are also available at all 3 institutions.

Gaelic Education

Under the Grants for Gaelic Language Education (Scotland) Regulations 1986, The Scottish Office Education Department pays specific grant to education authorities for projects ranging from local Gaelic-medium units to inter-authority work in the production of teaching materials for primary and secondary use. Seven education authorities participate: Western Isles, Strathclyde, Highland, Grampian, Lothian, Central and Tayside.

Gaelic-medium primary education is now well established through units set up in primary schools in Western Isles, Highland and Strathclyde Regions and in Edinburgh and Aberdeen. National guidelines 5-14 have been produced which offer advice to teachers on Gaelic both as a medium of instruction and as a second language. The concept of the Gaelic-medium unit is based on the principle that the most effective way of securing linguistic competence is for children to be taught through the target language.

A Standard Grade course in Gaelic is available. Standard Grade Gaelic offers separate courses for native speakers and learners, both aiming to develop the skills of listening, speaking, reading and writing. Revised Gaelic courses taking account of the Standard Grade course were introduced at Higher Grade in 1991 and for the Certificate in Sixth Year Studies in 1992.

Work is ongoing on a Secondary Pupils’ Gaelic Learners Course, a joint initiative by the Scottish Consultative Council on the Curriculum and a number of education authorities.


FACTSHEET 3
Scottish Education
Produced by The Scottish Office Information Directorate in June 1996.
This information will be fully updated.

SCOTTISH EDUCATION
Expenditure Statistics 1990-91
			£m
1.	Nursery		45.4
2.	Primary		687.3
3.	Secondary		845.3
4.	Special		117.1
5.	School Meals		51.6
6.	Higher & Further Education		314.0
7.	Student Support		297.1
8.	Other costs, including:		248.1
		Community Education Central Administration of Schools Development Programmes Teacher Training
	TOTAL		2822.3
	of which:
	Current Expenditure
	Central Government		566.7
	Local Government		2129.8
	Capital Expenditure
	Central Government		47.8
	Local Government		78.0