Education and Local Government

Debate between Jonathan Gullis and Carol Monaghan

Tuesday 14th January 2020 Commons Chamber

[Carol Monaghan]

I am glad that the right hon. Gentleman has mentioned the PISA studies, because that gives me an opportunity to talk about them. Let us talk about PISA. What exactly is it? It is an extremely crude metric that looks at very particular things. What it does not look at are communication skills. It does not look at problem-solving skills, and it does not look at employability skills. Those are the very skills that employers have been asking for, which is why we transformed our curriculum in Scotland. Countries that do well in PISA, such as China and South Korea, also have extremely high levels of student suicide. I do not want that for my young people in Scotland, and not one of us should. China also selects the pupils whom it puts forward for PISA. So there are many things that are wrong with it.

These are the questions on which we should be judging our young people. Are they in employment? Yes. Are they having a positive experience? Yes. Are they developing the skills that employers and businesses are asking for? Absolutely.

[Jonathan Gullis]

The hon. Lady has mentioned PISA. Does she not share the concern of Conservative and, I hope, Opposition Members about the decline among students in Scotland in maths and science—which provide the vital skills to which she referred—in comparison with their compatriots in England?

[Carol Monaghan]

When I look at the tiny differences between students in England and students in Scotland—and there are tiny differences—and at the holistic education that has been developed in Scotland, no, I do not share that concern. Scottish students are developing a broad range of skills. Unlike youngsters in England whose curriculum is being squeezed and narrowed, they still have a broad range from which to choose. No: I absolutely defend our Scottish education system. In the last 10 years, our attainment gap has narrowed, while we are still battling with the effects of austerity. The hon. Gentleman is a teacher. I am a teacher too. I have been there, trying to teach children who have had no breakfast. How can we deal with an attainment gap when the kids who we are teaching are so hungry that they cannot concentrate? That is what we should be looking at.

I mentioned teachers’ pay earlier. It is a bold statement that, by September 2022, the Government will increase teachers’ starting salary to £30,000. Great; fantastic; but Scotland is already there. From this year, after their initial probation year, Scottish teachers will be earning £32,994. That is happening now, but unfortunately this Government are miles behind. If we are talking about teaching as a profession—if we are talking about valuing the very people who make the difference to our young people—we need to pay them properly.

The Secretary of State did not answer my question about the guaranteeing of teaching salaries in academies. For too long, academies have been able to set their own pay scales, and to work outside the scales that are negotiated with teachers’ unions and the profession. Academies pay what they want, and that means, once again, that they are able to pay salaries that are below the nationally agreed levels. Yes, in some cases they may pay above, but they often pay below, and that is certainly not the way to encourage others to join the profession. In Scotland we have more teachers per pupil, and that too must be looked at: while the Government are sorting out the salary, they might deal with that as well.

Let me now say something about tertiary education. We in Scotland are often attacked about the number of youngsters achieving entry to university. As I have said, I do not make the distinction, but for the benefit of those who do, I will say some things about universities. The largest-ever number of Scottish students are at universities, and record numbers of our poorest students are going to them: 15.6% of full-time first-degree entrants are from the most deprived areas of Scotland. That is tackling inequality in a real way.

In January last year, the Commissioner for Fair Access, Sir Peter Scott, said that “significant, and welcome progress” had been made on access, and that

“Scotland is now the pace-setter among UK nations in fair access to higher education”.

He went on to say that Scotland’s improving widening access figures vindicated our free tuition policy. He said:

“The latest figures vindicate Scotland’s policy of free higher education, which of course has other aims apart from making universities more socially inclusive—not least the commitment that higher education should be seen as a public good from which society as a whole benefits and not just as a private investment producing higher earnings for individuals.”