07/03/2013 Newsnight Scotland

benefit themselves. While Universal Credit sympathise and centralisers

Credit sympathise and centralisers Credit sympathise and centralisers

Tonight on Newsnight Scotland, a Tonight on Newsnight Scotland, a

new report confirms Scotland's new report confirms Scotland's

new report confirms Scotland's schools are falling behind. So do

schools are falling behind. So do schools are falling behind. So do

schools are falling behind. So do we need a new model? And why is

we need a new model? And why is we need a new model? And why is

there little debate here about the there little debate here about the

there little debate here about the transformation of the school system

transformation of the school system transformation of the school system

just down the road in England? just down the road in England?

just down the road in England? Good evening. Record exam results.

Good evening. Record exam results. Good evening. Record exam results.

High numbers of school leavers High numbers of school leavers

High numbers of school leavers going into jobs, or college and

going into jobs, or college and university places. The First

university places. The First university places. The First

Minister told MSPs today these are Minister told MSPs today these are

Minister told MSPs today these are some of the reasons our education

some of the reasons our education some of the reasons our education

some of the reasons our education system is not in crisis. That's all

system is not in crisis. That's all system is not in crisis. That's all

true, says the Commission on School true, says the Commission on School

true, says the Commission on School Reform, but our schools are being

Reform, but our schools are being Reform, but our schools are being

overtaken by other schools around overtaken by other schools around

overtaken by other schools around overtaken by other schools around

the world - and our economy will the world - and our economy will

the world - and our economy will the world - and our economy will

pay the price if we don't learn pay the price if we don't learn

pay the price if we don't learn from them. The Commission has

from them. The Commission has from them. The Commission has

published a report called "By published a report called "By

published a report called "By Diverse Means - Improving Scottish

Diverse Means - Improving Scottish Diverse Means - Improving Scottish

Education". Shortly we'll hear from Education". Shortly we'll hear from

Education". Shortly we'll hear from the author among others - first

the author among others - first the author among others - first

this report from our education this report from our education

correspondent, Seonag MacKinnon. correspondent, Seonag MacKinnon.

correspondent, Seonag MacKinnon. Over 50 years, reform after reform.

Over 50 years, reform after reform. Over 50 years, reform after reform.

Raising the school leaving age, Raising the school leaving age,

comprehensive schools, Standard comprehensive schools, Standard

comprehensive schools, Standard comprehensive schools, Standard

Grade exams. But still one in five Grade exams. But still one in five

Grade exams. But still one in five young Scots leave school with poor

young Scots leave school with poor qualifications. Often struggling

qualifications. Often struggling qualifications. Often struggling

with the even basic skills in with the even basic skills in

with the even basic skills in reading and writing. Now a major

reading and writing. Now a major reading and writing. Now a major

reading and writing. Now a major new report says it is time to call

new report says it is time to call new report says it is time to call

a halt. The consequences of a halt. The consequences of

educational failure nowadays are educational failure nowadays are

personally disastrous. It is personally disastrous. It is

personally disastrous. It is difficult to get employment, and if

difficult to get employment, and if difficult to get employment, and if

difficult to get employment, and if difficult to get employment, and if

you do it will be low paid and with you do it will be low paid and with

you do it will be low paid and with few prospects for the future.

few prospects for the future. few prospects for the future.

At Glasgow's Govan High, the At Glasgow's Govan High, the

At Glasgow's Govan High, the geography lesson does not cover the

geography lesson does not cover the education results. The Commission

education results. The Commission education results. The Commission

on School Reform tells us Scotland on School Reform tells us Scotland

on School Reform tells us Scotland on School Reform tells us Scotland

is in the top quarter of the world, is in the top quarter of the world,

is in the top quarter of the world, is in the top quarter of the world,

but we are sliding down the well but we are sliding down the well

but we are sliding down the well tables according to the figures.

tables according to the figures. tables according to the figures.

tables according to the figures. And half the children of a tick --

And half the children of a tick -- countries overtaking us by

developing countries. developing countries.

developing countries. In a fast-moving 21st century, in

In a fast-moving 21st century, in In a fast-moving 21st century, in

this global race for jobs and this global race for jobs and

this global race for jobs and businesses, the countries with the

businesses, the countries with the businesses, the countries with the

best education systems are expected best education systems are expected

to be the winners. to be the winners.

to be the winners. According to the report, Scott and

According to the report, Scott and According to the report, Scott and

has not lacked good ideas for has not lacked good ideas for

has not lacked good ideas for has not lacked good ideas for

reform, but many have been based on reform, but many have been based on

informed hunches and wishful thinking.

thinking. thinking.

thinking. London is one of the places in the

London is one of the places in the London is one of the places in the

world where school reforms appear world where school reforms appear

world where school reforms appear world where school reforms appear

to have worked. It is no longer a to have worked. It is no longer a

to have worked. It is no longer a place where parents escaped from if

place where parents escaped from if place where parents escaped from if

they can. Success is largely they can. Success is largely

they can. Success is largely credited to a scheme called the

credited to a scheme called the credited to a scheme called the

London challenge lodged over ten London challenge lodged over ten

London challenge lodged over ten London challenge lodged over ten

years ago. This school is just one years ago. This school is just one

years ago. This school is just one years ago. This school is just one

moving up a gear by aiming higher. moving up a gear by aiming higher.

moving up a gear by aiming higher. moving up a gear by aiming higher.

We have seen that young people can We have seen that young people can

We have seen that young people can succeed given the right support,

succeed given the right support, succeed given the right support,

and the no excuse culture means and the no excuse culture means

and the no excuse culture means and the no excuse culture means

that we know with the right support that we know with the right support

that we know with the right support that we know with the right support

and the right type of learning, any and the right type of learning, any

and the right type of learning, any done person can achieve. That is

done person can achieve. That is done person can achieve. That is

done person can achieve. That is what we strive to do. -- any young

what we strive to do. -- any young person. One other significant

person. One other significant person. One other significant

things this school does is give things this school does is give

extra teaching to students extra teaching to students

extra teaching to students struggling with that reading and

struggling with that reading and struggling with that reading and

writing. That is key to learning. writing. That is key to learning.

writing. That is key to learning. writing. That is key to learning.

Some believe success may be bent to Some believe success may be bent to

large numbers of aspirational large numbers of aspirational

large numbers of aspirational immigrant parents. -- it may be

immigrant parents. -- it may be immigrant parents. -- it may be

down to the large numbers. London down to the large numbers. London

down to the large numbers. London down to the large numbers. London

schools on now a long way ahead of schools on now a long way ahead of

schools on now a long way ahead of schools on now a long way ahead of

the rest of the country, to the the rest of the country, to the

the rest of the country, to the the rest of the country, to the

extent that if you look at children extent that if you look at children

extent that if you look at children in the very poorest neighbourhoods

in the very poorest neighbourhoods in the very poorest neighbourhoods

in the very poorest neighbourhoods in the City, the children their get

in the City, the children their get in the City, the children their get

GCSE results that are better on GCSE results that are better on

GCSE results that are better on average than the rest of the

average than the rest of the average than the rest of the

average than the rest of the country. So it is better to be poor

country. So it is better to be poor country. So it is better to be poor

in London than average outside in London than average outside

in London than average outside London. That is how huge the

London. That is how huge the capital's advantages have become.

capital's advantages have become. capital's advantages have become.

So what does the commission So what does the commission

So what does the commission recommend for Scotland? Every young

recommend for Scotland? Every young recommend for Scotland? Every young

recommend for Scotland? Every young Scot to have a good crust of

Scot to have a good crust of Scot to have a good crust of

reading and writing. Support from reading and writing. Support from

before birth, relationships with before birth, relationships with

before birth, relationships with students crucial to success. This

students crucial to success. This students crucial to success. This

students crucial to success. This last point is not lost on students

last point is not lost on students last point is not lost on students

last point is not lost on students or staff. Achieving what I want to

or staff. Achieving what I want to or staff. Achieving what I want to

achieve for my future. My matter achieve for my future. My matter

achieve for my future. My matter what your background is, but the

what your background is, but the what your background is, but the

what your background is, but the teachers in general will put in the

teachers in general will put in the teachers in general will put in the

world for you. Obviously you need world for you. Obviously you need

world for you. Obviously you need world for you. Obviously you need

to put that work in and show to put that work in and show

to put that work in and show respect, and they will show respect

respect, and they will show respect respect, and they will show respect

respect, and they will show respect to do. What can staff do to create

to do. What can staff do to create to do. What can staff do to create

a good school? Teachers that listen a good school? Teachers that listen

a good school? Teachers that listen to children, and understand them

to children, and understand them to children, and understand them

and listen to whatever problems they have.

they have. they have.

Govern differs from the chaffinch Govern differs from the chaffinch

comprehensive in offering the comprehensive in offering the

comprehensive in offering the chance to learn more practical

chance to learn more practical subjects like engineering.

subjects like engineering. subjects like engineering.

The commission wants local councils The commission wants local councils

The commission wants local councils to step back from day-to-day

to step back from day-to-day to step back from day-to-day

running of schools. This head running of schools. This head

running of schools. This head running of schools. This head

teacher would like to be free to teacher would like to be free to

teacher would like to be free to spend more on support staff for

spend more on support staff for spend more on support staff for

students going off the rails. students going off the rails.

students going off the rails. Sometimes even teachers who have

Sometimes even teachers who have Sometimes even teachers who have

the best of relationships with the best of relationships with

the best of relationships with the best of relationships with

young people can still be seen as young people can still be seen as

young people can still be seen as an authority figure, and so

an authority figure, and so an authority figure, and so

consequently if somebody else in a consequently if somebody else in a

consequently if somebody else in a classroom assistant role and who is

classroom assistant role and who is classroom assistant role and who is

classroom assistant role and who is an aunt or uncle to them, can make

an aunt or uncle to them, can make an aunt or uncle to them, can make

an aunt or uncle to them, can make a real difference to them in the

a real difference to them in the life chances for.

life chances for. life chances for.

It in this Edinburgh school It in this Edinburgh school

It in this Edinburgh school students appear to be flourishing

students appear to be flourishing students appear to be flourishing

students appear to be flourishing in a way they did not before. That

in a way they did not before. That in a way they did not before. That

in a way they did not before. That is linked to a new head teacher and

is linked to a new head teacher and is linked to a new head teacher and

new expectations. The teacher does new expectations. The teacher does

new expectations. The teacher does not check the register, she knows

not check the register, she knows not check the register, she knows

students well and cheques they have students well and cheques they have

students well and cheques they have done their homework and not on

done their homework and not on track for personal targets.

track for personal targets. track for personal targets.

The commission and OECD say that The commission and OECD say that

The commission and OECD say that there is nothing inevitable about

there is nothing inevitable about there is nothing inevitable about

children from poorer homes leaving children from poorer homes leaving

school with, qualifications. They school with, qualifications. They

point to research suggesting point to research suggesting

point to research suggesting children from poorer homes do

children from poorer homes do children from poorer homes do

better in the education systems of better in the education systems of

better in the education systems of countries like Poland and Canada.

countries like Poland and Canada. countries like Poland and Canada.

countries like Poland and Canada. We have not been good enough as a

We have not been good enough as a We have not been good enough as a

nation in closing the attainment nation in closing the attainment

nation in closing the attainment gap, making sure every young person

gap, making sure every young person gap, making sure every young person

gap, making sure every young person does as well as they can do. In

does as well as they can do. In does as well as they can do. In

Ontario for example, they have an Ontario for example, they have an

Ontario for example, they have an educator that says poverty is not

educator that says poverty is not educator that says poverty is not

educator that says poverty is not destiny. We have to make sure that

destiny. We have to make sure that destiny. We have to make sure that

in educational terms poverty is not destiny.

destiny. destiny.

Men the education ministers have Men the education ministers have

Men the education ministers have talked about closing the gap, but

talked about closing the gap, but talked about closing the gap, but

progress is tentative. -- many progress is tentative. -- many

education ministers. Scotland's education ministers. Scotland's

education ministers. Scotland's performance is a round average

performance is a round average Will the commission's report proved

Will the commission's report proved Will the commission's report proved

Will the commission's report proved to be the call to arms which

to be the call to arms which to be the call to arms which

finally results in vigorous action in Scotland?

in Scotland? in Scotland?

I'm joined now by Keir Bloomer, I'm joined now by Keir Bloomer,

I'm joined now by Keir Bloomer, I'm joined now by Keir Bloomer,

whom you saw in the film there, who whom you saw in the film there, who

whom you saw in the film there, who led the commission which produced

led the commission which produced led the commission which produced

the new report on Improving the new report on Improving

Scottish Education. Ken Cunningham Scottish Education. Ken Cunningham

Scottish Education. Ken Cunningham is General Secretary of School

is General Secretary of School Leaders Scotland, the headteachers'

Leaders Scotland, the headteachers' organisation. And in Edinburgh,

organisation. And in Edinburgh, organisation. And in Edinburgh,

Spectator columnist and writer Alex Massie.

Massie. Massie.

Keir Bloomer, I am curious. You Keir Bloomer, I am curious. You

Keir Bloomer, I am curious. You produced all the figures to show

produced all the figures to show produced all the figures to show

that while schools are still that while schools are still

that while schools are still improving a break in Scotland, we

improving a break in Scotland, we improving a break in Scotland, we

are falling behind other countries, are falling behind other countries,

are falling behind other countries, some like England have overtaken us.

some like England have overtaken us. some like England have overtaken us.

some like England have overtaken us. Briefly, I am curious as to why you

Briefly, I am curious as to why you Briefly, I am curious as to why you

Briefly, I am curious as to why you think that is. I think that our

think that is. I think that our think that is. I think that our

system lacks the variety to learn system lacks the variety to learn

system lacks the variety to learn system lacks the variety to learn

from its own experience. We need to from its own experience. We need to

from its own experience. We need to create more variety in what's got

create more variety in what's got create more variety in what's got

than dos, so that individual than dos, so that individual

than dos, so that individual schools can learn from other

schools can learn from other schools can learn from other

schools. -- in what Scotland does. schools. -- in what Scotland does.

schools. -- in what Scotland does. schools. -- in what Scotland does.

What do you think the problem is? What do you think the problem is?

What do you think the problem is? think the problem is that society

think the problem is that society think the problem is that society

has changed dramatically over 40 or has changed dramatically over 40 or

has changed dramatically over 40 or has changed dramatically over 40 or

50 years, and the nature of society 50 years, and the nature of society

50 years, and the nature of society 50 years, and the nature of society

has changed. We need to it simply - has changed. We need to it simply -

has changed. We need to it simply - - not simply address the education

- not simply address the education - not simply address the education

system but a whole societal system. system but a whole societal system.

system but a whole societal system. system but a whole societal system.

But why is it that from the mid-90s, But why is it that from the mid-90s,

But why is it that from the mid-90s, England has gone from having proper

England has gone from having proper England has gone from having proper

performance goals than Scotland to performance goals than Scotland to

performance goals than Scotland to have been better performing schools.

have been better performing schools. have been better performing schools.

But is not entirely true. Certain But is not entirely true. Certain

But is not entirely true. Certain schools in Scotland now outperform

schools in Scotland now outperform schools in Scotland now outperform

schools in England. But I am schools in England. But I am

schools in England. But I am talking about the average results.

talking about the average results. talking about the average results.

talking about the average results. England is now ahead, but is the

England is now ahead, but is the England is now ahead, but is the

England is now ahead, but is the bottom line. So it cannot just be

bottom line. So it cannot just be about broad societal changes

about broad societal changes about broad societal changes

because society has changed in because society has changed in

because society has changed in England as well. The relationship

England as well. The relationship between different countries'

between different countries' between different countries'

results are questioned by academics. results are questioned by academics.

results are questioned by academics. results are questioned by academics.

But what is important is that you But what is important is that you

But what is important is that you But what is important is that you

look at the state of the nation and look at the state of the nation and

look at the state of the nation and the average. It looks as if

the average. It looks as if the average. It looks as if

sometimes we fall back and sometimes we fall back and

sometimes we fall back and sometimes we fall back and

sometimes we go ahead. What is more sometimes we go ahead. What is more

sometimes we go ahead. What is more sometimes we go ahead. What is more

important is to look at the state important is to look at the state

important is to look at the state of the nation itself, our nation

of the nation itself, our nation of the nation itself, our nation

of the nation itself, our nation and what it needs. Alex Massie, a

and what it needs. Alex Massie, a and what it needs. Alex Massie, a

and what it needs. Alex Massie, a prism you do not dispute the idea

prism you do not dispute the idea prism you do not dispute the idea

that the education in system has that the education in system has

that the education in system has overtaken us. At all the evidence

overtaken us. At all the evidence overtaken us. At all the evidence

overtaken us. At all the evidence supports this. You have had a 15

supports this. You have had a 15 supports this. You have had a 15

year programme, going back to year programme, going back to

year programme, going back to Kenneth Baker when he was Education

Kenneth Baker when he was Education Kenneth Baker when he was Education

Minister back in the 1990s and Minister back in the 1990s and

Minister back in the 1990s and began work on city technical

began work on city technical began work on city technical

colleges and then developed by at colleges and then developed by at

colleges and then developed by at Andrew Adonis and now Michael

Andrew Adonis and now Michael Gove's Conservative reforms with

Gove's Conservative reforms with Gove's Conservative reforms with

Gove's Conservative reforms with three schools and so on. You have

three schools and so on. You have three schools and so on. You have

had governments from both parties had governments from both parties

had governments from both parties who have grasped the nettle of

who have grasped the nettle of who have grasped the nettle of

educational reform and net a educational reform and net a

transformation in attitude and transformation in attitude and

expectation for English schools, expectation for English schools,

expectation for English schools, expectation for English schools,

and it is expectation that is the and it is expectation that is the

biggest driver of increasing biggest driver of increasing

biggest driver of increasing standards. In Scotland we have

standards. In Scotland we have standards. In Scotland we have

blocked reform, by and large. blocked reform, by and large.

blocked reform, by and large. strikes me that one thing about

strikes me that one thing about strikes me that one thing about

strikes me that one thing about this English system and I may be

this English system and I may be this English system and I may be

this English system and I may be wrong, is that you can have this

wrong, is that you can have this wrong, is that you can have this

approach of Met 1000 flowers bloom approach of Met 1000 flowers bloom

approach of Met 1000 flowers bloom and do different things in

and do different things in and do different things in

different areas, but what seems different areas, but what seems

different areas, but what seems common thread in this system is

common thread in this system is common thread in this system is

common thread in this system is that you do what you want, but if

that you do what you want, but if that you do what you want, but if

your school does not performed your school does not performed

your school does not performed measurably to metrics that we will

measurably to metrics that we will measurably to metrics that we will

be looking at very closely, bad be looking at very closely, bad

be looking at very closely, bad things will happen to its

things will happen to its things will happen to its

things will happen to its management. No that is what we do

management. No that is what we do management. No that is what we do

not seem to have in Scotland. not seem to have in Scotland.

Diversity, choice and competition Diversity, choice and competition

Diversity, choice and competition Diversity, choice and competition

drive up standards. To say that we drive up standards. To say that we

cannot improve education without cannot improve education without

cannot improve education without cannot improve education without

looking at a whole of society as looking at a whole of society as

looking at a whole of society as though there is some unified

though there is some unified sociological educational theory

sociological educational theory sociological educational theory

sociological educational theory that will produce some sort of Big

that will produce some sort of Big Bang explosion in educational

Bang explosion in educational Bang explosion in educational

improvement is really ducking the improvement is really ducking the

improvement is really ducking the issue. If you want to improve

issue. If you want to improve issue. If you want to improve

schools, you set schools free and schools, you set schools free and

Apology for the loss of subtitles for 101 seconds

schools, you set schools free and What we are saying about many of

What we are saying about many of What we are saying about many of

What we are saying about many of these goals is they are not failing

these goals is they are not failing these goals is they are not failing

these goals is they are not failing schools. -- the is a schools.

schools. -- the is a schools. schools. -- the is a schools.

schools. -- the is a schools. aware you make the distinction is a

aware you make the distinction is a aware you make the distinction is a

aware you make the distinction is a IOUs in League Tables -- comb way

IOUs in League Tables -- comb way IOUs in League Tables -- comb way

you make that distinction is by you make that distinction is by

you make that distinction is by you make that distinction is by

using the league tables. We need to using the league tables. We need to

using the league tables. We need to intervene and change the management,

intervene and change the management, intervene and change the management,

intervene and change the management, take it out of the hands of local

take it out of the hands of local take it out of the hands of local

authority. They are things they authority. They are things they

authority. They are things they authority. They are things they

have done. Give it to a private have done. Give it to a private

have done. Give it to a private company to run. None of these

company to run. None of these company to run. None of these

things and reflected in your report. things and reflected in your report.

things and reflected in your report. There are many examples of schools

There are many examples of schools There are many examples of schools

in England that have had the in England that have had the

in England that have had the management played out, new people

management played out, new people management played out, new people

Patane, have sometimes had success Patane, have sometimes had success

Patane, have sometimes had success and then degenerated Again.

and then degenerated Again. and then degenerated Again.

average, it is working in England. average, it is working in England.

average, it is working in England. On average, I disputed it is

On average, I disputed it is On average, I disputed it is

On average, I disputed it is working in the way it has been

working in the way it has been working in the way it has been

described in England. The most described in England. The most

described in England. The most successful feature in England is

successful feature in England is successful feature in England is

what has happened in London. They what has happened in London. They

what has happened in London. They pushed that has come from aspiring

pushed that has come from aspiring pushed that has come from aspiring

recent immigrant families, who in recent immigrant families, who in

recent immigrant families, who in many cases constitute a large

many cases constitute a large many cases constitute a large

proportion of the school population, proportion of the school population,

proportion of the school population, proportion of the school population,

there is not much to be learned there is not much to be learned

there is not much to be learned from that for Scotland. Somebody

from that for Scotland. Somebody from that for Scotland. Somebody

pointed out there that this change pointed out there that this change

pointed out there that this change about the poorer students in London,

about the poorer students in London, about the poorer students in London,

about the poorer students in London, that has happened over 10 years. I

that has happened over 10 years. I that has happened over 10 years. I

that has happened over 10 years. I have been to some of the schools in

have been to some of the schools in have been to some of the schools in

London, where there had primary London, where there had primary

London, where there had primary classes were almost nobody spoke

classes were almost nobody spoke classes were almost nobody spoke

English and they have turned that English and they have turned that

English and they have turned that around. It is not about having

around. It is not about having around. It is not about having

immigrant children, it is what they immigrant children, it is what they

immigrant children, it is what they immigrant children, it is what they

have done about that. A lot of good have done about that. A lot of good

have done about that. A lot of good things were done. The presence of

things were done. The presence of recent immigrants is

recent immigrants is extraordinarily important. That

extraordinarily important. That extraordinarily important. That

extraordinarily important. That extraordinarily important. That

case was put to me by a London head case was put to me by a London head

case was put to me by a London head case was put to me by a London head

teacher. A I worry when you talk teacher. A I worry when you talk

averages. People were not averages. People were not

averages. People were not averages. People were not

interested in averages four * A it interested in averages four * A it

interested in averages four * A it interested in averages four * A it

is something we can measure. -- i is something we can measure. -- i

is something we can measure. -- i Wawrinka Utoeya Kapoor Alford the

Wawrinka Utoeya Kapoor Alford the Wawrinka Utoeya Kapoor Alford the

Jews. People were not interested in Jews. People were not interested in

Jews. People were not interested in averages. A parent will take into

averages. A parent will take into averages. A parent will take into

averages. A parent will take into account a range of things when they

account a range of things when they account a range of things when they

put their child into this call. put their child into this call.

put their child into this call. They will look for high performance

They will look for high performance They will look for high performance

in examination results, skills for in examination results, skills for

in examination results, skills for Employment, all of these things.

Employment, all of these things. Employment, all of these things.

Employment, all of these things. do know see how that is relevant to

do know see how that is relevant to do know see how that is relevant to

how we get Scotland schools to how we get Scotland schools to

how we get Scotland schools to perform better. It is useful to

perform better. It is useful to perform better. It is useful to

talk about that. You're trying to talk about that. You're trying to

talk about that. You're trying to get us to talk about England

get us to talk about England get us to talk about England

education, and we would like to education, and we would like to

talk about Scottish education. talk about Scottish education.

Scottish's -- Scotland's education Scottish's -- Scotland's education

Scottish's -- Scotland's education system is not in crisis. It

system is not in crisis. It system is not in crisis. It

performs well, but it is not performs well, but it is not

performs well, but it is not improving fast enough. It is in

improving fast enough. It is in improving fast enough. It is in

danger of being overtaken. We are danger of being overtaken. We are

danger of being overtaken. We are saying they ran and number of

saying they ran and number of saying they ran and number of

saying they ran and number of things we must do. One of these is

things we must do. One of these is things we must do. One of these is

indeed, as you were suggesting, indeed, as you were suggesting,

indeed, as you were suggesting, Npower schools. Allow them to

Npower schools. Allow them to Npower schools. Allow them to

Npower schools. Allow them to diverge. I was saying you hold them

diverge. I was saying you hold them diverge. I was saying you hold them

diverge. I was saying you hold them to account as well. A when schools

to account as well. A when schools to account as well. A when schools

were failing in England, they were were failing in England, they were

were failing in England, they were taken a lot of local authority

taken a lot of local authority taken a lot of local authority

control. A Alex Massie. I think control. A Alex Massie. I think

control. A Alex Massie. I think there is a lot of mealy-mouthed

there is a lot of mealy-mouthed there is a lot of mealy-mouthed

talk about education in Scotland. talk about education in Scotland.

talk about education in Scotland. talk about education in Scotland.

You are not allowed to make a You are not allowed to make a

You are not allowed to make a comparison with what is happening

comparison with what is happening comparison with what is happening

in England. Anything which shows in England. Anything which shows

in England. Anything which shows the schools in Scotland at a

the schools in Scotland at a the schools in Scotland at a

comparative disadvantage, it is not comparative disadvantage, it is not

comparative disadvantage, it is not fair to make this comparison. The

fair to make this comparison. The fair to make this comparison. The

fair to make this comparison. The fact of the matter are as Keir

fact of the matter are as Keir fact of the matter are as Keir

Bloomer said, if you accept Bloomer said, if you accept

Bloomer said, if you accept Scottish education is not in crisis

Scottish education is not in crisis Scottish education is not in crisis

yet, it is presently just about yet, it is presently just about

yet, it is presently just about yet, it is presently just about

good enough, but not as good as it good enough, but not as good as it

good enough, but not as good as it good enough, but not as good as it

could be or as good as everybody could be or as good as everybody

could be or as good as everybody could be or as good as everybody

would like it to be. The reasons would like it to be. The reasons

would like it to be. The reasons would like it to be. The reasons

need to be addressed. I it argues need to be addressed. I it argues

need to be addressed. I it argues the dead hand of local authority

the dead hand of local authority the dead hand of local authority

the dead hand of local authority control is a serious part of the

control is a serious part of the control is a serious part of the

problem. We can measure absolute problem. We can measure absolute

problem. We can measure absolute failure. The gold standard of

failure. The gold standard of failure. The gold standard of

Scottish education is five passes Scottish education is five passes

Scottish education is five passes Scottish education is five passes

Scottish education is five passes at A to C. 12 per cent of state-

at A to C. 12 per cent of state- at A to C. 12 per cent of state-

educated pupils in Scotland reached educated pupils in Scotland reached

educated pupils in Scotland reached that. 12 per cent. That figure

that. 12 per cent. That figure that. 12 per cent. That figure

that. 12 per cent. That figure drops to seven per cent in Glasgow.

drops to seven per cent in Glasgow. drops to seven per cent in Glasgow.

drops to seven per cent in Glasgow. All right. We are running out of

All right. We are running out of All right. We are running out of

All right. We are running out of time. I want to go round you all

time. I want to go round you all time. I want to go round you all

time. I want to go round you all briefly. If there was one thing in

briefly. If there was one thing in briefly. If there was one thing in

your report to you would like your report to you would like

your report to you would like implementing right now, what would

implementing right now, what would implementing right now, what would

implementing right now, what would it be? The most important thing is

it be? The most important thing is it be? The most important thing is

empowering action at school level. empowering action at school level.

empowering action at school level. Encouraging schools. All right. If

Encouraging schools. All right. If Encouraging schools. All right. If

there was one reform you wanted, there was one reform you wanted,

there was one reform you wanted, what would it be? Improving the

what would it be? Improving the quality of individual teachers.

quality of individual teachers. quality of individual teachers.

Alex Massie? State schools free.In Alex Massie? State schools free.In

Alex Massie? State schools free.In Alex Massie? State schools free.In

terms of control, who can run them? terms of control, who can run them?

terms of control, who can run them? Yes. Remove local authorities.

Yes. Remove local authorities. Yes. Remove local authorities.

Yes. Remove local authorities. have to leave it there. Thank you

have to leave it there. Thank you have to leave it there. Thank you

very much. A quick look at very much. A quick look at

very much. A quick look at tomorrow's front pages. Most Harlee

tomorrow's front pages. Most Harlee tomorrow's front pages. Most Harlee

tomorrow's front pages. Most Harlee Dean with Vicky Pryce. -- most are

Dean with Vicky Pryce. -- most are Dean with Vicky Pryce. -- most are

leading with Vicky Pryce. The leading with Vicky Pryce. The

leading with Vicky Pryce. The The Guardian. Nick Clegg denying

The Guardian. Nick Clegg denying The Guardian. Nick Clegg denying

cover up claim as Vicky Pryce faces cover up claim as Vicky Pryce faces

cover up claim as Vicky Pryce faces cover up claim as Vicky Pryce faces

jail. The Times has the same story. jail. The Times has the same story.