HC Deb 03 November 1998 vol 318 cc666-8
4. Mr. Nick St. Aubyn (Guildford)

If he will make a statement on progress towards implementing the new Higher Still exams. [56104]

The Minister for Education, Scottish Office (Mrs. Helen Lid dell)

The Government are committed to re-establishing Scotland as a world leader in education. As part of the agenda to raise standards in schools and levels of achievement, the Government are committed to the start of the Higher Still programme by August 1999. The Government recognise the professional concerns of teachers and we have responded vigorously to those concerns. Funds of more than £24 million have been committed to support classroom teachers, on top of the £20 million already invested centrally to ensure that the start of Higher Still is a success.

We have also approved an extra two in-service days for Higher Still training and provided an unprecedented amount of national training, support materials, assessment exemplars and information leaflets, and a telephone helpline for teachers.

Mr. St. Aubyn

Given that the new access intermediate 1 and 2 courses will be phased in over three to five years, why has not the Minister taken the trouble to introduce the Higher Still exams over a phased period? Is not the truth that she would rather spend her time playing party politics for the Scottish Labour party?

Mrs. Liddell

Oh dear, Madam Speaker! I am glad that the people of Guildford are taking such an interest in Higher Still, but perhaps I can pass on some accurate information. The introduction of Higher Still is phased. It has been delayed twice. The hon. Member for Guildford (Mr. St. Aubyn) is shaking his head; I doubt whether he even knows what Higher Still is.

The phasing of Higher Still is designed to ensure that, in the upper years of Scottish secondary education, we widen the opportunities for young people of all abilities so that they learn certain key core skills. Those with special educational needs can do highers at access level and those who are very able can do advanced highers that prepare them for university. Higher Still, which began in 1992, is a phased programme, as it should be because it is one of the most radical changes in Scottish education for many years.

I have been conscious of teachers' anxieties, and with my right hon. Friend the Secretary of State, I met the Educational Institute of Scotland. [HON. MEMBERS: "Come on."] Conservative Members are yawning because they do not find the subject interesting. I am today inviting the Educational Institute of Scotland to participate in a liaison group that will consider further phasing where there is explicit proof that exceptional difficulties exist in a specific subject or in named schools. Any request for additional phasing must have the support of the head teacher and the local authority. [HON. MEMBERS: "This is taking for ever."] Although Conservative Members may not be interested, parents and teachers in Scottish schools are extremely interested.

Mr. Tony Worthington (Clydebank and Milngavie)

Does my hon. Friend share my amazement at the comments of the hon. Member for Guildford (Mr. St. Aubyn) about Higher Still? The problems with the higher levels of Scottish education were identified at the beginning of the 18 years of the previous Government. It is only now that a vigorous programme to modernise the curriculum is being introduced. Does my hon. Friend share my concern about how long it takes to introduce major changes in the Scottish curriculum? It has taken many years, and there is a danger that a long time may pass before changes are introduced to deal with a problem that has been identified.

Mrs. Liddell

My hon. Friend makes a valid point. The route to Higher Still began in 1992, which is why it is not acceptable to the Government further to delay its implementation. My hon. Friend is right also to draw attention to the lamentable performance of the previous Government, who for 18 years downgraded Scottish state education. This Government are determined to ensure that Scottish state education returns to its rightful place as a world leader. That is how we shall modernise Scotland and raise standards and achievement in Scottish schools.

Mr. Andrew Welsh (Angus)

In view of Scottish teachers' low morale and increased work load, will the Minister now repudiate the Daily Record headline which referred to Labour's war on teachers? Surely this negative attitude must be replaced by co-operation with the teaching profession, which understands the problem and offers the only means of delivering for Scottish education. The Minister's liaison group comes rather late in the day; such action should have been taken much earlier.

Mrs. Liddell

I greatly welcome the fact that the hon. Gentleman is taking such an interest in education; perhaps we shall soon hear some education policies from his party. The teaching profession has welcomed Higher Still, and I share the profession's commitment to it. My main priority is to raise the standards and levels of achievement of the children in Scotland's schools. That is the aim of all those who are properly concerned about Scottish education, unlike the hon. Gentleman's party which seems committed to the dumbing down of Scottish education.

Mr. Donald Gorrie (Edinburgh, West)

What the Minister says is encouraging, in as far as it goes, since the Government have averted a possible conflict with the teachers' organisations. I hope that the Minister will continue to show some sensitivity towards the problems outlined by teachers, especially modern language teachers, who cannot understand why modern languages are not a core subject for Higher Still. As the Minister knows from other correspondence, many English teachers are very concerned about the content of the syllabus. Will she treat sympathetically those genuine concerns?

Mrs. Liddell

I am happy to tell the hon. Gentleman that I will indeed take these matters on and treat them sympathetically. I know of his interest in them. I am anxious that the guidelines for modern language teaching should be improved. HMI's report has shown that, in many instances, teachers were unclear about what the guidelines recommended, which suggests that the guidelines themselves were not sufficiently clear. As for the introduction of Higher Still in English, I have taken on board some of the points made by teachers who had professional concerns, especially about assessment. We have therefore altered the arrangements for the assessment of English. I hope that Higher Still will be introduced in August 1999. Indeed, the Government are committed to that, and I look forward to Scottish education returning to its rightful place as a world leader.