Seòmar agus comataidhean

We had a discussion with the previous panel about the purpose and role of sixth year. I do not know whether you caught any of the discussion, but Dr Bloomer was reflecting that sixth year has evolved as an experience for learners, and he said that it is probably in a better place than it was previously. He noted that there is a range and depth to the experience that did not exist many years ago. Dr Bloomer argued that, if we have four-year degrees plus a sixth-year experience, there may be a need for better synergy. Is it your view that we need to look at reform of the very senior phase, if I can use that expression? I ask Kirsty Ayed to respond first, as she is engaged with school life.

That is interesting. Two decades ago, a sixth-year student who shall remain nameless had exactly that experience in that he received an unconditional offer midway through the year. He was doing two advanced highers that he did not require, and he was also head boy, which took up his time. Many of us around the table who experienced sixth year, even if it was two decades ago, would probably say the same thing. It is interesting that Dr Bloomer felt that it had advanced, but perhaps it has stagnated. Is it fair to say that?

I appreciate that other panellists want to come in. We will have a framework review of universities, which will focus on structural issues, predominantly funding. Do you think that it will be important for many of the people we are speaking to in the meeting to be part of that conversation? If we are going to look at all the issues and put them on the table, does this conversation have to be part of that?

There is a lot of merit in it, given the development opportunities that we now afford young people in sixth year and the experiences that they have, which we know to be very important in that wider context. It is not all about preparing people for university, because not everyone goes.

Based on what you said, Professor Hayward, could we focus a lot more on the transferable skills that people will require for the next stage of their journey? Is it your sense that sixth year could be used more meaningfully—not only to provide the qualifications that enable someone to move to the next phase, but also to prepare them for life more broadly?

I will follow on from the point about teachers’ views of the curriculum improvement cycle. We have heard a lot this morning about what teachers feel that they need in order to engage properly, and we have covered in detail the point about INSET days and so. However, I have spoken to some teachers who feel some trepidation about ensuring that we get this right. I spoke to a number of religious, moral and philosophical studies teachers, particularly about the Es and Os and some of the challenges in the denominational and non-denominational sectors. There is a sense of anticipation about the opportunity but also some trepidation. Does Mr Harvey want to reflect on that and say what more we can do to give confidence to rank-and-file teachers about their role in this?

Do you think that teachers are scunnered?

Does anyone else want to offer a reflection on any of that?

We must also reflect on the work of college partners, as well as Professor Hayward’s work, because we do not want to exclude that from the broader conversation. Perhaps Professor Hayward will comment on that, but do you want to comment first, Donna?

:Given that you have been in your current role for, I think, four years and you have extensive experience beyond that, were you surprised that there had not been that level of work prior to November and prior to pulling together those proposals, which seemed quite quick and rushed to some of us? Were you surprised that that work had not been on-going among the four inspectorates?

:Thanks, Mr Naylor. That is useful for the committee’s consideration. I do not want to do a disservice to the work that has been done because we are making progress, which is important, and you have clearly done work previously.

I will pivot to Bill Kidd’s line of questioning. We heard that there are cross-border issues that the various agencies are working on. Will you expand on where the interaction is happening? Is there a particular issue in terms of large urban centres? In the city of Glasgow, for example, there are known issues around the transport network in and around Central station. What interaction is happening on that?

I heard Professor Jay mention that there was a particular cross-border issue between Ireland and the north of England at one point. I am interested to know whether there is a similar issue with the proximity of Northern Ireland to Scotland in relation to trafficking and other such issues. What interaction would Police Scotland have with the port of Cairnryan, for example, which is the major link? What does the issue look like in a Scottish context? Is it a predominantly urban issue in and around transport hubs?