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Displaying 1912 contributions
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
Thank you for that clarification.
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
The consequences of this seem pretty clear. The attainment gap between the richest and the poorest increased. The performance gap between state schools and private schools increased. The gap between disabled students and non-disabled students increased. Do you not feel that those are the consequences of the issue that we have just been discussing?
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
There was significant upset among staff. I have spoken with trade unions, which have said that staff were upset by the announcement and the way that it was welcomed by the organisation’s leadership. Is it fair to say that?
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
I appreciate that.
Given some of the previous questioning, I am a little worried about the distance from Government and the extent to which some of the advice and expertise that can be drawn on—which, as you rightly reflect, is so important to the education system—is independent.
I want to look forward a little to next year, if I can, to pull everything together with regard to the plans that you have set out. In my view, the guidance that was issued on 15 September was lacking detail and clarity. I recognise the context in which everyone is operating, but young people and teachers need clarity. That has come through very strongly in the evidence that we have heard from young people—there was a complete lack of clarity last year and even less the year before, so we are looking for more clarity this year.
In particular, the guidance sets out that, if mitigations to exams are needed, those decisions will be left until March next year. It does not set out any detail on what criteria those decisions will be made on, so any comment on that would be useful.
In addition, it does not say whether decisions will be made pupil by pupil, school by school, council by council or Scotland wide. At what level will the approach be decided? Will disruption be experienced differently by pupils? We need more clarity on that, so it would be helpful if you could give us some comment and provide clarity for those young people.
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
I am interested in some of the questions about form and function, as you have put it. We all know about the very important job that the SQA has to do over the coming year, and the pandemic challenges remain vast for the education system.
Fiona Robertson, on 21 June, you issued a statement that welcomed the announcement that your organisation was going to be scrapped. Did you consult the SQA’s staff before you issued that statement?
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
But it increased this year, under this model.
Education, Children and Young People Committee
Meeting date: 29 September 2021
Michael Marra
However, we are interested in the model and how it was applied. That is what members are getting at. It is clear from the data that the gaps increased. How do you account for the increase between the two models—those in 2020 and 2021?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Michael Marra
I am sure that the universities would talk about the cap on student numbers that the Scottish Government put in place. Seamus Searson and Tara Lillis, do you have comments on these issues?
Education, Children and Young People Committee
Meeting date: 22 September 2021
Michael Marra
But there is a cohort of kids now and from the previous year who feel that the system has not served them well and that those exceptional circumstances have not been taken into account.
10:30Education, Children and Young People Committee
Meeting date: 22 September 2021
Michael Marra
All of that is useful and, when we consider the design of the 2022 system, those broader impacts must be part of it. It cannot just be about the assessment model; it has to be about the reality of what teachers are facing in the classroom and the circumstances that those young people face.
My final question is about the low number of appeals. Mr Flanagan said that most pupils seem to be satisfied, but I have had representations from a significant number of pupils from across both cohorts—those who got results last year, under the algorithm, and those who got theirs this year, under the alternative certification model—and they are greatly concerned that exceptional circumstances were not accepted in their appeals. So many people faced exceptional circumstances. Should they have been included in the appeals process, and should they be included in the future? I am not too interested in additional information, because I know that provision was made for that to come through in September. That is mentioned in some of the written submissions. I am talking about the exceptional circumstances that were faced.