Jenny Gilruth
Scottish National Party · Scotland
“I thank Pam Gosal for bringing this debate to Parliament and for sponsoring the recent round-table discussion on the topic, which I was pleased to attend, along with colleagues from across the Parliament. There is now a growing consensus on the issue.”
“Back in 2024, the Government published updated national guidance in which I was clear that any headteacher would have my full backing as Cabinet Secretary for Education and Skills should they see fit to implement a ban, but that decision was ultimately left to headteachers’ discretion.”
“As a result of Parliament’s close scrutiny, I believe that we have produced a stronger bill that is consistent with the initial intentions behind it.”
“I thank Daniel Johnson for his commitment in bringing forward the legislation on restraint and seclusion that is before us today. I applaud his approach to working with the Government and I encourage more such good behaviour in the coming parliamentary session.”
“The Education, Children and Young People Committee’s stage 1 report and members’ speeches in the stage 1 debate highlighted clear support for the bill’s general principles.”
“That principle, which underpinned the national guidance that was issued in 2024, remains central today. The Scottish Government’s original intention was to conclude the review of our 2024 guidance before determining whether legislation was required.”
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“The SFC will continue to support the university in its development of a robust and deliverable recovery plan, which leverages commercial lending. However, there remains a liquidity gap. Dundee university estimates that gap to be in the region of between £45 million and £60 million across the next two academic years. That figure is also likely to be impacted by progress at the university to reduce expenditure and stabilise income. Colleagues will understand that that figure requires to be further interrogated by the Scottish Funding Council. The SFC has been advised by Dundee university that, although this is not an immediate cash need, it will need to be addressed before the end of the current financial year.”
“The use of that power is unprecedented and has been made necessary by the exceptional circumstances at the university, as set out in the findings of the Gillies report, which recounts “poor financial judgement ... and weak governance”. However, the process as set out allows for ministers to target a direct settlement to the University of Dundee, and to place specific conditions on that funding in this unprecedented set of circumstances. I can confirm, therefore, that the Scottish Government will provide funding in principle of up to £40 million over two academic years, or three financial years, via the Scottish Funding Council, to support the University of Dundee. That funding is subject to further due diligence prior to any expenditure occurring.”
“In normal circumstances, decisions on the allocation of funding to individual institutions are, quite rightly, the responsibility of the SFC. However, this is a unique and unprecedented set of circumstances that requires a unique and unprecedented response. Where there has been the appearance of financial mismanagement at an institution, Scottish ministers are obliged to consider whether it is necessary or expedient to issue a direction to the SFC about the provision of financial support. Subject to the public value test that I have set out today, Scottish ministers consider that it is both necessary and expedient for a direction to be issued to the SFC under section 25 of the Further and Higher Education (Scotland) Act 2005.”
“That must be achieved through the delivery of a sustainable, long-term recovery plan in which public financial support will work alongside commercial and private investment to ultimately end reliance on extraordinary public funding. To that end, ministers are keen to see progress at pace from the university to deliver that plan. We will, accordingly, develop appropriate conditions for the funding, working closely with the SFC, and only when that plan is in place will funding be released. The university’s journey towards immediate and longer-term sustainability will continue to be supported by the on-going work of the strategic advisory task force, chaired by Sir Alan Langlands, which is expected to complete its work in July. Members understand that our universities are independent and autonomous institutions.”
“I make it clear that this is not about rewarding failure, but about responding to an unprecedented and unique situation that threatens much of what we hold dear in our university sector: students’ futures; Dundee university’s contribution to health and other sectors; the vitality of our communities; and the profound impact that the university has on the wider city region. Colleagues will recall the announcement earlier this year of £25 million from the Scottish Government to the sector, of which £22 million was directed by the Scottish Funding Council to the University of Dundee. The Scottish Government is determined to do everything that we can to secure a positive future for Dundee university.”
“Professor Gillies notes that there were inconsistencies and gaps in the information reported to the university’s executive group, finance committee and court. However, information was produced which, with appropriate challenge, should have signalled warnings from March 2024, if not earlier. Although many of the recommendations are, quite rightly, a matter for Dundee university to respond to, ministers have already held early discussions with the Scottish Funding Council to consider what more we might seek to do to strengthen governance in our institutions. It is right that we do that, given the public interest in our universities. With that in mind, I turn to the actions that the Scottish Government is taking to support the university at this difficult time.”
“The overall themes include a breakdown in governance and processes at a leadership and court level, as well as a culture that did not cultivate openness and challenge; issues with financial management, reporting and oversight; and missed opportunities to raise and respond to a worsening financial situation. Professor Gillies outlines that, although the Scottish Funding Council’s financial memorandum and code of good higher education governance in Scotland are fit for purpose, and that the university was obliged to comply with them, it did not do so. The code provides a framework for effective management and governance arrangements, but the university failed to operate effectively in practice.”
“I put on record my gratitude to the wider sector and to Universities Scotland for their collaborative efforts in supporting the University of Dundee. Turning to the Gillies review, I sincerely thank Professor Pamela Gillies and her investigation team for the robust report that has been produced. I thank everyone who gave evidence to the review and I extend my gratitude for a thorough and insightful report that has uncovered the events leading to this situation. Indeed, there is much detail in the report alongside important recommendations for the university to consider.”
“Before we can move forward to secure that future, the university must respond to the urgent and clear conclusions of Professor Pamela Gillies’s report on financial oversight and decision making at the University of Dundee. We have already seen individuals at the university take decisive action, with changes at a senior level being announced last week. That is welcome, and it must be the start of a process not just to appoint fresh leadership but to restore confidence among staff. I am encouraged that Professor Nigel Seaton, formerly principal of Abertay University, will take on the role of interim principal on a short-term basis, and Ian Mair, who is deputy chair of court, will step in as interim chair of court. Elections will, quite rightly, take place for a new chair of court over the summer.”
“Scotland’s universities are anchor institutions in our communities, acting both locally and globally. Put simply, they are woven into the very fabric of Scotland’s identity. Before I turn to the substantive matters of today’s statement, I acknowledge the deep concern, uncertainty, and distress that many of the staff, students and members of the wider community of the University of Dundee have felt in recent months. I have witnessed that at first hand, having engaged with trade unions directly over recent months and having met with staff at the university’s school of life sciences. At the heart of Dundee university is a community of people who care deeply about the future of the institution. My focus—the focus of this Government—is on ensuring that the University of Dundee emerges from this crisis stronger than ever.”
“On a point of order, Presiding Officer. My app would not connect. I would have voted yes. The Deputy Presiding Officer: Thank you, Ms Gilruth. Your vote will be recorded.”
“That speaks to wider work that we are undertaking on recording and monitoring, which we will publish details on before the end of this term. The bullying and equalities module on the schools management information system— SEEMiS—has a specific recording category for incidents where race was a factor. SEEMiS also enables us to record where racism intersects with other forms of prejudice. As I said, I am more than happy to engage with Mr Choudhury on that point, and I hope that he will take some heart from the updated guidance that we will publish before the end of this term. Doctors and Dentists (Pay Recommendations) 6.”
“Foysol Choudhury: I recently heard the story of Ekta Marwaha, who was forced to remove her daughter, Anisa, from school after months of racist bullying. The incident was reported and an apology was received from the bully, but records were not held, no follow-up work was done and the bullying continued. There are many anti-racist toolkits, but can the cabinet secretary tell me how the Scottish Government is ensuring that they are put into practice? Will she meet me and Ekta to hear directly about the impact of racism on children? Jenny Gilruth: I am happy to give Mr Choudhury an undertaking to meet him and his constituent. We know that, in the post-pandemic period, there are challenges in Scotland’s schools in relation to the recording of racism and other incidents.”
“I am clear that there is no place for racism in our schools. Incidents of discrimination or prejudice must be addressed whenever they arise, and it is important that we are vigilant in challenging any racist behaviour in Scotland’s schools. In November, we published updated anti- bullying guidance, “Respect for All: the National Approach to Anti-Bullying for Scotland’s Children and Young People”, which included guidance on responding to prejudice-based bullying. In the coming weeks, the Scottish Government will publish new guidance for schools on responding to racist incidents, including guidance on recording and monitoring. That has been developed in partnership with the racism and racist incidents workstream of the anti-racism in education programme.”
“I go back to my original point that the request for us to move our approach in relation to that funding came directly from local government, and I note that Mr Marra appeared to welcome that at the time. I am more than happy to have my officials engage with officials in Dundee City Council on the substantive point that I think that the member was making. The Presiding Officer: Question 4 has not been lodged. Racism and Racist Bullying (Schools) 5.”
“In a meeting of the Education and Skills Committee, he said: “We all recognise that what we might call hidden poverty exists in every community”.—[Official Report, Education and Skills Committee, 4 May 2022; c 9.] At another meeting of the committee, he appeared to welcome the shift in funding and said: “It is good that money is now available to local authorities … Fife is up £2 million.”—[Official Report, Education and Skills Committee, 18 May 2022; c 19.] Across the piece, we know that, throughout the duration of the Scottish attainment challenge up to 2024-25, Dundee was allocated more than £43 million in challenge authority and strategic equity funding.”
“Michael Marra: Several constituents have contacted me, as their jobs as health and wellbeing workers in Dundee schools are being cut. Despite years of service, they are set to lose their jobs at the end of this school term. In 2021, when the Scottish National Party did not refresh but cut Dundee’s attainment challenge funding, I warned that the decision would inflict callous cuts on the poorest children in the poorest areas in Scotland. What does the cabinet secretary have to say to my constituents who have provided such vital support to some of the most vulnerable young people in Scotland for a decade now? Will she speak to her colleagues in Dundee City Council and stop these senseless and damaging cuts? Jenny Gilruth: I recall that, in May 2022, Mr Marra made comments in that regard.”
“Since the inception of the Scottish attainment challenge in 2015, Dundee schools have received a total of £86.7 million. In refreshing the Scottish attainment challenge in 2022 to introduce strategic equity funding, the Scottish Government prioritised ensuring that funding was distributed equitably to all 32 local authorities, recognising that poverty exists in every local authority in Scotland. In taking that decision, an equality impact assessment was undertaken and published. The change in distribution, which was developed in close consultation with local government and agreed to by the Convention of Scottish Local Authorities, has taken place over four years, enabling challenge authorities to transition to their equitable share of SEF over time.”
“On a point of order, Presiding Officer. The Presiding Officer: Bear with me for one moment, Ms Gilruth. I am just going to request that your microphone be switched on. If you would like to use Mr Mason’s microphone, that would be helpful. Thank you. Jenny Gilruth: I was unable to connect. I would have voted no. The Presiding Officer: Thank you, Ms Gilruth. We will ensure that that is recorded.”
“I am happy to engage with him on alternatives and what he thinks should be done, but it is not the case that less money is going to our schools—the budget provides extra funding.”
“A new survey by the NASUWT shows that 70 per cent of teachers say that support for ASN pupils has declined over the past five years, with more than a third saying that they rarely receive the financial support that they need to teach ASN pupils properly. That does not come as a surprise to me. Something is going wrong. What is the cabinet secretary going to do to change that? Jenny Gilruth: When I met the NASUWT yesterday, we discussed at length additional support needs, among a number of other matters. Mr Mundell stated that the funding does not match the need, but more than £1 billion of investment was provided in the previous financial year and additional funding was provided in this year’s budget. I must observe that Mr Mundell and his party colleagues did not vote for that budget and the extra funding.”
“Delivery of ASN continues to be a joint endeavour with local authorities, which retain the statutory responsibility for the delivery of education and the responsibility to identify, provide for and review the needs of their pupils. We have provided record investment in additional support for learning, with local authorities spending more than £1 billion in 2023- 24. We have continued to invest £15 million each year since 2020 to help schools to respond to the individual needs of children and young people, and the 2025-26 budget sets out a further £29 million of additional investment for ASN. I have also committed to a cross-party round-table meeting on, and a review of, ASL. Oliver Mundell: The funding that has been set out does not match the need. Today is another day with teachers reportedly being in tears and at breaking point.”
“It is important that we engage on a cross-party basis on that point. Katy Clark also highlighted the point that Mr Ross made about the connection between justice and education. A number of our schools in Scotland have campus police officers. There is, quite rightly, a connection between justice and education—I often invited the police into my classroom to speak to my pupils about the role of law and order in society. I am more than happy to take away Katy Clark’s points. On the action plan, as I said in response to the previous question, further advice will be published in relation to consequences and on violent and aggressive behaviour. The Deputy Presiding Officer: There are a couple of supplementary questions, which will need to be brief.”
“Katy Clark: In a survey conducted among teachers by the NASUWT trade union, eight in 10 respondents said that they had been threatened with a weapon by a pupil in the previous 12 months, and 37 per cent said that they had been assaulted with a weapon. The cabinet secretary has said that the Government is working on guidance. Does she think that the action plan is working? What role does she believe that the police should have in addressing the issue? We are often told that schools are discouraged from contacting the police, even in serious cases. Jenny Gilruth: I thank Katy Clark for raising an important issue. Her question covers a similar theme to that of Roz McCall’s question on the impact of the national action plan, which was launched in August. What I said in response to Ms McCall will also apply to Katy Clark’s question.”
“As I outlined in my previous answer, we are currently implementing our relationships and behaviour national action plan in conjunction with the Convention of Scottish Local Authorities. The plan contains a number of different actions around reducing violence and harm in schools. In addition, since the publication of the violence prevention framework in 2023, we have provided more than £6 million to organisations, including the Scottish Violence Reduction Unit and YouthLink Scotland for its No Knives, Better Lives programme, to deliver a range of prevention and early intervention activity, which includes specific work in our schools. In the coming weeks, we will publish new guidance for schools on consequences and on risk assessments for violent, aggressive or dangerous behaviour.”
“He will also know that the budget provided extra funding to councils such as Fife in relation to teacher numbers and additional support needs. I have to observe that the Labour Party decided to abstain on that budget. The Deputy Presiding Officer: We have a number of supplementary questions. I will try to get them all in.”
“It is clear that contact time for teachers must be reduced, and that we need more additional support needs teachers and more teachers in general in our classrooms, as was promised, and smaller class sizes. Does the cabinet secretary not realise that those are the key actions that need to be taken if we are going to address the issues in our classrooms? Jenny Gilruth: I thank Mr Rowley for raising that important issue in relation to the EIS survey and I look forward to addressing the EIS annual general meeting at its conference in Aviemore tomorrow. The member will know that a key condition of the budget was that substantive progress was made on reducing class contact time. That is absolutely pivotal to creating the headspace that is needed in driving reform.”
“In August, the Scottish Government published a joint action plan with the Convention of Scottish Local Authorities on relationships and behaviour in schools. The first progress report, which set out action that was taken between November 2023 and March 2025, was published at the end of March, and showed that progress has been made against all 20 actions within the plan. In the coming weeks, we will be publishing new guidance, including on the use of consequences, to support schools to foster a positive, inclusive and safe school environment. We will also be publishing new guidance on developing risk assessments for violent, aggressive or dangerous behaviour. Alex Rowley: The headline message this week from an Educational Institute of Scotland survey is that teacher workload is unfair and unhealthy.”
“It would certainly be my expectation that, when a pupil attends an independent school, there should be a discussion with that school on those matters. However, I am happy to take away the point that the member raises today and to engage further on the substance of it in relation to our national guidance and the role of the City of Edinburgh Council as a local authority. First Minister’s Question Time 12:00 Climate Change Committee (Advice) 1.”
“Will the cabinet secretary urgently look at the Scottish Government’s guidance to councils on the issue and, if necessary, provide them with additional resources to ensure universal access to education for all sick children, regardless of where they are normally educated? Jenny Gilruth: I thank Craig Hoy for raising an important issue. To give him some assurance, I can say that my officials have engaged directly with the City of Edinburgh Council on the substance of his remarks today. Although I will not comment on the specific issues, I will reflect on my engagement with officials in relation to our guidance. I should be clear that, at the current time, our national guidance does not make any specific reference to independent schools in relation to charging.”
“Lawrence, the son of two of my constituents, was diagnosed with leukaemia in March and he will not return to the Compass school until the autumn. His parents already pay tax towards state education that they do not use and VAT on school fees. They are required to rent a flat to be near the hospital where their son is being treated. Lawrence has already had the distress of watching other children in his ward receive education that the City of Edinburgh Council provides, but which he cannot access. That is discrimination that cannot be compliant with the Scottish Government’s policy of getting it right for every child, nor with the United Nations Convention on the Rights of the Child.”
“Hospital education services are normally run by the local authority and relevant NHS boards for the area in which the hospital is based, using teachers who are employed by their home local authority. Those services also invite referrals for pupils from independent schools as well as pupils from local authority-run schools in other areas when a pupil is required to stay in hospital for a prolonged period of time. Decisions about the fees to be charged for hospital education services are therefore a matter for local authorities and NHS boards to consider with independent schools as appropriate. Craig Hoy: Sick children who attend independent schools but who are being treated in hospital are being denied access to education unless they pay £115 an hour for teaching that would be free if they went to a state school.”
“On a point of order, Presiding Officer. My app would not connect. I would have voted yes. The Presiding Officer: Thank you, Ms Gilruth. We will ensure that that is recorded.”
“I had a modern studies teacher who used to talk about the light-bulb moment when, in teaching a concept, they could almost see a child understand and develop their knowledge. Our teachers make a difference every day. Post-pandemic, we need to make a concerted effort to celebrate the positive importance of teachers in our schools. That is why, later this year, the Government will introduce a new teacher recruitment marketing campaign to encourage more students to take up a career in teaching. I hope that colleagues across the chamber will be able to support that campaign. We know that, if we are to deliver on reducing class contact time, we need to have more teachers in Scotland’s schools.”
“In Wales, the chief inspector has raised similar concerns about the impact that recruitment is having on the curriculum. We also know that the United Nations has suggested that the Covid pandemic affected public perceptions of teaching. Last year, in its global report on teachers, the UN found that the pandemic had in some ways improved public perceptions of the status of teaching, but, according to the UN, that perceived change was temporary. That global context is important because, in Scotland, our teachers remain the best paid in these islands, with the lowest pupil teacher ratio. However, teaching also needs to be an attractive vocation and people need to feel valued.”
“However, I want to listen today to the challenge from the Opposition and to engage where, collectively, working with local government, we can seek to drive the improvements that are needed in Scotland’s schools. We all know that teacher recruitment is an enabler in driving that improvement, and we know that it is a challenge that is not unique to Scotland. Last week, I was at the Education World Forum in London, where I met fellow education ministers from all over the world. We talked about the issue in their countries, which exists in a range of different subject areas. We know that, in England, in all but one of the past 10 years, the Department for Education has missed its target for those starting secondary school teacher training.”
“I thank Mr Rennie for lodging the motion for debate during Liberal Democrat time. I thought that the story that he set out at the start of his speech was deeply emotional, and I ask him to share details of that case with my office. I would be keen to look into the specifics and see what assistance, if any, my officials and I might be able to provide. I start by recognising and acknowledging the challenges that the motion sets out around teacher recruitment and employment. In concluding, Mr Rennie said that there is not a simple answer, noting the shared responsibilities. It is important that we do not apportion blame but talk about the shared responsibilities that exist in law in relation to how our education system is structured.”
“The member talked about the increase in the figures, and I note the issues in Aberdeen. He will recall that, in late 2023, I was clear in Parliament—and I have been since then—that we want to encourage our staff to report incidents. We know through the behaviour in Scottish schools research that, in the past, there has been a reticence among staff to report. The member raises issues about funding. He will recall that, in 2023, I announced funding of £900,000 to provide support to our staff. Of course, the Scottish Government’s budget provided extra funding for more teachers in our schools and in relation to additional support needs.”
“What resources for councils, schools and other relevant agencies have been budgeted for specifically to deliver the action plan when the consequences section is published? What does the cabinet secretary think the statistics on violence in Scottish schools will be by this time next year, as a result of her plan? Jenny Gilruth: The member raises a number of points. He referenced the NASUWT, which I look forward to meeting at one of my regular bilaterals later today. The issue about impact that he raises is one that I have discussed with him at length. Earlier this year, jointly with Councillor Tony Buchanan from COSLA, I wrote to all directors of education to encourage information sharing and awareness raising with headteachers, because we need the national action plan to help to inform better approaches in our schools.”
“Professional learning on relationships and behaviour has also been developed and is available to staff in schools. Over the next year, we will deliver a number of actions to support our schools and young people and their families. I will give a further update to Parliament on the work on consequences before the end of this term. Liam Kerr: Despite many voices begging the Government to get a handle on the issue and the reams of paper and warm words that we have had, violence in Scottish schools has been rising for years. The cabinet secretary has referred a number of times to the behaviour action plan. That was published 10 months ago, yet the NASUWT states that it is having “little impact”. In fact, the number of pupils being physically abusive and violent in schools has increased in the past 12 months.”
“Between November 2023 and March 2025, we made good progress against all 20 of the actions that are set out in the behaviour action plan. That includes new guidance on addressing gender-based violence in schools, which we know is increasingly challenging, and updated mobile phone and anti-bullying guidance. There has also been enhanced evidence gathering on relationships and behaviour as part of the school inspection process, which the member might recall that I discussed at length in a previous debate. The chief inspector has been leading that work. At the end of an inspection, that feedback highlights key strengths and areas for improvement, which helps to support schools in reflecting on and enhancing their approaches to promoting positive relationships and managing behaviour.”
“Liam Kerr: The violence and abuse in our schools are not new, and they are constant. In the north-east, we have seen truly terrifying examples in recent weeks at Hazlehead and Laurencekirk. Of course, local authorities and COSLA have a role, but solutions that lie at Government level have been proposed by countless people. They were proposed in the debate that I led in March 2024, by the Educational Institute of Scotland in its November 2023 report, and recently by teachers themselves. Which of those Government-level solutions has the Government fully implemented since all those reports were produced? Jenny Gilruth: I thank the member for his interest in the issue. We debated the topic at length when he served in a previous position. On the action that the Government has taken, there has been a range of progress.”
“Scotland’s classrooms should be safe and consistent learning environments for all. In August, the Scottish Government published, with the Convention of Scottish Local Authorities, our joint action plan on relationships and behaviour in schools, which includes actions to reduce violence in schools. The plan is jointly owned with local government, in recognition of the shared legal responsibilities of national and local government. Local government, as the employer of school staff, has responsibility for addressing concerns in specific local authority areas. In the coming weeks, we will publish new guidance to support school staff in responding to behaviour, including the use of consequences. We will also publish new guidance on developing risk assessments for violent, aggressive or dangerous behaviour.”
“There is a variety of measures and action that teachers can take, but, at the extreme, there is the opportunity for teachers to exclude. The pertinent issue that Ms Dowey raises is about the challenge between, on the one hand, an increase in challenging behaviour in our schools, and on the other, exclusion rates that seem to be falling. I have been very clear in my communication in the chamber and in my engagement with schools that we encourage teachers to report incidents as and when they happen and to use exclusion if they see fit. The national action plan, which was updated a few weeks ago, sets out the range of actions that we have taken, but in my statement to Parliament last week, I said that I would come back to Parliament to provide a further update on consequences. I hope that that reassures the member.”
“That violence is disrupting learning, demoralising staff and driving experienced teachers out of the profession. At January’s cross-party summit, young people made it clear that, too often, there are no real consequences for those who are responsible. What immediate action is the Scottish Government taking to protect school staff and ensure that there are real consequences for violent behaviour in our classrooms? Jenny Gilruth: Ms Dowey and I attended the first summit, which was held earlier this year. I found the evidence that we heard from young people and their parents extremely harrowing. We also had a very helpful cross-party discussion about the route forward. The issue of consequences continues to be challenging in our schools.”
“Violence towards pupils or school staff is completely unacceptable. Specific responsibility for addressing concerns rests with local authorities, which are the employers of school staff. In August, we published our action plan on relationships and behaviour in schools, jointly with the Convention of Scottish Local Authorities. The plan set out 20 actions to be taken by 2027, including actions to reduce violence in our schools. Last week, I updated Parliament on the positive progress that has been made so far, including our intention to publish in the coming weeks new guidance to support school staff in responding to behaviour, including the use of consequences. Sharon Dowey: The number of reported assaults and verbal abuse against teachers and support staff in South Ayrshire has nearly tripled since before the pandemic.”
“Education Scotland is working with national organisations, including Tech She Can and Code Club, to promote female role models through live lessons and professional learning for teachers. A successful women in computing event was run last year by St George’s school, which I was pleased to attend. It was held in collaboration with industry partners and involved 500 pupils. We are exploring whether similar events could be offered all over Scotland. In addition, the Government has provided £800,000 to Scottish Teachers Advancing Computing Science to support that organisation in promoting computer science.”
“However, we still seem to struggle to attract the numbers of young people— especially young women—that the industry needs to study computing science and become software developers. Can the cabinet secretary offer some insight into how the Government can help to address that issue and raise awareness among young people of the fabulous careers that are available in software development, the opportunity to work internationally that those careers offer and the very high salaries that can be earned in an industry that is truly world changing? Jenny Gilruth: The member raises a pertinent issue in relation to the gender divide in subject choice in our schools. We have a range of activity under way to support more girls to choose computing science.”
“In 2024, there were 12,049 entries into computing science qualifications at national 4, national 5, higher and advanced higher levels. That represents an increase of 282 entries over the parliamentary session, since 2021. Computing science is only one of the computing and information technology-related courses that are taken by young people in schools, alongside courses such as computer games development, business with information technology, PC passport and cyber security. There were 6,828 entries into those vocational and technical courses in 2024, which was an increase of 2,706 compared with 2021. Willie Coffey: When I graduated in computer science years ago, in 1980, we had some idea of the power of computing and software to change the world for the better.”
“In that regard, I note that a key theme of yesterday’s debate on additional support needs was the need to ensure that there is a more coherent approach to how we support people. I am happy to take that approach and to offer further engagement with Mr Mundell and”