Given the recent adverse weather conditions the SSTA calls on Scottish Government, local authority employers and independent school management to make careful scrutiny of their policies on adverse weather.  Such scrutiny should involve answering the key question of what circumstances merit the closure of schools on the basis of “better safe than sorry”.

Alan McKenzie, Acting General Secretary said today “Many people will have viewed with some horror the widely distributed news picture of the overturned tanker in West Lothian involving the tragic death of the tanker driver.  What will not be known is that one of the motor vehicles upon which the tanker overturned was driven by a member of the SSTA anxiously driving to his school.  Our member’s escape from this tragedy was lucky.  However, we believe that there is excessive pressure on Councils to keep schools open when closure would be the safer option.  We need some pragmatic decision making process where, in circumstances of obvious danger, schools can be shut and the workforce kept safe without the threat of losing pay.  Teachers can perform key functions at home and employers can ensure this.  It is perhaps stating the obvious but, the safety of the workforce must take precedence over the fear of announcing that a school has closed due to abnormal weather conditions.

For further information contact:-

Alan McKenzie

Acting General Secretary

0131 313 7300

Scotland’s two largest teaching unions, the Educational Institute of Scotland (EIS) and the Scottish Secondary Teachers’ Association (SSTA) have noted today’s publication of PISA testing data but urged caution in how this data is viewed.  Both unions believe that, while the PISA data offers some interesting areas for debate, its worth in measuring the value of any country’s education system is limited.

The EIS and the SSTA urge the Scottish Government and Opposition Parties to glance briefly at this data but continue to concentrate on the development of meaningful curriculum reform in Scotland aimed at the creation of a fair and just society.

Commenting, EIS General Secretary Larry Flanagan said, “While this report seeks to measure performance in school education there are significant questions over the testing methods used to gather data and the degree to which like is being compared with like. The circumstances in different countries vary widely, and individual nations take significantly different approaches to education in terms of how schools are organised, funded and run.  There is also concern that, in some countries, a heavy emphasis is placed on preparing pupils to perform well in these tests specifically to boost PISA rankings.  In Scotland, we have rejected this damaging ‘league-table’ approach which focuses on measuring performance in certain narrow areas of the curriculum.  Our focus continues, through the Curriculum for Excellence, to provide a broad educational experience that offers all pupils the chance to reach their full potential.  Also interesting to note in the findings is the clear identification of the impact of poverty on educational performance, and also a strong link between high levels of investment in teacher pay and highly ranked educational performance.”

The Acting General Secretary of the Scottish Secondary Teachers’ Association, Alan McKenzie, commented, “These studies have become little more than an invitation to beat ourselves up unnecessarily. While the scale of the exercise is immense given the number of nations involved the scope is limited.  The focus only on narrow performance outcomes in three areas merely encourages certain nations to concentrate on the rapid ascent of the league tables without reference to the wider exercise of good educational practice.  Yet again we are reminded of the need to measure what is valuable not value what is measurable.  Even before the results were publicised the Coalition and Opposition parties south of the border have become engaged in a blame game, point scoring exercise.  In this country we should be more measured and remember that some of the nations whose improvement has been, on the face of it, good enjoy an unenviable record on human rights.  While we would not wish to ignore this data, let us keep Scotland’s eye on the ball.”

Further information from:

Alan McKenzie (Acting General Secretary, SSTA), tel 0131 313 7300

Brian Cooper (Head of Communications, EIS), tel 0131 225 6244

Today the Scottish Secondary Teachers’ Association condemned the continuing complacency of Scottish Government towards the problem of indiscipline in Scottish schools. The Association called for a re-calibration of the extent of the problem and the resumption of the co-ordinated and government directed action that followed the publication of Better Behaviour Better Learning in 2001.

The Scottish Secondary Teachers' Association today expressed alarm at the reported crisis in providing supply cover in many local authorities. The Association has taken note of the reports in some quarters indicating that classes have been split up, doubled up and only supervised in significant numbers in Assembly areas thus being deprived of appropriate opportunity for learning and teaching. It has even been reported that network staff whose purpose is to support the most vulnerable of our young people are being drafted in to provide supply cover.

Today the SSTA joined colleagues in other Trades Unions to condemn the launch of a consultation on proposed increases to contribution rates for Scottish teachers' pension scheme.

The SSTA today announced that it is conducting a survey of local authority and independent schools acceptance of liability for injury sustained by employees in untreated car parking areas in schools. The Association is concerned that there are an alarming number of cases of injury being reported and the number of cases being pursued by the Association reflects this.

Today the SSTA expressed concern about the proposal to include as mandatory a list of Scottish text in the English Curriculum in Scottish Schools. Alan McKenzie Acting General Secretary said “a significant number of our members have contacted us questioning from whom this policy emanated and seeking clarification on its purpose. It seems surprising that such exhortation is necessary since English Curriculum in most schools include a significant number of Scottish texts. It would be interesting to identify just what the true extent of the problem is at the moment it is unclear.

For further information contact:-

Alan McKenzie

Acting General Secretary