IT is difficult to believe that Ruth Davidson has only now discovered the link between poverty and educational underachievement ("Poorer pupils have less chance of getting top grades needed", The Herald, April 16).
Her call for a "radical overhaul of the education system" surely misses the point. The real issue here is poverty; if the Tories really want to close the achievement gap between advantaged and disadvantaged young people, then the eradication of child poverty must surely be their goal.
It is particularly ironic that as the Coalition Government in London is trying, systematically, to emasculate local government, to target the most disadvantaged families through benefits cuts and to scapegoat the unemployed, the Scottish Conservative Party is suggesting that greater choice of schools and more autonomy for headteachers are the solution. As William McIlvanney put it: "Aloes on nails do not cure a neurosis."
Where I do agree with Ms Davidson is that poorer students are not less able; the fact that the link between poverty and underachievement still exists in the 21st century is scandalous. But her proposed solution -- the reorganisation of schools along Govian lines, with "greater choice for parents in selecting the type of schools for their child to attend" - is not the kind of radicalism which will find favour in Scotland.
Instead, we need an overhaul of the economy, with high-quality jobs paying a living wage, with a commitment to supporting councils to invest in education, beginning with pre-five and early years, and with housing policies that enable all schools to have a truly comprehensive intake. Raising achievement and closing the gap are not mutually exclusive.
In Scotland, we should value co-operation, not competition, among schools; we should devolve more decision-making to the level of the family of schools (secondary and associated primaries, pre-five and Additional Support Needs establishments); and we should challenge practices which result in children from disadvantaged areas being disproportionately represented in so-called 'bottom classes".
We have the example of Finland, which made these kinds of changes in the 1970s, resulting in a fairer society and a more equitable education system.
A solution for Scotland, meeting the aspirations of all of its citizens, is required; importing a failed model from south of the Border simply won't do.
Brian Boyd,
Emeritus professor of education,
University of Strathclyde,
3 Glen Derry,
East Kilbride.
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