SERIOUS concerns are emerging over the Scottish Government's new Education Bill.

 

The proposed legislation is currently being scrutinised by Holyrood's education committee and MSPs have found no shortage of critical expert witnesses from Reform Scotland to the Royal Society of Edinburgh and Cosla.

To recap, First Minister Nicola Sturgeon has made closing the attainment gap between rich and poor a priority of her administration - undeniably a good thing.

She has unveiled a new £100 million fund designed to help selected councils develop strategies to help close the gap.

In addition, the Bill places a duty on all local authorities to report to parliament every two years explaining what they have done.

Critics argue that without a legal requirement to close the attainment gap - which would be hugely problematic - the Government is engaged in the somewhat pointless exercise of legislating to deliver an aspiration.

And at a time when schools are already swamped with bureaucracy, the requirement to report to Holyrood every two years could result in a burdensome paper chase where councils seek to paint themselves in the best possible light.

There is also the considerable difficulty of schools trying simultaneously to close the achievement gap between rich and poor whilst also attempting to raise standards for all. So the pace of improvement amongst disadvantaged pupils must outstrip that of their better off classmates.

However, there are those who see the Bill differently. The education committee has heard it could act as an important first step in ensuring that everyone working in education has a focus on closing the attainment gap.

Reports are not simply there to tick a box, but to drive improvements in data, with the resulting evidence used to establish what is successful.

As Professor Sue Ellis, from the Joseph Rowntree Foundation, told the committee on Tuesday: "It is asking local authorities to collect data, but the difference will not be made by the local authorities collecting the data, the difference will be made by schools, headteachers and teachers taking that data and using it to make a difference to the pupils they teach."

And there is a recent precedent. Universities argued legislation was not required to widen access and yet are now happy to highlight the progress they have made since it became a requirement of their funding.

What does seem clear is that the Bill will not result in a step change in the educational achievements of pupils from the most disadvantaged backgrounds unless it is backed up with significant resources over the next decade or more, much greater engagement between schools and parents and a real sense of what works based on university-led evidence.

As Professor Sally Brown, from the Royal Society of Edinburgh, said: "The legislation is a necessary initial statement to say "this is on our agenda" and there are others things that go along with that, for example the First Minister showing some interest in the London Challenge and New York schools. These are all OK as signals, but they are nowhere near enough."