Scottish Government

Scottish Executive Education Department Research Priorities 2002-2004

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Introduction

The Scottish Executive is committed to the use of sound evidence in the development of policy and practice as well as in the evaluation of policy and its implementation. High quality research is therefore important to the Executive's work. This publication sets out the priorities for research that the Scottish Executive Education Department (SEED) plans to commission over the next three years in support of its aim "to give every child and young person the best possible start in life and enhance everyone's quality of life through culture, sport and the quality of the physical environment".

We invite expressions of interest from researchers who would like to be considered when invitations to tender are issued for research on particular topics. Research priorities are subject to annual review in the light of developing policy and requirements and the timing of work funded is subject to the availability of resources. Information about revisions to the list and about specifications currently being developed is available on our website at http://www.scotland.gov.uk/insight/

SEED's research programme is developed and managed by the Education and Young People Research Unit (EYPRU), a part of the Information, Analysis and Communication Division (IACD), which is responsible for SEED's analytical services, including statistics, ICT and economics. The research programme includes priorities for research on young people, education, social work as well as priorities for social research related to architecture, arts, culture and sport.

Some of the research priorities are likely to result in commissioned research over the summer. These priorities have been marked with an asterisk *. Researchers who are interested in these priorities should express an early interest.

Information for Researchers

SEED uses a wide range of research - from small-scale studies focused on particular aspects of a topic to larger studies of wider issues. Researchers in SEED work with other specialists, such as statisticians and economists, to provide advice about evidence to Ministers and policy colleagues. The studies commissioned by SEED are an important element of that advice and their value to SEED is affected by their quality, timeliness and the clarity with which results are presented. EYPRU will work with researchers expressing interest in SEED's programme to promote

• improvements in information about our expectations of bids;
• improvements in information about how results need to be presented to SEED;
• the use of templates for the presentation of results to be published; and
• dialogue about issues arising on the research programme.

Expressions of Interest

SEED commissions most of its research on the basis of competitive tendering to address identified priorities, as set out in this document.

Researchers who wish to be considered for inclusion on tender lists for research on any of the topics listed are invited to complete the attached Expression of Interest form, which can be copied if required. Forms should be returned to EYPRU by 18 July.

Expressions of interest will be considered when EYPRU draws up a short list of researchers (normally four) to be invited to submit a bid to conduct the particular research. An expression of interest should not be taken as guaranteeing an invitation to bid for any contract as the number of expressions of interest may exceed the number of researchers to be invited to tender. SEED will not inform those who are not invited to tender for a specific project.

Invitations to Tender

An invitation to tender will be accompanied by a specification of the required research. The specification will usually state the background to the requirement, and the aims and objectives of the proposed study, together with a statement of the output required. The standard conditions governing the contract are also provided.

Researchers are expected to base their tenders on the specification, using their own knowledge of the subject, setting out the methods they propose and indicating how the methods would enable them to achieve the study objectives. In the light of the Executive's commitment to diversity, tenderers for particular projects are expected to consider and comment on the potential for data collection and analysis to be done on an ethnically-disaggregated basis. Clarification of specific points can be sought from EYPRU and the name of a contact is always provided.

Assessment of Tenders

Research staff within EYPRU assess tenders and consider with policy colleagues which tenders best meet the specified research objectives. Tenders are assessed on their demonstration of

• bidders' understanding of the topic and issues to be addressed in the research;
• appropriateness of proposed research methods, outputs and timetable;
• distribution of responsibilities within the research team and arrangements for quality control; and
• price, proposed use of resources.

As part of the assessment process tenderers may be invited to an interview about their tender.

Awarding of Contracts

The assessment process usually results in the selection of a preferred tender, although SEED is not bound to accept any bid and may decide to re-issue the specification. All tenderers are informed of the outcome in writing. The successful tenderer is awarded a contract. Research is governed by the Scottish Executive Central Research Unit's Standard Conditions for Research and Consultancy Contracts.

Dissemination

The results of research on this programme are generally used by SEED as soon as they are available. There is a presumption that the results will be published, although final decisions on publication rest with Ministers. SEED would like to reduce the time between results being available to the Department and their publication. Reports should present a clear description of research aims and objectives; the methods used; significant findings. EYPRU usually publishes a summary version of the research report. Publications are placed on the EYPRU website and full research reports may also be lodged there. In the past publications have taken the form of either an Interchange, which is primarily aimed at practitioners, or a Research Findings, which summarises key results. The format of publications is currently under review and information about new formats will be provided shortly on the EYPRU website.

Other Research Proposals

SEED may occasionally commission or sponsor small studies in response to unsolicited proposals. These proposals compete for resources with identified Ministerial priorities. Researchers considering submitting unsolicited proposals are advised to contact the Principal Research Officer responsible for the relevant area before submitting a proposal. We will consider proposals for research on priority topics where arrangements for joint funding are being sought. These should be discussed in the first instance with the relevant Principal Research Officer.

Education and Young People Research Unit Contact Points

Enquiries about the research programme should be addressed to Dr Fiona Spencer, Head of Education and Young People Research Unit, Scottish Executive, 1-B, Victoria Quay, Edinburgh EH6 6QQ.

Enquiries about research on individual topic areas should be addressed to:

Additional copies of this document or information about EYPRU's research publications can be obtained from the Dissemination Officer: Dr Colin Affleck on 0131-244 0092.

This document and other EYPRU publications are available on our website: www.scotland.gov.uk/insight/

Themes and Topics

Topics have been grouped under broad policy themes and are not arranged in order of priority. Where relevant, we expect studies to impact on our understanding of the lowest performing 20% of the school population. The results of the studies commissioned will help to develop and assess progress with a range of government priorities including the National Priorities in Education; the Programme for Government; Social Justice; the National Cultural Strategy.

1 Achievement and Attainment

This theme covers activities related to pupil attainment, attainment targets and school improvement. In recent years research has been commissioned on assessment of pupils' ICT skills; assessment of modern languages; assessment of core skills; assessment of education for work; school improvement in deprived areas and international studies of attainment in reading, mathematics and science.

Two essential priorities for new research are:

1.1 Impact of Pre-School Education and Early Intervention on Attainment - likely to be commissioned in 2002 *

Increased provision for pre-school education for 3 and 4 year olds, national guidelines for pre-school activities and the Early Intervention initiative (which seeks to identify and support children who are making good progress at an early age) are expected to produce gains in the attainment of Primary 4 pupils this year. The research would collect information about the pre-school and early intervention experiences of these pupils and involve a survey of their attainment. The project would involve applying the assessment materials used to measure the attainment of a representative sample of Primary 4 children in the 2001 assessment of achievement programme survey of English language.

1.2 Impact of ICT Initiatives in Pupil Attainment: Phase 3 - likely to be commissioned in 2002 *

A major initiative (the National Grid for Learning) is in progress to provide teachers with the skills, knowledge and infrastructure required to use ICT in teaching and learning. The aim is to raise pupil attainment not only in ICT but also in other subjects. Primary 7 and Secondary 4 pupils' skills and knowledge in the use of ICT are currently being assessed in a study being led by Strathclyde University. However, the roll out of the new ICT infrastructure (computers and networks) is not yet complete and thus the impact of the whole National Grid for Learning programme has not yet achieved maximum effect. A further round of pupil assessment is therefore required in Spring 2003 to help assess impact. Information about the pupils' home and school experiences of ICT will be collected from parents, teachers, pupils and school managers/ICT co-ordinators.

2 Framework for Learning

This theme covers issues related to teaching and learning, the school and classroom environment and teacher training. In recent years research has been commissioned on the evaluation of Higher Still; the evaluation of ICT initiatives; New Community Schools; early reading strategies; classroom assistants; school leavers; upper secondary; class size and new educational developments.

A national debate is taking place on the future of school education. The debate is addressing what is wanted from school education and what is needed to achieve the outcomes which emerge from the discussion. It will therefore affect the priority which is attached to the topics currently identified for research within this theme. Information about updated priorities will be published on our website.

Essential priorities for new research on this theme are:

2.1 ICT Competence of Final Year Student Teachers - likely to be commissioned in 2003

As part of the initiative to develop the potential for schools to make full use of ICT technology, teacher training institutions have been increasing the ICT content of their training programmes. There is a need to examine the ICT content of these programmes and to assess how well the knowledge, skills and confidence obtained by final year student teachers meets the needs which the students will face in their teaching careers. It is expected that this research will build on an earlier study of the ICT competence of final year student teachers which was conducted in 1996-97.

2.2 Teachers' Knowledge Needs of Information and Communication Technology - likely to be commissioned in 2003

Another element of the initiative to ensure that schools are able to make full use of ICT, is a major training programme to provide teachers with the skills and knowledge to use the ICT systems that are being introduced. This programme is being funded through the National Lottery. It is important in pursuing initiatives such as this that the Department has a clear understanding of teachers' knowledge, experience and skills, not only to ensure that developments are appropriately targeted, but also to allow the effect of these initiatives to be evaluated. It is expected that the research will build on an earlier study conducted by The Robert Gordon University in 1997-98.

2.3 Reading Strategies: Synthetic Phonics: Extension - likely to be commissioned in 2002 *

A study is ongoing to investigate the effects of introducing synthetic phonics to the teaching of primary pupils. So far there is evidence that these pupils make significantly better progress than their peers and that by Primary 4 the performance of boys in some aspects of language is superior to girls. This has implications for the government's literacy strategy. An extension to the existing study has been proposed which would continue to track the pupils exposed to synthetic phonics through their Primary 6 and 7 years. The study would focus on gender differences, reading comprehension and low achievers.

2.4 Evaluation of Study Support - likely to be commissioned in 2003

Funding for study support is being provided from the New Opportunities Fund and the Excellence Fund. A research study is required to examine the ways in which study support has been implemented and to evaluate its impact on teaching and learning and on a range of factors including attainment, motivation, exclusions, behaviour, attendance and the incidence of drug-related problems.

Priorities for which it is desirable to have new research are:

2.5 Links Between Pre-School Education and Primary Education - likely to be commissioned in 2002

As a result of government policy, there has been substantial investment in and growth of organisations providing pre-school education. Curriculum guidelines for pre-school education have been issued to differentiate between activities undertaken at this stage and those undertaken in Primary 1. Training programmes and qualifications for pre-school education staff and an inspection regime for pre-school facilities have also been instigated. The effect of these developments should have impacted on primary schools, particularly the practices in Primary 1. The proposed study would test this by focusing on the experiences of pupils as they transfer from pre-school education to primary school. Information would be collected from pre-school institutions and primary schools and from teachers, parents and pupils.

2.6 Impact of Classroom Organisation on Learning - likely to be commissioned in 2002 *

Poor attainment in S1 and S2 has been a cause of concern for many years and was the focus of a recent report of HMI Inspectors of Schools. An earlier Schools Inspectorate report recommended greater use of setting in the later years of primary school and early years of secondary. A comparison of the impact on learning of different forms of classroom organisation (streaming, setting and mixed ability) would help inform education authorities and schools about ways of improving attainment.

2.7 Early School Starting Age - likely to be commissioned in 2002 *

There is wide variation in school starting age among different countries. Comparison of international practice and pupil attainment suggests that this starting age has an impact on the subsequent attainment of pupils. However, some of the variation in attainment across countries with different starting ages might be accounted for by differences in the nature of pre-school provision. Some countries which have a later school starting age than Scotland have universal pre-school provision which includes early literacy and numeracy programmes similar to the Scottish Primary 1 syllabus. A literature review of the UK and international literature on the subject is likely to help us to explore the relationship between starting age, pre-school provision and attainment in later years. The impact which school starting age has on the behaviour and socialisation of pupils would also be examined.

2.8 Impact of the Scottish Qualification for Headship - likely to be commissioned in 2002 *

The Scottish Qualification for Headship (SQH) was introduced in 1998 to ensure that aspiring head teachers received training in skills essential for the post. The time is now right to evaluate the impact of the course on the careers of those who complete it and on the management of the schools whose head teachers have achieved the qualification. Evaluation of the impact of the training would also help inform the development of other forms of continued professional development which will be introduced to help teachers obtain the Standards for Headship. The research would include an investigation of whether the SQH has had an impact on the profile of those who apply for head teachers' posts.

2.9 Supply Teachers - likely to be commissioned in 2003

Present government initiatives and the McCrone report will require increases in the supply of trained teachers. At present there are shortages of teachers in some subject specialisms and supply teachers are in great demand to cover for these shortages, for absences and for other eventualities. There are indications that demand is exceeding supply in some areas and a recent small study by the University of Aberdeen in one education authority has documented some of these difficulties and has identified different ways of tackling them. A Working Group is currently considering what advice can be issued in 2002 to improve the supply of teachers. It is anticipated that a study may be required to assess the impact of the advice issued about supply teachers.

2.10 Continuing Professional Development (CPD) and the Training Needs of Specialist Teachers - likely to be commissioned in 2003

Although considerable investment is being made in in-service training for Special Educational Needs (SEN) staff and teachers, we know little about the education authority policy on this training. There is also concern about whether those teaching deaf children should have a specialist qualification. Research is required which will help to develop the support that the Department could give to the continuing professional development of teachers dealing with SEN. The study would determine the qualifications and training of teachers working with deaf and visually impaired pupils and the effectiveness of the teaching of these pupils. The views of pupils and parents would be included.

2.11 Impact of CPD - likely to be commissioned in 2003

CPD has changed substantially in recent years and more changes will be implemented following the introduction of the national framework for CPD which is being developed by the Department. Although it is expected that the GTC will play a role in monitoring the CPD undertaken by all teachers by maintaining records of activities, there will be a need to examine the impact which the new framework has on teachers and their schools. The study would examine, in particular, the views and experiences of teachers.

2.12 Parents' Views on School Education, including what Schools should be Teaching - likely to be commissioned in 2003

The last national survey of parents' views on school education was carried out in 1989. Since then school education and the context in which it operates has changed considerably. Research on parents' views is required to complement information which emerges within the national debate on the future of schools.

3 Inclusion and Equality

This theme covers activities related to issues of inclusion and equality in an educational context. There is one ongoing study looking at the school experiences of minority ethnic pupils.

An essential priority for new research is:

3.1 Impact of Mainstreaming SEN Pupils - likely to be commissioned in 2002 *

Provision for the mainstreaming of SEN pupils is included in Section 15 of the Standards in Scotland's Schools etc Act 2000. Full compliance with these provisions is required by August 2003. There are also implications for the mainstreaming of SEN pupils from the Disability Discrimination Act which came into effect in September 2002. A substantial investment will be made to meet these provisions and an evaluation is required to determine how education authority policies change as a consequence of the Act and what impact this has on the experiences of SEN pupils, their peers and their parents. Research will initially identify present education authority policies for SEN pupils and their impact and explore how authorities are preparing to meet the new requirements. Further research will be required after August 2003 to identify new education authority policies and practice and assess impact.

Priorities for which it is desirable to have new research are:

3.2 More Able Pupils and Their Experiences in Mainstream Schools - likely to be commissioned in 2003

The Department for Education and Skills is developing a wide strategy for the education of gifted and talented children and there is growing pressure on the Scottish Executive to produce some policy guidance on this issue. We know very little about current policy and practice aimed at meeting the needs of these pupils. The proposed research would identify current policies and practices within education authorities and would explore the impact of these on pupils and schools.

3.3 Alternatives to Exclusion - likely to be commissioned in 2002 *

The Discipline Task Force, which reported in June 2001, made 36 recommendations aimed at promoting good discipline in schools. One of the recommendations was that the alternatives to exclusion programme, which is funded from the Excellence fund, should be reviewed. This programme is aimed at keeping pupils in the education system. The proposed study would inform this review by exploring how education authorities have used the funding to reduce exclusion and the different alternatives to exclusion which have been adopted. It would also seek to identify examples of good practice as well as cost-effectiveness.

3.4 Gender and Pupil Performance

The superior performance of girls compared with boys throughout their schooling is a cause for concern in the context of social inclusion and equality. It could also have a detrimental effect on schools' ability to achieve their performance targets. A recently completed qualitative study on gender and pupil performance identified a range of factors that may be influencing the performance of boys and girls but due to its short duration was unable to evaluate any of the measures education authorities and schools are taking to deal with this issue. The proposed study would evaluate the measures being taken by education authorities and schools to deal with the issue of gender inequality in attainment.

Research on social justice issues more generally, including mainstreaming equality issues, is commissioned on the Development Department's social justice research programme.

4 Values and Citizenship

This theme covers working with parents to teach pupils respect for self and one another; their inter-dependence with other members of their neighbourhood and society; and to promote the duties and responsibilities of citizenship in a democratic society.

Priorities for new research are:

4.1 Citizenship amongst Pupils - likely to be commissioned in 2003

In 1999, the SEED commissioned Learning and Teaching Scotland to produce a national statement and associated guidance on education for citizenship. The main recommendations were that resources should be allocated to, among other things, guidance and support on the teaching and assessment of citizenship and the evaluation of these efforts. Research will be commissioned to help inform the implementation of a citizenship agenda in schools and provide baseline data against which to assess the impact of changes in practice. It is envisaged that initial work would assess how far pupils currently demonstrate the skills, knowledge and attitudes compatible with good citizenship. This would help to identify priorities for future teaching practice in citizenship education.

4.2 Schooling and Citizenship - likely to be commissioned in 2003

This second project on citizenship education would investigate the extent to which educational and organisational practices in schools are consistent with the principles of education for citizenship. It would also seek to identify examples of good practice. It is likely that we would want to commission this research to run in parallel with the project described above.

5 Learning for Life

This theme covers issues related to helping pupils develop foundation skills and attitudes which will encourage creativity and ambition. The research programme currently includes studies of ICT; core skills; early reading strategies; and international studies assessing reading and mathematics which relate to literacy and numeracy. Issues raised in the national debate on the future of school education are likely to affect the currently identified research within this theme. Information about updated priorities will be published on our website.

An essential priority for new research on this theme is:

5.1 Effective Drug Education - likely to be commissioned in 2003

The Scottish Executive Health Department Effective Interventions Unit is co-ordinating development of the Drug Misuse Research Programme. Drug education and prevention is one of the research topics identified in that programme. SEED has accepted the recommendations of the School Drug

Safety Team Report (January 2001) that research is required on the outcomes of educating young people on drug-related issues. Research would seek to identify both the short- and long-term impact of school drug education and would be taken forward in consultation with the Effective Intervention Unit.

Research on lifelong learning issues is commissioned on the Enterprise and Lifelong Learning Department's research programme.

6 Supporting Children, Young People and Their Families

This theme covers a range of issues relating to the quality of services provided in the childcare, early learning, parenting and support for parents and families areas to deliver the best outcomes for children and their families, particularly those who are vulnerable.

Essential priorities for new research are:

6.1 Parents Access to Pre-School Childcare Packages - likely to be commissioned in 2002 *

A range of pre-school childcare options is now available to parents and there is interest in looking at parents' experience of accessing the different services appropriate for their particular needs. There is also a requirement for information on whether access to childcare is improving. Research will identify how parents get information on services; whether they are able to access good quality childcare; whether service provision is improving; and how they access all-day and integrated provision. The work would also examine whether local authority service plans take account of equality issues and cultural diversity.

6.2 Impact and Benefits of Out of School Care Services - likely to be commissioned in 2002 *

There is a need to understand more about the impact of out of school care on children, parents and the community. Out of school care performs a variety of roles in supporting working parents with younger children and in providing broad developmental support to children. This research will identify features of good quality out of school care as the basis for developing good practice advice for providers and informing users about the benefits of out of school care available to them.

6.3 Awards in Early Education, Childcare and Playwork - likely to be commissioned in 2002 *

The Programme for Government targets envisage more integrated and coherent services for children and families. As part of this vision there is a requirement to improve understanding of the range of qualifications available at sub-professional level in the childcare sector and what these equip the holder to do. This study will collect information about awards and qualifications now available to people working in early education, childcare and playwork and will identify similarities, overlaps and gaps. The study will establish the core topics and competencies which would be essential to any broad-based qualification for childcare.

6.4 Support for Parents in the Parenting Role - likely to be commissioned in 2002

There is a need for better information about initiatives to promote parenting skills. The research will build on a study of parenting services published by Social Work Services Group in 1999 and the results of a Home Office-led study covering England and Wales looking at the development of a comprehensive communication strategy for parents. The planned research will identify the kinds of support for parents which deliver better outcomes for vulnerable and deprived children.

6.5 The Evaluation of Sure Start Scotland (Stage 2) - likely to be commissioned in 2002 *

Sure Start Scotland emerged from the Comprehensive Spending Review of 1998. It aims to provide broad-based support for vulnerable families with very young children. There is a commitment to evaluate the initiative and an initial data mapping exercise and small survey of parents' views have been completed. Further research will be required to identify how Sure Start funding has been used, what impact it has had on the range of services provided and the costs and benefits of the services. Information will also be collected about the characteristics of service users and whether the services provided match with those that parents say they need and want. The views of service providers and others involved in the provision of Sure Start services will also be included.

7 Ensuring all Children and Young People are Safe and Do Not Threaten the Safety of Others

This theme covers issues relating to looked after children, the Children's Hearings System and children and young people who offend as well as policies and practices related to the 1995 Children (Scotland) Act. Recently completed research includes studies of specialist fostering, safeguarders, throughcare and aftercare for looked after children and young children at risk of offending.

Essential priorities for new research are:

7.1 Evaluation of Young Offenders Initiatives - likely to be commissioned in 2002 *

An evaluation of initiatives which have arisen from the Youth Crime Review is required. Research would focus particularly on multi-disciplinary approaches to working with young offenders. Research on this topic will be developed in discussion with the Justice Department and is likely to involve the collection of information about a range of schemes and an assessment of their effectiveness.

7.2 Assessing Appropriateness of Fostering/Adoption and Residential Care - likely to be commissioned in 2003

Following the review of adoption in England and Wales, Ministers in Scotland agreed to a review of adoption policy with the aim of improving the position of children and looked after young people. The focus is on speeding up social work and legal processes in order to reduce time spent in care. Research is likely to be required to support the work of the review and may include a study of the use of guidance on the appropriateness of services to different children.

7.3 Evaluation of Outcome of Secure Care - likely to be commissioned in 2002 *

There is an increasing number of secure care authorisations from children's hearings and this raises questions about how secure care is being used. Research is needed to identify whether secure care is effective in providing benefits to young people. The study is likely to consider aspects of children's hearings decision making and will build on previous research in this area. It will gather information on the experiences of children as they leave secure care and examine what happens after children leave secure care.

7.4 Child Protection Orders/Exclusion Orders - likely to be commissioned in 2002

There is a need for research that will describe and evaluate the use, operation and impact of child protection measures under the Children (Scotland) Act 1995. The work of the Ministerial review of Child Protection will inform the scope of the study. A large-scale study is required which will explore the use of Child Protection Orders and Exclusion Orders. It will look at how they are operating in practice and will assess their effectiveness in protecting children from harm. The approach will include an examination of organisational arrangements and practice in child protection, with particular focus on the responsibilities of social workers, health and education professionals and the police. The research will seek the views and experiences of all key participants involved in child protection measures including children and their families.

7.5 Evaluation of Looked After Children (LAC) Materials - likely to be commissioned in 2002 *

The "Looking after Children in Scotland: Good Parenting Good Outcomes" materials were introduced in June 1999, following piloting in 11 local authorities in 1997-98. Underpinning the introduction of the materials has been the assumption that their use would improve outcomes for children looked after away from home. This assumption now needs to be tested. A study is required which will explore the impact of LAC materials by looking at the experiences and outcomes of looked after children placed away from home by local authorities.

Priorities for which it is desirable to have new research are:

7.6 Employment for Children - likely to be commissioned in 2003

There is interest in examining employers' and children's awareness of the regulations about employment of children and to identify what measures are taken to enforce the regulations. The study would collect information from employers, children in employment and their parents and teachers. It would focus on the balance between protective policies and the perceived benefits of employment (financial independence, working discipline, etc.).

8 Arts, Culture, Sport and Architecture

This theme covers all matters relating to arts, culture, sport and architecture. There has been a recently completed survey of local authority support for arts and culture. A national cultural strategy is in place which looks at how cultural development can be taken forward in all areas.

Essential research priorities have been identified:

8.1 Creativity in the Context of Cultural Activities - likely to be commissioned in 2003

The Scottish Executive has published its Cultural Strategy and plans are well advanced for a pilot project based on the introduction of cultural co-ordinators in schools. The role of these co-ordinators will be to develop and embed cultural activities and to encourage individuals representing different cultural activities into schools. A further development that the Department wishes to pursue is the encouragement and development of creativity across the curriculum. This creativity may be demonstrated through the programme delivered by the cultural co-ordinators and should be directed at encouraging innovative thinking and creative approaches to problem solving. As a preliminary to this there is a need to carry out a review of the literature on creativity and the promotion of creativity. The review would cover European literature and all aspects of culture and cultural activities.

8.2 Empowerment of Communities in Cultural Contexts - likely to be commissioned in 2003

Also of interest in developing the Cultural Strategy is the empowerment of local communities and individuals to participate in and influence cultural activities. The scope for this will be defined by local authorities and the cultural activities supported will vary from locality to locality. These variations are likely to influence the pattern of involvement and participation. A study is therefore required to explore the views of those involved in cultural activities in a range of different locations throughout Scotland. These will include disadvantaged areas where many of the population will be excluded or marginalised from these activities, rural and urban areas and areas which are poorly served in cultural terms.

8.3 Mapping Survey of Non-Technical Research on the Social Value and Benefits of Good Architectural Design - likely to be commissioned in 2002

The Executive aims to bring about improvements in the lives of people not only through better services and economic opportunities but also through improvements in the physical environments in which individuals and communities live and work. Commitments made in the national policy on architecture, launched in October 2001 following a Programme for Government commitment, are being taken forward. During the public consultation on the policy framework document, respondents called for better co-ordination of research on architecture and more effective dissemination of findings. Respondents also suggested a number of specific topics that merited research attention and that a national innovation fund be established to promote research in the architectural field. Prior to developing a research strategy, it is necessary to conduct a review of existing social research evidence to identify where better co-ordination and further research in support of policy is needed. The review would seek to identify the extent, focus and impartiality of research on the social value and benefits of good design which is currently being carried out in Scotland by schools of architecture and related educational institutions. This review would also serve as a useful background for the next two projects outlined below.

8.4 Survey of Public Awareness of Built Environment - likely to be commissioned in 2003

The policy on architecture encourages a shared approach towards the delivery of a better-designed, accessible and sustainable built environment. Ministers see the broadening of the debate and discussion of architecture and the built environment as one method of empowering communities. An important objective of the policy is therefore to raise awareness of quality issues in relation to the built environment. Many respondents to the public consultation thought that architectural prizes and awards have a useful role to play in raising awareness. However, there is little existing evidence to support this. As part of the policy on architecture, the Executive is to consider establishing new awards for exemplary achievement in the field of architecture, for student design and for the best publicly-funded building. Before any commitment is made, research will be commissioned to identify the extent to which existing awards raise awareness of good quality architecture.

8.5 Attitudes to, and Impact of, Community Involvement in Building Design - likely to be commissioned in 2004

The most obvious way of promoting a shared approach towards the delivery of good quality architecture is to involve end-users in the design of buildings. The building types most suited to this type of collaboration are community buildings such as housing, schools and other local facilities. However, little is known about the extent to which architects and those who commission new buildings in Scotland engage in public consultation when designing these buildings. Before considering how the Executive should support this collaboration, it would be helpful to commission research to explore the advantages and disadvantages of this type of public engagement and assess the extent of its current application in Scotland. The research would also seek to establish a baseline against which the success of policy on encouraging greater community involvement could be measured.

Expression of Interest