Footnotes
1 Where possible the latest information has been used in this interim report. As a result, statistical data comes from a variety of studies and years.
2 This should not be interpreted as the amount education contributes to GDP.
3 In Scotland, teachers can meet the standard for full registration either through a 5 year route (4 years of undergraduate study leading to a BEd degree and a teaching qualification plus an induction year) or a 6 year route (4 years of undergraduate study leading to a subject specific degree plus a one year PGDE plus an induction year). The majority of primary teachers have been trained through the BEd plus induction route (concurrent model), although a small proportion enter the first degree plus PGDE plus induction route (consecutive model). Conversely, most secondary teachers undertake the PGDE route, with a small minority trained through the BEd route. Thus when comparing Scotland against Denmark, Finland and the Netherlands, the BEd route is taken to represent 'primary' and the PGDE route to represent 'secondary'.
4 However, in order to teach in upper secondary education in Denmark, teachers require 5 _ years ITE of which 12.3 % is compulsory professional training.
5 The OECD definition of upper secondary education does not match the actual structure of education in Scotland and, if applied, would encompass school students from S3 to S6 as well as some students in FE. On this definition, Standard Grades are an "upper secondary" qualification, which could occasion misleading comparisons if Scottish findings were compared with countries where "upper secondary" examinations are taken at approximately the age Scottish students take the Higher Grade. The complexity of matching the OECD definition of 'upper secondary education' to how education is organised in Scotland, creates particular difficulties for comparisons. These issues are brought out in The OECD International Survey of Upper Secondary Schools Scottish Report (Graham Thorpe, Susan Kirk, David Whitcombe October 2003). That report dealt with the issues by confining itself to S5/S6 only.
6 Wilson, V. (2006) Does Small Really Make A Difference? An update A review of the literature on the effects of class size on teaching practice and pupils' behaviour and attainment.
7 Including reviews, correlational studies, meta-analyses, and experimental and multi-method studies.
8 Involving 672 classes in 331 schools
9 Interviews in 12 classes in eight schools and a questionnaire to around 100 teachers.
10 Younger and less able children according to UK research and minority ethnic children according to research form the USA
11 Peddar, D. (2006) 'Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning'. Oxford Review of Education. Vol. 32 (2) pp. 213-234
12 Wossman, L. and West, M. (2006) 'Class-size effects in school systems around the world: Evidence from between grade variation in TIMSS'. European Economic Review 50, pp. 695-736
13 See Appendix B on the problems caused by early exam presentation.
14 North Lanarkshire Council would be willing to take part in such a study
15 Based on the GDP deflator
16 Based on the participation rates used for local authority primary & secondary schools in the Teacher Workforce Planning model up until 2019, beyond which we have taken the average participation rate over the previous 20 years.