Scottish Government

EDUCATION AND LIFELONG LEARNING

PORTFOLIO RESPONSIBILITIES

The Education and Lifelong Learning portfolio is responsible for government policy for further and higher education, community and adult learning and development, skills and training, and for schools, children, young people and social care. The portfolio contributes substantively to all our Strategic Objectives and is the principal driver of our smarter Strategic Objective.

The portfolio resources further and higher education through the Scottish Further and Higher Education Funding Council and the Student Awards Agency for Scotland and is responsible for policy relating to all aspects of lifelong learning, including science, skills, community and adult learning, and literacy and numeracy.

Our responsibility for the provision of school education and community learning and development is shared with local authorities, individual schools and Community Planning Partnerships, and is to:

• work with local authorities, providing direction on priorities and measuring progress against those priorities;
• support and encourage local authorities and schools through guidance, advice, benchmarking of information and specific support for developments, including workforce planning; and
• provide guidance on the curriculum, the assessment system, the national qualifications framework and quality assurance through national inspection.

Responsibility for the provision of children's services and social care is also shared, both with other portfolios and with a range of service providers. The central Scottish Government budget supports workforce development and broader improvement in social services and the development of a range of policies and services for children and young people, particularly the most vulnerable. This involves working with, and through, local authorities and health boards as well as the voluntary and independent sectors that are largely responsible for the delivery of services. Our role is to assist service users and service providers by providing a policy and legislative framework, giving strategic direction and guidance and providing quality assurance through inspection and national standards.

GENDER EQUALITY ACTION PLAN

Name of Directorate

Schools

Directorate Responsibilities

The Scottish Government Schools Directorate is responsible for administering policy, driving change and securing delivery in relation to school education.

We support local authorities and schools in developing a learning experience that is relevant, exciting and inspirational and that enables young people to develop their full potential.

Five key themes guide work organised under the 'smarter' objective: early intervention, supporting vulnerable children and families, improving the learning experience in school, developing skills and learning for life and promoting excellence and innovation.

Statement of Directorate Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

The Schools Directorate is committed to a fair and just Scotland, where everyone has the opportunity to fulfil their potential, and where we respect each other and our differences. We aim to improve outcomes for all our customers, regardless of their gender. We will ensure that: all young people who need it have an integrated package of appropriate health, care and education support through our range of policies and strategies and through working collaboratively with all relevant partners; and that social inclusion is promoted through everything we do.

Our over-arching gender equality objective is to mainstream gender equality across our work. This will be achieved primarily through systematic use of the Equality Impact Assessment Tool; however, we recognise that there are a number of issues that require us to take a gendered analysis if we are to tackle them effectively.

We know that boys outnumber girls in school exclusions and that boys are more likely to exhibit behavioural or learning difficulties at school and are therefore more likely to need specialist support. The data on attainment tells us that boys are not doing as well at school as girls, and that girls and boys display often significant differences when choosing what kinds of subjects to study at school. We understand that the school environment and the experiences that young people have, in terms of learning and attainment, have a profound impact on what happens to them as they get older and either move on to further or higher education, or into the world of work.

We know that 93% of our primary school teachers are women and we know that 59% of secondary school teachers are female. Despite being massively over-represented amongst teaching staff however, the numbers of women who are likely to be head teachers of our schools is not reflected in our figures. We know that we need to do more to encourage men to enter into these professions and we know that we want to see more women in senior positions. We are currently exploring these issues as members of the Cross-Directorate Group on Occupational Segregation, where we are exploring different areas where our policies might be amended to encourage change in this regard.

We recognise that there are a number of issues which we can most effectively focus on in our work in order to improve outcomes for men and women and girls and boys in Scotland. A number of these are highlighted below as part of our statement and in our Action Plan.

What is known about the experiences of, and issues for, women and men affected by the Directorate Responsibilities.

Attainment

Being able to achieve full potential across all learners is enormously important. We are committed to ensuring that all children in Scotland are able to attain the qualifications and standards that they aspire to.

What do we know?

Our own statistics on attainment levels at the end of Secondary four, five and six, tell us that, at all levels, girls are out-performing boys. Thirty-nine per cent of females and 30% of males gained 5 or more Standard Grades at credit level (or equivalent) by the end of S4 in 2004/05. These proportions have remained almost constant since 2000/01.

Our Objective

We want all our young people to improve their levels of attainment, regardless of gender, but we do want to understand and find solutions to the question why young men are not doing as well as young women. We understand that tackling the issue of boys' attainment should also be placed in a context that tells us that although boys do less well at school, girls, nonetheless, tend to move into careers that do not necessarily offer them the opportunities to meet their full potential. They may, overall, be better qualified, but they are not, overall, better paid.

We have already commissioned and published research, a Review of Strategies to Address Gender Inequalities in Scottish Schools, which identified good practice models across Scottish schools. We are committed to ensuring that gender equality issues are effectively mainstreamed throughout our schools, and we have published guidance to enable schools to do just that. We participated fully in the Government's Cross-Directorate Group on Occupational Segregation and are committed to taking forward its recommendations once agreed.

Gender Stereotypes

Gender stereotypes that define what girls/women 'do' and what boys/men 'do' are pervasive throughout our society. We recognise, however, that schools have a pivotal role to play in challenging those stereotypes in order to ensure that girls and boys are able to realise their full potential without being inhibited by those expectations. The recent Women and Work Commission report set out a number of recommendations for the education sector, including challenging gender stereotypes in subject choice, careers advice, teacher training and classroom experiences in general.

What do we know?

We know that as well as the differences that boys and girls display in terms of achievement, there also differences in terms of the kinds of subjects that they choose and where they gain their qualifications.

Girls, for example, make the majority of those achieving a qualification in Art and Design, Administration, Biology, Home Economics, Psychology and Care. Boys, on the other hand, make the majority of those achieving a qualification in Physics, Craft and Design, Computing Studies, Woodworking and Economics.

Connected to the issue of subject choice, is the issue of what choices young men and women make when selecting their first career steps. Our recent review of the childcare workforce for example, reveals that 98% of the workforce are women. This workforce is characterised by low pay and relatively low levels of qualification.

Our objective

Our objective is to participate fully in the Cross-Directorate Group on Occupational Segregation and take forward its relevant recommendations. Membership of this group has afforded us with the opportunity to explore the issues set out above in full, and identify areas where we may be able to make changes to our policies and practice that will positively impact on the choices girls and boys make at school and what they are able to achieve.

Schools Directorate Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Directorate

Children, Young People and Social Care ( CYPSC)

Directorate Responsibilities

An approach to securing positive outcomes for children and young people and their families and communities founded on respecting rights, empowering an enabling individuals and their communities and engaging them in decision making.

Provision of high quality, accessible, affordable, flexible facilities, opportunities and services for children, young people and their families and communities.

Early, and where necessary sustained, intervention to tackle risks and vulnerabilities and ensure that every child and young person can fulfil their potential

Statement of Directorate Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

Through the development of its policies and the distribution of funding, CYPSC Directorate is committed to promoting equality between men and women in line with the Government's purpose and the Strategic Objectives. For example, this directorate's work to tackle barriers to workforce participation by women will directly contribute to sustainable economic growth and tackling inequality; while our work to reduce the disproportionate impact of domestic violence on women and involvement in offending behaviour on men will address outcomes around improving life chances for children, young people and families at risk, and living our lives safe from crime, disorder and danger.

CYPSC is committed to using the EQIA as appropriate when developing policy and is proactive working with stakeholders to eliminate unlawful discrimination and harassment and promote equality of opportunity between women and men.

What is known about the experiences of, and issues for, women and men affected by the Directorate Responsibilities.

Corporate

Through applying Scottish Government policies and processes for recruitment, promotion, learning and development and flexible working, as well as our behaviours, we endeavour to model and mainstream gender equality.

Scottish Government Policy Objectives

Gender Pay Gap

Social care workforce consists of predominately women and is associated with low pay and low status work. Low levels of qualification within this workforce has made it more difficult to raise its status

Disadvantage

Disadvantage impacts on men and women but can manifest in different ways which need to be recognised in policies and practice. For example, women are more likely to be single parents and to experience being a parent as a barrier to the labour market; while men are more likely to become addicted to drugs and go to prison. We know that looked after children are at particular risk of negative outcomes, so these differences are exacerbated. Through our work to improve outcomes for looked after children, under the banner of We Can And Must Do Better, we are tackling the issues and supporting personalised responses that recognise the different needs of young men and women.

Occupational Segregation

The early years workforce experiences predominately 'horizontal' segregation, with approximately 97% of the workforce female. Reasons given by men for lack of participation in this sector are: low status of the work and lack of promotion prospects.

Offending behaviour

Men are more likely to get involved in offending and end up in prison. However, women involved in offending have very specific needs. Our work on preventing offending by young people addresses this by supporting a personalised response. In the development of specific interventions, such as secure care and intensive monitoring, we are also addressing the different needs of men and women, seeking to ensure through different means positive outcomes for both genders.

Children, Young People & Social Care Directorate Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Directorate

Lifelong Learning

Directorate Responsibilities

Lifelong Learning Directorate has a key role to play in the advancement of gender equality. We have a responsibility for both further and higher education, careers and the post school transition period (including our work on those young people who are at risk of not being in education, employment or training) moving individuals into meaningful employment or training opportunities (such as modern apprenticeships). These responsibilities are central to the fulfilment of the aspirations and potential of all Scottish citizens, recognising that investing in people's skills and allowing them to fulfil their potential will help deliver our key aspirations of growing the Scottish economy.

Statement of Directorate Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

A smarter Scotland is at the heart of everything we want to achieve for this country. We are aiming to achieve this by the promotion of excellence and innovation; positioning Scotland as leading learning nation and increasing sustainable economic growth. In order to achieve this outcome the Lifelong Learning Directorate is committed to the promotion of gender equality. While we have a lifelong learning system and culture of which we can be proud we will continue to consider all new policies, including reviews and changes to existing policies, to ensure that we recognise people's different needs, situations and goals and remove the barriers that limit what people can do and can be.

We will actively engage with our partners and stakeholders in order to understand better about the experiences of, and issues for, men and women within all the policy areas within the Directorate. We will undertake key actions which are designed to address gender issues identified from evidence-based research and involvement and are committed to undertaking Equality Impact assessments.

The Lifelong Learning Directorate is committed to ensuring that all our people are aware of their responsibilities in this regard and are equipped to undertake their duties accordingly. We are in the process of establishing an Equality and Diversity Network and taking forward key actions which will help to ensure that gender equality is mainstreamed in all our policies and within our day-to-day working practices.

We recognise that in a society where women and men do not have equal outcomes in the workplace or in education, that Lifelong Learning Directorate has a pivotal role to play in progressing gender equality, particularly in relation to reducing the gender pay gap, reducing poverty, reducing occupational segregation and improving flexible working patterns in Scotland.

What is known about the experiences of, and issues for, women and men affected by the Directorate Responsibilities.

Subject Choices

Subject choice in colleges follows a gendered pattern - the statistics for 2004/05 show that men make up the majority of enrolled vocational students in subjects such as Engineering and Technology, and Architecture. Women, however, made up the majority of enrolled vocational students in Mathematical Science, Physical Sciences, and Information Technology (these subjects regarded as more "male" choices traditionally), as well as being a majority in more typically "female" subjects such as Medicine, Social Studies, Languages, and Creative Arts. We know that some gendered patterns in subject choices are therefore shifting, this can be seen, for example in the proportion of female enrolments in Agriculture, which have increased from 29.9% to 50.8% between 1995/96 to 2004/05.

Within HE there is also an overall imbalance with particular courses. These follow a stereo-typical pattern, for example 67% of science and engineering HE students in 2006-07 were male (in engineering and technology this rises to 88%) whilst in allied medicine courses 83% of the students are female.

Individual Learning Accounts Scotland ( ILAS)

An Equality Impact Assessment was carried out on the ILA policy and it did not find that there was any discrimination on gender grounds. ILA Scotland is a scheme which is income assessed and open to all. The ILA200 funding offer is an income assessed offer available to those on £18,000 or less and the ILA100 funding offer is open to all. The scheme management information records a higher participation in learning by women than men

An independent research and evaluation was carried out for the learning providers and intermediaries and for the learners who use ILAS. Neither of these evaluations raised gender issues which required to be addressed. The evaluation findings were as follows:

Table 2.1 Gender comparison

While the gender profile of ILA100 respondents was similar to the adult population in Scotland, those on ILA200 were more likely to be female. On both ILA100 and ILA200, a greater proportion of older people (aged over 60) were male, compared with successful applicants as a whole: on ILA100, 61% of those aged over 60 were male, as were 41% of over 60s on ILA200. This would indicate that it is the level of income for male participation which is the barrier to access this funding. As the ILA Scotland scheme is targeting the low paid learner this is not discriminating on gender grounds.

Skills Development Scotland ( SDS)

Skills Development Scotland is a new skills body which has been created through the merger of learndirect scotland, Careers Scotland and key skills and training elements of the Enterprise Networks (from both Scottish Enterprise and Highlands & Islands Enterprise). It became operational on 1 April 2008.

Just before the transfer a number of equal pay claims were raised under Scottish Enterprise. Skills Development Scotland has inherited these through TUPE. SDS is dealing with these equal pay claims and addressing equal pay issues as part of the harmonisation work

Access to/Participation In FE & HE

The gender imbalance in both Further Education and Higher Education is demonstrated in the statistics of the current numbers of students and also shows up in the school leaver destination statistics. In 2006-07 the ratio of female to male students in HE in Scotland was 55.6: 44.4. The school destination data shows a similar pattern but in a different format - 33.6% of female school leavers go on to full-time HE whilst only 25.9% of boys take that route. A historical review of the gender gap in HE shows that in the 1980s more males participated in HE (not a huge gap) but by 1988-89 females started to overtake but the gap only started to widen significantly in 1994-95 and has grown ever since.

The patterns for further education also show an imbalance in favour of females. Females make up 57.1% of the number of FE students (both part-time and full-time). The school leaver destination data shows that 27.2% girl leavers go on to full-time FE whereas the proportion of boys is 19.5%.

This gender imbalance is not a Scottish phenomenon, it can also be observed in other countries. There are a number of reasons why girls can outperform boys such as teaching and learning styles, social background and peer behaviour. It will require a concerted effort to address this. As part of its Learning for All action plan the Scottish Funding Council is reviewing activities and considering evidence from various sources in order to improve participation by men.

Occupational Segregation

We are iaising with the Scottish Funding Council to commission research into Occupational Segregation in the FE sector. This work will be aligned with the ongoing work of the Occupational Segregation Cross-Directorate Working Group, it is envisaged that their final report will hold a specific recommendation on this (which will also be meeting an earlier identified policy recommendation from the Review of Scotland's Colleges).

Lifelong Learning Directorate Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Directorate

Office of the Chief Scientific Adviser

Directorate Responsibilities

Providing independent advice to the Scottish Government on its science policies, promoting science to the people of Scotland, and running a range of science engagement programmes including support to Scotland's Science Centres

Statement of Directorate Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

The Office of the Chief Scientific Adviser is committed to the promotion of gender equality in all of its areas of responsibility. This mainly relates to ensuring that:

• the promotion of science takes full account of equality issues, including gender equality.
• where grants are provided to bodies to promote science engagement, gender equality issues are addressed.

The Chief Scientific Adviser also has an emerging role as the head of profession for scientists and engineers in the Scottish Government, and as part of this she will consider whether there are any gender equality issues that should be addressed.

What is known about the experiences of, and issues for, women and men affected by the Directorate Responsibilities

Evidence shows that science is still perceived as a 'male' profession - there remains a significant imbalance between the proportions of men and women working in science. The demand for scientists in the future means that there is huge potential for woman scientists to play a greater part in the sector. OCSA works closely with a broad range of science engagement stakeholders to raise awareness of science as a career ensuring that gender issues are fully taken into account. In particular, through the personal involvement of the Chief Scientific Adviser it supports and contributes to the activities of UK/Scottish Resource Centre for Women in Science, Engineering and Technology.

The balance of genders in SG science and engineering staff is not known, but future staff surveys could look at this and also see whether they have different concerns.

Office of the Chief Scientific Adviser Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Agency

HM Inspectorate of Education ( HMIE)

Agency Responsibilities.

HMIE inspects, reviews and reports across educational sectors and children's services and monitors standards nationally. HMIE works with stakeholders and partners to promote best practice, support continuous improvement and build capacity in the system. HMIE's principal activity is to promote sustainable improvements in standards, quality and achievements for all learners in Scottish education through first-hand independent evaluation.

Statement of Agency Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

HMIE's mission is to work with others to secure improvements in the education and wellbeing of the people of Scotland. As part of this mission, HMIE is strongly committed to promoting gender equality and tackling inequality and disadvantage between males and females. HMIE will ensure that all its staff has gender equality training as part of their ongoing professional development programme on equalities. HMIE is committed to the equality impact assessment of its policies and practice. HMIE will continue to ensure balanced gender representation in the development of policy and practice. HMIE will work with its partners and stakeholders to promote gender equality and will continue to identify and promote best practice across the system.

These actions reflect the national purposes and outcomes.

What is known about the experiences of, and issues for, women and men affected by the Agency Responsibilities.

Internal

• We have identified a need to improve how we manage the evidence and statistical data we have about gender equality and use this more efficiently to make further improvements to gender inequality.
• We have reviewed our Human Resources Policy and made use of the Equality Impact Assessment Toolkit to evaluate and identify areas of information gathering which would assist us in addressing a number of the SG objectives in relation to data gathering, training of staff and mainstreaming gender equality

External

• Education authorities and educational establishments are aware of the requirements of the Gender Equality Duty. There is currently insufficient evidence from inspection and reporting to date to illustrate how successful individual establishments have been at tackling gender inequality and disadvantage between males and females. HMIe are committed to engaging with stakeholders to help them understand and address gender equality issues. HMIe will analyse issues arising from the inspection and review process.
• Inspection and review evidence indicates that children, young people and adult learners have some understanding of gender issues but not enough opportunities to discuss these issues openly and to develop skills and confidence in recognising and addressing discrimination and promoting equality. HMIe will ensure appropriate focus on gender equality issues during the course of inspection and review.

HMIe Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Agency

Social Work Inspection Agency ( SWIA)

Agency Responsibilities.

SWIA's main task is to evaluate the quality of social work services in Scotland through inspection or review and to advise the First Minister, the Scottish Parliament and the Scottish Government about social work services. Our function is to work with others to continually improve social work services by indentifying areas for improvement and disseminating best practice.

Statement of Agency Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

SWIA is committed to eliminating discrimination and harassment and promoting equality of opportunity for all people across all of its functions and taking action to tackle gender inequality. In all inspections, SWIA will identify and raise issues of gender inequality in the planning and provision of social work and social care services and through these influence improvements in service delivery to men and women.

What is known about the experiences of, and issues for, women and men affected by the Agency Responsibilities.

Results from Scottish Government Equality Unit's work on the gender equality duty provides detail on key issues for identifying gender discrimination and developing the gender equality duty. SWIA has established an equality group to:

• To consider the implications of equality legislation;
• Take account of the single equality legislation;
• Identify how 'equality' issues relate to the Performance Inspection Model and examples of good practice;
• Review all areas of SWIA's work to make sure equality issues are addressed; be a point of advice for SWIA; and
• Demonstrate good practice in all areas of equality.

There are three key areas in which SWIA addresses the above areas:

1. in our own organisation;
2. in local authorities' employment practices; and
3. in their service delivery and access.

These are reflected in our action plan below.

Social Work Inspection Agency Gender Equality Action Plan

GENDER EQUALITY ACTION PLAN

Name of Agency

Student Awards Agency for Scotland ( SAAS)

Agency Responsibilities.

We assist Scottish students in higher education by:

• assessing and paying financial support for living costs and tuition fees;
• dealing with the Students' Allowances Scheme (including applications for student loans), the Postgraduate Students' Allowances Scheme ( PSAS), the Nursing and Midwifery Students Bursary Scheme ( NMSB) and other Health Service Bursary Schemes ( e.g. dentistry).;
• providing resources and data to the Students Loan Company for the payment of student loans;
• distributing Discretionary Funds and Childcare Funds to Scottish universities and colleges;
• maintaining a register of charities that offer educational endowments;
• helping learners through the Individual Learning Accounts Scotland ( ILAS) scheme, which SAAS runs in partnership with Skills Development Scotland; and
• working with the Health Directorate to develop and deliver NHS Bursaries targeted at specific groups.

Statement of Agency Commitment to the Promotion of Gender Equality and how this helps to deliver Government's national purpose and outcomes and contributes to progressing the Government's gender equality scheme objectives.

The Chief Executive Officer commits to ensuring that SAAS has due regard, when carrying out its functions/responsibilities, to eliminating unlawful discrimination and harassment and will promote the equality of opportunity between men and women employed by the Agency.

What is known about the experiences of, and issues for, women and men affected by the Agency Responsibilities.

At present SAAS collates statistics showing gender and age breakdown of students in receipt of an award and/or fees and/or loan. The latest statistics for 2006/07 show females account for 53% of all students supported. The total number of female students has decreased in 2006/07 by 1% and the total number of males has increased by 2.5%. Therefore at present there are no gender issues in this particular area.

Student Awards Agency for Scotland Gender Equality Action Plan