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The co-production process through which stakeholders are designing the Centre for Teaching Excellence will conclude in the first half of 2024, followed by a process to identify a suitable host institution(s). We expect the Centre for Teaching Excellence to launch shortly thereafter.

Further to question S6W-21835, I can confirm that no further working groups have been established since October 2023 within the Education and Skills portfolio.

I can confirm that all of the working groups listed in that answer are still active. However please note, one additional group was missed in the original PQ response. Therefore the current active working groups are as follows:

The Scottish Government and the Scottish Funding Council (SFC) engage regularly with colleges, which, are key anchors for the transition to Net Zero, acting as both community enablers and demonstration hubs in cities and regions.

SFC’s College Infrastructure Strategy , published in November 2022, describes the Scottish Funding Council’s approach to determining future investment in Scotland’s college estate and other college infrastructure. The strategy sets out the collective approach between SFC and colleges to develop an Infrastructure Investment Plan (IIP) for Scotland’s colleges. The plan, which will cover the period from 2024-34, will identify infrastructure investment need including investment for net zero.

The Teaching bursary advisory group is reconvened at the end of each year’s scheme. The role of the group is to review the implementation of the bursary scheme and provide advice on any necessary changes for the following year’s scheme.

The 2023-24 Teaching bursary advisory group is due to meet in March. Members include the Scottish Government, Skills Development Scotland, COSLA, Universities and the Scottish Council of Deans.

The Scottish Survey of Literacy and Numeracy (SSLN) was replaced with the more comprehensive Achievement of Curriculum for Excellence Levels (ACEL) data collection as part of the development of the National Improvement Framework for Scottish education. This was partly in response to advice from the OECD following its 2015 review of Scottish education which said that said the sample approach of the SSLN did not give national agencies enough evidence - “The light sampling of literacy and numeracy at the national level has not provided sufficient evidence for other stakeholders to use in their own evaluative activities or for national agencies to identify with confidence the areas of strength in the years of the Broad General Education across the four capacities of CfE."

The SSLN did not provide any detailed information for local authorities and schools about the progress of individual children. The ACEL data provides the attainment levels of every child in Scotland at key stages in primary and secondary school, and provides detailed data at all levels of the system, allowing schools and local authorities to better target improvement activity. Moving to ACEL data also empowers teachers, placing primacy on their professional judgement as the key indicator of children’s progress prior to national qualifications.

The National Upskilling Plan for Computing Science teachers is a multi-year upskilling programme to support teachers keep pace with this fast-changing subject area. As this is a core tenet of STACS aims and deliverables, the Scottish Government will continue to support this for the duration of the grant funding arrangement with STACS until 2026-7.

Scottish Teachers Advancing Computing Science is responsible for developing and implementing the National Upskilling Plan for computing science teachers. The National Upskilling pilot developed over 6 hours of high-quality upskilling material with 71 teachers registering from 27 councils and 50 education authority schools and 11 independent schools. On average, 30 teachers participated in the live workshops with evaluation feedback showing many participants reporting increased confidence and understanding. Utilising feedback from the pilot, the second iteration of the Upskilling Programme was expanded to include upskilling at National 5, Higher and Advanced Higher level and is currently being completed and will be evaluated as part of this next phase of work. STACS will continue to evaluate future phases of the Upskilling Programme.

Funding was allocated to Local Authorities on behalf of 304 secondary schools for computing science hardware on a demand-led basis. Local Authorities distributed funding on behalf of the Scottish Government, with the total claimed at approximately £730,000.

Grant funding to support Scottish Teachers Advancing Computing Science (STACS) / University of Glasgow commenced in 2021 and has continued on an annual basis since that date.

As a condition of the funding support the Scottish Government agreed with Scottish Teachers Advancing Computing Science a commitment to publish annual progress reports which are published on their website where updates and activity are regularly posted. The first year’s report is publicly available on the STACS website and they will be publishing a year 2 update report in the summer of 2024.

The annual report for 2022-23 is available at: https://issuu.com/stacshq/docs/stacsannualreport .

Although the number of individual Computing Science teachers visiting the website is not tracked, the STACS website is an important resource for the Computing Science community. 490 Computing Science teachers are members of the STACS website and have access to the full set of resources. Since launching in 2022 the website has had 53,000 unique visits.