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There are no specific financialimplications expected for higher education institutions as a result of reformsrecommended by the Bologna Declaration. Bologna isan integral process which seeks to enhance educational co-operation andmobility across Europe. Institutions and other stakeholders participate ona voluntary basis.

The text of the BerlinCommuniqué was agreed by all delegations participating in the conference. Therewas no formal signing process.

The Deputy Minister for Enterpriseand Lifelong Learning attended the recent European conference as a member of theUKdelegation.

There are no specific financialimplications expected for further education colleges as a result of the Scottish Executive’s participation in the Bologna process. Bologna is an integral process which seeks to enhanceeducational co-operation and mobility across Europe. Institutions and otherstakeholders participate on a voluntary basis.

The Bolognaprocess recognises the importance of higher education for lifelong learning.This is consistent with the Executive’s lifelong strategy “Life ThroughLearning: Learning Through Life”.

The Executive has learntthat Scotland is well advanced in meeting the key principles of the Bologna Declaration. Specifically at the Berlin conference, we learnt thatScotland has a national credit and qualifications framework and a higher educationquality assurance system which are at the forefront of European developments inthese areas. We will continue to value the opportunity to exchange informationand views with counterparts from across Europe.

The recent HM Chief Inspectorof Prisons and HM Inspectorate of Education reports are addressed to the Home Office.Home Office ministers are discussing with the Scottish Executive how the recommendationscan be taken forward.

HM Inspectorate of Education’supdate report on education provision at Dungavel House Immigration Removal Centre,published by HM Chief Inspector of Prisons in August 2003, sets out the improvementsmade following the October 2002 inspection. The information requested is on page2 of the report, copies of which are available in the Parliament’s Reference Centre,(Bib. number 29149) or on the internet at http://www.homeoffice.gov.uk/docs2/dungavelupdate.pdf.

The job-sizing exercise encompassesall management responsibilities outlined in the agreement A Teaching Professionfor the 21st Century. This includes the management and guidance of colleagues.However, it should be noted that there is no requirement for probationer teachersto be supported by a particular grade of teacher.

We have recently issued in theautumn of last year to all teachers and schools, guidance on the Professional Reviewand Development process. This document, that was prepared in collaboration withlocal authorities and other key stakeholders, describes the types of professionaldevelopment opportunities that teachers should expect to be exposed to throughouttheir career. It provides an exemplar framework in which to place such opportunitieswhich schools and teachers should consider and which reflects on what developmentactivities are appropriate at different stages in a teacher’s career. The ProfessionalReview and Development document is one of the elements that come together to makethe National Framework for Continuing Professional Development (CPD) of teachers.In addition to the guidance prepared with our partners, the Executive has distributed£13.45 million in 2002-03 and £14 million in 2003-04 for CPD to local authorities.