3rd Report, 2006 (Session 2) 

Pupil Motivation

REMIT AND MEMBERSHIP

REPORT

Introduction
The Purpose of Education
Leadership and Motivation
Pupil Centered Learning and Multiple Learning Styles
The Transition from Primary to Secondary School
Vocational Options
Home-School and Community Links
Sharing of Best Practice
Conclusion

ANNEXE A – INQUIRY PROCESS

ANNEXE B – EXTRACTS FROM MINUTES AND OFFICIAL REPORT

5th Meeting, 2005 (Session 2) Wednesday 23 February 2005
7th Meeting, 2005 (Session 2) Wednesday 20 April 2005
8th Meeting, 2005 (Session 2) Wednesday 18 May 2005
10th Meeting, 2005 (Session 2) Wednesday 1 June 2005
11th Meeting, 2005 (Session 2) Wednesday 8 June 2005
13th Meeting, 2005 (Session 2) Wednesday 22nd June 2005
14th Meeting, 2005 (Session 2) Thursday 8 September 2005
15th Meeting, 2005 (Session 2) Wednesday 14 September 2005
16th Meeting, 2005 (Session 2) Wednesday 28 September 2005

Official Report 23 February 2005
Official Report 18 May 2005
Official Report 1 June 2005
Official Report 8 June 2005

 Remit and membership

Remit:

To consider and report on matters relating to school and pre-school education, young people and social work and such other matters as fall within the responsibility of the Minister for Education and Young People.

Membership:

Iain Smith (Convener)
Wendy Alexander
Rosemary Byrne
Lord James Douglas-Hamilton (Deputy Convener)
Fiona Hyslop
Mr Adam Ingram
Mr Kenneth Macintosh
Mr Frank McAveety
Dr Elaine Murray

Committee Clerking Team:

Clerk to the Committee
Eugene Windsor

Senior Assistant Clerk
Mark Roberts

Assistant Clerk
Ian Cowan

3rd Report, 2006 (Session 2) 

Pupil Motivation

The Committee reports to the Parliament as follows—

introduction

1. The Committee’s focus on the area of pupil motivation stems from its interest in the school curriculum and its effectiveness in engaging and motivating children and young people. The Minister for Education and Young People’s observed that 27 per cent of children in Scotland did not want to be in school¹, while HM Inspectorate of Education commented:

 “… in the past three years, about one in 12 of the secondary schools that we have inspected has had wide-ranging issues of ethos, discipline and behaviour that involved more than just one or two departments. Many schools have problems with some classes or a small group of pupils, but about one in 12 secondary schools and one in 30 primary schools had broad issues. It is clear that a small minority of primary schools have serious problems of disaffection and demotivation”²

2. These comments suggest that significant numbers of Scottish children and young people are not motivated by their experience at school. However, this perspective needs to be tempered by HM Inspectorate of Education’s experience that: “… in many schools, behaviour, standards and motivation are very good”³.

3. The Committee wishes to stress that Scottish pupils, teachers and schools perform well by international standards and that standards have continued to rise. The Committee recognises the recent report by HM Inspectorate of Education which concludes that “… Scottish education does many things well and some particularly well”⁴.

4. Low levels of motivation can produce a wide spectrum of different responses. It is impossible to categorise pupils simplistically as being either motivated or unmotivated – they may display different responses at different times. A lack of motivation may manifest itself in non-attendance at school. However, there are also pupils who attend school but who are disconnected from the learning process and blend into the background of the classroom without causing any problems. In contrast, there are pupils who attend but behave disruptively.

5. Motivation is an inherently personal and individual matter. Different approaches to addressing a lack of motivation will be effective at different times for different pupils and it would therefore be inappropriate to recommend a single prescriptive national policy approach in response to issues that stem from the complex interactions between individual psychology, the relationship between teacher and pupil, peer group interactions and the link between school and the outside world.

6. However, the Committee notes that, although it is a minority of pupils in the Scottish school population who display a lack of motivation, that minority represents a substantial number of individuals who are not motivated and engaged by the education system. This issue is particularly acute for children and young people at the bottom of the range of educational attainment. As the Minister for Education and Young People noted—

 “…the national tariff score for the 20 per cent of pupils who are the lowest attaining in our system has not really shifted in recent years. While other pupils are improving their performance, the performance of that bottom 20 per cent is pretty static. The statistic represents about 12,000 kids, a significant number of whom come from the most deprived communities in Scotland”⁵.

7. However, the Committee also heard that there is some evidence that in some schools, more able pupils may also be under-achieving.

8. This apparent polarisation, with the pupil population being divided into improving and static groups, is clearly a cause for concern. It is equally concerning that some more able pupils are also under-achieving.

9. The Committee believes that it is important to try to ensure that motivation levels amongst pupils are as high as possible, regardless of their ability.

10. This report highlights what the Committee believes to be the key issues affecting pupils’ motivation and, where appropriate, makes recommendations to the Scottish Executive. The process followed during the course of the inquiry is described in Annex A. The Committee thanks all those who participated in the inquiry or contributed evidence to it.

The purpose of education

11. Much of the discourse surrounding pupil motivation relates to the perception of some children and young people that education has little value or relevance to their lives or their possible future careers. There may be a range of reasons for this: negative experiences of education amongst other family members, a lack of confidence that education will act as a passport to personal success and the limited number of mainstream role models who have achieved success through education. In addition, although Scotland has a long historical tradition of valuing education, this may have become eroded in more recent times, with a lack of emphasis on the value of education for its own sake and the importance of developing the skills to enable lifelong learning.

12. The Committee believes that everyone – teachers, pupils, families, managers and directors in local government, employers and the wider community has a role in helping to motivate pupils. However, the Scottish Executive is in the best position to provide overall strategic leadership in continuing to emphasise relentlessly the importance of education for everyone.

13. The Committee also learned through this inquiry—learning reinforced by its subsequent early years inquiry—that pupils who are likely to become de-motivated and detached from the system in their later years in education can be identified at a very early stage, and that early intervention is vital in supporting these pupils. The Committee therefore calls on the Scottish Executive to examine ways of working across the boundaries between different stages of the education system to help identify those most at risk of becoming de-motivated at the earliest possible moment.

Leadership and motivation

14. There was wide consensus on the fundamental importance of leadership in setting a school’s ethos. Although the headteacher and senior management in schools have a particularly important role in leadership, many witnesses stressed that leadership needs to be demonstrated by all teaching staff. Leadership must not be the sole responsibility of school management. The Committee welcomes the Scottish Executive’s recent emphasis on development of leadership skills amongst headteachers and other teaching staff. Leadership training needs to be embedded within both teacher training and continuous professional development.

15. There was widespread agreement that a key factor in pupil motivation is the existence of a properly resourced and motivated teaching workforce. As with pupils, there is a wide range of factors—including effective leadership—that can affect their motivation.

16. The Committee also welcomes the community planning and integrated working agenda of recent years, which have seen unprecedented levels of working across professional boundaries. Whilst teachers are always likely to be most focused on their core task of helping pupils to learn, their increasing involvement and integration with the world beyond school can only be a good thing. Under the Teaching Profession for the Twenty First Century agreement teachers have increased opportunities to look more widely at their professional development and, for example, to gain leadership perspectives from outside the profession.

17. The Committee welcomes the increased continuing professional development opportunities for teaching staff. However it believes that there may be a further case for providing opportunities for all teachers to develop leadership skills in environments outside education, with a focus on realisable, practical solutions.

18. The Committee also notes that working patterns have changed and few people now expect to spend their whole working life in one type of job. Teachers may have fewer opportunities than other groups of professionals to gain experience in other fields. The Committee appreciates that there are practical issues to be considered in seeking to widen the experience of teachers in other workplace environments. Nevertheless, the Committee calls on the Scottish Executive to explore, possibly through development of small-scale pilot projects, ways of providing teachers with, for example, opportunities of career breaks, secondments and exchanges and other experiences which would give them a chance to supplement their leadership skills with the benefit of experience in other fields.

pupil centred learning and multiple learning styles

19. The aspiration for there to be greater scope and space for pupil-centred learning which takes account of multiple learning styles amongst pupils was a recurrent theme during the inquiry. Witnesses also recognised that children and young people develop at different rates and what is applicable to the needs, for example, of one thirteen year old may be unsuitable for another. Therefore, different strategies for teaching and motivating may be required for different pupils and this needs to be recognised both in initial teacher education programmes and through continuing professional development. A challenge for school management teams, local government and the Scottish Executive is to find ways of maximising opportunities for teachers to develop learning resources tailored to the needs of individual pupils, and time to allow them to build relationships with individual pupils. The need for early identification of pupils with special needs was emphasised, together with the need for adequate resourcing of support for these pupils.

20. The Committee heard evidence that the role of teachers in promoting pupil-centred learning was crucial. However, there is also a duty on pupils to take responsibility for their own learning, in a way that will build on their school experience and encourage their lifelong participation in learning.

21. The use of new technology, for example interactive whiteboards, was felt by some witnesses to be motivational for some pupils, providing opportunities to learn in an engaging way, while also giving pupils an opportunity to receive almost immediate feedback on how they were progressing.

22. There may also be scope for further use of the range of flexible opportunities available through a number of voluntary organisations.

23. Some evidence called for flexibility and ‘space’ in curriculum and timetabling to enable teachers to maximise the time spent with individual pupils. The Committee notes that HM Senior Chief Inspector of Education has stressed that: “Space is needed for imaginative teaching which can capitalise on approaches which make learning relevant, lively and motivating”.⁶

24. Witnesses noted that whilst there is no one measure to create the time and space required to develop individualised approaches but there was some consensus that reductions in class sizes, a de-cluttering of the curriculum—already committed to by the Scottish Executive—and minimising, wherever possible, the impact of data-collection and other bureaucratic activities on teachers’ workloads would make a significant difference.

25. The Committee also heard that, to some extent, the activities of pupils in secondary schools are, effectively, driven by the assessment load of the certificate courses which are being pursued by pupils, and this constrains the room for manoeuvre that teachers have in managing their teaching time and allowing scope for a range of learning styles. Indeed, the Committee noted that exams and other forms of assessment can, for certain pupils, be key motivators, albeit perhaps in a negative way. It is appreciated that there are no easy solutions to this problem, and that there will inevitably be a tension between the need for pupils to achieve academically and the wish to have more space in the school programme.

26. Nevertheless, the Committee calls on the Scottish Executive to consider, together with the Scottish Qualifications Authority, as soon as possible, what practical steps can be taken to lighten the assessment and examination load on pupils and teachers in the upper secondary school.

27. The Committee accepted the suggestion that pupils will experience a higher degree of motivation and have a better sense of self if they are able to exercise some degree of control over their own learning and learning style.

28. The Committee found support for the development of practice which incorporated a degree of formal feedback from pupils on their experience of and perception of the effectiveness of different teaching and learning styles.

29. In order to understand better how pupils view teaching and its effectiveness, the Committee recommends that the Scottish Executive explores, with the relevant stakeholders, ways in which formal student evaluation and feedback from pupils could be integrated into schools’ teaching programmes and into processes of curriculum development.

The transition from primary to secondary school

30. The move from primary to secondary school represents a major change for many children and a number of witnesses stressed the importance of close working between secondary schools and their associated primary schools. The need to identify children in particular need of support across the transition was also noted. There are also widespread concerns over the loss of pace in learning in the early stages of secondary school—a problem which the recently published curriculum review has sought to address.

31. One suggestion that was made was that consideration be given to greater use of cross-disciplinary thematic project work in the first years of secondary school to smooth the transition from primary to secondary schools. The Committee recommends that the Scottish Executive explore this further although it acknowledges the strength of feeling that individual disciplines, such as, for example, history, must be retained.

Vocational options

32. The Committee also heard evidence, as noted earlier, that one factor in poor pupil motivation may be a failure to recognise the links between performing well at school and future job or career success. There may be a case to be argued that more resources need to be devoted to providing earlier and more focussed careers education and advice, (including job applications, CVs and interviews) so that the relevance of aspects of their school learning to their future careers can be demonstrated more easily for pupils.

33. In order to align the curriculum with possible future career options and stress the link between school education and future employment, the Committee recommends that the Scottish Executive should consider a review of the Career Education Framework in Scotland to align it more closely with the Curriculum for Excellence and the 3-18 curriculum framework.

34. It was noted that vocational education may be the preferred option for some pupils and the availability of vocational components of the curriculum has progressively increased. However, it was widely noted during the inquiry that in contrast with many other European countries, vocational education does not, at present, enjoy parity of esteem with more traditional, academic subjects. The Committee believes that more needs to be done to support the accreditation of vocational education, perhaps through further development of the Scottish Credit and Qualifications Framework.

35. The Committee also noted the increasing number of partnerships between schools and local further education colleges, which can lead to opportunities for some pupils to spend some of their school week pursuing vocational courses in the college. The Committee welcomes this and recognises that this can help to motivate some pupils who are unlikely to pursue academic courses at school, and are likely to leave school at the end of S4 to attend college.

36. The Committee also believes that it is vital that vocational education is not ‘ghettoised’ and that it is therefore important that vocational opportunities are offered to all pupils, and not only to those who are considered to be most excluded. This in itself could go some way towards improving the esteem in which such courses are held.

37. The Committee recommends that the Scottish Executive explores further ways of enhancing the status and perceived value of vocational school education and the emphasising the practical importance of academic subjects and whether more needs to be done to enhance the work experience opportunities available to school pupils.

38. The Committee welcomes the growth in opportunities offered to pupils across the country to gain experience of work and workplaces, and commend the companies and public sector organisations who have demonstrated commitment to young people by making quality opportunities available. It was noted that companies who had been most successful in managing work experience opportunities had found that involvement in the programme had also been highly motivating for their own staff, and had helped to enhance their skills.

39. In certain parts of Scotland, economic conditions coupled with transport difficulties have limited the opportunities available to pupils both to gain work experience while at school and to find employment on leaving. This has led to situations where successive generations have continued to experience unemployment, which may have given rise to a ‘workless culture.’ However, evidence from Glasgow and elsewhere has shown that these type of labour market issues can be, at least to some extent, overcome by school and other public agencies working together to make coherent links between vocational education and genuine working opportunities. The Committee would like to see this approach developed more widely in areas of persistent high unemployment.

40. The Committee further recommends that the Scottish Executive explore ways in which resources of the Scottish Executive and other public agencies can be harnessed to best support companies to improve and enhance work experience opportunities for pupils and to build coherent links between such experience and genuine employment opportunities, particularly in deprived areas.

HOME-School and community LINKS

41. Aspects of life beyond school inevitably have an impact on pupils’ motivation within school. There was widespread consensus that promoting involvement of parents in the work of a school helps build ownership of “our” school. The expansion of the use of home-school link workers appears to be playing a significant role in ensuring that pupils and, critically, parents are engaged and motivated. Similarly the ‘learning community’ approach which has been adopted in Glasgow appears to be paying dividends in terms of communication between the various agencies involved and in terms of parental and wider community involvement.

42. The Committee notes the Scottish Executive’s recent policy change in respect of the future of Integrated Community Schools. The Committee considers it essential that the positive aspects of the Integrated Community School experience so far in relation to focusing on all the needs of children and young people by breaking down professional barriers and joining up services are not lost as a result of this change.

43. Evidence has also suggested that the voluntary sector and alternative service providers can have an important role in developing pupil’s experiences outwith school settings.

44. There was repeated emphasis on ‘ownership’ of a school – generating a feeling of “our” school among pupils, teachers, parents and the wider community which implies that there needs to be greater opportunities for engagement between school and community. Central to this is the idea of creating a culture of celebration of achievement and contribution, regardless of whether the achievement is made in or out of school. The Committee believes that  schools which are able to promote such a culture are more successful, even when they are situated in less favoured areas.

45. A number of contributors at the Committee’s stakeholder event mentioned the need to celebrate achievements outside school as part of motivating pupils to perform well within school.

46. The Committee recommends that the Scottish Executive considers further what can be done to enhance and promote the support of parents to their children’s education and how the achievements of pupils outside school can be harnessed to create a culture of celebrating achievement, in all areas, including the arts and sport, to help motivate their performance within school.

SHARING OF BEST PRACTICE

47. The Minister for Education and Young People noted that: “A weakness in Scottish education has been that we are not good at sharing good practice…” and “local authorities traditionally look to themselves and what they do within their boundaries and do not look beyond those boundaries often enough”⁷. There was agreement that that the sharing of experience and best practice between schools and across local authority boundaries is to be encouraged, and initiatives such as the Pupil Inclusion Network are to be welcomed.

48. Another example of good practice the Committee saw was in Perth High School, where older pupils volunteered to provide peer support. This motivates the older pupils and provides valuable services to the younger pupils, and reinforces the motivational effect of peer group interactions.

49. No doubt there are many other examples of innovative practice across Scotland; the key is recording, documenting and promoting them so that they can be taken up and adapted to local circumstances, where appropriate, across the country.

50. The Committee believe that the Scottish Executive should explore and encourage ways in which practitioners can be supported in identifying, developing and sharing good practice through development of local and national networks (including events, gatherings and further development of HMIe website) without the necessity of another national initiative.

CONCLUSION

51. The Committee recognises that the question of pupil motivation has been considered many times in the past, and applauds the fact that innovative work to address the issue is already being carried out.

52. This inquiry has acted as a snapshot overview of the current situation. It is intended by the Committee to provide, as far as possible, a clear statement of what needs to be encouraged and supported to promote the highest possible levels of motivation amongst Scotland’s school pupils. It is also intended to allay misconceptions which may exist on the subject, and to contribute to the ongoing debate.

Annexe A

INQUIRY PROCESS

The Committee agreed the remit for the inquiry on 10 November 2004.

“The remit of the inquiry was to identify how all children and young people can be motivated by their school experience to enable them to achieve their full potential and in particular:

• identifying which factors have a positive or negative impact on pupils’ motivation;
• how pupils’ experience outside school impacts on their level of motivation within school;
• examples of how to identify early signs that particular pupils may be disaffected by their school experience;
• examples of effective teaching approaches, learning styles and personalised learning that have a motivating influence for disaffected pupils;
• examples of approaches which ensure that vocational training and alternative curriculum experiences are recognised and valued appropriately;
• examples of best practice from Scotland and other countries; and
• the effectiveness of existing networks and structures for communicating examples of best practice.”

The Committee issued a call for written evidence on and received 80 pieces of written evidence⁸.  The Committee held a private seminar on motivational psychology led by Alan McLean of Glasgow City Council on 9 February 2005.

The Committee visited schools in the Glasgow City and North Lanarkshire Council local authority areas and Perth schools participating in the YMCA led SMART Young People Project.

The Committee took oral evidence from on 18 May 2005 from George MacBride, Educational Institute of Scotland, Victor Topping, National Association of Schoolmasters/Union of Women Teachers in Scotland, Mark Challinor, Professional Association of Teachers, David Eaglesham, Scottish Secondary Teachers’ Association and a panel of teachers (Vicki Aldridge, Bryan McLachlan, Judith McClure and Don Ledingham).

On 1 June 2005, the Committee heard evidence from Una Chrystal (Right Track), Gary Daniel (Fairbridge in Scotland), Tom McGhee (Spark of Genius), Alan Locke (Renfrewshire Council) and Kelly Bayes and Steve McCreadie (Aberlour Childcare Trust). The Committee concluded its oral evidence sessions on 8 June 2005, when it heard evidence from Christina Allon (Careers Scotland), Margaret Clarke (Learning and Teaching Scotland), Bill Maxwell and Alan Stewart (HM Inspectorate of Education) and Peter Peacock MSP, Minister for Education and Young People and Philip Rycroft, Ruth Campbell and Laura Joyce, Scottish Executive.

The Committee published an interim report on 14 September 2005 and held an event on 8 February 2006 for previous participants in the inquiry to discuss the issues raised in the interim report. The discussion at that event has informed this final report.

Annexe B

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
5th Meeting, 2005 (Session 2)
Wednesday 23 February 2005

The meeting opened at 10:03 in Committee Room 5.

Pupil Motivation Inquiry: The Committee received a summary of evidence, considered an approach paper and took evidence from—

Ruth Campbell, Policy Manager, Pupil Support and Inclusion Division, Scottish Executive Education Department

Lynn Hendry, Project Director, “Determined To Succeed”, Scottish Executive Enterprise, Transport and Lifelong Learning Department

The meeting closed at 12:28.

Official Report 23 February 2005

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
7th Meeting, 2005 (Session 2)
Wednesday 20 April 2005

The meeting opened at 10.02 am in Committee Room 5

Items in private: The Committee agreed to take item 9 in private.

Visit to SMART Young People Project: The Committee noted a report as part of its pupil motivation inquiry.

The meeting closed at 12:45 pm.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
8th Meeting, 2005 (Session 2)
Wednesday 18 May 2005

The meeting opened at 10.04 am in Committee Room 6

Pupil motivation inquiry: The Committee took evidence from—

Panel 1

George MacBride, Convener of Education Committee, Educational Institute of Scotland
Victor Topping, Executive Member for Scotland, National Association of Schoolmasters/Union of Women Teachers in Scotland
Mark Challinor, Professional Officer, Professional Association of Teachers
David Eaglesham, General Secretary, Scottish Secondary Teachers’ Association

Panel 2

Vicki Aldridge, Teaching Fellow, The Moray House School of Education
Dr Judith McClure, Head, St. George’s School for Girls, Edinburgh
Bryan McLachlan, Principal Teacher, Netherlee Primary School, East Renfrewshire
Don Ledingham, Head Teacher, Dunbar Grammar School

Pupil motivation inquiry: The Committee discussed the issues raised in the evidence.

The meeting closed at 13.00 pm.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
10th Meeting, 2005 (Session 2)
Wednesday 1 June 2005

The meeting opened at 10.02 am in Committee Room 2

Pupil motivation inquiry: The Committee took evidence from—

Panel 1

Una Chrystal, Operations Manager, Right Track
Gary Daniel, Fairbridge in Scotland
Tom McGhee, Director, Spark of Genius

Panel 2

Alan Locke, Senior Adviser, Education Support, Renfrewshire Council
Kelly Bayes, Head of Policy, Aberlour Childcare Trust
Steve McCreadie,Service Manager, Crannog, Aberlour Childcare Trust

Pupil motivation inquiry: The Committee discussed the issues arising from today’s evidence.

The meeting closed at 1.02 pm.

EDUCATION COMMITTEE
MINUTES
11th Meeting, 2005 (Session 2)
Wednesday 8 June 2005

Apologies:  Ms Rosemary Byrne, Fiona Hyslop and Mr Frank McAveety

The meeting opened at 9.49 am in Committee Room 2

Pupil Motivation inquiry: The Committee took evidence from—

Panel 1

Christina Allon, Director, Careers Scotland; and
Margaret Clarke, Acting Head of ICT and Learning, Learning and Teaching Scotland;

Panel 2

Bill Maxwell, HM Chief Inspector, HMIe; and
Alan Stewart, HM Inspector, HMIe

Pupil Motivation inquiry: The Committee took evidence from—

Panel 3

Peter Peacock, Minister for Education and Young People;
Philip Rycroft, Head of Schools Group, Scottish Executive;
Ruth Campbell, Policy Manager, Pupil Support and Inclusion Division, Scottish Executive; and
Laura Joyce, Policy Officer, Pupil Support and Inclusion Division, Scottish Executive.

Pupil Motivation inquiry: The Committee agreed to consider the issues raised in today’s evidence at a future meeting.

The meeting closed at 1.21 pm.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
13th Meeting, 2005 (Session 2)
Wednesday 22nd June 2005

The meeting opened at 10.00 am in Committee Room 5

Pupil motivation inquiry: The Committee noted reports on school visits and the roundtable discussion undertaken as part of its inquiry, considered the issues raised in the evidence to the Committee and agreed the scope of its report.  The Committee also agreed to consider its draft report in public.

The meeting closed at 11.12 am.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
14th Meeting, 2005 (Session 2)
Thursday 8 September 2005

The meeting opened at 2.01am in Committee Room 5

Pupil motivation inquiry: The Committee agreed an approach to publishing its report and considered arrangements for a final event.

The meeting closed at 2.42 pm.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
15th Meeting, 2005 (Session 2)
Wednesday 14 September 2005

Apologies were received from Ms Wendy Alexander and Mr Frank McAveety.

The meeting opened at 10.01am.

Pupil Motivation Inquiry: The Committee considered a draft report and agreed to continue consideration at its next meeting.

The meeting closed at 11.01 am.

EDUCATION COMMITTEE
EXTRACT FROM MINUTES
16th Meeting, 2005 (Session 2)
Wednesday 28 September 2005

Apologies were received from Ms Wendy Alexander and Fiona Hyslop.

The meeting opened at 10.00am.

Pupil motivation: The Committee agreed an interim report.

Pupil motivation: The Committee agreed arrangements for a stakeholder event.

The meeting closed at 12.15 pm.

Footnotes: