Music provision in schools faces ‘stark challenges’
The EIS has published a new briefing highlighting the stark challenges facing instrumental music provision in Scotland’s schools during the COVID-19 pandemic.
The EIS recently surveyed its Instrumental Music Teachers (IMTs) across Scotland, and their responses have been incorporated into the new briefing paper (copy attached).
The key issues identified include:
Inconsistent approaches in the delivery of Instrumental Music Tuition across Scotland, with IMTs in some areas unable to return safely to school and having to adapt and develop new approaches for practical online teaching – often with insufficient resources and support.
The damaging impact of the pandemic on young people’s access to music tuition, particularly those currently studying for SQA qualifications and those from disadvantaged backgrounds.
Legitimate fears that any reduction in provision could lead to fewer students learning music, with serious implications for the future of instrumental music service and for IMT jobs.
There are also serious concerns that the growing practice of charging for Instrumental Music Tuition is having a direct impact on pupil participation and on equity of provision.
27 local authorities have now introduced some form of charging regime, through the introduction of tuition fees, instrument hire charges or a combination of both, leaving only 5 Councils across Scotland, where there are no costs associated with access to Instrumental Music Tuition.
Even more worrying is the dramatic increase in the level of charging which we have seen in recent years. In some areas of Scotland, annual charges are now in excess of £300 per pupil, with charges reaching £524 per annum in one authority.
The result is that while non-charging local authorities have seen an increase in pupil numbers of 31.4% since 2012/13, charging authorities have had an overall decline of 12.7% in pupil numbers over the same period.
Commenting, EIS General Secretary Larry Flanagan said, “Scotland is rapidly moving towards a scenario where only children from well-off families can learn to play an instrument.
“This is unjust and unacceptable. We must reverse the trend of charging to allow free access to music education for all, particularly those for whom the poverty-related attainment gap has widened as a result of COVID-19.”
Thousands of students will be able to study and do work placements across the world through a brand new scheme that replaces the UK’s participation in Erasmus+.
The Turing scheme will be backed by over £100 million, providing funding for around 35,000 students in universities, colleges and schools to go on placements and exchanges overseas, starting in September 2021.
The new scheme will also target students from disadvantaged backgrounds and areas which did not previously have many students benefiting from Erasmus+, making life-changing opportunities accessible to everyone across the country.
The programme will provide similar opportunities for students to study and work abroad as the Erasmus+ programme but it will include countries across the world and aims to deliver greater value for money to taxpayers.
The UK will reap the rewards from the investment, by boosting students’ skills and prospects, benefitting UK employers, and supporting Global Britain’s ties with international partners.
Education Secretary Gavin Williamson said: “We now have the chance to expand opportunities to study abroad and see more students from all backgrounds benefit from the experience.
“We have designed a truly international scheme which is focused on our priorities, delivers real value for money and forms an important part of our promise to level up the United Kingdom.
“These opportunities will benefit both our students and our employers, as well as strengthening our ties with partners across the world.”
UK organisations will be invited to bid into the scheme in early 2021. Successful applications will receive funding for administering the scheme and students taking part will receive grants to help them with the costs of their international experience.
The benefits of the exchanges to schools and colleges will be assessed and the learnings used to build on future schemes. Funding decisions for subsequent years will be subject to future spending reviews.
To meet delivery timescales, universities, colleges and schools are encouraged to begin preparation with international partners as soon as possible.
Universities UK International Director, Vivienne Stern, said: “Evidence shows that students who have international experience tend to do better academically and in employment, and the benefits are greatest for those who are least advantaged.
“The new Turing scheme is a fantastic development and will provide global opportunities for up to 35,000 UK students to study and work abroad.”
International Education Champion, Sir Steve Smith, said: “As the International Education Champion, I’m pleased to see that the government is committed to international exchanges.
“So much of what makes education so rewarding for all is the chance for students and learners in schools, colleges and universities experience new cultures and, by doing so, develop new skills.
“This scheme represents a sizeable investment from the Government and I look forward to working with the Government to develop a scheme that will make real our commitment to Global Britain.”
CONCERN OVER ALTERNATIVE SCHEME
On learning of the UK Government’s decision to withdraw from the Erasmus+ scheme, Scotland’s Education Secretary John Swinney said: “The decision of the U.K. Tory Government to leave the Erasmus Scheme not only closes opportunities for our young people and narrows any claim to an outward U.K. perspective.”
Universities Minister Richard Lochhead also expressed his profound disappointment at the UK Government’s decision to withdraw from the Erasmus Plus exchange programme and described the move as ‘a huge blow’.
Annually, over 2,000 Scottish students, staff and learners use the scheme. Scotland attracts proportionally more Erasmus participants from across Europe – and sends more in the other direction – than any other country in the UK. Through associated youth work projects the scheme is estimated to deliver at least £7 in value for every £1 it costs in public cash, and its value to the economy has been estimated to be worth nearly £34 million annually since 2014.
Students in Northern Ireland are to be given access to Erasmus, but the Brexit deal will now prevent Scottish students from participating.
Further and Higher Education Minister Richard Lochhead said: “The loss of Erasmus is huge blow. This is simply unacceptable and we are looking at alternative options.
“After years of discussions and meetings, the UK Government has made these decisions irrespective of the views of the Devolved Administrations. We found out from media reports more details of the UK’s alternative scheme which is a watered down and less well funded version of Erasmus and it’s not even an exchange program because there is no support for visits to Scotland.
“I have since spoken to my UK counterpart and expressed our profound disappointment that the UK chose to abandon Erasmus which plays such a key role in opening up opportunities and horizons for so many young Scots. Crucially, it is a scheme that brings different countries and nationalities together with massive cultural and educational benefits.
“I am seeking further clarification on what the new scheme looks like and how they intend to provide funding on a par with the amounts historically secured under Erasmus.
“We also need confirmation that they will ensure all those who currently benefit from the programme will be supported and crucially how the devolved nature of education would be protected under their new scheme and we will resist using the Internal Market Bill to foist an inferior UK scheme on Scotland.”
Eighteen students at Scotland’s Rural College (SRUC) have been awarded a bursary of up to £1,000 to help them continue with their studies.
The Going Further Bursary scheme, which was set up by the SRUC Trust in 2013, recognises students’ achievements and their future potential.
Students’ learning journeys and life experiences – including ill-health prior to or while at SRUC, registered carer status or being care experienced – are also considered.
Out of the 50 who applied, 18 students studying a range of courses at SRUC’s six campuses across Scotland were awarded a bursary this year to support them at a transitional stage of their learning.
Among the bursary winners was Anthony Boyce, 39, from Kilmarnock, who graduated with an HNC in Countryside and Environmental Management from the Riverside campus in Ayr this year and is now doing an HND. He was awarded £1,000 split over two payments.
Anthony, a keen fisherman who has a congenital deformity of his right arm and hand, said: “It makes being a student that little bit easier, as it will go towards bills like paying for broadband which enables me to access classes and study material.
“I chose to continue my studies with SRUC because the course offers a wide range of subjects which increase my knowledge and skill sets.
“I would like to work for SEPA, or work in an aquatic environment role, as I have previous experience in Fishery Management.”
Alana Docherty, 25, from Glasgow, who gained an HNC in Animal Care from SRUC’s Oatridge campus in West Lothian and has now progressed to studying for a BSc in Applied Animal Science at the King’s Buildings campus in Edinburgh, was also awarded £1,000.
Alana, who is a carer for her mother, said: “I decided to see if I would be lucky enough to be offered a bursary, and I was which I am really happy about. It means a lot to me as it will help me progress further in my studies.”
Jack Ferguson, 20, from Penicuik, was awarded £1,000 to help him continue with his Applied Animal Science degree at the King’s Buildings campus.
Jack, who was raised by his paternal grandmother, said: “This bursary primarily allows me to buy books or equipment for my laptop which I use a lot for my classes and at home for studying.
“It also gives me a sense of freedom, as growing up I never had much. It helps me realise I am my own person and if I need or want something for my studies, I don’t need to worry about asking. It doesn’t just help me financially, but also emotionally.”
The EIS has published a new briefing paper which highlights the views of Headteachers (HTs) and Deputes (DHTs) on the pressures of working in schools during the pandemic.
The EIS recently surveyed members across Scotland on a wide range of COVID-related issues and is publishing a series of themed briefings. Today’s report is based on comments received from HTs and DHTs in response to the national survey.
Key issues identified include:
Senior leaders highlighted that they are doing their best to implement the guidance to keep their schools safe, but there are just too many pupils in classrooms and in communal areas.
Some members suggested that the transmission within their school is not being reported.
There was widespread concern over the wellbeing of school staff who feel under pressure with their workload and are anxious about teaching with so many pupils in class full time.
EIS General Secretary Larry Flanagan said, “Headteachers and Deputes have been under immense pressure throughout the pandemic.
“Many Headteachers and Deputes worked through the summer holidays to prepare schools for return after the lockdown, and have continued to work extremely long hours ever since.
“Added to this, HTs and DHTs have been compelled to take on responsibility for contact tracing in their schools, with little or no additional support. With some school buildings set to remain open right up to Christmas, many HTs and DHTs will be expected to handle track and trace calls throughout the festive period.”
A sample of comments from HTs and DHTs who responded to the survey is included below:
“The amount of additional pressure and workload on head teachers is disgraceful. Now working 7 days a week as on call constantly with no time back or recognition. Schools are not safe.”
“Quite concerned about the way in which the public health team is dealing with confirmed cases in school. Parent can report that child has tested positive before 9am yet it takes until 3pm for any decision to be made about the class/staff isolating.”
“All staff are working in a very stressful environment due to working within guidance and are exhausted. Many feel vulnerable and would have appreciated being offered the flu vaccine as some protection against illness this winter. Many are also feeling undervalued as it’s fine for them to work with 30 different families but not for them to visit their own.”
“My desire would be that schools remain open and that our pupils get the service they long for. If the public health situation is severe enough for a level 4 lockdown and all non-essential shops are closed, then serious consideration must be given to risk of staff and pupils in schools. I believe that blended learning is a half-way house and pupils would get a better deal by staff being fully committed to remote learning. The remote learning offer is now far better than what it was in April to June.”
“We are finding staffing incredibly challenging. I currently have 50% of my teachers off and while we are able to cover, the lack of supply teachers available is very concerning. I am concerned about the impact on the staff who are in and the impact long term staff absence is having on our children.”
Staff are exhausted and anxious. There may be a limit to how long they can continue under such pressure.”
Today’s briefing (below) on Headteachers and Deputes is the latest publication to support the EIS campaign #NotAtAllCosts, which argues against the government plan to keep schools physically open ‘at all costs’ even in areas with high rates of COVID infection.
The EIS is continuing to share members’ comments online and urges individual teachers to do the same using the hashtag #NotAtAllCosts and tagging the First Minister and Deputy First Minister in their posts.
Plans for the 2021 exam diet have been updated in light of continuing disruption to young people’s education caused by coronavirus (COVID-19).
Higher and Advanced Higher exams will not go ahead and will be replaced with awards based on teacher judgement of evidence of pupils’ attainment. The assessment model will be based on the approach already agreed for National 5 awards, details of which are being set out today.
Data shows that since the return to school in August, there have been varied instances of COVID-related disruption to learning, with a higher proportion of pupils from more deprived areas having to spend time out of school.
Deputy First Minister John Swinney said: “In October, I said Highers and Advanced Highers would go ahead if it was safe and fair to do so. Since then, many pupils have suffered disruption because of COVID, as they were obliged to self-isolate or even saw their school closed. The level of disruption has, however, not been the same across the board – pupils in deprived areas have been hit hardest.
“While we hope that public health will improve in the coming months with the roll-out of the vaccine, we cannot guarantee that there will be no further disruption to pupils’ learning.
“Holding exams would run the risk of translating the unequal impact of COVID into unfair results for our poorest pupils, leading to their futures being blighted through no fault of their own. That is simply not fair.
“There will be no Higher or Advanced Higher exams in 2021. Instead we will adopt a new model that is based on the one developed for National 5 qualifications and make awards on teacher judgement of evidence of learner attainment. This approach is more flexible and takes account of the reality of the disruption so many pupils have already had to their learning.”
Mr Swinney also announced there will be an exceptional one-off payment to teachers and lecturers who are critical to assessing and marking National 5, Higher and Advanced Higher courses this year.
This is to recognise their additional workload of assessing national qualifications in this unique academic year in the absence of exams. The Scottish Government will work with partners and employers on the specifics of this payment.
The National Qualifications 2021 group, led by the SQA and involving local authority directors of educations, the EIS, and others, have been working to develop the model for assessing National 5 qualifications.
It involves teachers and lecturers working with the SQA to understand the standards required for national qualifications and how to apply this when grading pieces of evidence such as course work. No algorithm will be used, nor will learners’ awards be based on school past performance.
Results for learners will be awarded on 10 August.
The Deputy First Minister’s statement to Parliament on 8 December is here
Scotland’s youth work sector could miss out on more than £1 million of annual European funding due to Brexit.
That’s the amount of support currently received every year by the sector from the Erasmus+ international exchange programme, Scotland’s participation in which is now in jeopardy with less than a month to go until the end of the transition period.
The Scottish Government has sought repeated assurance that the UK Government will prioritise continued association to the programme, and, if the UK Government fails in its negotiations to secure access, that any replacement scheme will provide funding on a par with the amounts historically secured under Erasmus+ and that all those who currently benefit from the programme will be supported.
Further and Higher Education Minister Richard Lochhead has highlighted the urgency of a decision between Devolved Administration counterparts and Michelle Donelan, UK Minister of State for Universities.
Mr Lochhead said: “Scotland’s vibrant youth work sector supports children and young people’s well-being and helps close the attainment gap. Throughout the COVID-19 pandemic we have seen the sector rise to the challenge of providing services remotely, supporting some of our most vulnerable young people.
“If, as we expect, EU funding for youth work projects and youth exchanges are no longer available to the Scottish sector, the contribution of youth work to enhancing young people’s capacity for social and cultural connectedness and for understanding and accepting difference could be clearly impacted.
“I was fortunate enough to see the benefits of Erasmus+ first hand earlier this year, when I visited the Royston Youth Action project in the north of Glasgow.
“The impact of participating in international exchanges with young people from Estonia, Finland and Austria had been life-changing for them. Some of the young people had never had a passport, let alone the opportunity to travel abroad before. The Erasmus exchange experience has resulted in a lasting partnership between the participants which endures to this day.
“Research shows those in Scotland with fewer opportunities participating in Erasmus+ report a significantly higher effect when compared with young people who face fewer barriers. And those who study or train abroad are twice as likely to find employment quickly. Losing out to Erasmus+ would be a significant blow to many, and not just financially.”
One of Scotland’s major recipients of Erasmus+ support has been YouthLink Scotland, the national agency for youth work.
YouthLink CEO Tim Frew said: “It is disappointing to see no money for youth work has been allocated to the UK Spending Review, in terms of any potential domestic alternative to the Erasmus+ programme. We hope this is not a signal from the UK Government that these opportunities for some of our most disadvantaged young people are to end.
“Erasmus+ has provided significant transformative and life-changing opportunities for young people, many of whom are furthest away from mainstream opportunities. Whether it’s employability programmes, work on gender-based violence or environmental sustainability, the opportunity to visit, work with and learn from our European counterparts cannot be underestimated.
“We would like to see the Prime Minister make a commitment to the continuation of Erasmus+, a programme that already involves non-EU members, including Iceland and Norway. If youth work participation in either Erasmus+ or any domestic alternative, is no longer open to us, these opportunities will be lost for young people for generations to come.”
The Erasmus+ programme facilitates the mobility of individuals across Europe, be that for learning, teaching, or working, by financing individual exchanges from higher education, adult education, vocational education and training, youth work, schools and sport.
Scotland attracts proportionally more Erasmus+ participants from across Europe – and sends more in the other direction – than any other country in the UK.
Between 2014 and 2018 Scottish institutions and organisations secured more than 90 million euros in Erasmus+ funding with more than 80 youth work projects benefitting from around £4.4 million. With the sector estimated to deliver at least £7 in value for every £1 it costs in public cash, its value to the economy has been estimated to be worth nearly £34 million since 2014.
Recently the European Commission confirmed a 60% increase to the programme’s budget, which is now sitting at over 23 billion euros.
Scottish Government funding for youth work is being increased more than 30% this year to recognise the vital role the sector will play in making up any ground lost in learning during the coronavirus (COVID-19) pandemic.
A newly created £3 million Youth Work Education Recovery Fund – administered by YouthLink Scotland – is being targeted at those communities and young people who need the most support, bringing Government spending in the youth work sector this year to at least £12.5 million.
Recent findings show three-quarters of Scottish students who take part in Erasmus+ receive a first- or upper second-class degree, compared with 60% of those who did not study or train abroad.
Students who did an Erasmus placement are 50% less likely to experience long-term unemployment, and participants in vocational education and training have a higher employment rate (81% vs 68%) three years after the end of their stay abroad.
Commissioned by YouthLink Scotland, Hall Aitken (2016) estimated the social return on investment in youth work contributes between £656 million and £2 billion to the Scottish economy every year and shows a return of £7 for every £1 of public cash.
Public health advice is NOT to alter Christmas term date
Christmas and New Year school holiday dates will remain as planned.
The timing of school holidays, which vary around Scotland, was raised with Ministers in the Education Recovery Group, given many schools break up very close to Christmas and the potential for increased social interaction in households following the limited relaxation of rules between 23-27 December.
Deputy First Minister and Cabinet Secretary for Education and Skills John Swinney said: “Being in school is in the best interests of children and our priority remains to ensure schools are safe, and open. I want to thank school leaders, teachers and school staff for their outstanding commitment to education that has enabled children and young people to learn safely in school since August.
“The advice I have received from public health officials, and the COVID-19 Sub-group on Education and Children’s Issues, is not to alter Christmas and New Year holiday dates.
“We also know vulnerable children may be at greater risk if they are out of school for an extended period, and I am mindful of the impact an extension to school holidays would have for working parents. For these reasons I do not see a clear rationale for changing term dates and disrupting children’s education.”
Teachers union EIS says the decision will anger many teachers – and some have turned their anger on their own trade union.
One said: “This is the most horrific insult to everything teachers have been doing this year! @EIS are you actually going to stand up for us and do anything about this? If not now, then what exactly is your purpose?
Another added: “What?!! Are you completely ignoring the fact most people return a week after everyone has been allowed to mix indoors? This is the most alarming part: how many pupils and teachers are going to have to isolate in January! When are you going to actually stand up for us!
A third said: “This is an absolute disgrace. I am so angry at the Scottish Government. It is a complete insult to all school staff who are exhausted and on their knees after a very difficult term in very uncertain times. EIS have to start doing something NOW!!
The EIS website is currently down.
Read the advice from COVID-19 Sub-group on Education and Children’s Issues.
More details about the COVID-19 Sub-group on Education and Children’s Issues, including a list of members, can be found here.
Thousands of disadvantaged young people are being helped to develop valuable digital skills through the Scottish Government’s Connecting Scotland programme.
More than 23,000 iPads and Chromebooks are being distributed among digitally excluded low-income families and care leavers, as part of the latest phase of the £43 million programme.
As well as a new device, recipients also receive mobile data and help to use the internet confidently and safely for up to two years.
Connecting Scotland works with local authorities, public bodies and third sector organisations to reach people across the country.
Communities Secretary Aileen Campbell said: “Access to the internet brings huge benefits, especially during these challenging times. It provides a way to keep in touch and keep us informed, and is also an important way for people of all ages to further their education, find work and training opportunities.
“That’s why in this year’s Programme for Government we further committed to our world-leading Connecting Scotland programme by pledging to reach a total of 50,000 digitally excluded or marginalized people by the end of 2021. The combination of a device plus ongoing support means that everyone can get the most out of their laptop or tablet, and develop their skills.
“So far more than 8,700 people have received this package, and the stories fed back to us from local organisations show the real difference it’s making to households across the country.”
The full-time carer of a child who received a laptop through the programme said: “Thank you so much, the laptop is amazing. We downloaded Google Classroom and Ruby* did all her schoolwork.
“It was so fantastic to see her enjoy looking at a decent sized screen – it’s been a struggle to have Ruby do homework on an old mobile phone which is past its best. To be able to help her home school on a proper laptop is wonderful.”
Connecting Scotland is a Scottish Government programme set up in response to COVID-19. It provides iPads, Chromebooks and support to develop skills for people who are digitally excluded and on low incomes and is delivered in partnership with SCVO, all 32 local authorities and hundreds of third sector organisations across Scotland.
Phase 2, round 1 launched on 18 August and is focused on households with children, or where a child is normally resident (this includes pregnant women with no child in the household) and care leavers up to the age of 26 (in line with eligibility for aftercare support).
The next round of phase 2 opens tday (24 November)and will close on 18 January at 11am.
Applications can be made by organisations who support eligible groups via the Connecting Scotland website.
Carers Trust Scotland investigates the challenges for student carers
New Carers Trust Scotland research shows the key challenges for Scotland’s student carer population.
Key findings from student carer respondents:
47% find it difficult to attend class.
75% struggle with finances and budgeting.
35% find handing in coursework on time challenging.
61% struggle to concentrate in class.
Since October 2019, Carers Trust Scotland has been undertaking research into the experiences of student carers across Scotland’s colleges and universities. This study was made possible due to generous funding by Mr and Mrs JMB Charitable Trust.
It is estimated that there are over 30,000 students in Scotland, studying alongside providing unpaid care for a family member or friend who is ill, frail, disabled or has mental health or addiction problems.
Student carers, carer services and college and university staff from across Scotland’s colleges and universities were invited to participate in the research through interviews and surveys. Their perspectives have shaped the research, which illuminates the challenges for student carers and the support that can improve their experiences.
From application stages, through to the experience of studying, student carers face unique challenges. Unpaid carers give their caring role a great amount of thought when applying to college or university.
For many students, studying is an opportunity to move away from home and into student accommodation. Student carers, however, may be unable to move away from their caring responsibilities.
For those that stay at home, it is important that they can travel from college or university to the person they care for as quickly as possible, and so the location of course is given consideration.
Studying itself can present challenges for unpaid carers, with their time under pressure from caring responsibilities, their studies and in many cases, part time work.
Attending class, concentrating on work both at home and on campus, and meeting coursework deadlines are difficulties faced by many. A lack of time and competing responsibilities can take its toll, with 84% of student carers surveyed finding it challenging to keep good mental health while studying.
Finding time to socialise is also difficult for student carers, which can leave many feeling isolated from their peers, and the wider college or university community.
College and university staff, are aware that studying is challenging for unpaid carers and want to provide comprehensive support. However, it can be difficult to reach unpaid carers within student populations, meaning that it is only at crisis point when recourse for action is more limited, that student carers become known.
Supporting student carers can be challenging for college and university staff who are managing large caseloads and working with many students requiring support.
Considering the challenges student carers face, and the barriers that college and university staff face in supporting them, the Student Carer Experience in Scotland makes recommendations and suggestions that could improve the studying experience for student carers.
Visible, proactive and flexible support, with individually tailored and practical solutions can help student carers on their college and university journey. Despite challenges, with the right support in place student carers can, and do succeed in their studies.
Hannah Martin, Research and Engagement worker for Carers Trust Scotland said: “Studying can be a real challenge for student carers. There are many barriers, unique to their circumstances, that they can face from application right through to completing their course.
“The good news, is that there are measures that can support student carers, that college and university staff can take on.”
Pupils in Scotland have higher than average awareness of global issues, according to an international survey.
Data from the OECD’s Programme for International Student Assessment (PISA) on ‘global competence’ – the ability to examine global and intercultural issues and understand and appreciate different perspectives – also found pupils in Scotland have very positive attitudes towards immigrants and respect for people from other parts of the world.
The 2018 assessment included a test which measured pupils’ knowledge and understanding of global issues and the world views of others. Only two countries out of 27 who took part scored higher than Scotland.
Deputy First Minister John Swinney said: “One of the core aims of Curriculum for Excellence (CfE) is that Scotland’s young people become responsible citizens, with knowledge and understanding of the world and Scotland’s place in it. This survey shows CfE is working – our pupils are highly aware of issues beyond our borders and they are respectful of people from other parts of the world.
“Since this data was collected, a wide-ranging action plan has been published to make it easier for schools to cover important global issues such as climate change and a sustainable economy. This continuing work will help teachers equip our young people with the skills and knowledge to be active global citizens so they can contribute to sustainability goals, flourish in the global economy and contribute to the international community.”
The survey showed:
Scotland’s average score in the global competence assessment was 534. It was one of five countries to score at least 50 points above the average
Two countries (Singapore and Canada) achieved an average score higher than Scotland, two countries/economies were similar (Hong Kong and Taiwan), and 22 countries were lower
Twelve per cent of students in Scotland were at Level 5, the highest level in the assessment, compared to 4.3% of students across all countries. Only two countries had a higher proportion of students assessed at Level 5
Based on responses to a Global Competence questionnaire, students in Scotland had an above average respect for people from other countries, including respecting their values and opinions
Students in Scotland were among the 10 countries/economies (out of 66) with the most positive attitudes towards immigrants
