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Phylogenetic methods typically rely on an appropriate model of how data evolved in order to infer an accurate phylogenetic tree. For molecular data, standard statistical methods have provided an effective strategy for extracting phylogenetic information from aligned sequence data when each site (character) is subject to a common process. However, for other types of data (e.g. morphological data), characters can be too ambiguous, homoplastic or saturated to develop models that are effective at capturing the underlying process of change. To address this, we examine the properties of a classic but neglected method for inferring splits in an underlying tree, namely, maximum compatibility. By adopting a simple and extreme model in which each character either fits perfectly on some tree, or is entirely random (but it is not known which class any character belongs to) we are able to derive exact and explicit formulae regarding the performance of maximum compatibility. We show that this method is able to identify a set of non-trivial homoplasy-free characters, when the number $n$ of taxa is large, even when the number of random characters is large. By contrast, we show that a method that makes more uniform use of all the data --- maximum parsimony --- can provably estimate trees in which {\em none} of the original homoplasy-free characters support splits., Comment: 37 pages, 2 figures

This report continues the series in which Education Scotland evaluates the quality of young people's learning and achievements, in this case in the technologies. The report contributes to the overall picture of what it is like to be a learner in a Scottish early learning or childcare setting or school in this second decade of the 21st Century. The technologies unarguably form a central part of Scotland's heritage, identity and future. Their importance cannot be overstated whether as an economic necessity, a social influence or a vital educational experience. The technologies make a core contribution to key Scottish Government policies, within and beyond education in aspects such as sustainable economic growth, a feature which echoes throughout this report. The technologies have the potential to impact hugely on children's and young people's learning, achievements and readiness for the world in which they will live and work. This report celebrates much that is good in learning in Scottish technologies, and equally sets out much that can be done to improve outcomes for our children and young people, and our communities. The report adopts the title "Building Society" to reinforce the values which underpin the Scottish concept of the technologies--as inspiring, enabling, supporting and equipping our children and young people to take their learning in the technologies and use it to make people's lives better. The following are appended: (1) Real-world, real-time technologies; (2) Messages from the statistics; (3) Messages from the research; and (4) Centres and schools visited as part of the task.

This report is situated within the context of college sector reform, specifically regionalisation and the implementation of regional "outcome agreements" (ROA), and, within the wider context of public service reform, the refreshed guidance on Single Outcome Agreements (SOA) for Community Planning Partnerships (CPP). It sets out to explore the current nature and impact of college contributions to community planning, identify existing good practice and explore the implications for this aspect of colleges' work of both regionalisation and the recommendations resulting from the review of community planning. The aims are to: (1) promote dialogue and help inform planning as colleges are reformed in regional models and respond to the review of community planning and SOAs; (2) identify and disseminate examples of effective practice in colleges contributing to outcomes for communities through their work with CPPs; (3) make recommendations to help ensure colleges deliver high-quality outcomes and experiences for learners by contributing more effectively to community planning processes and SOAs in a regional context and against the background of wider public service reform; and (4) inform the ongoing work of Education Scotland under the updated quality framework for the external review of Scotland's colleges.

The findings of Education Scotland's sectoral programme of inspections, which sample the providers of education at every stage from the early years to adult learning, provide a key source of evidence on how effectively one of its core public services is performing. The last published summary of inspection findings was produced in 2009 when Her Majesty's Inspectorate of Education (HMIE) published "Improving Scottish Education 2005 to 2008." Since then, the fast moving pace of change and challenge across the world and in society at large has been reflected in a continuing ambitious agenda for change in Scottish education. Developments that the HMIE report highlighted three years ago have gathered pace as it seeks to promote the innovation, flexibility and creativity needed to support young people for this ever changing world. The evidence summarised in this report indicates that much progress has been made in embedding new, improved approaches in every-day educational practice. This report describes, for example, steady progress in the implementation for Curriculum for Excellence in all sectors, over the course of the three years it covers. The picture that the inspection evidence paints is consistent with other sources of evidence that have appeared since 2008. In international studies between 2008 and 2011, Scottish children's achievement in science, mathematics and English language were similar to or slightly better than other UK students in England, Wales and North Ireland. Against countries worldwide, Scottish children remain in the middle ranking of achievements in these subject areas. Recent results for the Scottish standards for numeracy assessments reflect levels of achievement the researchers have evaluated in this report over 2008 to 2011. In particular, focus is still needed in the first years of secondary to maintain the earlier gains in primary school. Everyone must remain determined in moving Scottish children to even better achievements, nationally and internationally. Notes on evidence base and evaluation terms used in the document are appended. (Contains 6 footnotes.)

The Her Majesty's Inspectorate of Education (HMIE) publication, "External quality arrangements for Scotland's colleges," September 2008, specifies that HM Inspectors (HMIs) will produce a number of subject aspect reports over the four years 2008-12. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIs external review reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE external reviews of colleges and examined other relevant publications and reports. They consulted with key stakeholders, including college staff, learners, employers and professional bodies. This report evaluates college programmes which lead to vocational qualifications in performing arts, offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Appended are: (1) Performing arts programmes: summary of data over three years; (2) Colleges involved in the fieldwork for this report; and (3) Glossary of terms. (Contains 8 footnotes.)

The Her Majesty's Inspectorate of Education (HMIE) publication, "External quality arrangements for Scotland's colleges, September 2008," specifies that HM Inspectors (HMIs) will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIs reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject aspect reports during annual engagement visits. This aspect report evaluates current practice and identifies important areas for discussion and further development amongst practitioners. It identifies excellent practice found by HMIs featuring them within the report and sets out recommendations for improvement. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including the Scottish Qualifications Authority (SQA), professional bodies and "Scotland's Colleges." This report evaluates college programmes within a wide range of disciplines subsumed within the social subjects area. Social subjects is a wide category, but includes: programmes designed to support access to further and higher education, social work or community education; Higher National Certificate or Diploma (HNC/D) Social Science; SQA Intermediate and SQA Higher programmes primarily in sociology, psychology and politics; and access programmes to specific occupational areas, such as, uniformed services. Care programmes, although having a high content of social subjects, are not covered in this report but are fully reported within a concurrent aspect report on Care. Programmes covered by this report are offered in a variety of modes at levels 4 to 11 of the Scottish Credit and Qualifications Framework (SCQF), but the report does not evaluate degree provision. Appended are: (1) Social Sciences sector-level summary, 2007/08 to 2009/10; (2) Glossary of terms; and (3) Colleges and organisations involved in fieldwork for this report. (Contains 7 footnotes.

This report examines the contribution of self-evaluation to internal review processes in Scotland's colleges. It identifies the range of methodologies used by colleges, what makes these effective and what needs to improve further. It explores in particular, the extent to which self-evaluation has a positive impact on learners' experiences. The report addresses these aims through: (1) evaluating the extent to which self-evaluation has improved over time, including taking into account equality and diversity issues; (2) evaluating the contribution made by external stakeholders and college learners as part of the self-evaluation process; (3) identifying and disseminating examples of excellence or sector-leading and innovative practice; and (4) making recommendations for improvement to current practice. The Her Majesty's Inspectorate of Education (HMIE) report, "Effective self-evaluation reporting in Scotland's colleges (2007)," identified a number of positive features. HMIE has provided other analyses of self-evaluation and internal review arrangements in colleges. The most recent was through the HMIE publication, "Improving Scottish Education (2009)." This report identifies the progress that colleges have made, since the publication of these two reports, in improving their approaches to self-evaluation and internal review. Appended are: (1) Colleges visited in the fieldwork for this report; and (2) Glossary of terms. (Contains 7 footnotes.)

Scotland's colleges have a wide-ranging mission. They meet the needs of a wide range of stakeholders, including individual learners, local communities, regional and national bodies and the national and international economies. That they meet all of these needs to a very large extent is testament to the commitment of the staff and Boards of Management in colleges. The Scottish Government has identified six key economic sectors, as well as the university sector, in its skills strategy, "Skills for Scotland": (1) financial and business services; (2) energy; (3) tourism; (4) life sciences; (5) food and drink; and (5) creative industries. This report will evaluate the extent to which Scotland's colleges are working to address the skills needs of these key economic sectors. Appended are: (1) Employment in Scotland 2009; (2) HMIE groupings of subject areas; (3) Enrolments by HMIE grouping 2005-6 to 2009-10; (4) Enrolment trends for selected programme groupings; and (5) Colleges involved in fieldwork for this report. A glossary of terms is included. (Contains 3 tables and 17 footnotes.)

In recent times, there has been significant interest in reviving the Gaelic language. The National Plan for Gaelic aims to secure a sustainable future for the language. Gaelic Education plays a major role. The term "Gaelic Education" covers a spectrum of opportunity ranging from raising an awareness of Gaelic as a Scottish language to the achievement of fluency through immersion. Along this spectrum sits the opportunity to learn Gaelic as a subject and a wide range of other opportunities such as those offered by Sradagan to use and develop the language. This report refers to Gaelic Education throughout but focuses specifically on Gaelic Learners and Gaelic Medium. It summarises for further action the findings of a task undertaken by Her Majesty's Inspectorate of Education (HMIE) in 2010/11, drawing on evidence from inspections in the period from 2006-2011 and from interviews with key players in the development of Gaelic Education. Appended are: (1) Relevant reading; and (2) Glossary. (Contains 30 footnotes.)

From 2001 to 2006, following a request from the Scottish Executive, HMIE gathered evidence about the implementation of "A Teaching Profession for the 21st Century", the tri-partite agreement prepared in 2001 by Scottish Executive, COSLA and the teachers' unions. This "teachers' agreement" had been drawn up in response to the report of the McCrone Committee of Enquiry into teachers' pay and conditions of service. HMIE published "Teaching Scotland's Children", HMIE's report on implementation of the Teachers' Agreement, in 2007. Between 2007 and 2010, HMIE published a number of reports focusing on implementation of the agreement, findings of the inspection and review between 2005 and 2008, and findings of an aspect review of initial teacher education in Scotland. The last of these reports, published in 2010, was used by Graham Donaldson and his team as they drew up "Teaching Scotland's Future." Shortly after this report was published, HMIE set out their response to the report and its recommendations. This submission is firmly based on the findings of these reports and the extensive evidence base which lies behind them. (Contains 17 footnotes.)

This report provides, for the first time, an overview based on inspections of all 32 local authority educational psychology services. The picture it presents is broadly a very positive one although it also points to areas in which there is certainly scope for further improvement. The report shows that services are making a positive difference to the lives of children and young people in Scotland, particularly some of the most vulnerable. It has been seen that effective educational psychology provision can make an important contribution to meeting the needs of all learners through supporting families, schools, and education authorities in a wide variety of ways. The following questions are addressed in this report: (1) What key outcomes have educational psychology services achieved? (2) How well do educational psychology services meet the needs of their stakeholders? (3) How good is educational psychology services' delivery of key processes? (4) How good is the leadership and management of educational psychology services? Appended are: (1) Background to the inspection process; (2) Tables of stakeholders' views; (3) National performance and quality indicator evaluations graph; (4) Reflective questions to support self-evaluation and improvement; and (5) Glossary. (Contains 2 figures and 17 footnotes.)

The Learning in Smaller Companies (LISC) project was undertaken to develop links between academic institutions and work-based learning in Scotland. The University of Stirling worked with Falkirk College and Clackmannan College to create a number of work-based learning schemes for employers in small and medium-sized enterprises. The programs were designed for delivery at various academic levels from pre-higher to postgraduate education and in a range of modes, including traditionally assessed courses and portfolio schemes based on accreditation of competence. The LISC project emphasized flexible delivery schemes compatible to employers' needs and an overall framework that is based on accreditation of competence. The following programs have been delivered through the LISC project: Scottish Vocational Qualifications; Scottish Vocational Education Council National Certificate modules; Higher National Certificate qualifications; University Access courses; and the postgraduate Certificate in Small and Medium Enterprise Management. During the past 2 years, 28 companies within the geographic area covered by Forth Valley Enterprise have participated in the project. The project has attracted small and medium-sized firms from a wide range of industrial and commercial sectors. (Appended are lists of steering group and focus group members and project outputs and dissemination activities. The bibliography contains 25 references.) (MN)

This document is written by employers whose companies participated in the Learning in Smaller Companies (LISC) project, during which a university and two further education colleges created a number of work-based learning schemes for employers in small and medium-sized enterprises in Scotland. The foreword (Peter Swinson) discusses the importance of collaboration between education and industry. In a section on the purpose of the project, the importance of education to a high quality work force and company success is emphasized. The roles of management and employees in work force education and work force development are discussed in the introduction (Michael Willis). The following topics are considered in "The Learning Environment in the Small Company" (Michael Willis): characteristics of the entrepreneurial business environment; barriers to training and development; and characteristics of work-based learning. The essentials of becoming a learning organization are outlined in "Becoming a Learning Organisation" (Peter Neal). "The Learning in Smaller Companies (LISC) Project" (Peter Neal) summarizes the objectives and activities of the LISC project. Presented next are three case studies: "The Taylor Group" (Michael Willis); "The Lake Hotel" (Douglas Little); and "Harvey Maps Limited" (Sue Harvey). Concluding the document are a resource checklist, profile of the Forth Valley Enterprise, and 11 references. (MN)

In May 2009, the Minister for Children and Early Years, gave a commitment to Parliament to establish a working group to report on how the "Education (Additional Support for Learning) (Scotland) Act 2004" (the Act) is affecting children and young people who: (1) are looked after; (2) are young carers; (3) have mental health disorders; and (4) have sensory impairments. HM Inspectorate of Education (HMIE) was asked to lead the review. In carrying out this task, HMIE set up a working group with colleagues from the Scottish Government, voluntary organisations and education authorities. The Act has been amended by the "Education (Additional Support for Learning) (Scotland) Act 2009" (the 2009 Act). The 2009 Act will commence on 14 November 2010 and will strengthen the original 2004 Act. In particular, the Act as amended, automatically deems that all looked after children and young people have additional support needs, unless the education authority determine that they do not require additional support in order to benefit from school education. In 2007, HMIE reported on how well authorities and schools were implementing the Act. Key findings showed that: (1) inter-agency work had led to appropriate individualised educational programme (IEP) targets for children and young people with a range of communication and language difficulties; (2) authorities were beginning to improve support for meeting the needs of looked after and accommodated children and young people; and (3) a few authorities had established clear procedures for supporting looked after and accommodated children and young people in schools. This report updates aspects of the HMIE report and considers how the Act is working now for children and young people with additional support needs relating to being looked after; being a young carer; having mental health disorders and having sensory impairments. It also makes recommendations aimed at securing better learning outcomes for these children and young people. Appended are: (1) Membership of the task group; (2) References; and (3) Meeting additional support needs. (Contains 11 footnotes.)

The HM Inspectorate of Education publication, "External quality arrangements for Scotland's colleges, September 2008," specifies that HMIE will produce a number of subject aspect reports over the four years 2008-12. These reports complement in a subject specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published reviews of colleges, and examined other relevant publications and reports. They have consulted with key stakeholders, including the Scottish Qualifications Authority (SQA), employers and other professional bodies. This report evaluates college programmes delivered in the Hospitality and Travel and Tourism departments in Scotland's colleges. For the purposes of this report, this covers programmes in food preparation and food service, hospitality management and travel and tourism. Programmes covered by this report are offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Appended are: (1) Colleges involved in fieldwork for this report; (2) Table 1; and (3) Glossary of terms. (Contains 1 table and 10 footnotes.)

The HM Inspectorate of Education (HMIE) publication, "External Quality Arrangements for Scotland's Colleges, September, 2008" specified that HMIE will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE external reviews of colleges and examined other relevant publications and reports. They consulted with key stakeholders, including college staff, learners, employers, and professional bodies. This report evaluates college programmes which lead to vocational qualifications in sports or sport-related industries, offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Excellent practice found by HM Inspectors is identified and the report also sets out recommendations for improvement. Appended are: (1) Colleges visited in the fieldwork for this report; (2) Sport and leisure programmes: Summary of data over three years; and (3) Glossary of terms. (Contains 1 table and 11 footnotes.)

This resource gives the professional view of Her Majesty's Inspectorate of Education (HMIE) on the strengths and best practice in implementing inclusion and equality across education in Scotland, and sets out what needs to be done now to improve. It is designed to be used by all who work with children, young people and adult learners to assist them in reflecting on their current practice and in improving that practice to meet the needs and aspirations of all in Scottish society. Each section of this report has a corresponding professional development section. This links to illustrative film clips which are part of the Journey To Excellence resource, and has a series of reflective questions about how one can improve his/her practice. The Glow network will support professionals in discussing and sharing their practice in inclusion and equality. The main difference to the lives of children and young people is made by the professionals who directly interact with them, and one must always remember that they can have a significant, positive impact. Appended are: (1) Relevant reports and links; and (2) Key Statistics.

This report evaluates the extent to which Scotland's colleges have developed and embedded a culture of promoting equality and diversity effectively for all learners and staff. It considers how effectively colleges have mainstreamed equality and diversity in all aspects of their operations. The fieldwork for this report has been informed by evidence from external reviews of Scotland's colleges, carried out between January 2009 and March 2010. It also draws upon evidence from college reviews which took place in the review year 2007 to 2008, under HM Inspectorate of Education's (HMIE) previous arrangements for external review. This evidence enables conclusions to be drawn about early challenges addressed by colleges, emerging from the Equality Act 2006. HM Inspectors conducted fieldwork in 13 colleges, which serve very different communities, are geographically diverse, and which have faced different equality issues, arising from and dependent upon these factors. A further 23 colleges responded to a wider questionnaire, providing detailed and helpful information. All colleges visited were invited to discuss identified themes pertaining to a range of aspects of equality and diversity. The wider questionnaire addressed the same themes. Inspectors found examples of illustrative and notable activities and arrangements which promote equality and diversity very effectively. A summary of key findings is provided along with recommendations for improvement. Appended are: (1) Glossary of Terms; (2) Colleges and organisations involved in fieldwork for this report and colleges responding to questionnaire; and (3) Themes addressed during fieldwork visits to colleges and themes included in questionnaire. (Contains 8 footnotes.)

The HM Inspectorate of Education (HMIE) publication, "External quality arrangements for Scotland's colleges, September 2008," specifies that HMIE will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges, and will wish to discuss issues arising from subject reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including employers and professional bodies. This report evaluates college programmes within the life sciences curriculum area. Programmes covered by this report are offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). These programmes provide education and training for an industry sector that is making an increasingly important contribution to Scotland's economy. This report recommends that colleges should: (1) support teaching staff to develop a broader range of teaching strategies and approaches that encourage more active learning and engage learners more fully; (2) improve learning and teaching approaches to involve learners more actively in planning and managing their own learning; (3) ensure that science laboratories and facilities are fit for purpose and reflect industry standards; and (4) improve success levels for learners on full-time science programmes through rigorous analysis of underlying reasons for low performance and implement measures of improvement. Appended are: (1) Colleges visited in fieldwork for this report; (2) Table 1: Life sciences programmes: Summary of data over three years; (3) Portraits of excellent practice; and (4) Glossary of terms. (Contains 1 table and 4 footnotes.)

This report evaluates college programmes within a wide range of disciplines subsumed within the business, management and administration (BMA) area. The disciplines covered are: business and finance; economics; law; management; public administration; international business studies; enterprise; management skills; management planning and control systems; human resource management; financial management/accounting; financial services; office skills; typing/shorthand/secretarial skills, and marketing and public relations. In undertaking the fieldwork, particular emphasis has been given to the general areas of accounting, business, administration and management because colleges offer most BMA programmes in these areas. Programmes covered by this report are offered in a variety of modes at levels 4 to 11 of the Scottish Credit and Qualifications Framework (SCQF). Included in this report are a summary of key findings, outcomes and impact, and recommendations for further improvement. Appended are: (1) Colleges visited in the fieldwork for this report; (2) Table 1: Business, management and administration programmes. Summary of data over three years; and (3) Glossary of terms. (Contains 1 table and 1 footnote.)

This report identifies the approaches, main features, and best practices in safeguarding arrangements within Scotland's colleges, and makes recommendations for improvement. The report addresses this through: (1) Investigating the level of understanding of safeguarding held by college managers and their staff both with regard to specific responsibilities and legal requirements, and also more generalised responsibilities concerning duty of care; (2) evaluating the impact of safeguarding approaches on those designated as vulnerable groups, both from the perspective of protection and engagement in learning and the wider college environment; (3) identifying excellence and sector-leading and innovative practice; and (4) making recommendations for improvement to current practice. A summary of findings is reported, as well as main issues for emerging colleges to take forward. Appended are: (1) Safeguarding/child protection pro forma; (2) Colleges involved in fieldwork for this report; (3) Key documents and websites; (4) Vulnerable young people; and (5) Glossary of terms. (Contains 19 footnotes.)

Follow-through visits are a well-established part of the process of HMIE inspection of schools. Since 2003 HMIE staff and faculty have revised the arrangements for follow-through to achieve an increasingly proportionate approach. From then, their engagement with a school following inspection has been directly related to the school's overall performance and its capacity for improvement. This proportionate approach allows their resources to be targeted on direct involvement where it is most needed and can have most impact. They carry out follow-through visits to schools around two years after the original inspection. In some cases they carried out interim follow-through inspection visits within one year. This report is mainly based on an analysis of the progress found in over 300 HMIE follow-through inspections on which reports were published between 2005 and 2008. The work was undertaken in schools in which they had previously identified important or major weaknesses in key aspects. In those follow-through inspections the staff found much evidence of improvement and were able in most cases to disengage from further inspection activity in connection with the original inspection. This report identifies the key factors which led to improvement. It also draws on evidence from other HMIE tasks which identified successful approaches to school improvement. The staff think that the key improvement factors which they have identified are relevant and applicable to all schools. They therefore believe that education authorities will be able to use the advice as they work to improve their schools, sustaining high performance and helping good schools to become even better and to demonstrate all the features which are required for Curriculum for Excellence. (Contains 3 footnotes.)

This report provides a positive picture of how colleges have responded to the needs of these young people in their local area. It illustrates the types of ethos, commitment and planning which, over the last three to five years, have contributed to providing highly responsive programmes and services. However, there is still progress to be made in areas including, improved communication between colleges and schools, arrangements for development and delivery of core skills in mainstream college programmes and more involvement of partners in evaluation and planning processes. At local, and in some cases national level, there is insufficient communication and understanding of what colleges offer these young people. In conclusion, the progress these young people make at college and their subsequent successful progression to a positive destination is highly important to their future personal and economic wellbeing. Many of these learners entered college feeling they had been written off by others, including their families and schools. They brought with them the baggage of failure and low self esteem which manifest themselves in very low or no aspirations and a reluctance to put themselves in situations where they may be measured and assessed. In almost all cases, they stayed, overcame their barriers, and moved on as adults to take responsibility and make informed decisions about their future. For most, their experience at college has been life changing, and for more than a few it is probably life saving. Educators need to learn from each other, build on what works well and make full use of the resources, services and expertise available in local areas to reach continuously out to and re-engage the young people in Scotland who are not engaged in education, employment or training. Appended are: (1) Glossary of terms; (2) Effective Practice; and (3) Case Studies. (Contains 29 footnotes.)

Her Majesty's Inspectorate of Education (HMIE) recognises that Gaelic is an integral part of Scotland's heritage, national identity and current cultural life. HMIE recognises that there is a need to ensure the sustainable development of Gaelic for the future and is committed to working with stakeholders and partners across the public and private sector to achieve this aspiration. In its work, HMIE will seek to: (1) enhance the status of Gaelic; (2) promote the acquisition and learning of Gaelic; and (3) encourage the increased use of Gaelic. This document is HMIE's Gaelic Language Plan, prepared within the framework of the Gaelic Language (Scotland) Act 2005. It sets out how Gaelic is used in carrying out business, how the use of Gaelic be enabled when interacting with stakeholders and partners, and how the development of Gaelic will be promoted. It is recognised that the development of Gaelic Language Plans by public bodies such as HMIE is a key component of the 2005 Act. It is recognised that the Gaelic Language Plan will help to formalise and communicate to staff, partners and stakeholders what the policy is in relation to Gaelic matters, and what Gaelic services they can expect to access through HMIE. HMIE aims to build on current partnerships to support the work of the Gaelic Language Plan. To help achieve the targets in the Gaelic Language Plan, members will work closely with partners such as Learning and Teaching Scotland (LTS), Scottish Qualifications Authority (SQA), Scottish Funding Council (SFC); and local authorities. Numbers and information about Gaelic are appended. (Contains 2 footnotes.) [This plan has been prepared under section 3 of the Gaelic Language (Scotland) Act 2005.]

The DEAL (Developing Employment-based Access to Learning) project evolved from a Scottish access to education initiative as a vehicle for enabling workers and their employers to benefit from continuing education through work-based learning. Through DEAL, educational institutions in the United Kingdom have formed partnerships with a number of employers in the public and private sectors. Employers are involved in all aspects of program design, including provision of candidate support structures and assessment mechanisms. Four programs have resulted from implementation of the DEAL model: a bachelor's degree in postqualifying social work; a flexible route to the diploma in social work; a portfolio access program; and a work-based learning program for information technology. A process was developed for implementing the DEAL model within small and medium enterprises. Eight issues emerged as critical for the DEAL model, including the following: lifelong learning; the nature of academic and employer partnerships; employers as "champions" of their employees; the types of employers interested in DEAL; dual accreditation; and quality assurance within work-based learning. (The bibliography lists 18 references. Appended are the following: lists of members of the project's support committees; Scottish Credit Accumulation and Transfer framework; and list of acronyms. (MN)

In 2006, the Scottish Executive's Enterprise, Transport and Lifelong Learning Department (SEETLLD) asked HM Inspectorate of Education (HMIE) to carry out a review of the four Scottish science centres--Glasgow Science Centre (GSC), Our Dynamic Earth (ODE) in Edinburgh, Satrosphere Science Centre in Aberdeen, and Sensation Science Centre in Dundee. HMIE carried out the review between September and November 2006 and published a report of their findings in June 2007. The report identified the strengths, weaknesses and areas for improvement at each centre. It also made a number of more generic recommendations for the Scottish Science Centres Network (SSCN) and the Scottish Executive, now the Scottish Government (SG). In June 2009, HM Inspectors carried out follow-through visits to the four centres and also met with the SSCN and representatives of OCSA. During the visits to the science centres, HMIE included a peer reviewer from another science centre on each of the teams. The review team talked with key stakeholders and members of centre staff, including chief executive officers (CEOs) and education managers, examined relevant documentation and centre websites and, where appropriate, observed interaction between staff and visitors. This report summarises the findings of the HMIE follow-through visits and notes under each recommendation the nature and extent of improvement which had been achieved.

"Curriculum for Excellence" sets a rightly-ambitious agenda for reform in Scottish education. The Teachers' Agreement established conditions and processes which are intended to enhance individual teachers' professional skills, knowledge and attributes, and provide a context for them to be able to perform to the highest level. The benefits of the Teachers' Agreement have yet to be fully realised. Successful implementation of "Curriculum for Excellence" relies on this. Scotland has reached a transition point in both "Curriculum for Excellence" and the implementation of the Teachers' Agreement. Implementation of "Curriculum for Excellence" is at the point where there will be a significant expansion from individual initiatives in selected areas to adoption by all teachers across all aspects of learning. At this transition point, this publication looks at some of the most important factors which will be needed for these profound changes. It takes stock of emerging practice in professional development and describes how collegiality, the contributions of chartered teachers, partnerships, leadership development, and the potential of information and communications technology can help to achieve the challenging outcomes educators seek. It reaffirms the importance of teachers learning together, recognising that the insights and expertise which lead to improvements for learners are often to be found amongst colleagues. It contains examples of promising and effective practice and points for further engagement and discussion. (Contains 17 footnotes.)

The Scottish Further and Higher Education Funding Council's (SFC) Corporate Plan (2009-12) makes clear its commitment to learners with profound and complex needs. Under "Outcome 2 Access, Inclusion and Progression" it states: "we will work with the Scottish Government, colleges and other stakeholders to ensure that appropriate programmes of study are provided to students with severe and complex needs." People and their skills are Scotland's most valuable resource. This principle extends across all individuals, including those with profound and complex needs. Almost all of Scotland's colleges provide programmes for, or are open to, learners with profound and complex needs. This is part of their core mission to provide appropriate programmes for learners from the communities which they serve. This report identifies the key features of appropriate and effective practice within Scotland's colleges for learners with profound and complex needs. It also makes a number of recommendations for improvement. Appended are: (1) Glossary of terms; (2) Colleges involved in fieldwork for this report; and (3) Toolkit to support planning and delivery. (Contains 12 footnotes.)