Council on Professional Conduct in Education
Report on Visit to Scotland
—— General Teaching Council and
Professional Conduct in Education
1999
Sponsored by Quality Education Fund
Contents
Page
I. Introduction and Background 1
1.1 Background of the Visit 1
1.2 Members of the Delegation 2
1.3 Dates and Targets of the Visit 2
1.4 Background Information on Education in Scotland 3
1.4.1 Education System 3
1.4.2 Entry Requirements, Training and Salaries of Teachers 4
1.4.3 Faculty of Education, University of Edinburgh 6
1.4.4 The Educational Institute of Scotland (EIS) 6
II. The Delegation’s Understanding of the General Teaching Council for 8
Scotland
2.1 Organization, Membership and Structure 8
2.1.1 Background 8
2.1.2 Composition 8
2.2 Functions 9
III. Stakeholders’ Views on the Work of GTC Scotland 11
3.1 Scottish Teachers’ Comments 11
3.2 Relationship between the Educational Institute of Scotland (EIS) 11
and GTC Scotland
3.3 University Lecturers’ Comments on GTC Scotland 12
3.4 SEED’s Comments on GTC Scotland 13
IV. Insights offered by GTC Scotland to Hong Kong 15
4.1 Insights for the Operation of the CPC 15
4.2 Insights for the Establishment of a GTC in Hong Kong 16
4.3 Insights into Ways to Enhance the Quality of Education 17
4.3.1 Status of Teachers 17
4.3.2 Improvement of Education Quality and Professional 18
Benchmarking
4.3.3 School Administration and Professional Arbitration 19
Annex 1 General Teaching Council for Scotland: Organization and 22
Staffing Chart
Annex 2 Composition of the General Teaching Council for Scotland 23
Annex 3 Number of Teachers and the Category in the Register
Annex 4 Material collected from the visit to Scotland, Oct 1999
Annex 5 Stakeholder Views on Continuing Professional Development
ii
I. Introduction and Background
1.1 Background of the Visit
To help members understand more about ways of handling issues of teachers’ conduct as well as the operation of professional bodies of teachers in different places, the Council on Professional Conduct in Education (CPC) has proposed since its second term (1996-98) to make overseas visits.
The General Teaching Council for Scotland (GTC Scotland) was founded in 1965 and has a history of 35 years. It has become the model of similar teaching councils in many countries and places. Its experience in handling matters of professional conduct in education also serves as a valuable reference for Hong Kong. The Government of the Hong Kong Special Administrative Region (HKSARG) has committed to setting up a General Teaching Council (GTC) for Hong Kong and the experience of GTC Scotland will surely be useful for its establishment and operation.
CPC invited Dr D I M Sutherland, Registrar of GTC Scotland, and Dr Shirley Van Nuland of Ontario Ministry of Education, Canada, to host a number of seminars in Hong Kong in February 1997 and June 1998 respectively. The seminars aimed to help Hong Kong teachers understand the functions and operation of these two professional bodies of teachers and were well-received by the participants. In September 1998, with the assistance of Dr Van Nuland and the funding support of the Education Department, a CPC delegation visited Toronto, Canada to meet representatives of the local education authorities, Ontario College of Teachers (OCT), related educational bodies and other organizations. They exchanged views on professional conduct in education, professional bodies of teachers, quality education and related issues. The report of the visit can be found at the CPC website: www.info.gov.hk/ed/teacher.
Besides, with the assistance of Dr Sutherland, Registrar of GTC Scotland, a CPC delegation visited Scotland in 1999 under the sponsorship of the Quality Education Fund. The delegation met representatives of the local education authorities, GTC Scotland, related educational bodies and other organizations to discuss and exchange views on professional conduct in education, professional bodies of teachers, quality education and related issues.
The visit to Scotland aimed to further our understanding of:
a. conducting a study for establishing a mechanism to enhance professional conduct in education in Hong Kong by making reference to the experience of GTC Scotland and integrating it with the local context;
b. the establishment, development, organization and functions of GTC Scotland;
c. the relationship between GTC Scotland and professional conduct in education, the functions of GTC Scotland in upgrading the quality of education;
d. other educational bodies’ views on teacher’s conduct and their functions in upgrading the quality of education.
1.2 Members of the Delegation
The delegation consisted of 7 members, including 6 CPC members and the Council Secretary:
Mr PUN Tin-chi / (Leader) Vice Principal, GCEPSA Whampoa Primary SchoolMr IP Cho-yin / Principal, Pui Kiu Middle School
Mr LAI Siu-ki / Teacher, PLK C W Chu College
Dr LEUNG Ping-wa / Teacher, Jockey Club Ti-i College
Mr TSUI Hon-kwong / Teacher, Pui Shing Catholic Secondary School
Ms TSUI Wai-chuen, Grace / Teacher, Caritas Chan Chun Ha Prevocational School - Fanling
Mr LAI Tung-chai / (Council Secretary) Education Officer (Administration),
Education Department
1.3 Dates and Targets of the Visit
The visit took place between 30 September and 9 October 1999. The organizations and persons visited include:
2/10/99 (Saturday)
l GTC Scotland
Dr David I M Sutherland, Registrar
Mr Matthew M Maclver, Depute Registrar (Education)
4/10/99(Monday)
l Faculty of Education, University of Edinburgh
Prof. Gordon Kirk, Dean
Prof. Pamela Munn, Prof. of Curriculum Research & Associate Dean (Postgraduate)
Prof. Margot Cameron-Jones, Prof. of Teacher Education
Mrs Janet Draper, Head, Dept. of Education and Society
Mr Warwick B Taylor, Lecturer, Dept. of Education and Society
5/10/99(Tuesday)
l Met the Council members of GTC Scotland and local teachers in Galashiels Academy. Attended a reception on the same night during which the Vice-Minister of Education delivered an address and answered questions.
6/10/99(Wednesday)
l Sat in on the Council Meeting of GTC Scotland.
7/10/99 (Thursday)
l The Educational Institute of Scotland (EIS)
Mr Fred Forrester, Depute General Secretary
l The Scottish Executive Education Department (SEED)
Mrs Lorna Brownlee, Head of Teacher Supply Branch, Scottish Executive Education Department
1.4 Background Information on Education in Scotland
1.4.1 Education System
Ever since the Labour Party assumed the reins of government on 1 May 1997, the UK government has endeavored to devolve its power to Scotland, Wales and England. In early 1999, after the Parliamentary election, a new Scottish Cabinet was formed and governmental restructuring was carried out immediately.
The Scottish Executive Education Department (SEED) also underwent restructuring in mid 1999 and became responsible for carrying out policies on primary and secondary education, child and adolescent education, arts and sports education, etc. Together, SEED and its 32 local authorities provide quality school education for the Scottish students. At present, there are 3 700 public schools in Scotland, with a student population of 800,000 (about 1/6 of the Scottish population).
SEED provides guidance on pre-service teacher training course structure and content, coordinates the supply and demand of teachers and processes student grant applications. Besides the provision of funds for the use of IT in education, SEED also allocates £1 million annually for research on education policies.
There is a special section under SEED called Her Majesty’s Inspectorate of School (HMI) which is responsible for the quality assurance of educational services at different levels, including kindergartens, primary and secondary schools, teacher education, tertiary education as well as community education.
SEED is also responsible for carrying out policies related to pre-school education, toddler care, social work and juvenile legislation. Besides the provision of funds for care of juvenile offenders and their community education, the Social Work Inspectors of SEED also provide professional counseling service and inspection of youth social work services.
Scotland adopts an “Education for All” system. All students aged between 5 and 16 receive free and compulsory education. The government also provides educational services for pre-school children, tertiary students and adult students. Though some parents may choose to send their children to private schools, most students study in public schools. The government adopts the following three measures to ensure the quality of education:
(1) all teachers must be qualified and registered;
(2) examinations and qualifications must be approved by the relevant authorities; and
(3) HMI inspectors are empowered to inspect all schools.
Scottish Education System
Age19+ / Tertiary Institutions / Continuing Education Institutions
18
17 / Secondary
Schools / Vocational Schools / Continuing Education Institutions
Free compulsory education / 16
15
14
13
12 / Secondary Schools
11
10
9
8
7
6
5 / Primary Schools
4
3 / Kindergartens
1.4.2 Entry Requirements, Training and Salaries of Teachers
There are 10 teacher training institutions in Scotland. All teacher training courses must be run according to the Guidelines on Pre-service Teacher Training Courses devised by SEED. And the number of teachers trained for each primary/secondary school subject is also controlled.
The entry requirements for primary teachers in Scotland include:
(1) a 4-year Bachelor of Education (Primary Education) degree; and
(2) a 1-year Postgraduate Certificate in Education.
As for secondary teachers, they must satisfy the specific requirements of the subject taught and have one of the following qualifications:
(1) a 4-year Bachelor of Education (Physical education, Music or Arts and Crafts Education) degree; or
(2) a mixed (common) degree (including subject studies, education theories and teaching practice); or
(3) a 1-year Postgraduate Certificate in Education.
Pre-service teachers who satisfy these basic entry requirements are required to undergo medical examination and register with GTC Scotland before they can teach in the schools of the local authorities. The first registration fee is £20 and the annual fee is also £20. Generally, teachers will pay these fees to ensure they are registered and can teach in schools. The fee will be deducted from their salaries on 1 April every year. For re-registration, a fee of £30 will be charged. GTC Scotland will check with the police whether a pre-service teacher has any criminal record. A new teacher is required to undergo probation for two years and then pass an assessment before he/she can be formally registered as a teacher member of GTC Scotland.
Teacher training providers will disseminate information on and application forms for registration with GTC Scotland to their trainees before the completion of the training programmes.
The salaries of Scottish teachers as at 1 April 1998 are as follows:
Salary Point / Annual Salary(Entry point of teachers in general) / 1 / £13,704
(Entry point of teachers with honours degree) / 2 / £14,361
3 / £15,018
4 / £15,681
5 / £16,509
6 / £17,496
7 / £18,486
8 / £19,560
9 / £20,796
10 / £21,954
*Primary and early childhood education (promotion rank)
Senior Teacher / £22,623 - £23,931Assistant Principal / £27,198
Vice Principal / £27,846 - £30,444
Principal / £27,846 - £37,512
* Except for “Assistant Principal”, the annual salaries of all other promotion ranks are determined by the number of students.
*Secondary education (promotion rank)
Senior Teacher / £22,623 - £23,931Assistant Head Teacher / £22,623 - £23,931
Head Teacher / £24,768 - £28,893
Assistant Principal / £31,743
Vice Principal / £31,743 - £38,598
Principal / £32,400 - £51,582
* Except for “Assistant Principal”, the annual salaries of all other promotion ranks are determined by the number of students.
Besides, all teachers may join a provident fund scheme. The benefits include pensions and immediate gratuities. Pension is paid when a teacher reaches the age of 60. Widows and orphans pension is also covered by the scheme.
1.4.3 Faculty of Education, University of Edinburgh
The Faculty of Education of the University of Edinburgh was established on 1 August 1998 upon the amalgamation of the Moray House (founded in 1848) with the University and became the ninth faculty of the University. The faculty is committed to providing pre-service and in-service teacher training and conducting related studies.
At present, the faculty provides three main types of courses:
(1) Teacher education
(i) 4-year Bachelor of Education (Hons) Degree programme;
(ii) 1-year Postgraduate Certificate in Education programme.
(2) Community Education
In-service training related to continuing education, adult education and community education.
(3) Leisure and Sports
Wide-ranging postgraduate degree, diploma and certificate courses.
1.4.4 The Educational Institute of Scotland (EIS)
The name of the teaching union was conferred by Queen Victoria and reflected its social status.
Founded in 1847, EIS is the largest teaching union in Scotland, comprising 80% of the Scottish teaching population (from kindergarten teachers to university lecturers). It is a powerful body of collective benefits. The Scottish Educational Journal is published by the EIS.
EIS was established with a Royal Charter and conferred with the power to award a degree of “Fellow of the Institute”. Its powers are similar to those of the councils in other professions, such as the legal, medical or engineering profession. In fact, it is a powerful labour union that can negotiate with the government, employers and political groups on issues concerning teachers’ salaries and working conditions.
According to a review report of GTC Scotland, about 61% of the registered teachers of the Council are also members of the EIS.
The annual fee of EIS is £60, which is thrice that of GTC Scotland. As former British Minister Margaret Thatcher has already illegalized the closed shop, teachers now join the EIS voluntarily, either for the legal representation offered in case of interest dispute or disciplinary hearing, or for the information and advice provided.
The professional seminars organized by EIS are usually well-received by the teachers. At the Annual General Meetings of the EIS, any motion would be thoroughly discussed and debated before being carried. The EIS’s opinions often have an impact on government policies.
Moving away from the confrontational position adopted between 1984 and 1986, EIS gradually granted autonomy to its local offices in late 1980s. With the increase of local authorities from 12 to 32 in 1996, the EIS has also transformed itself into a locally-based structure.
II. The Delegation’s Understanding of the
General Teaching Council for Scotland
2.1 Organization, Membership and Structure
2.1.1 Background
The formation of GTC Scotland was rooted in the profound dissatisfaction among professionals and the general public with the overall quality of education in Scotland resulted from the employment of uncertificated teachers in schools. An advisory committee under the chairmanship of Lord Wheatley was set up by the Government at that time. The Wheatley Committee confirmed in its report that the establishment of a general teaching council was the only way to assure the quality of all new teachers. Lord Wheatley's recommendation was accepted by the Government and the Council was formally established by the Teaching Council (Scotland) Act 1965. Elections were held and the Council met for the first time on 11 March 1966.