Image source, bbc

Prof Scott says he used to advise young people to build themselves a range of attributes and qualifications not just for the job they want to do when they leave, but for the next one and the next.

The German, Swiss and Austrian education systems balance the academic and the vocational far better than Scotland, he adds.

The Dundee University academic says: "Let's put all the evidence on the table."

Labour MSP Iain Gray asks how serious the issues are in education.

Prof Scott says we must open it up for sensible debate and begin gathering the data needed to assess exactly this question.

Dr Britton reiterates that the issue of governance has still not been resolved and this has manifested as the various other problems highlighted.

Dr Britton says it has been almost impossible to measure effectiveness and value for money of education changes dating back as far as the 1974 McCrone report because not enough was outlined at the outset.

But we also do not seem to be learning from this to allow us to revisit initiative aims, he adds.

Prof Scott suggests members read chapter 4 of his 2014 thesis "if you haven't go anything better to do".

It's not easy to find a simple parallel Scotland can use to measure against, he adds.

Mr Hardie adds the data collection and building in review from the outset is important.

Prof Scott says: "It's easy to kick Education Scotland. It's not difficult. They provide several opportunities and I hate to say that."

But they do provide an important role, he adds.

There has been an issue of discontinuity at the inspectorate, Prof Scott tells the committee, adding that some expertise has been lost.

Image source, bbc

SNP MSP Rona Mackay asks if there should be a mandate to schools saying five subjects being offered is too low.

Dr Britton says the language in the Education Scotland guidance is "should", it can't be "must" due to the nature of Scottish education.

A more coherent approach could be adopted to inform schools, he says.

"It's been that perfect storm of losing the local authority capacity to provide the policy translation effect."

Prof Jim Scott suggests a mid-session review of CfE should be carried out, as recommended by the OECD in 2015.

It takes 15-20 years to steer a change in education but not addressing concerns means we are in danger of a generation of pupils not having a good education experience, he tells the committee.

There are things we can do now to allow the public debate to happen more effectively, including publishing policy and certain data sets Prof Scott insists.

Image source, bbc

Prof Scott says one would expect a rolling inspection process when a new education initiative begins.

The academic says this obviously has not happened as there is not a parcel of inspection evidence.

He explains it is quite difficult to get a feel for what is going on unless aspect inspections are carried out.

"There isn't a 'here is how it's going' in CfE."

Ms Lamont asks if schools in more disadvantaged areas are more likely to offer multi-level teaching simply because enough pupils to fill a course are less likely to stay on to fifth year.

William Hardie says he does not have the data but accepts some schools may find it difficult to recruit to some subject areas.

Is the driver shortage of teachers, asks Ms Lamont.

There might also be issues with school management who do not understand the differences between courses across the levels, replies Mr Hardie.

Image source, Getty Images

The Education and Skills Committee is investigating whether teenagers have a wide enough choice of subjects at school.

MSPs want to find out what effect the range of subjects on offer has on young people and whether choice has narrowed.

At most schools, students in fourth year get the chance to do six or seven qualifications. Occasionally, they get the chance to do only five.

The committee will seek evidence from parents, teachers and students.

MSPs will specifically look at the extent of and basis for any narrowing of subject choice available to pupils.

The committee is concerned that if there is a reduced number of subjects on offer to pupils towards the end of secondary school, this can have an impact on qualifications for college, university and in the workplace.

Read more here

Image source, bbc

Prof Scott says tri-level teaching is an issue where three different courses are taught in one room.

Johann Lamont says it is particular concern that the most disadvantaged children are more disadvantaged by this system.

The Labour MSP asks to what extent is having to teach at multi-levels is factored in for teachers.

Dr Britton says in secondary schools teachers have to understand the school's policy.

He explains students are prepared as "best we can" for teaching across different levels.

Tory MSP Alison Harris wonders if the courses are designed to support multi-level teaching.

William Hardie from the Royal Society of Edinburgh says multi-course teaching is a particular issue in the sciences, because courses can differ quite a lot between levels of qualification.

Dr Alan Britton says the reality is that if teachers had the choice, most would prefer not to undertake multi-level teaching.