Pass Rates Raise Alarms for Scotland’s Education System
A recent report by the Commission on School Reform has revealed concerning trends in Scotland’s education system, particularly in STEM (science, technology, engineering, and mathematics) subjects. The findings indicate that just 40.1% of Scottish fourth-year pupils (typically aged 14–16) achieved a passing grade in National 5 mathematics in 2024. This marks a troubling gap when compared to the 75.2% who passed English.
The report analyzed data from Scotland’s National 5 qualifications, with pass rates calculated based on the entire age cohort rather than just those who sat the exams. The findings highlight stark disparities between subjects:
- 25.9% pass rate in biology
- 22.5% in chemistry
- 17.9% in physics
- 9.8% in computing science
Former Kilmarnock Academy headteacher and commission member Carole Ford termed these results a “mountain to climb” for Scotland. “The international Pisa survey already showed that Scotland’s results in maths and science were very poor,” she noted, adding that current educational outcomes could have significant long-term disadvantages for the country.
Why Are Pass Rates Dropping?
Ms. Ford suggested that staffing shortages and gaps in data collection could be contributing to this decline, while also questioning why fewer students are choosing STEM subjects. Speaking to BBC Radio’s Good Morning Scotland, she said, “Pupils are choosing subjects based on where they are most likely to succeed, and that’s even more concerning. We must ask ourselves—why do fewer pupils now expect to succeed in maths and sciences?”
Lord Jack McConnell, chair of Reform Scotland and former Labour first minister, echoed these concerns. He described the 40% pass rate in maths as “very worrying,” emphasizing the importance of STEM education for Scotland’s economic future. “Industries like renewable energy and health sciences depend on a strong foundation in mathematics and sciences. Improving these pass rates is crucial for our national growth.”
The Scottish Government Responds
A Scottish government spokesperson defended the flexibility of the Curriculum for Excellence, explaining that schools, parents, and teachers are best positioned to decide when students should take national qualifications.
“The focus is on what students achieve by the time they leave school, not at the end of a specific year,” the spokesperson stated. They added that the majority of students now remain in school until the final year (S6), meaning some might delay taking National 5 qualifications in certain subjects.
However, critics argue this approach might fail to address the underlying issues. Questions remain about whether students should be encouraged—or even required—to take subjects like maths and English at earlier stages, as was the case in previous decades.
What Needs to Change?
The findings reinforce a larger discussion about Scotland’s education system and its alignment with future workforce needs:
- Mandatory STEM Education: Should subjects like maths and computing science become mandatory again for younger students?
- Rethinking School Schedules: Could allowing students to take more than six National 5 subjects in S4 help improve results?
- Making STEM More Engaging: Beyond mandating subjects, should efforts focus on making STEM fields more appealing to students?
Both education experts and government officials agree that addressing these gaps is a matter of urgent national importance. Without significant action, Scotland risks falling behind in industries that rely on a scientifically skilled and data-literate workforce.
For now, the conversation continues—how can Scotland inspire the next generation to excel in STEM education?