Politi­cians praise pupils as exam pass rates grow higher and higher

The Oban Times - - Front Page - STEVEN RAE srae@oban­times.co.uk

PUPILS in Ar­gyll have been praised for their aca­demic achieve­ment as tens of thou­sand of stu­dents across Scot­land re­ceived their Higher exam re­sults via text, email and post on Tues­day.

Although spe­cific fig­ures were not con­firmed at the time of go­ing to press, Ar­gyll and Bute’s MP and MSP, Bren­dan O’Hara and Michael Rus­sell, of­fered their con­grat­u­la­tions to young peo­ple across the re­gion in a joint state­ment, say­ing: ‘Con­grat­u­la­tions to all our young peo­ple across Ar­gyll and Bute for achiev­ing a new high in this year’s ex­ams.

‘Lo­cal at­tain­ment has gone up again this year, an in­di­ca­tion that no mat­ter how hard the task, pupils are keen to learn and keen to suc­ceed.

‘We are very proud of those who will build the fu­ture of Scot­land. But even if some of them didn’t achieve the grades they wanted, they musn’t de­spair - they still have more chances ahead.’

This year, more than 1120 pupils across the re­gion sat higher and ad­vanced higher qual­i­fi­ca­tions.

Many pupils in the area also gained al­ter­na­tive cer­tifi­cates - in­clud­ing Scot­tish Vo­ca­tional Qual­i­fi­ca­tions’ ASDAN’S (Award scheme de­vel­op­ment and ac­cred­i­ta­tion net­work), Duke of Ed­in­burgh, and Prince’s Trust awards.

Coun­cil­lor Rory Colville, Ar­gyll and Bute coun­cil’s pol­icy spokesman for ed­u­ca­tion, said: ‘I would of­fer my sin­cere con­grat­u­la­tions to all of our pupils on their achieve­ments, and on the hard work they have put into ex­ams dur­ing this year. In ad­di­tion, I would like to recog­nise the sup­port of staff in all our schools and the par­ents of our pupils who have en­cour­aged their young peo­ple in all of their in­di­vid­ual achieve­ments.

‘ We will con­tinue to build on the con­sid­er­able work un­der­taken in ses­sion 2014/2015 to en­sure con­tin­u­ing suc­cess for fu­ture groups of our young peo­ple par­tic­i­pat­ing in the new qual­i­fi­ca­tions frame­work.’

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