Primary schools are being asked to improve writing standards by 11%.

Targets being set for the first time this year also call for an 8% improvement in reading ability in primary schools and 7% in basic mathematics.

The targets for the whole five to 14 age range bring lower schools in line with the performance targets already set for Standard and Higher Grade exams in secondary schools.

"They are an important first step in raising standards for all our children," said the Scottish Education Minister, Helen Liddell.

"Targets in these key areas address areas of concern identified recently in the School Inspectorate's Standards and Quality Report. That report showed that we have much to do to bring pupils' achievements up to standards we should expect - particularly in writing.

'Not an end in themselves'

"Targets are of course not an end in themselves but they provide an important focus for improvement in schools."

All schools were asked, in consultation with their education authority, to identify targets for improvements in reading, writing and maths.

The table below shows the national picture resulting from that consultation, giving the percentage of children on or above the level of attainment expected for their age under the national guidelines for five to 14-year-olds. It also shows the planned reduction in absence from school, as a percentage of half days missed:

Â	1998	2001	change
Primary Schools
Reading	69	77	8
Writing	56	67	11
Mathematics	73	81	7
Absence	21	18	-3
Secondary Schools
Reading	41	54	13
Writing	36	48	13
Mathematics	42	55	13
Absence	43	36	-6

Source: Scottish Office Education and Industry Department

The Scottish Office education department says the targets are intended as a focus for schools' efforts to improve attainment. What happens after 2001 will be decided by the new Scottish Parliament to be elected in May.

The longer term goal is targets which take into account social factors and recognise how much schools do to improve the performance of youngsters from disadvantaged backgrounds in particular.