The world has changed considerably in recent times, and it is essential that education not only keeps up with change but anticipates the future as far as possible.
If Scotland's children and young people are to gain the knowledge, skills and attributes needed for life in the 21st century we need a forward-looking, coherent curriculum that will inspire them to achieve at the highest levels.
Two reports highlighted areas for improvements as well as praising many strengths in Scottish education: HM Inspector's 'Improving Scottish Education' and 'Quality and Equity of Schooling in Scotland' by the Organisation for Economic Co-operation and Development.Improving Scottish Education
HM Inspectors published 'Improving Scottish Education' in 2009.
Graham Donaldson, HM Senior Chief Inspector, in Improving Scottish Education, 2009It is clear that the future will require a population with the confidence and skills to meet the challenges posed by fast and far-reaching change.
Scotland’s future economic prosperity requires an education system within which the population as a whole will develop the kind of knowledge, skills and attributes which will equip them personally, socially and economically to thrive in the 21st century. It also demands standards of attainment and achievement which match these needs and strengthen Scotland’s position internationally.
The report highlights substantial strengths in Scottish education, including the professionalism of its workforce and the growing capacity for improvement which, it says, will stand us in good stead as we tackle the challenges which lie ahead. It also identifies a range of issues which will need to be addressed in order to achieve the high aspirations which we all seek for our education system and all its learners.
What the report says about Curriculum for Excellence
'In taking forward Curriculum for Excellence, local authorities, schools, colleges and their partners have a very significant opportunity to use their professional judgement and ingenuity as they translate the new broad guidance into practice. Learning involves the progressive development of attributes and skills throughout life. All those engaged in supporting an individual’s learning from pre-school through to continuing education should see themselves as part of a continuous and collective endeavour.
Priorities are:
- ensuring challenge and progression in learning through imaginative, well-judged teaching, leading to the achievement of high levels of understanding and skill;
- devising curriculum structures which reflect the design principles of Curriculum for Excellence and enable all learners to benefit from the experiences and achieve the outcomes described in guidance on the curriculum;
- planning to ensure that all young people achieve the outcomes which comprise a broad general education and that they have suitable opportunities for choice and specialisation;
- working collectively to ensure that children, young people and adult learners make successful transitions between stages or establishments and from education to the world of work, building upon their prior learning;
- enabling all learners to apply learning in active and creative ways; and
- putting in place arrangements to support teachers in their assessment of learning, so that they and society can have confidence in their judgements and that assessment plays a central role in tracking and facilitating progress in learning.
In order to bring about necessary changes, all members of staff need to play their part, both individually and in teams, in leading learning and curriculum innovation.'
Quality and Equity of Schooling in Scotland
The Scottish Government (formerly the Scottish Executive) commissioned a report from the Organisation for Economic Co-operation and Development (OECD) called Quality and Equity of Schooling in Scotland.
The report, published in 2007, suggested that Scotland performs at a consistently high standard in the Programme for International Student Assessment (PISA). Scotland also has one of the most equitable school systems among OECD countries.
However, the report also identified some major challenges for Scottish education. There are still continuing issues of inequality. Children from poorer communities and low socio-economic status homes are more likely than others to underachieve, while the gap associated with poverty and deprivation in local government areas appears to be very wide. The OECD identified particular concerns over inequalities in staying-on rates, participation in different academic levels of national courses and pass rates in those courses.
Like 'Improving Scottish Education', the OECD stressed that too many of Scotland's young people are leaving secondary education with minimal or no qualifications. The report also suggested that the Scottish qualifications system contains complexities which have accumulated over time and that young people have an 'uneven quality of learning experience in compulsory secondary education'. It recommended a bolder and broader approach to vocational studies in schools.
In setting out the challenges for Scottish education, the report also identified potential solutions. In particular, the OECD praised the 'breadth of vision and commitment to both high standards and social inclusiveness' of the Curriculum for Excellence programme.
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