The case for change
Improving Scottish Education
Her Majesty's Inspectorate of Education (HMIE) published Improving Scottish Education in 2009.
HM Senior Chief Inspector Graham Donaldson says in his commentary on the findings of the report, ‘It 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.