‘There is no halfway house when it comes to a child’s best interests. However, until automatic funding becomes a Scotland-wide reality, at least Falkirk … is lighting the way.’
‘Revisiting our educational history might encourage us to question some of the prevailing orthodoxies of our time…Perhaps we should ask why there are no comparable radical voices in Scottish education today.’
A Nordic-style kindergarten stage is the only way currently available of connecting all Scotland’s children with their evolutionary heritage. And, who knows, it might also help get Curriculum for Excellence back on track.
At the still point of the turning year, Sceptical Scot paused to toast all of you – contributors and readers – the best possible New Year. And a hope that we may all work well together for shared understanding and common purpose in 2019.
When was the last time you heard the shouts, squeals and laughter of young children as they ran, jumped, climbed, built dens, made mixtures and played ‘Let’s Pretend’ in their local neighbourhood? Sue Palmer of Upstart Scotland makes the case for outdoor play
‘Modern Scotland, both before and after devolution, emerges as a country that is more committed to bureaucracy than democracy’.
‘The problems now inherent in Scottish education, both falling standards and the attainment gap, are cultural not just structural. Significant progress can only be made with real attempts to alleviate poverty and a genuine alliance of people and organisations across Scotland committed to significant change’.
‘The fact that young children and adolescents were not only punished for gross disobedience but also minor misdemeanours and errors in schoolwork is, to my mind, unforgivable.’
Rory Scothorne explores the emergence of student radicalism in Scotland, arguing that the politicisation of Scottish students during the “1968 era” has left a lasting impression on Scottish politics and culture rather than the prevailing myth about 1968: it didn’t happen here.
The language of Scottish education needs to become less boastful and sentimental, and more honest. Professor Walter Humes calls for a national policy debate with people prepared to ask tough questions and challenge orthodoxies of an under-achieving education system.