On the SQA crisis: ‘At the heart of Scotland’s educational malaise is a serious deficit in the quality of thinking at the top. Such a climate is a recipe for the apotheosis of mediocrity. Too many of those in senior positions are ineffective time-servers, compliant functionaries or political opportunists.’
‘Swinney’s actions during the pandemic have not inspired confidence. The pattern of announcing policy, being sent homeward to think again before quickly reversing that policy, has been almost comical. For instance, he should have foreseen that a categorical pledge to NQTs would marginalise any teachers who were not in that category.’
‘Scotland likes to see itself as a bold, brave, progressive, dynamic 21st Century nation, but the truth is more insular, conservative, deferential and, in the end, suffocating – not just for individuals, but for ideas and innovation too. Unless that changes, nothing else will.’
‘As for the other people on the forum, it would be surprising if any ‘wild cards’ are to be found, since the tried and tested mechanisms of patronage ensure that those who get through the vetting process have to be judged ‘sound’. In the conformist culture of Scottish education, any tendency to ‘rock the boat’ is unlikely to lead to career advancement.’ On the OECD review of the Curriculum for Excellence…
What might we learn from the progressive thinking which gave power to local public health officers who understood local lives and deaths.
As much as a third (32%) of the Scottish workforce isn’t working in the lockdown but it’s the young who are the hardest hit and faces the bleakest future – unless we adopt New Deal-style measures to prevent a “lost generation” being scarred for life.
Nicola Sturgeon wants to measure Scotland’s economic success by wellbeing/quality of life, not just GDP. But where’s the beef? The Scottish Budget in February will be the test of what lies behind the rhetoric.
‘The procedures are daunting and of Kafkaesque complexity – one form runs to 85 pages and requires examples of proof that make acquiring Catholic sainthood look simple.’
PISA results attract particular (and perhaps disproportionate) attention because they are now the only substantial source of comparative data available to Scottish policy makers. Walter Humes update explains why ‘refreshing’ CfE is unlikely to deliver change.
‘Unfortunately, it is not easy to evaluate the CfE conclusively at this point in time…We need more research into everything from the breadth of education students are receiving to the number of A to C grades at National 5 and Higher levels to what happens in the years after people leave school.’