Hayward is the way forward.
by Amy Ferguson
The highly anticipated review of Scotland’s education has finally arrived.
With every appearance of a knight in shining armour, Professor Louise Hayward of the University of Glasgow has appeared on the horizon as Scotland’s educational future hangs in the balance.
This review is full to the brim with hope. Carrying on where Curriculum for Excellence began in 2002, ‘It’s our Future’ highlights the importance of building curricula for the 21st century and beyond.
As previously mentioned, we do not know what the future holds. COVID-19 is testament to the fact that our world can change on a dime. It is our responsibility to harness our students with the skills to tackle an uncertain future and, more importantly, enrich it.
Scotland’s qualification system is held in high regard around the world. Students leave school with a diverse range of qualifications to help them progress from school to future pathways. However, in my opinion, our curricula are too focused on subject specific knowledge. I’m sure knowing trigonometry and its functions is very important to a mathematician, but how relevant is this knowledge in the wider world? Can this knowledge be transferred to a range of different contexts and circumstances?
In 2002, Curriculum for Excellence was unleashed to the Scottish public. It was viewed as a pipe dream – a lofty hope of where education could be. Students were encouraged to become successful learners, confident individuals, effective contributors and responsible citizens.
This all looked very impressive on paper but lacked two fundamental things:
Curriculum for Excellence lacked the practical applications in the classroom. A complete U-turn from the 5-14 curriculum, teachers, parents and students alike were left questioning the value of this proposed new national curriculum. We understood why Scottish education needed to change but were left wondering how. Teachers clung to their schemes of work with new fervour, unsure of the path that lay ahead.
In addition, in secondary education, the Broad General Education (henceforth referred to as BGE) and Senior Phase (students from 4th – 6th year) are like the last two parts of a jigsaw crushed together in a hope that they would somewhat fit. The BGE values students having a voice and a choice – taking charge of their own learning with the facilitation of teachers and support staff. However, the Senior Phase still favours a concept-heavy approach, with all of students’ efforts throughout the year hanging on the final exam. Students were left wondering how to clench the results they so craved instead of focusing on the learning journey.
In the wake of a world of unknowns, we need an educational reform more than ever. We do not know what the world will look like in ten years’ time.In a world of COVID-19, Artificial Intelligence, Financial Crisis and Brexit, it is clear now more than ever that we cannot predicct the future. However, we need to stop trying to. Instead of students focusing their time and energy on final exams, they should be thinking critically about their learning, self-evaluating, working with others, problem solving and taking the initiative. When students take charge of their own learning, each journey becomes truly personalised, with each student steering the ship.
Hayward asks What does it mean to be an educated citizen in Scotland in the mid to late 21st century?
This is a daunting question that we have spent two decades attempting to answer. Instead of trying to do so for us, why not leave it to the real experts: our young people. It’s their future, after all.
Sources
The Scottish Government