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OECD-Scotland Education Policy Review

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OECD-Scotland Education Policy Review OECD-Scotland Education Policy Review A background report by the Scottish Government Final Draft 20 May 2015 This background report has been prepared by the Scottish Government. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. i Version 21.05.15 OECD-SCOTLAND Education Policy Review Contents EXECUTIVE SUMMARY ...........................................................................................................................IV CHAPTER 1: THE NATIONAL CONTEXT ................................................................................................. 1 The economic and social context ................................................................................................................. 1 Demographic developments ........................................................................................................................ 3 Political context ........................................................................................................................................... 4 Public sector management ........................................................................................................................... 5 CHAPTER 2: THE EDUCATION SYSTEM IN SCOTLAND ..................................................................... 7 Introduction .................................................................................................................................................. 7 Organisation of the education system .......................................................................................................... 7 Education and society ................................................................................................................................ 11 Distribution of responsibilities within the school system .......................................................................... 17 Evaluation and assessment approaches ...................................................................................................... 22 Funding of the system ................................................................................................................................ 24 Conclusion and main issues ....................................................................................................................... 25 CHAPTER 3 CURRICULUM FOR EXCELLENCE AND ITS IMPLEMENTATION ............................ 30 Why Curriculum for Excellence? .............................................................................................................. 30 Main components of CfE ........................................................................................................................... 32 Qualifications ............................................................................................................................................. 37 Policy Developments ................................................................................................................................. 38 Implementation process of Curriculum for Excellence ............................................................................. 38 Monitoring and evaluation of CfE ............................................................................................................. 41 Conclusion and main issues ....................................................................................................................... 44 CHAPTER 4: SCHOOLS, TEACHERS AND LEARNING ENVIRONMENTS ....................................... 46 School provision ........................................................................................................................................ 46 The teaching profession ............................................................................................................................. 48 Teacher body ............................................................................................................................................. 51 Teacher and school leader training and development ................................................................................ 56 Factors shaping learning environments ..................................................................................................... 61 Conclusions and main issues ..................................................................................................................... 62 CHAPTER 5: QUALITY, EQUITY AND SKILLS ..................................................................................... 64 Measures of quality and improvement ....................................................................................................... 64 Composition of the student body and performance by social groups ........................................................ 66 Performance of different social groups ...................................................................................................... 69 Approaches to promote equity ................................................................................................................... 76 Skills and labour market and/or further education ..................................................................................... 93 Main issues for the system ......................................................................................................................... 95 CONCLUSIONS ........................................................................................................................................... 96 Key challenges ........................................................................................................................................... 96 Delivery issues for the system ................................................................................................................... 96 Curriculum for Excellence ......................................................................................................................... 97 Teaching and resources .............................................................................................................................. 97 Final Note .................................................................................................................................................. 97 ii Version 21.05.15 APPENDICES ............................................................................................................................................... 98 Appendix 1: Evidence and initiatives supporting quality and equity ........................................................ 98 Appendix 2: Resources (containing advice, guidance and examples of good practice) .......................... 102 Appendix 3: Scottish Qualifications Authority submission on qualifications ......................................... 103 Appendix 4: Research questions identified by the Royal Society of Edinburgh Education Committee . 122 Appendix 5: Governance structure of CfE............................................................................................... 123 Appendix 6: Curriculum for Excellence timeline .................................................................................... 124 Appendix 7: ADES report on head teachers ............................................................................................ 126 Appendix 8: Education Scotland’s role ................................................................................................... 133 iii Version 21.05.15 EXECUTIVE SUMMARY 1. The Scottish Government and its partners in the development and implementation of Curriculum for Excellence (CfE) welcome the opportunity to gain valuable advice from the OECD regarding the Broad General Education phase of this major reform programme. Consideration is being given to a follow-up Review in 2018, which will allow further evaluation of the impact of CfE across the Senior Phase as a whole. 2. Scotland has a good and improving education system. We have a far-reaching and long- term plan for education in the form of CfE, which has been the best part of a decade in the making and commands widespread support, both politically and from across the education system. We recognise, however, that our system needs to continue to improve to deliver our ambitions of both excellence and equity in achievement for all of Scotland’s young people. 3. The CfE reform programme should not be seen in isolation. Concurrent reforms in Early Years education and childcare as well as teacher education have also been taken forward, with a view to underpinning and maximising the opportunities CfE gives our children and young people. We are also working to strengthen the links between CfE and our approach to developing Scotland’s young workforce. One common aim of these reforms is to raise attainment for all our learners, and in particular, to address the link between school achievement and a young person's personal and family socio-economic circumstances. This is underpinned by the Getting it Right for Every Child approach (GIRFEC), which is a national holistic approach to improving the wellbeing of children and young people. 4. School and pre-school education in Scotland is administered by 32 Local Authorities through their statutory role as Education Authority set down in the Education (Scotland) Act 1980. Some of the principles of CfE are already present in the legal framework. For example, the 1980 Act
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