With the Government’s recent launch of its consultation into the Advanced British Standard, there are lessons to be learned from the Scottish Diploma of Achievement recommended in Scotland’s Independent Review of Qualifications and Assessment, led by Professor Louise Hayward. Here Professor Hayward reflects on her review on the lessons it holds for system-level education reform.
When considering changes to qualifications and assessment in complex systems like education, it’s all too easy for discussions to concentrate on strategies to collect evidence. For example, should qualifications be based on external examinations or school-based tests, on projects or classroom assessment? These are vital questions, but they are not the first questions that should be asked. Qualifications represent evidence of what learners have achieved in their time in school or college, achievements they, and society, will also use to help inform what students do next, in employment, in further education, in higher education or in the voluntary sector. That is why Scotland’s Independent Review of Qualifications and Assessment, which I recently had the privilege to lead, began by asking bigger questions. What does it mean to be an educated citizen in Scotland in the mid-to-late 21st Century? What would it mean to be qualified for that? What knowledge, skills and capacities will students need to thrive? Crucially, to what extent does Scotland’s current system of qualifications and assessment serve all students well?
While the Independent Review aimed to ensure that a future qualifications and assessment system in Scotland would be relevant, reliable, and respected across communities, we also wanted to rebuild a stronger link between qualifications and why education matters, providing the space for learners and teachers to rekindle their passion for learning whilst working towards qualifications. Without a clear and educationally worthwhile sense of purpose, even the most carefully considered reforms will fail to take root.
From the onset of the review process in Scotland, it was evident that learners and educators largely viewed qualifications negatively. The Senior Phase (age 15-18), dominated by high-stakes assessment, had led to student experiences that all too often were repetitive, formulaic processes centred primarily on how to pass exams. The essence of why subjects matter, how they deepen our understanding of the world, and their significance to individuals and society had faded into the background. Furthermore, our consultations with colleges, universities and employers revealed that the current senior phase of Scottish education is out of kilter with the expectations of universities, colleges, and employers. Stakeholders indicated that school leavers were coming to them expecting to be spoon-fed – a far cry from the active and adaptable individuals needed. This dual realisation fuelled our desire to reshape the senior phase of Scottish education for the better, providing young people with the skills, knowledge, and competencies that are essential for navigating a rapidly evolving world.
This sentiment will not be unfamiliar to anyone in education. However, a major challenge lies in how to effect change positively. Our task became to reimagine qualifications not as the endpoint of secondary education but as the initial step in a lifelong journey of learning. We started by engaging with the voices that matter most – learners themselves. The Scottish Youth Parliament and Children’s Parliament played a pivotal role in crafting the vision statement (Figure 1) that has guided our review. We also spoke with teachers, parents, employers, universities, colleges, and other key stakeholders, to ensure a comprehensive range of perspectives. But our guiding light remained that of young people and their desire for an education system that prepares them for the future.
The Vision for Qualifications and Assessment in Scotland
‘An inclusive and highly regarded Qualifications and Assessment system that inspires learning, values the diverse achievements of every learner in Scotland and supports all learners into the next phase of their lives, socially, culturally and economically.’
Figure 1
In response to a variety of issues with the current system, our review offers a comprehensive list of 26 recommendations dealing with both what future qualifications might include and how the process of change should be managed. However, the core tenet is a new Scottish Diploma of Achievement (SDA), which would encompass three key elements: programmes of learning, project-based learning, and a personal pathway.
Programmes of learning are essential. They include subjects – both academic and technical – that learners undertake. These serve as the fundamental building blocks of a well-rounded education. However, our consultations also highlighted that the future is interdisciplinary. The challenges and opportunities learners face are complex and interconnected. They do not neatly fit within traditional subject boundaries. This is why we introduced project-based learning as an integral part of the SDA. This component offers students the opportunity to apply their knowledge to real-world issues. Learners we spoke to were passionate about addressing the challenges of their generation, from climate change to migration. Project learning would allow them to address these meaningful, real-world challenges while fostering collaboration, problem-solving, resilience and independent thinking skill – all things that employers and universities identified as critical for success.
Furthermore, this project-based learning approach would be integrated into the Scottish Credit and Qualifications Framework, providing a standardised way to evaluate progress and achievements.
However, even when incorporating innovations like project-based learning, qualifications are essentially impersonal. They commonly overlook learners’ individuality, interests, passions, and wider contributions to society. As such, we’ve also proposed a personal pathway within the SDA. This ungraded, dynamic record of achievement, managed entirely by the learner, would track their development during the senior phase of education and throughout their personal and professional lives. When applying to jobs or universities, learners could then choose which aspects of their profile to showcase alongside their graded qualifications, enhancing the relevance and authenticity of these applications.
But of course, it was important to focus not only on our proposed changes but on how to implement them effectively. That’s why our report explores evidence on change processes to ensure that what occurs in practice aligns with the original vision and aspirations. Many of our recommendations focus on how to bring about our proposed reforms with integrity and culture change at their heart.
This merely touches on what the full report includes. But my aim here is to highlight that behind the big ideas and rigorous practicalities – the ‘what’ and the ‘how’ – our work has been driven from the start by a vision for a better future for Scottish education – the ‘why’. This passion may not always be evident in academic reports like our independent review, but rest assured, it’s there.
Just as a swan glides over water, beneath the surface, our work is propelled by a relentless commitment to individual success and collective wellbeing. Irrespective of the particulars, we want every learner – regardless of background, colour, or creed – to access the opportunities and support they need to thrive in life. And it’s keeping sight of this vision that will steer us towards our shared goal: a more promising future for Scottish education and a more equitable and prosperous society for all.
Louise Hayward is Professor Emerita of Educational Assessment and Innovation at the University of Glasgow’s College of Social Sciences, School of Education. She led Scotland’s Independent Review of Qualifications and Assessment, which was published in June 2023. She previously chaired the Independent Assessment Commission, of which the Edge Foundation was a member.