We are delighted to see the long-awaited final report of Professor Hayward’s review into qualifications and assessment in Scotland, following the excitement created by her interim report. Once again, we are impressed by the depth of engagement that preceded this report, which showed a clear desire to include whose voices are often absent in policy discussion. The report is the latest in a series of wide-ranging reviews on Scotland’s education, including the recently published National Discussion on Education and the review of Scotland’s skills delivery landscape. It is heartening to see Scotland look at substantial reform, that doesn’t merely tinker around the edges but addresses the education system as a whole with ‘bold’ and ‘radical’ recommendations. The review’s willingness to learn lessons from international best practice is also something that we are supportive of here at Edge. We lay out below our thoughts on some of its key recommendations.
Scottish Diploma of Achievement
We are excited by the report’s proposal of a Scottish Diploma of Achievement, a graduation certificate comprising of programmes of learning, project learning, and a personal pathway. This is similar to the baccalaureate model that we are exploring here at Edge and builds on the important work of Rethinking Assessment’s learner profiles, which the report acknowledges.
A strong theme from the review is the desire for young people to personalise their learning. The personal pathway element rightly celebrates each learner’s personal interests and aptitudes. Choice is important – young people need to develop skills of self-reflection and independent learning. However, there is an important point around access and a danger that those who already have lots of social capital outside of school have greater access to personal learning outside of the classroom which could be evidenced in their diploma. It is great to see the report address this by calling for an entitlement for each learner to have opportunities to engage in social, cultural, well-being and economic activities in school.
The project learning proposal aligns with what we have called for consistently at Edge. For us, Project Based Learning complemented with a multi-modal assessment system are key to showcasing the talents of all learners. Project Based Learning provides an opportunity for learners to apply their knowledge and learn new skills in an area that genuinely interests them. This is a welcome step to creating a more engaging and exciting school experience. It was good to see the review mention the Level 3 Extended Project Qualification in England as an example that Scotland could learn from. The power of collaboration is another important aspect of this. The review acknowledges that there is little point in every school and college developing similar resources to support project learning. Here at Edge our ‘deeper learning’ network already welcomes innovative schools across the country to join us in sharing best practice and examples for others to learn from.
It is pleasing to see that parity of esteem between technical and academic education is a key ambition here. The programmes of learning element would consist of a broad range of courses including academic, vocational, professional, and technical courses. The report also recommends renaming qualifications to include their Scottish Credit and Qualifications (SCQF) level in the title, as a step towards recognising as equal all qualifications at the same SCQF level with the same credit points.
We are pleased with the suggestion that the diploma not be graded. It would rightly be a record of achievement that learners can continue to build on throughout their lives in work and education.
Assessment reform
A key plank of the proposed reform is reducing the number of exams students take in the senior phase of education. This is something that we have consistently been calling for at Edge. It is concerning to see reports from young people and teachers of “teaching to the test” and rote learning in the senior phase. This has depressing echoes of our own research into schools in England, where students have been left feeling disengaged by an exam system that rewards knowledge recall, squeezing time out of the school day for deeper learning. The disconnect between the Curriculum for Excellence and assessment in the senior phase, as highlighted by the OECD, drives home the point that assessment is a key lever to reforming curriculum and pedagogy.
We agree that exams should be retained where they are an important part of the assessment methodology, but it is good to see the report propose drastically reducing the number of exams in the senior phase. This will free up time for young people to pursue deeper learning and develop their essential skills.
AI
Our education system needs to keep up with changing technology to ensure that young people are fully prepared for life and work. It is therefore good to see the review address the impact of AI in education by calling for a cross sector commission to develop a shared value position on the future of AI in education and a set of guiding principles for the use of AI. We are pleased to see that this is also being considered in England.
Implementation
It is right that the Education Secretary has committed to consulting with teachers on this to ensure that these recommendations have broad support from those who will be charged with implementing them. As Professor Hayward recommends, learners and communities must also be involved in the process.
It is good to see a sensible timescale for reform, with the proposal that the diploma be brought in via a phased approach. Sufficient time must be given to consider the full weight of these changes to ensure a smooth transition. There are many important elements to consider such as how the accountability system will adapt to recognise a broader range of achievements; how teachers will be supported through the transition; and how FE colleges, HE institutions, and employers will accept these changes. However, beyond this, we do not want to see any undue delay that will slow down the ambition and pace of change. We hope that in due course the substantive elements of Professor Hayward's report will be accepted and implemented for the benefit of learners, teachers, and employers.
