As we enter 2018, wearily and warily, we face up to the prospect of new Scottish Government proposals for Education reform. At this stage, these proposals look something like this:
• Creating a Headteachers’ Charter (more autonomy for headteachers)
• Increased parent and community engagement in schools
• More pupil participation
• Regional Improvement Collaboratives (a way to help local authorities work together)
• Creating an Education Workforce Council for Scotland (to replace the General Teaching Council for Scotland)
Of course, this all stems from a very worthy policy of closing the attainment gap. However, I struggle to see how any of these ideas move beyond the concept of ‘sounds like a good idea’, and if there’s anything we really need to avoid in Scottish Education is a range of strategies which sound like they should be good.
I’m very privileged to be a teacher: I love my subject, get paid comfortably well, despite below inflation pay increases for too long to remember, my holidays are great. But, as a profession, we are overloaded with change, weary with the next thing. Perhaps what is most frustrating is the lack of real consultation – asking us to participate in something when we’re neck deep in work is not an acceptable scenario – about what we feel about that change and how we help bring it about rather than just as part of a delivery system. Without that, any reform is bound to get bogged down.
So where to now? What might be my suggestion? If we’re serious about narrowing the gap, serious about attempting to eradicate poverty, or at least alleviate it, then education is part of the solution, of course. Where we fall down is an ability to really come to a consensus as to what our curriculum means, what the key aims for Curriculum for Excellence were really all about, especially in the Broad General Education years, upon to the end of S3. What do we want for our children? Where do we want them to be? What do we want them know or be able to do?
Dozens and dozens of E’s and O’s – experiences and outcomes – are not helpful. They lead to confusion and misinterpretation. We need to nail this curriculum once and for all. Get educators in schools to sit down and talk about what it is. Get it in writing on one side of A4, ten bullet points at most. That’s all. Own it. Then stick to it, never veering off the page. Every school can then work out a path to achieve what’s on that page, creating local solutions to local problems. But never veer from that page. Keep BGE separate from exam years by all means, but BGE must be leading the way, not the other way around.
Of course, if we genuinely want to ‘close the attainment gap’ then we need to resource our curriculum properly, whatever that may take. If tackling poverty is a genuine aim then we need to throw everything behind a movement that will do that. If that means a move towards health and well-being issues for a time and less of a focus on the academic side then do it. But own it. There will be criticism; there will be a firestorm from those who will claim that it will be a race to the bottom. But what I’ve found in my time as a teacher is that unless we are united behind one way – and telling us to just get on with it never works – then it will be doomed to disappointment. There is a lot of good will in classrooms around Scotland; we want this to work. But we do have things to offer to the debate. Just give us the opportunity and listen.