The National Discussion took place in 2022 and over 38,000 people took part, through an online survey, targeted engagement events for children and young people, parents and carers (including those carried out by Connect and NPFS), teachers and others, and through social media.
The facilitators drew on all these views to propose Vision and Values statements, and a call to action for Scottish Education for the future, which we have extracted here.
The report was published 31 May 23, and you can read the Summary of the Report, the full Final Report, and an Easy Read version.
Vision and Values
- Vision Statement for the Future of Scottish Education:
‘Children and young people are at the heart of education in Scotland. The Scottish education system values collaborative partnerships that engage all learners, the people who work within and with the education system, parents, and carers to ensure that all learners in Scotland matter.
All learners are supported in inclusive learning environments which are safe, welcoming, caring, and proactively address any barriers to learning and inequities that exist or arise. Education in Scotland nurtures the unique talents of all learners ensuring their achievement, progress, and well-being.
Each child and young person in Scotland has high-quality learning experiences which respect their rights and represents the diversity of who they are and the communities they live in. Each child and young person receives great teaching, resources, and support for joyful learning that builds their confidence and equips them to be successful and to contribute in their life, work, and world, so they know how much they matter.’
The report acknowledges these aren’t new ideas and more needs to be done to support existing policies and practice.
- Guiding Values
These are that education should be: Ambitious, Inclusive, and Supportive.
Call to Action
The overarching theme is Educating Our Future – to reinforce how children and young people will shape the future society, economy, nation, and world.
The following themes sit under this:
Learners
Learning: ‘All learners should have equitable access to high-quality learning opportunities and experiences and flexible pathways linked to each learner’s interests, needs, development, and ambitions. Cultivating joy and a love for lifelong learning is important. The expertise and judgement of the education profession, including deep curricular knowledge and access to curriculum-linked resources, working with support staff and specialists is vital to achieving high-quality learning.’
Inclusivity and Diversity: ‘There is a need to ensure adequate sustained funding to provide staffing and specialist resources to be able to achieve the commitment to inclusivity and meeting the individual needs of each learner, with a particular urgency for children and young people identified as having Additional Support Needs (ASN). Learning about and appreciating the diversity of people and places is important and needs to be reflected in curriculum, teaching and learning resources, and represented in the education workforce. Safe and inclusive cultures that nurture respectful relationships and address discrimination and harassment are imperative.’
Health and Wellbeing: ‘There is a continued need to proactively learn about and support mental, emotional, and physical health, and healthy relationships, and to provide whole-school approaches to nurture, safe learning spaces, and anti-bullying practices.’
A Learning System
Education Professionals: ‘The education workforce should be viewed holistically as a system-wide resource. The recognition, and reward, for the important work undertaken, by all in the workforce needs to be established and reflected in career opportunities and high-quality professional learning to support high-quality practice as a common entitlement for all. Attention to diversifying the workforce and to supporting staff wellbeing is needed.’
The Curriculum: ‘A regular curriculum review process should be established to ensure that the curriculum remains fit for purpose, reflects contemporary learner needs, and can be effectively delivered in ways to ensure that all learners in Scotland have high quality curricular-linked learning experiences.’
Future Assessment and Qualifications : ‘A future education system should capitalise upon, and harness, the abilities, skills, and talents of all children and young people in Scotland. It should break down the academic/vocational divide, offer a broader set of assessment and qualification options, and formally recognise and reward the achievements of all learners.’ Consultation found that opinions were strongly polarised between those in favour of current system and those against who are wanting change.
Digital Futures
‘Digital upskilling and digital transformation across the Scottish education system, at all levels, is an urgent priority for all learners in a future digital world. Attention to maximising the existing skills and infrastructure available to further build digital capacity is essential.’
Human-Centred Educational Improvement
This section is about the importance of valuing people and positive relationships, including listening to children and young people’s views and the need to remember that education is about them, and the importance communicating with and listening to parents/carers.
‘Human-centred educational improvement requires listening to children and young people’s views and putting their needs at the heart of the Scottish education system, engaging parents/carers, families, and communities, and the education profession leading the way forward with professional expertise and judgement informing decisions and actions.’