https://doi.org/10.59132/viz/2025/4-5/87-89
Izvleček
Mednarodna prizadevanja za uskladitev kurikuluma, vrednotenja in kvalifikacij, ki bi mlade bolje pripravila na hitro spreminjajoči se svet, pogosto primerjamo z iskanjem »svetega grala«. Tudi Škotska je na tej poti od 2004, ko je predstavila okvir Curriculum for Excellence (CfE). Dvajset let pozneje, poučena z razkoraka med političnimi ambicijami in šolsko prakso, je znova zagnala reformo – tokrat z namenom odpraviti ključne neusklajenosti. Članek najprej oriše cilje in zasnovo CfE (2004) ter pokaže pomanjkljivosti, ki so prispevale k razkorakom. Nato analizira razmerje med kurikulumom in zaključnimi kvalifikacijami kot področje z velikimi posledicami, saj kvalifikacije omogočajo ali preprečujejo dostop do nadaljnjega izobraževanja ali zaposlitve, zato spremembe zahtevajo široko družbeno soglasje. Predstavi neodvisni pregled škotske vlade kot sooblikovanje politike z deležniki ter v zaključku kritično ovrednoti proces in izzive reform v demokratičnih okoljih.
Abstract
In search of the Holy Grail of Educational Reform: Aligning curriculum, Pedagogy, Assessment and Qualifications
The international drive to create curriculum, assessment and qualification systems that prepare young people well for the fast-changing circumstances of the mid to late 21st century is the educational equivalent of the search for the Holy Grail. In common with many countries internationally, Scotland has been part of this quest since policy for the new curriculum framework, ‘Curriculum for Excellence’ was first published in 2004. Twenty years on, having learned from mistakes that led to gaps emerging between policy aspirations and curriculum in practice, once again, Scotland is engaged in the process of reform. This time, the intention is to tackle issues leading to misalignment. This article focuses on that process. The first section describes Scotland’s 2004 curriculum aspirations and identifies flaws in the original design that contributed to gaps that later emerged between intentions and enactment. Second, the article focuses on one example from the new wave of reform, one where change was deemed necessary if the relationship between policy aspirations and practice in schools and classrooms were to be brought into closer alignment: the relationship between the curriculum and end of school qualifications. Attempts to change qualification systems are recognised internationally as challenging, particularly in contexts where qualifications are used for high-stakes purposes, i.e., to enable or deny access beyond school, to College, University or to Employment. Here, change requires support from wider society. The Independent Review of Qualifications and Assessment in Scotland was commissioned by Scottish Government and was designed to co-construct policy with all those whose support would be crucial to the success of policy proposals. The final section of the article reflects critically on that process and on challenges inherent in educational reform processes that exist within the politics of democratic cultures.