Education - Independent Review of Qualifications and Assessment: data analysis – phase 1

Amendments proposed to the vision statement

Five main themes were identified.

1. Language: A number of participants suggested changes to the language of the draft vision. The vision statement, they argued, should be clearer and tighter.

• "Some ambiguity in the language" Collaborative Communities Groups & Allied Discussion Groups
• "The language used needs to be less complex and more accessible" School & Colleges Groups
• "I think there is an issue throughout re the use of language/ terminology used" Collaborative Communities Groups & Allied Discussion Groups
• "Vision is quite wordy and woolly at the same time" School & Colleges Groups
• "Wording ambiguous across whole document. Concerned about language" Collaborative Communities Groups & Allied Discussion Groups
• "Simplicity is key - too jargon and buzz word heavy" School & Colleges Groups
• "The word 'foundation' - Not all qualifications are a foundation, but a summation of recognised achievements" Collaborative Communities Groups & Allied Discussion Groups
• "The incorrect use of punctuation is disappointing in such a document" School & Colleges Groups

2. Additional Qualities: Respondents identified a number of additional concepts that should be included in the vision Statement, e.g., flexibility, adaptability, credibility, responsiveness to change and well-being. A small number of respondents made comments on the approach to gathering evidence.

• "The vision will be achieved by a system that recognises the diversity of achievements of every young person" Collaborative Communities Groups & Allied Discussion Groups
• "some qualifications… need to be much more flexible and responsive to changes" School & Colleges Groups
• "I feel the vision needs to incorporate something about credibility of the qualifications and assessment and how we ensure that credibility through quality assurance" Collaborative Communities Groups & Allied Discussion Groups
• "Studying hard often detracts from wellbeing" School & Colleges, Vision Statement
• "Less emphasis on tests" School & Colleges Groups
• "Recognising the rights of the child and their health and wellbeing needs to be much more prominent in the vision" Collaborative Communities Groups & Allied Discussion Groups

3. Life and Career Skills: A number of respondents suggested that there should be a direct reference to life and career skills. Some highlighted the importance of skills as central both to promoting responsibility, resilience and to increasing productivity. They argued that the vision statement should integrate life and career pathways. Commonly, those who raised this issue also acknowledged that integrating learning and work for all learners would require wider considerations, e.g., time, technology, resources, professional development and funding. Illustrative examples are offered below.

• "Acknowledgement that time for planning is required and resources" School & Colleges Groups
• "The vision will take into account technology and how it can be harnessed to provide a level playing field for different learners" Collaborative Communities Groups & Allied Discussion Groups
• "Vision statement should also include increased finances and resources, and training for staff in schools" School & Colleges Groups
• "Leading to the development of skills or meta skills" Collaborative Communities Groups & Allied Discussion Groups
• "Integration of meta-skills alongside technical skills" School & Colleges Groups
• "The range of skills taught should be diverse – some academic, some life and some work" Collaborative Communities Groups & Allied Discussion Groups
• "There is no reference to qualifications leading to the development of skills" School & Colleges Groups
• "Use of digital technology" Collaborative Communities Groups & Allied Discussion Groups

4. Scottish identity: A number of respondents suggested that the vision statement should include a reference to Scotland's identity. Some suggested that the vision statement should highlight aspects of the Gaelic language and culture. Others argued that there should be greater reference to the changing nature of Scottish culture and the vision should refer to multiple cultures.

• "It would be great if we could recognise that in the Vision… A system that recognises the diversity of achievements of every young person educated in English-medium or Gaelic-medium education in Scotland" Collaborative Communities Groups & Allied Discussion Groups
• "Interpreters or examinations provided in multiple languages to keep up with the diversity" School & Colleges Groups
• "Gaelic Language and Culture would be beneficial" Collaborative Communities Groups & Allied Discussion Groups
• "At the moment this seems quite inward looking with the assumption being that society - referring to Scotland" School & Colleges Groups
• "Support the lifelong development of healthy responsible citizens to create a better future for Scotland" Collaborative Communities Groups & Allied Discussion Groups
• "Increase the number of Gaelic speakers across Scotland" Collaborative Communities Groups & Allied Discussion Groups

5. Scotland as part of Global Society. Some respondents also suggested that the vision statement should refer to the international context to recognise the importance of Scotland as part of a global society. For example:

• "Consider Scottish qualifications in an international setting" Collaborative Communities Groups & Allied Discussion Groups
• "Being recognised internationally / beyond Scotland" School & Colleges Groups
• "Creating a positive future for Scotland and the wider world" Collaborative Communities Groups & Allied Discussion Groups
• "Have international (not to mention inter-UK) credibility and portability" School & Colleges Groups
• "Scope to be more ambitious… External/wider world recognition" Collaborative Communities Groups & Allied Discussion Groups
• "… Allow for international recognition of worth" School & Colleges Groups
• "The qualifications are not recognised widely" Collaborative Communities Groups & Allied Discussion Groups

In conclusion, Table 1. provides an overview of main themes, sub-themes and the codes used in the analysis in relation to the vision statement among Collaborative Communities and allied discussion groups and Schools & Colleges Groups.

Open Question. In relation to the vision statement, respondents were invited to raise any further points they wished to make.

Are there any other proposed amendments not listed above which you regard as being of particular significance?

Those participants who responded to this question, did so in a variety of ways. Many reinforced issues raised previously in responses to previous questions, arguing for clarification or revision of ideas. There were clear differences between those who argued that the vision should be clear and succinct and those who argued for more text and further explanation of ideas. Figures 2 & 3 illustrate the frequency of those words that participants highlighted as important for the vision statement during the survey analysis, identified by at least 5% of the sub-sample.

Similarities were noted across Collaborative Community and allied discussion groups and Schools & Colleges Groups respondents; for example, the term 'learner' was considered more appropriate than the word 'young person'. The inclusion of the word Scotland/Scottish was more commonly referred to in school and college responses than in CCGs. There were also interesting differences between these groups. The Collaborative Community groups and allied discussion groups more commonly referenced the term 'qualifications', and in their written response suggested that the focus should be on what matters in the curriculum, providing evidence to inspire the next steps in the learning journey through flexible support that values individual differences. In contrast, the Schools & Colleges groups highlighted the learner and linked that to the need for qualifications and awards to recognise and support the future for all learners. The following figure (2) displays the key aspects highlighted by participants.

Figure 2: Findings from participants' responses based on words highlighted or be added in vision statement.

The Collaborative Community and allied discussion groups and Schools & Colleges Groups indicated further aspects that could be improved in the vision statement. Both groups reflected on revisiting the concept of 'what matters' based on the lack of consensus among the understanding of this term in the curriculum. The participants from Collaborative Community Groups and allied discussion groups noted that the words 'needs' and 'recognise' should be reviewed because these did not bring clarity to the vision statement. In contrast, Schools & Colleges Groups highlighted the words 'assessment' and 'society'; indicating that the value of these terms should be made more explicit. Also, there were comments about limitations with the use of bullet points, spelling and academic language. Figure (3) shows terms used by participants.

Figure 3: Findings from participants' responses based on proposal amendments in vision statement.

B. The principles:

The second part of this phase of the consultation invited respondents to comment on the principles that would be used to design the qualification and assessment system. This section begins by presenting the statements respondents were asked to consider.

Qualifications and Assessment in Scotland should:

• Principle 1. be responsive to the fast-changing needs of individual learners and Scotland in an increasingly complex and globalised society.
• Principle 2. be inclusive both in design and development involving:
  • Those to whom qualifications matter most (all individual learners and, as appropriate, their parents and carers);
  • Those who use qualifications (colleges, universities, employers, wider organisations); and
  • Those who design and deliver qualifications (teachers, lecturers, qualification boards, accrediting agencies, local authorities).
• Principle 3. reflect the aspirations of Curriculum for Excellence:
  • What is required for learners to participate fully in Scotland as a 21st century democracy?
• Principle 4. recognise the achievements of every learner:
  • Should support and enable the future goals of all.
  • Should have learner pathways that best fit future aspirations including, as appropriate, academic and vocational courses.
• Principle 5. be clear, coherent and understood by all as part of a seamless lifelong learning journey:
  • Should provide clear and trusted evidence of a wide-range of achievements to date and act as a foundation for future learning whatever path a young person chooses to take.
• Principle 6. support flexible approaches to assessment:
  • Allowing different forms of evidence to contribute to the recognition of achievement
• Principle 7. be adaptable and kept under review to ensure that the needs of all young people and society continue to be met.