The impact of a unified curriculum and qualifications system

The Higher Still reform of post‐16 education in Scotland

Bibliographic Data

ID11160679
AuthorsDavid Raffe (University of Edinburgh, corresponding author), Cathy Howieson (University of Edinburgh), Teresa Tinklin (University of Edinburgh)
Year2007
Volume33
Issue4
Pages479-508
Publication date2007-08-01
Open AccessYes
TypeARTICLE
VenueBritish Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0141-1926 • E-ISSN: 1469-3518
PublisherWiley (PUBLISHER • GB)
DOI10.1080/01411920701434029
OpenAlexW1963964098
LanguageEN
Citations received3
References cited16

There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Research Council‐funded study which included case studies of schools and colleges, surveys of all secondary schools and colleges in Scotland, analyses of Scottish Qualifications Authority (SQA) data and interviews with key informants. Higher Still's climbing frame model of provision provided better learning opportunities for different types and levels of students, but its impact on attainment and parity of esteem were more limited. The article concludes that institutional barriers formed the biggest obstacles in the implementation phase, reflected in the contrasting ‘institutional logics’ of schools and colleges

Curriculum · Educational attainment · Face (sociological concept) · Higher education · Pedagogy · Political science · Politics · Social science · Sociology · Unification · Education Systems and Policy · Higher Education and Employability · Higher Education Learning Practices · Public Administration

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