Created on: 10 May 2012 | Last modified: 20 Oct 2015
The EIS has concerns that the proposals have been based on systems and structures in England and Wales and that the significant difficulties the proposals would cause in Scotland have not been considered.
1. Introduction
2. EIS Comment
2.1 The EIS has concerns that the proposals have been based on systems and structures in England and Wales and that the significant difficulties the proposals would cause in Scotland have not been considered.
2.2 The Scottish Qualifications Authority (SQA), institutions and individuals (teachers and learners) would all be affected. Changes to practices and procedures would be required but given constraints imposed by existing structures and the lack of resources and educational changes already in motion in Scotland, such changes are not reasonably practicable.
2.3 We have concerns about the impact of the proposed timetable for both learners and teachers. Bringing forward the examinations reduces teaching time. Reducing the timescale for return of exam results places pressure on the SQA and, in addition to capacity issues, could reduce the effectiveness of their quality assurance system.
2.4 The proposed timetable does not take into account the holiday pattern for Scottish Schools: in all 32 Local Authorities schools are closed throughout the month of July and teachers cannot be required to work during this period.
2.5 Teachers in Scotland face significant workload burdens and to add to this by changes that will increase workload, particularly on return from leave in August to meet the September deadline for application, would not be acceptable.
2.6 In addition to our concerns to the proposed timetable for application we also have concern over the timetable for reform. In setting the 2016 target there appears to have been no consideration of the major changes being made to the Scottish qualifications system, with the introduction of N4 and N5 from 2013/2014. Challenges faced by both Higher and Further Education in light of the Review of Post-16 Education and structural changes faced by Further Education, following the recently published Report of the Review of Further Education Governance in Scotland (Griggs Report), are also significant and should be considered when proposing further changes.
2.7 The Scottish education system differs from what is in place in the rest of the UK and it is also in a period of change and suffering from cuts to resources. It is our view that the current proposals do not consider the impact on the Scottish education system and are, therefore, not in the best interests of Scottish learners.