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Although fostering values is promoted within environmental and sustainability education (ESE) and a shift in values is seen as essential for a sustainable future, recent international findings indicate that this aspect of ESE is being neglected. Previous research has shown there to be common ground between ESE and the field of character education (CE), a form of values education. Bringing together these two strands of theory and practice has the potential to be fruitful in terms of strengthening current, and introducing new, practices in both fields, particularly through drawing on existing evidence‐based strategies within CE to inform ESE. While there has been some work in this regard, this has been almost exclusively theoretical and there has been little research regarding the practice of such integration. This paper details an instrumental case study exploring an existing case of where ESE and CE come together in practice. A study was conducted at a Scottish, independent, all‐ages, holistic education‐oriented school, exploring how ESE is carried out. Data were gathered via teacher interviews, school observations, field notes and document analysis. Thematic analysis revealed four themes: the school as a sustainable organism; holistic learning; fostering a connectedness with nature; and nurturing the whole person. The data were then analysed from a CE perspective revealing multiple points of ESE–CE intersection, e.g. school climate/ethos, role‐modelling and service‐learning. The findings reveal commonalities between ESE and CE and provide examples of integrated ESE–CE practice, demonstrating potential for collaboration or shared ESE–CE practice. Avenues for further research are suggested. [ABSTRACT FROM AUTHOR]

Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a 'common core' of knowledge against the perceived risks to democracy of government-sanctioned 'official knowledge'. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why. The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection. The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession. [ABSTRACT FROM AUTHOR]

Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges—pedagogical and technological—which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semi-structured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barriers were identified regarding tutors' lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution. [ABSTRACT FROM AUTHOR]

This paper considers the intersection of Spiritual Motherhood, early childhood education and child welfare in early twentieth-century Edinburgh. Its focus is St Saviour's Child Garden (SSCG), which opened in the Canongate, in November 1906, part of the Free Kindergarten movement that emerged in Europe and North America in the late nineteenth century. The paper focuses on the SSCG's founder Lileen Hardy, in order to trace the development of this new approach to child welfare and women's work in Britain. It discusses her training at the Sesame House for Home-Life Training in London, her move to Edinburgh, and the network of predominantly women reformers, whose interests ranged from urban reform to medical welfare, she found there. It shows how this network facilitated the founding of the SSCG and discusses the form it took and Hardy's implementation of a modified form of Froebelian praxis. In so doing its concern is to show how Free Kindergarten forms part of a wider history of social welfare and urban reform as well as to the history of early childhood education, and to move attention away from the men usually associated with innovations in Scottish social reform like Patrick Geddes, and onto a group of women who created a women and child-centred proto-Welfare State in pre-First World War Edinburgh. [ABSTRACT FROM AUTHOR]

This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of 'Europe' in education policy-making in England and Scotland in order to highlight the emergent complexity of post-devolution policy-making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy-makers in England reference global influences, rather than Europe, while policy-makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on 'travelling' education policy and its 'local' mediation and to connect the development of devolution and the changing policy space of education in Europe. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the policy themes of service integration, social justice and social inclusion which underpin the integrated community schools policy initiative in Scotland. That initiative is identified as an important vehicle for the Scottish Executive Government's aim of integrating children's services with the overarching goal of creating greater inclusion and social justice. The main argument in the paper is that it is at the level of the school ‘hub’ that integrated work amongst practitioners and across children's public services needs to be effective if the policy aims of social justice and inclusion are to be achieved. The concept of social capital is applied to the issue of how practitioners from other agencies, now charged to work in schools, construct new professional ties and networks. The conclusion suggests that a mapping of types and levels of social capital offers a fruitful conceptual framework to examine changing interprofessional ties. [ABSTRACT FROM AUTHOR]

Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in addressing the difficulties associated with science learning. This paper reports on a two-phase investigation that explored the impact of multimedia resources situated in a national e-learning portal to (1) assist generalist and specialist science teachers' teaching practices and (2) stimulate pupils' interest, encourage engagement and improve overall science learning experiences. Our research also investigated how portal resources facilitated and/or acted as barriers for teaching and learning. Findings from our research affirm that multimedia technology has transformed science learning; with these resources accessible through a national portal, radically different learning experiences ensued. These findings raise serious implications for teacher education and professional development in ensuring that teachers acquire sound science content and pedagogical knowledge as well as practical strategies for utilising technology-rich environments, as this is likely to become the norm. Harnessing the fullest potential that information and communication technology, multimedia and e-learning portals can offer starts by addressing these challenges. [ABSTRACT FROM AUTHOR]

The development, since 2000, of new national curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skill-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically based analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge. [ABSTRACT FROM AUTHOR]

Objectives This paper outlines a model developed by NHS Education for Scotland to pilot consultant appraiser training. The training was aimed at both new/inexperienced appraisers and experienced appraisers. A Course for New/Inexperienced Appraisers was held over 2 days and the Experienced Course over 1 day. Both are described, as is an initial tutor induction day designed to recruit consultant tutors who could contribute to delivering the courses. A thorough qualitative evaluation of the courses was undertaken and this is reported. The paper also discusses the desirability and implications of rolling out the pilot on a wider scale. Method A qualitative evaluation design using interviews to collect feedback from participants who had attended all three courses - the Induction event, the Inexperienced Appraiser Course and the Experienced Appraiser Course - was employed. Telephone interviews were transcribed and analysed using framework analysis and aided by NVivo 7. Results The response of those interviewed for this evaluation of the three courses was very positive. The content, organization, skills of the tutors and usefulness of the courses were commended. Suggested improvements were relatively minor and included: introducing more material on the requirements of revalidation, more small group discussions and making the course more secondary care-orientated. However, it was recognized that with the requirements for 'enhanced' appraisal and revalidation still uncertain, this created difficulties and the course would evolve to take account of further developments. Conclusions The training piloted represents an effective way to train consultants in appraisal skills. Interviewees were supportive of the pilot being continued: either nationally or cascaded down locally. Exactly what model is achievable and desirable will depend on the number of appraisers to be trained and the availability of resources to support 'enhanced' appraisal in secondary care. [ABSTRACT FROM AUTHOR]

This article discusses the issue of the sustainability of educational change in the light of findings from research undertaken in tandem with a development project initiated by a Scottish Education Authority, The Highland Council. The paper reviews some of the key themes that have emerged from recent literature on educational change, before drawing on the project data to address two key issues: the factors that have helped to promote and sustain changes within the schools; and the barriers to innovation experienced in these schools. We conclude the article by identifying a range of considerations that should be taken into account by those seeking to innovate and we suggest that, while the Highland model for change has enjoyed a degree of success in inculcating change, more needs to be done to address systemic issues, such as the pervasive influence of a narrow attainment agenda in shaping classroom practice. [ABSTRACT FROM AUTHOR]

Historical background The history of medical education in Scotland is quite well known. It is largely told as a story of universities, of high standards and of an education mainly available to men from ordinary backgrounds who became general practitioners and servants of the British Empire. This paper asks whether there was anything peculiarly Scottish about the medical education to be had north of the border. Discussion The answer to this is yes. The paper shows there was a commitment among Scottish teachers to present medicine as a practical art based on general principles that brought the subject together in all its aspects, notably uniting internal medicine and surgery. Conclusion Modern academic medicine has ironed out these differences and medical education in Scotland today is much the same as western medical education in excellent universities anywhere in the world. [ABSTRACT FROM AUTHOR]

In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland. [ABSTRACT FROM PUBLISHER]

Unaccompanied asylum-seeking children seeking refuge in safer parts of the world have a wide range of needs. This paper discusses the main needs of unaccompanied minors drawing upon the views of service providers who work with or for unaccompanied asylum-seeking children and young people in Scotland, as well as the perspectives of unaccompanied minors themselves. The complexity of the children's needs is explored with a framework considering their process of resettlement, looking at the present first, the future next and the past last. We also explored the strengths and resilience of the unaccompanied children consulted. [ABSTRACT FROM AUTHOR]

The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation. [ABSTRACT FROM AUTHOR]

Widening access to higher education (HE) has been an important policy objective in Scotland over the last twenty years. While there is evidence that high levels of participation have been achieved, and some evidence of reduction in inequalities in participation rates among young people entering higher education, there is also evidence of persisting inequalities, and of patterns of differentiation and stratification. As a result there is evidence that, with the development of mass higher education in Scotland, a stratified system of higher education has emerged. Furthermore there is evidence that these patterns of stratification are being maintained over time, despite the policies which are designed to widen access. This paper will review the evidence regarding the nature and extent of these patterns of stratification, and briefly consider the policies which are designed to tackle this issue. [ABSTRACT FROM AUTHOR]

The Disabilities Information Flow (DIF) project at the University of St Andrews has sought to provide a means of efficiently managing all student disabilities information within the institution and provide appropriate role-based service interfaces for all staff who need to routinely interact with this information. This paper describes the software engineering processes used for the context analysis, design and implementation of the DIF. [ABSTRACT FROM AUTHOR]

In this paper we relate participation in full-time Higher Education in Scotland to the geographic and social characteristics of the areas where people reside. National data on students at Higher Education institutions in all parts of the UK are used to calculate the rates, with areas of residence defined by their addresses at the times of applying to the institutions. Population data and the social characteristics of the areas were derived from the 1991 Census. The smallest geographic area considered was the Post-Code Sector, consisting of around 5000 households. Economic factors, social class, unemployment and housing tenure were strongly related to participation in the expected direction. However, different strengths of effect were found in different parts of the country. The analyses also suggest that cultural factors may be important, especially away from the major cities, and that aspects of accessibility to the institutions may also be of relevance in some areas. [ABSTRACT FROM AUTHOR]

The article reports on the consultation on the presumption of mainstreaming in education in Scotland. It mentions its aim in creating prospective guidance, recommending a child-focused method to making decisions and ameliorating inclusion for youth and children. An overview of the perspective of Deputy First Minister John Swinney on the issue is also presented.

The Mental Health (Care and Treatment) (Scotland) Act 2003 was developed with the participation of patients and carers. This Act is fundamentally different from all previous versions of the Mental Health Acts in the UK because it is based on Millan's 10 principles. Its objective is to ensure that people with mental disorder receive effective care and treatment. It is crucial that all staff who deal with persons with mental disorder are familiar with the Act and incorporate it into practice. This depends on the effectiveness of educational resources in supporting staff to develop their practice. The project presented here was commissioned by the National Health Service Education for Scotland (NES) to evaluate the accessibility and use of the educational resources produced for all frontline staff in Scotland. The aim was to evaluate the educational resources produced by NES to prepare the frontline staff in relation to the Mental Health (Care and Treatment) (Scotland) Act 2003. Evaluation was conducted through a questionnaire survey, focus groups and individual interviews. The NES educational resource was effective in assisting professionals in implementing the complex and progressive requirements of the new Mental Health Act. The three formats reached a wide audience, and are an effective model for future initiatives. [ABSTRACT FROM AUTHOR]

Context Weak students may pass unnoticed through their undergraduate programme until they fail a summative assessment. Early recognition and support of struggling students is crucial if they are to avoid subsequent failure at high stakes assessments. Methods We introduced a whole-class formative assessment 5 months before a summative assessment. Subsequently, we supported poorly performing students with academic guidance interviews and remedial support. Results The programme was evaluated by questionnaires issued to staff and students involved in the guidance interviews, and by recording the performance of students who had failed the formative assessment in the subsequent summative assessment. Conclusions We conclude that the rescue of failing students requires early recognition and tailored intervention, with support for all participants. [ABSTRACT FROM AUTHOR]

The use of an illuminative approach to the national evaluation of the first 18 months of Project 2000 nurse and pre-registration midwifery education in Scotland has facilitated the generation of data about the contexts in which the new programmes function. The aim of this paper is to present some of the data generated from programme participants about the conditions students experience in practice-based learning experiences. The reported issues are direct or indirect effects of policy initiatives and service reforms. The current climate of change in health care provision has fostered a limited number of developments which are consistent with the aspirations of the new programmes and which offer highly valued learning experiences to students. More often however the reforms have served to frustrate the intent of the programmes to offer students experiences which are patient-centred, holistic-care and health oriented. [ABSTRACT FROM AUTHOR]

Reforms to secondary schooling in the 20th century are most commonly discussed in relation to structures—the extension of secondary education to all students in the first half of the century, and the ending of selection into different kinds of school after the 1960s. Yet reformers also sought to give students a more satisfactory experience of school. Understanding statistically the changing experience which students had of secondary school following the reforms of the 1960s requires a lengthy time series of survey data collected contemporaneously and the capacity to link that information to evidence on attainment and on demographic factors such as sex and socio‐economic status. Data from a unique series of such surveys in Scotland is used to investigate whether secondary schools became more humane in this period, whether students were more engaged with their schooling, and whether they thought that schools prepared them for life after they left. The conclusions are that the long‐term aspirations of reformers to make schooling more satisfactory for students were broadly achieved. There were indeed improvements of experience and sentiment of these kinds, and they extended to students at all levels of attainment, to both sexes, and to all levels of socio‐economic status. [ABSTRACT FROM AUTHOR]

Exposure to and potential to engage in music is now very different for children and young people from more middle‐class and affluent backgrounds compared to those from working‐class or poor households. Middle‐class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being reshaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic‐based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision. [ABSTRACT FROM AUTHOR]

Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self‐reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long‐term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities. [ABSTRACT FROM AUTHOR]

This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK. [ABSTRACT FROM AUTHOR]

This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical Activity Habits Questionnaire for Children and fundamental locomotor skills (crawling, creeping, marching and skipping). Pre‐, post‐ and 6‐month follow‐up testing was conducted and data analysed comparing a control and an intervention group. Each group received 2 hours of PE each week during the 16‐week intervention. Current provision in PE was delivered in the control group and a Better Movers and Thinkers approach to PE delivered in the intervention group. Significant effects of intervention relative to the control group were identified in cognition (p ≤ 0.001, d = 0.76) and coordination (p ≤ 0.001, d = 0.97). No significant effects of intervention were identified for PA (p ≤ 0.200, d = 0.24). The improvement in the outcome measures remained at the 6‐month follow‐up testing. The present study has identified cognitive and coordination improvements as a result of a novel PE intervention with benefits maintained 6 months later. This supports the need for modification in current PE provision to optimise the potential for learning across the curriculum. [ABSTRACT FROM AUTHOR]

There is growing interest in the ways in which, and the values according to which, economic activity is undertaken. For instance, mutual ownership has been identified as one means of helping to 'redeem' capitalism. This article engages with such issues by examining aspects of the behaviour of consumer cooperative societies in Scotland from the 1870s to the 1960s. It starts by discussing whether cooperatives represent a means of conceptualizing and undertaking economic activity that provides an alternative to the paradigm of investor-led (neo)liberal capitalism. From this, and an outline history of consumer cooperatives in Scotland, it identifies two variables-dividend on purchases and funds for education-as proxies for the values underpinning cooperatives' economic behaviour. Analysis of these variables indicates the existence of distinct cultures of cooperation, notably in the Glasgow and Edinburgh areas. The article concludes by offering two 'lessons from history' for those interested in alternative economic networks. The first is that cooperation can, and has, conceptualized and sustained an alternative to the dominant (neo)liberal economic paradigm. The second is that the scaling-up of such voluntaristic economic thought and behaviour is unlikely to present a macro-level challenge to it. [ABSTRACT FROM AUTHOR]

During the course of the referendum campaign, the Scottish government argued that free tuition for Scottish and EU students symbolised Scotland's preference for universal services and was intrinsically fairer than the 'marketised' systems operating in the rest of the UK. Invoking principles of both social justice and pragmatism, three distinct critiques of the Scottish government's higher education policy were mounted and adopted by different policy actors for different political purposes. Following a discussion of these arguments, this article concludes that a more nuanced discussion of higher education policy in Scotland is required, focusing not just on the absence of tuition fees but also on the distribution of debt and allocation of funds across the entire education system. We also note that the focus on tuition fees policy suggests that higher education systems across the UK are set on a process of divergence, whereas there are strong pressures towards policy convergence in areas such as research policy and internationalisation. [ABSTRACT FROM AUTHOR]

Background Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into the school curriculum and can benefit all pupils. A feasibility study of reading comprehension strategies with existing evidence of efficacy was undertaken in three mainstream primary schools within an area of social deprivation in west central Scotland, to decide whether further investigation of this intervention was warranted. Aims Aims were to measure comprehension of spoken language and reading via standardised assessments towards the beginning of the school year (T1) in mainstream primary school classrooms within an area of social deprivation; to have teachers introduce previously-validated text comprehension strategies, and to measure change in reading comprehension outcome measures towards the end of the year (T2). Methods & Procedures A pre- and post-intervention cohort design was used. Reading comprehension strategies were introduced to staff in participating schools and used throughout the school year as part of on-going reading instruction. Spoken language comprehension was measured by TROG-2 at T1, and reading progress by score changes from T1 to T2 on the WIAT-IIUK-T reading comprehension scale. Outcomes & Results Forty-seven pupils in five classes in three primary schools took part: 38% had TROG-2 scores below the 10th centile. As a group, children made good reading comprehension progress, with a medium effect size of 0.46. Children with TROG-2 scores below the 10th centile had lower mean reading scores than others at T1 and T2, although with considerable overlap. However, TROG-2 did not make a unique contribution to reading progress: children below the 10th centile made as much progress as other children. The intervention was welcomed by schools, and the measure of reading comprehension proved responsive to change. Conclusions The outcomes suggest the reading intervention may be effective for children with and without spoken language comprehension difficulties, and warrants further investigation in larger, controlled, studies. [ABSTRACT FROM AUTHOR]

This article, by Sheila Riddell and Elisabet Weedon of the Centre for Research in Education Inclusion and Diversity, University of Edinburgh, analyses recent policy developments and outcomes in the field of additional support needs in Scotland in the context of devolution and austerity, drawing on a critical analysis of policy and administrative data. While there is a growing tendency in Scottish policy discourse to 'decentre' England as a main point of comparison, in the field of special and additional support needs policy there appear to be strong correspondences between the two jurisdictions. England appears to be following Scotland's lead in producing new types of statutory support plans and placing greater emphasis on children's rights. At the same time, these policy changes are being implemented in different policy contexts, with homogenous governance arrangements characterising the Scottish school system, compared with increasing complexity within the English system. In terms of the growth of the category of social, emotional and behavioural difficulties ( SEBD in Scotland, BESD in England) there are strong cross-border parallels. Children in these categories tend to live in deprived areas and are unlikely to have statutory support plans. Overall, this indicates the importance of analysing not just policy discourse, but also policy outcomes. [ABSTRACT FROM AUTHOR]

This article explores the important role played by higher education in broader skills and economic development policies in England and Scotland. It places the often divergent policy experiments and structural developments in these two countries' higher education systems within an international policy context and explains why England and Scotland are often tackling common problems and challenges in different ways. Scotland's retention of a centralised funding system for higher education, its enthusiasm for a closer integration of higher education with other forms of skills creation and its emphasis on skills utilisation are all leading to greater divergence from England. [ABSTRACT FROM AUTHOR]

The article provides information on political issues surrounding special education in Great Britain as of June 1, 2014. Topics discussed include the use of shared education in Northern Ireland, individual development plans (IDPs) in Wales, and the passage of the Children and Young People Act in Scotland.

National Qualifications Frameworks ( NQF) are a globally established and expanding phenomenon. They are increasingly merging and being mapped onto meta-qualifications frameworks. One key NQF in both these roles is the Scottish Credit and Qualifications Framework ( SCQF). Much research categorises the different types of NQF, details their success and failure, and there is a steadily expanding body of critical research into NQF. Despite this, little research has focused on how NQF are used in day to day academic practice in the very institutions whose qualifications they frame. This article begins to redress this by focusing on the SCQF as an exemplar. It presents a synthesis between contemporary literature, a documentary analysis of SCQF literature and the data from interviews with 15 stakeholders in different educational roles. The findings show that, despite the claims of the SCQF literature and contemporary literature regarding the success of the SCQF, its diffusion and the extent of its use amongst these stakeholders are limited. Instead, it is used more as a symbolic tick box exercise and largely ignored. We discuss the implications of this and posit questions that challenge the focus of existing research into NQF and argue for a shift in the criteria by which they are judged from educational to market based ones. [ABSTRACT FROM AUTHOR]

Three of the great social ambitions of educational reform since the late nineteenth century are now seriously problematical. Although education does offer individuals a way of bettering themselves, we now know that it does little to change the terms of the competition among people who start from different social classes: it probably does not, by itself, affect relative social mobility. Education in advanced economies has little effect on overall rates of growth: it is now clear that the analogy between individual and economic development is untenable. And the main other option to these instrumental goals-that education should pass on the best that has been thought and said-is now deeply unfashionable with policy-makers, radical activists and most shades of academic opinion. Scotland is a telling case of these shifts. In the past century, it has held quite firmly to all three older views, and has tried quite thoroughly to implement educational reforms in pursuit of them. Its experience is as good a demonstration as any that the first two ambitions-of social mobility and of economic development-cannot be realised by educational change alone. The country is also moving deliberately away from the third ambition, its old humanism of knowledge. The implications of this experience and these developments are discussed. [ABSTRACT FROM AUTHOR]

While the benefits of breastfeeding are well established, few Scottish women exclusively breastfeed, as recommended nationally and internationally. Breastfeeding peer support can help mothers to breastfeed for longer, but the training peer supporters receive is variable and few studies have measured the effectiveness of peer supporter training. This study aimed to compare mothers' attitudes towards and knowledge of breastfeeding before and after undertaking Breastfeeding Network (BfN) peer supporter training. This study used a quasi-experimental design to investigate levels of breastfeeding knowledge and attitudes in 28 women, immediately before and after the BfN peer supporter (Helper) training programme. Data were collected using the Infant Feeding Questionnaire. Mothers had high baseline scores for attitude (88.8%) and knowledge (76.4%). After training 78% of mothers improved their attitude scores. The mean difference in attitude scores was 4.9%, which was statistically significant ( t = 4.44, P < 0.001). Ninety-six per cent of mothers had increased their knowledge scores. The mean difference in knowledge scores was 10.4%, which was statistically significant ( t = 6.25, P < 0.001). This study provides evidence that the BfN's accredited peer support training can improve both breastfeeding knowledge and attitudes of breastfeeding mothers. Peer supporters who have undertaken this training are therefore suitably qualified to provide mothers with the support and information required to make informed choices in breastfeeding and to contribute to effective support and promotion of breastfeeding as suggested in the National Institute for Health and Clinical Excellence guideline on maternal and infant nutrition (PH11) and Scottish Government's Maternal and Infant Nutrition: A Framework for Action (2011). [ABSTRACT FROM AUTHOR]

Rationale and aim Evidence of the benefits of clinical audit to patient care is limited, despite its longevity. Additionally, numerous attitudinal, professional and organizational barriers impede its effectiveness. Yet, audit remains a favoured quality improvement (QI) policy lever. Growing interest in QI techniques suggest it is timely to re-examine audit. Clinical audit advisors assist health care teams, so hold unique cross-cutting perspectives on the strategic and practical application of audit in NHS organizations. We aimed to explore their views and experiences of their role in supporting health care teams in the audit process. Method Qualitative study using semi-structured and focus group interviews. Participants were purposively sampled ( n = 21) across health sectors in two large Scottish NHS Boards. Interviews were audio-taped, transcribed and a thematic analysis performed. Results Work pressure and lack of protected time were cited as audit barriers, but these hide other reasons for non-engagement. Different professions experience varying opportunities to participate. Doctors have more opportunities and may dominate or frustrate the process. Audit is perceived as a time-consuming, additional chore and a managerially driven exercise with no associated professional rewards. Management failure to support and resource changes fuels low motivation and disillusionment. Audit is regarded as a 'political' tool stifled by inter-professional differences and contextual constraints. Conclusions The findings echo previous studies. We found limited evidence that audit as presently defined and used is meeting policy makers' aspirations. The quality and safety improvement focus is shifting towards 'alternative' systems-based QI methods, but research to suggest that these will be any more impactful is also lacking. Additionally, identified professional, educational and organizational barriers still need to be overcome. A debate on how best to overcome the limitations of audit and its place alongside other approaches to QI is necessary. [ABSTRACT FROM AUTHOR]

I reflected on the training I had on an extraordinary treatment for profound respiratory failure. The result of training enabled us to successfully treat a young female with the influenza A virus with extracorporeal membrane oxygenation (ECMO). I report the positive outcome that occurred, while continuing to run a busy general intensive care unit (ICU). She was the first of six patients who were all successfully treated with ECMO. Ten trained and experienced critical care nurses and two doctors attended the ECMO training course provided by the national centre in the UK. Five patients had already received ECMO therapy in the Scottish specialist unit (over the period of 8 years). As our Scottish specialist unit purchased exactly the same equipment as the national centre, it was easier for the multidisciplinary team to utilize their new-found knowledge and treat future patients with ECMO. With the predicted swine flu (H1N1) pandemic and the subsequent demand for critical care beds, funding was obtained to facilitate ECMO training. The potential need for increased provision of ECMO therapies was highlighted by recent events in Australia and New Zealand. Their most recent winter produced 68 patients requiring ECMO, whereas the previous year had manifested only three. Using our new equipment and adapted protocols from the national centre, we used these new skills to treat our first patient in October 2009. Johns' reflective practice tool was used to evaluate the care provided. Our patient was on ECMO for 9 days. She went on to make a remarkable recovery and was discharged from the ICU 1 week after ECMO was discontinued. She was discharged to the cardiothoracic high-dependency unit, where she was successfully rehabilitated. We were able to successfully treat a young lady, while providing the care for all other patients. This was a complex treatment, one that uses many resources including time and finance. Now that we have all the equipment, the necessary training and the knowledge, we can continue to deliver this service to the public in our locality. [ABSTRACT FROM AUTHOR]

Background: Practice placement, which contributes to the development of professional skills and competencies, is an important component of dietetic pre-registration education in the UK. The assessment of practice placement impacts on students’ experience and progression; however, currently, limited evidence-based information about assessment methods and practice in dietetic placements exists. The present study aimed to investigate the assessment methods and practices utilised when providing pre-registration dietetic practice placements. Method: Using an online questionnaire survey of dietitians within Scottish National Health Service (NHS) dietetic departments, and a follow-on telephone interview with Lead Trainers, the present study explored the assessment methods utilised by dietitians as well as areas of variability within NHS Boards. Data were analysed using descriptive statistics and relationships were assessed using the chi-square test, Kruskall–Wallis test and Spearmans ’ correlation. Results: One hundred and eleven fully-completed questionnaires were analysed and fourteen departments participated in the follow-on telephone interview. Over 80% respondents had greater than 2 years of involvement in student training. To assess student performance, departments used between 5–16 and 6–16 assessment tools for placements B and C, respectively. Significant correlations between staff training and knowledge of how to apply assessment tools support a need for robust staff training in assessment matters. The majority (87%) of respondents positively favour standardisation of assessment via the development of national assessment tools. Conclusions: The findings obtained in the present study confirm that there is a wide variation in assessment practices by dietitians. The development of standardised assessments and tools within dietetic practice placements, in terms of parity in numbers and methods of assessment, would ensure equity and fairness for students. [ABSTRACT FROM AUTHOR]

Planning for shared schooling in Northern Ireland requires a re-consideration of the decision-making processes that underpin the choices made by parents and a re-thinking of the nature and purpose of alternative modes of educating young people from the different communities together. The article provides evidence that demand for existing integrated schools in Northern Ireland is growing at a rapid rate and that there is a need to ensure that school places are provided where demand exists. Given recent developments in Scotland, however, in relation to shared schools, it is suggested that new approaches may involve examining the application of this policy to Northern Ireland and, also, opening debate concerning the potential for further development of new forms of shared schooling. These new possibilities offer opportunities to enable young people to encounter a broader range of peers and experience more diverse cultures while retaining the support of the current Controlled (Protestant) and Maintained (Catholic) sectors. The fraught journey towards integrated education in a divided society has implications for European societies where religious belief, intertwined with ethnicity, has been implicated in communal discord and conflict. [ABSTRACT FROM AUTHOR]

The article presents an assessment of the Longitudinal Care Project (LCP) which is offered as a medical curriculum that evaluates the quality of patient care in the University of Glasgow in Glasgow, Scotland. It delineates the design of the instructional system, annual assessment of students, and ecological influences of LCP. Tables that depict the objectives, pedagogic overlap, suitable chronic conditions, student evaluation, activities, and development of LCP are also presented.

Context A model of independent, external review of significant event analysis by trained peers was introduced by NHS Scotland in 1998 to support the learning needs of general practitioners (GPs). Engagement with this feedback model has increased over time, but participants’ views and experiences are largely unknown and there is limited evidence of its educational impact. This is important if external feedback is to play a potential role in appraisal and future revalidation. Objective The study aimed to explore aspects of the acceptability and educational impact of this external feedback model with participating GPs. Methods Semi-structured interviews were carried out with nine GPs. Participants were sampled to reflect their level of learning need (low, moderate or high) to gain a range of views and experiences. Transcribed interviews were analysed for content. Results This system of external peer feedback is generally acceptable to participants. It complemented and enhanced the appraisal process. External feedback had positive educational outcomes, particularly in imparting technical knowledge on how to analyse significant events. Training issues for peer reviewers were suggested that would further enhance the educational gain from participation. There was disagreement over whether this type of feedback could or should be used as supporting evidence of the quality of doctors’ work to educational and regulatory authorities. Conclusions The findings add to the evidence for the acceptability and educational impact of external review by trained peers. Aligning such a model with the current national appraisal system may provide GPs with a more robust demonstration of participation in reflective learning. [ABSTRACT FROM AUTHOR]

Objective We aimed to examine the factors that determine provision of feedback to students following mini-clinical evaluation exercise (mini-CEX) assessments. Methods We carried out a pilot study of all final year medical students at the University of Aberdeen between November 2005 and June 2006. The study involved 396 mini-CEX encounters (173 students and 105 assessors). We retrospectively analysed the components of feedback recorded on the marking sheets. Each component of feedback was coded as a binary response (feedback recorded or not). Logistic regression was used to determine the degree and significance of the factors that influenced feedback. Specialty block, range of marks, assessor group and assessor satisfaction were entered into the analysis usingspss Version 14. Results The provision of feedback by our assessors was poor. In 22.7% of cases, positive features were not identified; in 28.2% of cases, no suggestions for development were highlighted; in 49.7% of cases, no action plan was formulated. Assessors who gave a wider range of scores for the specific skill domains were more likely to record areas for development and action plans. Specialty block influenced feedback on areas for development. Suggesting an action plan was significantly associated with assessor group, and academic trainees were the most consistent providers of feedback. Assessor satisfaction was significantly associated with highlighting ‘anything especially good’. Conclusions Numerous factors were associated with the provision of feedback in our cohort. Assessor training may address this variability. However, this would limit the diversity of assessors, which may be undesirable. More research is required on assessor training and recruitment. [ABSTRACT FROM AUTHOR]

Context In clinical clerkships, student learning is often unstructured and diverse. Even when curriculum objectives are explicit, they are seldom used by students to guide their learning. Student-determined learning objectives may help students to structure their learning. Objectives This study aimed to assess whether students can use this method to meet widely differing learning needs within the general practice clerkship and considered the relationship of student objectives to overall curriculum objectives. Methods Students allocated a 5-week clerkship in general practice from April 2000 to April 2001 were required to set and meet personal learning objectives within a supportive learning environment. They recorded the strategies they used, how well objectives were met and which curriculum objectives they met. Objectives were categorised using a hierarchical system. Results A total of 143 (85%) students recorded 1549 objectives. Four categories accounted for 1092 (70%) of objectives: Consultation Skills; Study of Diseases; Practical Procedures, and Therapeutics. Otherwise the range of objectives set was wide, encompassing all curriculum objectives. A total of 1043 objectives were rated as satisfactorily or highly satisfactorily met and 185 (12%) were not met at all. Strategies that students used to meet objectives included clinical experience with doctors but also with practice-based nurses. Conclusions Students were able to use student-determined learning objectives to meet a diverse range of learning needs within the general practice clerkship. The objectives set reflected the breadth of curriculum objectives. This method allows students to address gaps in their knowledge in a clerkship where teaching is largely based on opportunistic contact. [ABSTRACT FROM AUTHOR]

The relationship among religion, education and social mobility in Scotland is analysed statistically using the Scottish Household Survey of 2001 . The large sample size allows much greater statistical power for this purpose than any previous source, and thus allows a more reliable assessment of claims that the stratifying effect of religion in Scotland may have declined. The questions investigated are as follows. What are the religious differences in the distributions of class origins and class destinations, in the movement between these (absolute mobility), and in the association of these (relative mobility, or social fluidity)? Do changes in social fluidity across cohorts vary among people with different religious affiliation? Are there religious differences in the association of origins and education, in the association of education and destinations, or in the role of education in social fluidity, and do any of these vary over cohorts? The conclusions are that, in younger cohorts, there is no religious difference in social status, and that in older cohorts Catholics are generally of lower status than Protestants and the non-religious. Social fluidity does not, however, vary among religious groups, even for older cohorts, and does not change over time. The reason for convergence in social status of religious groups over time is probably the equalizing of educational attainment among the groups: there is no evidence for any of the cohorts that the labour-market rewards to education differ by religion. [ABSTRACT FROM AUTHOR]

This article takes the form of a case-study, outlining the progress of policy and practice in Scotland towards the introduction of Assessment for Learning in pre-school and schools for children aged 3–14. The period described comprises the launch of 5–14 curriculum and assessment guidelines in the early 1990s, a review and consultation on assessment in pre-school and 5–14 by HM Inspectorate of Schools, the recent assessment development programme, Assessment is for Learning (AifL), initiated in 2002, and the publication by the Scottish Executive Education Department (SEED) of a set of curriculum and assessment policy documents for education 3–18 in November 2004. The assessment guidelines published in 1991 put considerable emphasis on professional practice in assessment as part of learning and teaching, promoting what would now be recognized as ‘assessment for learning’. However, curriculum guidelines for English language and mathematics and new arrangements for national testing in reading, writing and mathematics were published at the same time. These commanded considerable professional and public attention, so that curriculum content and measurement of attainment levels, rather than the quality of assessment practice in classrooms, became the main focus of schools' planning and action. The increasing emphasis on standards, target-setting and accountability in the mid- to late 1990s ensured that measurement, rather than assessment for learning, remained the main priority. Recognition on the part of ministers that assessment and testing arrangements were not working well for learners, teachers or policy-makers led to the 1999 review and consultation. This once again asserted the importance for learning and achievement of good professional practice in classroom assessment. At the same time, the emphasis in policy more generally was shifting towards establishing a culture of self-evaluation in local authorities and schools. The Assessment is for Learning development programme has sought to bring together these various threads in a coherent national system of assessment. It aims to promote excellence in professional assessment practice, the primacy of teachers' judgements and sound arrangements for local quality assurance of those judgements, to ensure consistency. For national monitoring of attainment, there will be a cycle of sample surveys rather than a collection of data for all schools and pupils. The programme has also sought to take account of research on the management of change to ensure that the new system is developed collaboratively with stakeholders and put into effect in all Scottish schools. [ABSTRACT FROM AUTHOR]

This article draws on data emerging from an evaluation of behaviour support strategies in secondary schools in an education authority in Scotland. The authors all work at the University of Glasgow. Jean Kane has research and teaching interests in the area of special educational needs; she offers consultancy to local authorities in the development of inclusive policies and practices in schools. Dr George Head has research and teaching interests in the area of social, emotional and behavioural difficulties and social inclusion; he is also an experienced teacher. Both Jean Kane and George Head are lecturers in the Faculty of Education. Nicola Cogan is a researcher at the Strathclyde Centre for Disability Research and has a background as a research psychologist in the health sector. In Scotland, the growth of behaviour support provision is closely related to broader policy on social inclusion. It is argued in this article that new models of behaviour support can be developed in the light of previous and related experience in the development of inclusive support systems in schools. The authors present a typology of behaviour support, drawing upon their evaluation of provision, and discuss the characteristics of the types of support that emerge. Using data from exclusion statistics, pupil case studies and interviews with teachers, managers, pupils and parents, Jean Kane, George Head and Nicola Cogan explore the implications of their work for future developments in support for pupils who present difficult behaviours. [ABSTRACT FROM AUTHOR]

To develop a student-selected component (SSC) for junior medical students, to evaluate the feasibility of incorporating the development of skills in carrying out an intimate examination, whilst developing professional thinking skills using a reflective approach. The student selected component was designed for a maximum of 6 students over a 4-week period in Phase 2 (year 2 and 3) of the undergraduate medical curriculum. The Clinical Skills Centre, the Faculty of Medicine Nursing and Dentistry, University of Dundee, Scotland, UK. The SSC consisted of a weekly patient clerking from the ward, an analysis of the clinical and communication skills for any intimate examinations the patient would require, and practice using simulators and simulated patients. Students were supported by timed periods of structured reflection, which enabled them to discuss ethical issues and their own professional conduct related to carrying out an intimate examination. The SSC was evaluated on 3 levels; student satisfaction, learning professional thinking using a reflective approach, and observing behaviour change in relation to skill development, using a ward simulation exercise. The evaluation at the levels of student satisfaction, learning professional thinking and changes in behaviour associated with intimate examination demonstrated that the SSC had been well received by the students, who felt they had improved their skills in intimate examinations in the context of a ward simulation exercise, in parallel with their professional thinking skills. It is possible to develop the professional thinking of junior medical students at the same time as developing their technical competence in relation to intimate examinations. It may be advantageous to introduce students early to this reflective approach, using simulation to promote the integration of theory with practice. [ABSTRACT FROM AUTHOR]

Describes how the policy, research and classroom-based development have interacted and contributed to significant change in the understanding and practice of assessment in Scottish schools. Details on the three factors; Characteristics of the Scottish educational system.

The article focuses on the education system in Scotland during nineteenth century. The author remarks that Scotland has a special significance for West because it had a public system of education at an early stages, comparison with England, and investigation of how successfully Scottish education responded to the challenge of industrialization, therefore provide a controlled test of the hypothesis that educational progress did not depend on legislation. One line of argument is that Scotland's superiority over England was not as great as has been claimed, but the main point which West seeks to prove is that the majority of the Scottish schools, as in England, were unendowed and unsubsidized private establishments at which fees were being paid by large sections of the poor. Economic theory played practically no part in contemporary educational debates, which were notoriously dominated by questions of religion and Church-state relations. The parish schools were established by statute and financed by an assessment on land levied by the heritors, the principal landowners in each parish.

This article examines the emotional considerations of the visually impaired children starting school in Scotland. The importance of developing independence permeates the whole learning process. The visually impaired child is by necessity more dependent on peers and adults. However, this need to develop independence can sometimes be unwittingly stifled by parents, significant adults, teachers and peers. Thus fear of what may happen to the visually impaired child, plus the good feelings which can be engendered by someone's dependence, can militate against the visually impaired child being allowed to carry out tasks independently. Difficulties in this area can sometimes result in stereotypic behaviour responses which though appropriate in one setting are inappropriately generalized to others. As with every child, motivation and self confidence are essential prerequisites for learning. Perhaps with the visually impaired child these features are of even greater importance and more difficult to achieve and maintain. Parents derive a considerable amount of reassurance and support from bearing how other visually impaired children have coped with schooling. Parental involvement in school placement is essential and a lot of time should have been spent prior to the placement considering the various aspects involved.