THE INTRODUCTION OF A UNIFIED SYSTEM OF POST-COMPULSORY EDUCATION IN SCOTLAND.

This paper summarises the findings of a study of the first four years of Higher Still. The reform aimed to provide `opportunity for all' by introducing a `unified curriculum and assessment system' of post-16 education. Higher Still's flexible climbing-frame model did indeed extend opportunities, especially for middle- and lower-attaining 16 year olds who stayed on at school and for students with special needs. It encouraged collaboration between schools and colleges and it enhanced the comprehensive principle rather than undermined it. It placed vocational' and general education on a formally equal footing, although its short-term impact on subject choices was modest. However, while the climbing-frame model extended access it was less successful in increasing attainment, and the goal of a seamless progression framework proved difficult to realise. Moreover, the system introduced by Higher Still was not fully unified: implementation in the college sector was incomplete and schools and colleges implemented somewhat models of curriculum and assessment. Some of the `unifying' goals of Higher Still transferred to the Scottish Credit and Qualifications Framework. [ABSTRACT FROM AUTHOR]