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Exploring links between policy aspirations & devel'pmt of bureaucratic systems in Scottish Education
Managing bureaucracy and keeping the accountability and learning agendas aligned are challenges that Scottish Education has found difficult over time. Indeed, these are issues that many international education systems have also struggled to address. Within the context of Building the Curriculum 5: a framework for assessment - one of the key supporting documents of Curriculum for Excellence (CfE) which provides an outline of approaches to assessment - the nature of information demands has evolved, most notably around the areas of monitoring and tracking, assessing progress and achievement and reporting to parents. This, in turn, has had implications for the information gathered by education authorities which may be reported to elected members. A misunderstanding of these requirements has, on occasion, led to the development of overly bureaucratic and burdensome administrative systems for the recording of learner data, thereby distracting practitioners from the main focus of learning and teaching.
Consequently, managing bureaucracy within the context of CfE has become the focus of a ministerial working group charged with the task of agreeing and communicating a set of clear messages around reducing excessive bureaucracy. These messages underpin one of the guiding principles of CfE - to allow teachers to plan and deliver high quality learning and teaching. Under Curriculum for Excellence, systems and processes should support learning, rather than hinder it.
As a result, it is thought that bureaucracy is an area that would benefit further from investigation through an independent research project which assesses fully the extent of the disparity between policy aspiration and practice at the present time.
Information added to the notice since publication.
Public Contracts Scotland