Chapter 1: OverviewOver the last 50

Chapter 1: Overview


Over the last 50 years, school education has become one of the most important policy areas for governments across the world. Human capital in the form of a highly educated population is now accepted as a key determinant of economic success. This has led countries to search for interventions which will lead to continuous improvement and to instigate major programmes of transformational change. Evidence of relative performance internationally has become a key driver of policy. That evidence suggests, perhaps unsurprisingly, that the foundations of successful education lie in the quality of teachers and their leadership. High quality people achieve high quality outcomes for children.

It is in this context that I have undertaken this Review. Taken as a whole, the evidence gathered in the course of the Review highlights five major ideas which are almost axiomatic and which underpin its recommendations.

• the two most important and achievable ways in which school education can realise the high aspirations Scotland has for its young people are through supporting and strengthening, firstly, the quality of teaching, and secondly, the quality of leadership.

• teaching should be recognised as both complex and challenging, requiring the highest standards of professional competence and commitment.

• leadership is based on fundamental values and habits of mind which must be acquired and fostered from entry into the teaching profession.

• the imperatives which gave rise to Curriculum for Excellence still remain powerful and the future well being of Scotland is dependent in large measure on its potential being realised. That has profound and, as yet, not fully addressed implications for the teaching profession and its leadership.

• career-long teacher education, which is currently too fragmented and often haphazard, should be at the heart of this process, with implications for its philosophy, quality, coherence, efficiency and impact.

The established strength of the teaching profession in Scotland, together with the steps taken by successive governments to improve it further, have created a secure platform upon which to build. The breadth of commitment across Scottish education to the importance of professional development is impressive. Having an all-graduate profession, bolstered by the existence of a framework of standards set by the General Teaching Council for Scotland (GTCS), structured induction for newly qualified teachers, the valuable contributions to professional learning made by national organisations, local authorities, teacher and headteacher associations, and contractual provision for teachers to engage directly in the education of new colleagues and to pursue their own continuing professional development all place Scotland in a strong position when compared with other countries internationally. Recent developments in initial teacher education and in leadership development together with the developing culture of self evaluation in Scottish schools provide further points of growth. One main requirement, therefore, is to make the most of what we already have.

Results (Vietnamese) 1:

Chương 1: Tổng quanHơn 50 năm qua, trường giáo dục đã trở thành một trong những lĩnh vực chính sách quan trọng nhất cho các chính phủ trên khắp thế giới. Nguồn nhân lực trong các hình thức dân học vấn cao bây giờ được chấp nhận như là một yếu tố quyết định quan trọng của sự thành công kinh tế. Điều này đã khiến nước để tìm kiếm các biện pháp can thiệp mà sẽ dẫn đến cải tiến liên tục và kích động các chương trình lớn của sự thay đổi transformational. Bằng chứng về hiệu suất tương đối quốc tế đã trở thành một trình điều khiển quan trọng của chính sách. Có bằng chứng cho thấy, có lẽ unsurprisingly, các cơ sở giáo dục thành công nằm trên chất lượng của các giáo viên và lãnh đạo của họ. Chất lượng cao người đạt được kết quả chất lượng cao dành cho trẻ em.Đó là trong bối cảnh này rằng tôi đã thực hiện đánh giá này. Lấy như một toàn thể, các chứng cứ thu thập được trong quá trình xem xét các điểm nổi bật năm ý tưởng lớn mà hầu như tiên đề và đó làm nền tảng cho các khuyến nghị.• những hai quan trọng nhất và thành công cách trong trường học mà giáo dục có thể nhận ra những nguyện vọng cao Scotland đã cho những người trẻ tuổi của nó là thông qua hỗ trợ và tăng cường, thứ nhất, chất lượng giảng dạy, và thứ nhì, chất lượng của các lãnh đạo. • giảng dạy nên được công nhận là phức tạp và đầy thách thức, đòi hỏi phải có các tiêu chuẩn cao nhất về năng lực chuyên môn và cam kết. • lãnh đạo dựa trên giá trị căn bản và thói quen của tâm mà phải được mua lại và bồi dưỡng từ nhập vào nghề giảng dạy. • the imperatives which gave rise to Curriculum for Excellence still remain powerful and the future well being of Scotland is dependent in large measure on its potential being realised. That has profound and, as yet, not fully addressed implications for the teaching profession and its leadership. • career-long teacher education, which is currently too fragmented and often haphazard, should be at the heart of this process, with implications for its philosophy, quality, coherence, efficiency and impact. The established strength of the teaching profession in Scotland, together with the steps taken by successive governments to improve it further, have created a secure platform upon which to build. The breadth of commitment across Scottish education to the importance of professional development is impressive. Having an all-graduate profession, bolstered by the existence of a framework of standards set by the General Teaching Council for Scotland (GTCS), structured induction for newly qualified teachers, the valuable contributions to professional learning made by national organisations, local authorities, teacher and headteacher associations, and contractual provision for teachers to engage directly in the education of new colleagues and to pursue their own continuing professional development all place Scotland in a strong position when compared with other countries internationally. Recent developments in initial teacher education and in leadership development together with the developing culture of self evaluation in Scottish schools provide further points of growth. One main requirement, therefore, is to make the most of what we already have.