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ERIC Number: EJ771176
Record Type: Journal
Publication Date: 2007-Aug
Pages: 30
Abstractor: Author
Reference Count: 47
ISSN: ISSN-0141-1926
The Impact of a Unified Curriculum and Qualifications System: The Higher Still Reform of Post-16 Education in Scotland
Raffe, David; Howieson, Cathy; Tinklin, Teresa
British Educational Research Journal, v33 n4 p479-508 Aug 2007
There is a cross-national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and "unification" remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Research Council-funded study which included case studies of schools and colleges, surveys of all secondary schools and colleges in Scotland, analyses of Scottish Qualifications Authority (SQA) data and interviews with key informants. Higher Still's climbing frame model of provision provided better learning opportunities for different types and levels of students, but its impact on attainment and parity of esteem were more limited. The article concludes that institutional barriers formed the biggest obstacles in the implementation phase, reflected in the contrasting "institutional logics" of schools and colleges. (Contains 13 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Scotland)