IT SHOULD go without saying that, if there is the slightest sign of any drop in the literacy or numeracy standards in our schools, our teachers should be first into the breach to put this right.
The next few years are going to be even more brutal than the last few in terms of public spending and education remains a battle ground across these nations. It is not one where the Scottish approach should be found wanting if we wish to protect our public provision.
The Curriculum for Excellence (CfE) was meant to produce more numerate, literate young citizens, better at adapting and problem solving and able to face the changing world of tomorrow. Falling numeracy and literacy were not countenanced.
If the cause is societal pressures (what might be called the foodbank syndrome) we need to see if that is the case. But if the cause is simple flux within the teaching profession then that is not good enough. It means teachers are spending too much time delivering other priorities and not enough at making sure these do not get in the way of giving their students the best start in life.
Teachers need to be encouraged to innovate and look for new ways to find better results in difficult times. Not only is the current cohort of pupils likely to be more divided in economic terms, they will also all be increasingly using mobile phones to access the web and social media; a distraction from traditional learning.
The speech by Cabinet Secretary Angela Constance last night is a clear indication of the expectations of the Scottish Government and the SNP's new focus on closing the attainment gap. It is also a welcome sign that the minister is prepared to take a strong line with the teaching unions when she feels it is justified.
And she is right to question those teachers of subjects other than English who think that reading and numeracy are not vital. "I'm astonished at this, frankly," said Ms Constance," and if it is the case, then we must change those attitudes. If we are to achieve our goals and ambitions for all of Scotland's children, then the whole system needs to be focussed on achieving our literacy goals."
We could not agree more. The aims of CfE involved creating a generation of future Scots capable of facing the multiple career changes that might become the norm in an evolving future but literacy and numeracy were to be the bedrock in these new confident, flexible citizens.
Ms Constance appears willing to tell hard truths, in particular when she points out the slide in male achievement. When she demands urgent action to tackle this at root, we agree.
However, the impact of delivering the CfE and its associated new exams cannot be underestimated. Change has been tough on the profession and it has not been handled as well as it should have been by councils, Education Scotland and the Scottish Qualifications Authority. There has been too much bureaucracy and a resulting increase in workload that has meant the concentration on basic skills has slipped.
With the bulk of the introduction of the new curriculum now complete, although new Highers and Advanced Highers are still being rolled out, it is every teacher's responsibility to return the focus to the basic skills.
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