Lessons from Scottish Schools: Why Knowledge Matters

by Lindsay Paterson

Uses Scotland’s educational system as case study of the importance of knowledge in the curriculum

• Explores the decline in attainment in Scottish school education in the last twenty-five years
• Compares the present with Scotland’s strong educational reputation in the past
• Compares Scotland to a range of other countries including England, Estonia, Finland, France, Germany, Ireland, Japan, Korea, New Zealand, Poland, Singapore, Sweden
• Argues that the most student-centred kind of education is one that is based on knowledge

This book highlights the role of knowledge in school education. It shows that while the Scottish education system used to be among the strongest in Europe, its students’ attainment has dropped in recent years. The book argues that the clue to this decline is the new curriculum which has been in place for two decades. Lindsay Paterson notes the commendable aims of this approach, which includes working across subject boundaries, application of learning to real-world problems and focusing on creativity and citizenship.

Studying Scotland’s strong educational reputation in the past and comparing it to other countries, such as Estonia, Singapore, Ireland and Japan, Paterson argues that the most student-centred education is one that is based on knowledge. This is key to students’ understanding, to their personal fulfilment, to their successful careers, and to their ability to make a worthwhile contribution to society.

Reviews of Lessons from Scottish Schools: Why Knowledge Matters

'Lindsay Paterson meticulously builds a compelling narrative of Scotland’s troubled educational trajectory, providing deep insights into the erosion of policy and practices which had for centuries brought enhanced attainment and equity. International in its scope, its forensic analysis provides not only vital correctives to educational debates, but strong guidance for public policy development and management. It is a huge contribution to educational thought and practice.' – Tim Oates, Churchill College, University of Cambridge