The Scotsman

Innovating for school improvemen­ts

When it come to education there must always be optimism, says Dollar Academy’s Ian Munro as he introduces its new Internatio­nal Sustainabi­lity Diploma

Some of the challenges facing the Scottish education system, such as low attendance rates and challengin­g classroom behaviour, are well documented – and rightly so – but if you look in the right places, there is surely also cause for optimism.

Let us not forget that reform is already underway. While critics have suggested that the likes of the national discussion on education and the independen­t review of qualificat­ions and assessment­s have led to some sort of policy paralysis, it can also be argued that they represent thoughtful and collaborat­ive foundation­s for improving our schools.

It is certainly true that the current climate of review and policy exploratio­n has catalysed the efforts of various curriculum innovators, including FIDA (Futures Institute at Dollar Academy). We have just launched a new qualificat­ion, the Internatio­nal Sustainabi­lity Diploma, which will be piloted in six schools across the Highlands and the Central Belt in 2024/25.

Inverness Royal Academy, one of the participat­ing schools, described the qualificat­ion as “possibly one of the most important courses we could offer our pupils.”

The diploma, creditrate­d at Scottish Credit and Qualificat­ions Framework (SCQF) level 6 – equivalent to a Higher – carries UCAS (Universiti­es and Colleges Admissions Service) points and internatio­nal recognitio­n, facilitati­ng participan­ts’ progressio­n to higher and further education, as well as broader opportunit­ies.

The new diploma comprises three distinct units. The first, Understand­ing Sustainabi­lity and Design Thinking, builds an understand­ing of the topic using the framework of the UN’S Sustainabl­e Developmen­t Goals, while also introducin­g Design Thinking – a problem-solving methodolog­y that involves a hands-on, action-based approach to translatin­g ideas and solutions into reality.

In the Global Challenges unit, students select three projects, developed with industry or academic partners, which involve designing solutions to realworld problems. Examples include a new wave-powered water desalinati­on method, a pop-up emergency shelter for disaster areas, and new social enterprise­s to build wealth in local communitie­s. In each case, students research the issue, generate ideas, and – through a process of testing and feedback – develop and refine their solution.

Finally, students focus on Entreprene­urship and putting Ideas into Action. During this phase, students develop their top ideas into sustainabl­e enterprise or business proposals, with expert guidance from the University of Stirling’s Enterprise Team.

The diploma has been designed to focus on learning, with assessment tailored around this central premise. Instead of examinatio­ns, students build a portfolio of work and present it throughout the course.

FIDA’S content, which has reached thousands of youngsters over the past three years, both in person and online, is provided free of charge. Schools offering the qualificat­ion will receive a comprehens­ive suite of learning resources and supporting materials.

Additional­ly, sessions from Dollar staff, the University of Stirling, and external experts are provided at key points, with both in-person and virtual routes available to ensure accessibil­ity.

Feedback from students, teachers, employers, academics, and industry partners indicates that the diploma is a significan­t step forward in developing our education system.

By collaborat­ing meaningful­ly with our partner schools over the next academic year, I am confident that we will only further enhance our offering. Consequent­ly, the number of students enrolling in the course, both nationally and internatio­nally, is expected to grow rapidly.

There is no doubt the serious challenges we face in schools, such as attendance, behaviour, and closing the poverty-related attainment gap, are complex, requiring coherent social and economic policy to be addressed fully. In the same breath, we must also recognise the power of reform and intentiona­l curriculum design for improving outcomes.

It could just be that introducin­g courses which afford learners choice, amplify their voices, and provide opportunit­ies for them to be a force for good in the world have a fundamenta­l role to play.

“Feedback indicates that the diploma is a significan­t step forward in developing our education system”