ABSTRACT
Scotland, due in part to its size, in part due to the central authority of the Scottish Office and the much vaunted ‘vertical partnership’ with local authorities and schools, has been able to change practice at a stroke of the policymaker’s pen. The creation of school boards, an appraisal system and the associated training programmes exemplify how top-down mandate plays out systemwide. Whose voices count in policy and in school improvement? What has been the impact on policy and practice of honouring teacher voice, and children’s perspectives on teaching and learning? The creation of self-evaluation, with the voices of children and young people centre stage, was to have a profound impact not only in Scotland, but also travelling to England, Germany and Hong Kong. The story begins in a motorway service station.
