ABSTRACT
This chapter makes four main points:
Scottish schooling has been distinctive throughout the period of Union with England, and its distinctiveness is widely believed to be a fundamental part of the nation’s identity. There has never been a ‘British’ system of schooling.
In the second half of the twentieth century, Scottish schooling evolved into a fairly simple and standard pattern – neighbourhood-based, non-selective schools, modified at the margins by parental choice.
Scottish educational autonomy has rested on local governance, overseen closely by the national Scottish Education Department.
The advent of the Scottish Parliament in 1999 — assuming full legislative responsibility for schooling – will raise unprecedented questions about the governance of the system, but probably not about its structure. Local diversity, less intrusion from the centre and greater professional autonomy and responsibility are being promoted by Scottish politicians, policy-makers and inspectors, but as the means by which a system of community schools may be strengthened, not replaced. Whether this school autonomy overseen by the national Parliament leaves any significant role for local authorities remains in serious doubt.
