European educators know the term “multiperspectivity”. It is not really a word in the English language, but is much used in Europe.

Yet a Scotsman, Professor Bob Stradling, coined it. It was an approach that helped to move post-war war nations and their history curricula out of extreme nationalism, towards exploring a wider world view. Looking beyond one’s country is important not only for history curricula, however, but also for wider educational improvement.

Care must be taken: this cannot become the uncontextualised copying warned about in Lucy Crehan’s Cleverlands. Yet, the recent Scottish Qualifications Authority (SQA) assessment debacle - replicated in other parts of the UK - resulted in government ministers fall back on “we’re doing it because they are justifications.

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Are exams still fit for purpose? ‘The SQA results debacle reveals deeper weaknesses’

Analysis: SQA exam system ‘has largely maintained the status quo’

A more nuanced multiperspectivity may help, though: every now and then an idea comes from afar that is worth exploring.

When I was the president of the Scottish Association of History Teachers, we promoted multiperspectivity in the curriculum but also in our professional learning. At each annual conference, I tried to invite an international speaker. One of the most memorable was Benny, a school leader from Denmark. In Scottish public policy, of course, there have been many wishful gazes towards Scandinavia.

In a packed University of Edinburgh lecture hall, Benny took the stage. His presentation style was very different. It took a while for the audience to catch on. After introductions, Benny put up the first slide and stood in silence. It was an awkward silence for all. And then he explained: he was not going to read through slides, because what would be the point in that?

His approach was to put a slide up, let the audience read and discuss it, and then he would lead more discussion and questions. It was a “flipped” approach, which tells us something about pedagogies, access to information and learning and hierarchies (or lack of them); the onus is on the learner with teachers facilitating.

Benny gave a fascinating insight into Danish education, using this approach. Then he got to a section on Danish assessment - and he almost sparked a teachers’ revolution that day.

Benny told us that students are given a task and time to go away and complete it, perhaps over 24 to 36 hours. Students then come back to the school and lead discussions on their work to a teacher panel. If it meets pre-shared criteria, they pass. If it veers off track, the student goes away and reworks things before presenting again. 

There was a low-level chatter among the Scottish teachers, which built and built and built. Eventually, there was a crescendo of “we want that”, “how good is that?” and “that’s the way to assess”.

Then an unconvinced audience member responded: “But how do you manage it?” Benny responded calmly that Danish teachers organise rotas for the panels and times for students to come. “But that must take ages,” the questioner retorted firmly.

Benny reflected, then replied: “And so does your system - sending, marking, moderating papers. You might think we are mad. But you are marking students you don’t know and have never even met - whereas we see the students, their progress and achievement against learning outcomes.”

Simplicity is perhaps at the root of Scandinavian success. Meanwhile, we tie ourselves in bureaucratic Gordian knots. We can improve by exploring international ideas if, in our own system, permission exists for change and - indeed - reform when things don’t work.

Will the 2020 SQA crisis lead to a fundamental shift in Scottish education? Short-term political pragmatism has led Scottish education up many cul de sacs, and Benny perhaps thought we were mad - so let’s prove him wrong.

Neil McLennan is a senior lecturer and director of leadership programmes at the University of Aberdeen, and a former history teacher