iming is often all. The report on the school science, technology, engineering and maths curriculum is a case in point (pages one and four).
There is a review of 3-18 science ongoing, as part of A Curriculum for Excellence. So the academics who produced the report have a mechanism to feed into. They are also knocking at an open door, although the science review is admittedly restricted to one subject - or three, depending on how you look at it.
The ministerial response to A Curriculum for Excellence was in no doubt that the science curriculum needs to be "updated, expanded and improved".
By the 2006-07 session, unnecessary or outdated content will have been removed, gaps identified and filled, content updated and progression between stages and courses smoothed out. What more could the academic group have wanted? Even their other protests, such as the assessment-driven nature of the curriculum, the lack of practical applications in learning and literacy in all subjects, will be widely shared.
Schools will, of course, observe that it is not their job to serve the interests of universities. But they should not let that cloud their view of a provocative and thought-provoking report which has the pupils'
perspective firmly in its sights.