Fit for the Future: developing a post-school learning system to fuel economic transformation

Chapter 3: Priorities for the future landscape

Pillars of a successful skills delivery landscape

3.01 Drawing on the analysis of the current landscape and my vision of what we should be aiming to achieve, I have identified the following twelve elements which I believe to be essential pillars of a successful post-school learning landscape. These are essentially the components that I think are required, but which are either currently missing or insufficiently embedded, if the system is to be optimised for delivering the ambitions that the Scottish Government has articulated in the National Strategy for Economic Transformation (NSET) and the Interim Purpose and Principles. They provide a foundation for the set of specific structural recommendations relating to agency roles and responsibilities, set out in the following chapter of this report.

3.02 In determining the specific elements of the landscape, I have worked from the basis that there are principles, and behaviours, that underpin all good public service delivery which I should not need to rearticulate here, but which will absolutely need to be embedded within the DNA of the post-school delivery landscape if we are to successfully bring alive a revitalised and reshaped system. These include a duty from all actors to collaborate and work in partnership, a user-focused mindset, value for money, an obligation to challenge established models, and a non-negotiable commitment to fair work. With those behaviours as a foundation, I identify the following twelve pillars of a successful post-school learning system:

1. Decisive, national direction and leadership from the Scottish Government with a single strategic narrative and language on learning underpinned by clarity about the expectations on different actors, clearer remits for national agencies and structures of governance which enable performance management, decision-making, and accountability, to happen at the right level.

2. Parity of esteem for the varied post-school learning and training pathways individuals can follow and a refreshed understanding of success which isn't linked to the level of learning undertaken but rather is measured by whether an individual has reached a positive destination, for them, post-school. Removal of performance measures or input targets for providers which incentivise certain pathways over others.

3. A national needs-based skills planning process which builds upon Scotland's vision for a wellbeing economy and offers clarity about the sectors and occupations where Scotland has national skills requirements (prioritised based on strategic policy ambitions, and labour market intelligence) and thus where public funding and effort should be focused. Recognition that this will require trade-offs and it won't be possible to prioritise all sectors at a national level.

4. Within the context of national priorities, clear regional autonomy for identifying local skills needs based on regional economic strategies, and an established process for planning provision to better meet those needs. Recognition of the role of providers, particularly colleges, local authorities and businesses in shaping and leading this process with minimal, light touch, involvement from national bodies and government.

5. Streamlined, flexible public funding which prioritises learners and learning that will best deliver against intended outcomes and a presumption in favour of models of funding delivery that offer best value for public spending. Funding which gives providers the flexibility to identify and respond to local and regional need coupled with performance frameworks and accountability which are based on outcomes and impact, not artificial input targets.

6. The ability for any learner to access financial support for living costs – be that a loan, bursary or grant – up to the living wage equivalent, whether they are studying full or part time, to ensure funding isn't a disincentive for those already in employment or with other barriers to access upskilling and retraining opportunities and develop their journey through work.

7. Clear, coherent and recognisable learning pathways through the Scottish Credit and Qualifications Framework (SCQF) with articulation between awards at different levels and modularised qualifications that build over time. Learning and training pathways and qualifications that are appropriate to the sector, occupation or profession that they serve with clear, consistent and relevant naming structures which state the level and type of learning.

8. Qualifications and awards that more deeply embed work-integrated learning or employability-related skills development in recognition that the destination for most people undertaking learning and training will be the workplace. Coupled with a standard, universally-offered, digital mechanism for learners to evidence and track their development of transferrable, meta-skills through all learning and training, alongside a record of qualifications, course awards and certificates.

9. Embedded careers education and work experience within the school and post-school training curriculum enabling all individuals to make more informed choices about subjects, qualifications and careers. Advice services that support people of all ages, from those transitioning from school to post-school destinations to those looking to move or change careers, coupled with simpler, fewer and more effective digital platforms which provide information about pathways to occupations in one place.

10. Clear consistent opportunities for employer engagement and leadership that enable all types of businesses and industries to play a central role in shaping and guiding the provision and services in the system at every step – from standards and qualifications development to careers advice and guidance. Solutions and services that respond to the needs of all businesses, including SMEs and start-ups.

11. Businesses that are active partners in workforce development, open up opportunities for work experience and apprenticeships and which recognise the benefits of upskilling their employees. Workforce planning which is an embedded part of business development with employers incentivised or required to invest in skills infrastructure to support growth, particularly where they stand to gain financially from public investment or prioritisation.

12. Simple, well-signposted engagement routes for both employers and learners to access support relating to post-school learning and training so every business and individual knows where they need to go for advice and can access the information that they need.