Post-school education, research and skills - interim purpose and principles: discussion guide

Principle Two – Supportive and Equitable

This section will support session participants to consider the principle of "Supportive and Equitable" and the policy options available to support the delivery of this principle in Scotland today and in the future.

Question 2.1

• Do you agree with inclusion of and language of the principle of Supportive and Equitable?

Question 2.2

• This principle is about how, when, to whom and by whom support is provided.
• How do you think we can best build a supportive and equitable ecosystem to support different kinds of journeys?

Principle Two – Facilitators Notes

• Section Two allows participants to consider the principle of "Supportive and Equitable".
• Facilitators are encouraged to support groups to discuss the questions before summarising and sharing the output of their discussions.
• Depending on the group, the two questions could be discussed in turn, or alternatively the participants could be grouped and allocated different questions to explore.

Question 2.1, could be considered in two parts:

• 2.1 (a) Do you agree that this is an important principle that should be included as part of the Purpose and Principles?
• 2.1 (b) Do you have any thoughts on the language or framing of this principle?

In considering question 2.1, participants could be provided with the following scaffolding to support their thinking and any discussion. For example:

• What does supportive and equitable mean to you in your role in the broader ecosystem or Scotland's wellbeing economy more generally?
• Is this the right description of the principle of supportive and equitable? Is there anything missing that you would expect to see?

Question 2.2, could be considered in two parts:

• 2.2 (a) What kind of delivery options need to be available to individuals to build a supportive and equitable ecosystem?
• 2.2 (b) Do you have any examples of good practice of this principle or identifiable areas for improvement?

In considering question 2.2, participants could be provided with the following scaffolding to support their thinking and any discussion. For example:

• How do we continue to build on the progress of initiatives to tackle widening access? Are we still widening access in the right areas, are we targeting the right people and supporting them in to the right opportunities? How should we define and measure progress on widening access? Are there any other ideas you have to share on how we should tackle widening access across the ecosystem, not just in universities and colleges?
• What is the right way to provide student support? What should constitute student support? Where should we provide student support services? When should we provide student support, this could include considering different age groups or at different parts of a learner journey. Whom should we be providing student support to? Currently some elements of student support are targeted, should this be continued? If so, what groups do you think we should be targeting?
• Who should pay for what elements of the learner journey? When should they pay this and in what specific set of circumstances? This could include considering the role of student support, government funding, employer funding, direct support provided by education institutions, and instances of individuals funding their own development.