Post-School Education and Skills Reform legislation: consultation analysis

Introduction

This report presents findings from an analysis of responses to the Post-School Education and Skills Reform consultation on legislation.

Background

The education and skills system is critical to the Scottish Government's vision of a strong and resilient economy and society, and the ambition for a wellbeing economy supported by a skilled workforce as set out in Scotland's National Strategy for Economic Transformation^‹ Scotland's National Strategy for Economic Transformation.›. This will require an education and skills system that works for everyone, providing lifelong opportunities for people to gain the knowledge and skills they need to fulfil their potential, and enabling the research and innovation that is vital to Scotland's global competitiveness.

The ongoing programme of reform for post-school education and skills is a key element in the Scottish Government's approach to ensuring the system can deliver these objectives. The reform programme is underpinned by two key documents:

• The Purpose and Principles for Post-School Education, Research and Skills (the "Purpose and Principles")^‹ Post-school education, research and skills – purpose and principles. › sets the vision and objectives for the programme, developed through engagement with stakeholders across the education and skills system which identified a strong case for reform.

• James Withers' Independent Review of the Skills Delivery Landscape (the "Withers Review")^‹ Independent Review of the Skills Delivery Landscape.› identified a range of issues for post-school learning and skills and set out 15 recommendations for change. These included reform of two of the key public bodies which help run the post-school education and skills system, Skills Development Scotland (SDS) and the Scottish Funding Council (SFC).

The post-school reform programme incorporates a range of activities across the education and skills landscape. In addition to the role of public bodies (the subject of this consultation), the programme also includes changes to skills planning, improving the apprenticeship offer and national careers service.

The consultation

The overall purpose of the consultation was to gather views on proposed changes to what public bodies do in the post-school system, with the aim of simplifying responsibilities in relation to apprenticeships and student support.

The consultation paper noted that proposals would involve changes to the three principal public bodies in the post-school system; the Student Awards Agency Scotland (SAAS), SFC and SDS. The first part of the consultation sought views on options to streamline funding for colleges, universities and apprenticeships. The remainder of the consultation sought views on proposed changes to the governance and functions of the SFC specifically.

A total of 12 questions were asked in relation to proposals. All questions gave respondents the opportunity to provide a written response, and five also included a 'closed' element where respondents could select from a pre-defined list of answers.

Response

A total of 194 responses were received, of which 133 were from groups or organisations and 61 from individual members of the public. Where consent has been given to publish the response, it may be found at https://consult.gov.scot/lifelong-learning-and-skills/post-school-education-and-skills-reform/.

Respondents were asked to identify whether they were responding as an individual or on behalf of a group or organisation, and group respondents asked what type of organisation. On this basis, respondents were allocated to one of 14 categories.

A breakdown of the number of responses received by respondent type is set out below, and a full list of group respondents provided at Annex 2.

The analysis

The report presents a question-by-question analysis of answers to the closed questions and further comments at open questions, structured around the three main parts of the consultation: apprenticeships and student support, governance of the SFC, and enhanced functions for the SFC.

The analysis of closed questions uses variable bases – i.e. includes only those who answered the closed question. Percentages may not sum to 100% due to rounding.

The analysis of written comments is qualitative: if a point was more frequently raised this will be indicated, but otherwise the focus is on setting out the range of issues raised. This approach reflects not only the self-selecting sample, but also the nature of the qualitative data.

It is also important to note that analysis of this type reflects the comments made and does not seek to verify the accuracy of those comments or make any judgment on the views expressed. However, if views appear to be based on a misunderstanding of the proposals or if they set out objectively inaccurate information, this will be noted in the analysis. The language used within the report reflects that used by respondents.

As with any public consultation exercise, it should be noted that those responding generally have a particular interest in the subject area and the views expressed cannot necessarily be seen as representative of wider public opinion. For the present consultation, this includes several organisation respondents with a key role in the current skills delivery landscape, and who may be directly impacted by some of the issues or proposals under consideration.