Land-based Learning Review report: SG response

Annex 2 Summary of the Principles and Initial Priorities

Principle:

Transparent, Resilient and Trusted: The system is financially and environmentally resilient; trusted to deliver, and subject to effective governance.

Initial Priorities:

• To lead the development of a new model of public funding for all forms of provision.
• To investigate the options to deliver a single funding body, including tuition and living cost support, paying regard to issues such as the status and scope of the body’s responsibilities
• To include responsibility for overseeing all publicly funded post school qualifications (except degrees) and the underpinning occupational standards and skills frameworks as part of the new qualifications body.

Principle:

Supportive and Equitable: People are supported throughout their learning journey, particularly those who need it most.

Initial Priorities:

• Within financial constraints, build on manifesto commitments and undertake a review of student support for part-time learners to improve the parity of support on offer, especially for those who are returning to learning and may have other caring or work-related responsibilities.
• Develop a model for student support and engagement that takes account of all provision pathways and not just further and higher education, including considering apprenticeships and CLD

Principle:

High Quality: High quality opportunities are available for people to enhance their knowledge and skills at the time and place that is right for them.

Initial Priorities:

• Build on the work of the recommendations from the Careers Review to consider options for embedding careers advice and education within communities, educational settings and workplaces across Scotland; including options for future delivery of national careers services;
• Build a comprehensive understanding of the post-school qualifications landscape to inform processes for developing, funding, assuring and approving publicly funded qualifications, and actions for wider reform of the qualifications landscape - including improved articulation with the senior phase.
• Lead work to inform our future approach to apprenticeship development and delivery as part of an integrated landscape of pathways.
• Work with institutions, public bodies and unions to ensure that staff at all levels are supported and empowered to deliver the high-quality work required by students, society and the wellbeing economy, in keeping with fair work principles

Principle:

Globally Respected: Research, teaching, innovation and knowledge exchange undertaken in Scotland, must make a difference; enhance and contribute to global wellbeing, addressing 21st Century challenges and attracting inward investment and talent to study, live and work in Scotland.

Initial Priorities:

• Use and improve Study in Scotland materials as part of our approach though NSET to talent attraction and retention.
• Take forward a pilot international mobility programme co-designed with sector representatives.
• Continue to seek to influence the UK Government to secure our future association to Horizon Europe and other EU research programmes and ensure Scottish interests are protected regardless of outcome

Principle:

Agile and Responsive: Everybody in the system collaborates to deliver in the best interests of Scotland’s wellbeing economy.

Initial Priorities:

• To take responsibility for skills planning – developing an approach at a national level that works with partners to set clear priorities.
• Enhance and embed the role of employers in shaping system planning priorities, pathways and provision.
• This will be supported by a regional approach that builds on existing regional economic partnerships and has employers and local providers, in particular colleges, at the centre.