Skills: shared outcomes framework

• Allocations are informed by employer demand statements, LMI and contextualised institutional knowledge.
• Quality Management and enhancement processes agreed across all delivery partners.
• Shared comms and marketing strategy

• Alignment of letters of guidance
• Evidence and insights from learners, employers and delivery providers to inform future approach to FAs, including equalities and equity of participation
• Delivery and take up of 5000 FA opportunities aligned to regional demand and pupil supply
• Increase number of learners completing and successfully achieving the full award

March 22 SFC Indicative allocations to Colleges

March 22 SDS Grants awarded

May 22 SFC Final College funding allocations

Sept 22 – Confirm recruitment volumes

2023 TBC–Evaluation or assessment TBC

• Employers are involved in shaping delivery of FAs
• Well established model for funding and programme management between agencies
• Shared vision for the future of FAs, based on evidence.

• Allocations are informed by employer demand statements, LMI and contextualised institutional knowledge.
• Agree Quality Management and enhancement processes and approach
• Joint comms and marketing strategy

• Alignment of letters of guidance
• Joint approach to capacity building and delivery support across stakeholders
• Liaison with all associated GA awarding and Professional Bodies on programme /framework development

March 22 SFC Indicative allocations to Universities

May 22 SFC Final University funding allocations confirmed.

March 23 – Confirm in –training learners

2023 TBC – Evaluation or Assessment TBC

• GA’s are a core part of the work based learning and education and skills system offer
• Provide clear work based learning routes into employment in areas of demand.

• Economic impact work stream split into the impact on individuals, the Scottish exchequer and (for MAs currently) employers
• Social/wellbeing impact work stream to capture individual wellbeing and wider social benefits from learning pathways, to reflect that economic benefits are not the only objective of education.

• A set of labour market returns from the investment in education and skills by individuals, expressed in terms of increased earnings, increased likelihood to be in employment and reduced benefit dependency (based on a comparator group)
• Estimates of wider social benefits to individuals and society
• A forward research and analytical plan, building on collaborative approach to date.
• A further assessment of economic, social and wellbeing data relevant to the NSET and FSAP missions.

Apr 22 – initial findings

Post Apr 22 – building partner capacity and knowledge to allow internal delivery of future models

• Improved understanding of the range of economic outcomes and impacts that the education and skills system could be having for Scotland, and collation of a literature review appropriate to this.
• Improved understanding of the range of social and well-being outcomes and impacts that the education and skills system could be having for Scotland, and collation of a literature review appropriate to this.

Data and analysis: an understanding of current skills provision, unmet demand, available data and other evidence

Regional priorities: Developing approaches to provision planning at a regional level, advancing collaboration, deepening strategic relationships with employers and piloting new ways of working.

Process analysis: Examining how the provision planning process and curriculum design addresses economic and social need, the influence of key partners and opportunities for more efficient and effective processes

Learning and dissemination

• An analysis of provision across colleges, universities and private training providers
• An analysis of recruitment difficulties and any apparent unmet demand
• A report on the availability and use of data.
• An assessment of pathways between school, colleges and universities and to apprenticeships.
• Delivery of a small number of collaborative pilot projects addressing regional skills priorities, led and developed by Regional Pathfinder Project Boards.
• Recommendations on the production of structured good practice guidance that can be shared more widely across the tertiary education and skills system of providers.
• Case studies to explain the way provision planning and curriculum design decisions are made and the influence on learner journeys.
• A report on lessons learned from pathfinder activity and recommendations to take forward good practice guidance.
• Considered insight pieces from leading academics and practitioners

Oct-22 - Jan 23 Learning and Dissemination

• Learners will have efficient and effective routes to education and skills provision.
• Employers will see tangible action to address specific skills issues in pathfinder regions
• Employers will have increased opportunities to work with colleges and universities to plan for the skills they need to change and innovate
• Increased understanding across the sector of good practice and new thinking in skills analysis and alignment
• Enhanced partnership working and planning across the system.
• Improved efficiency, enhanced data sharing and use of evidence
• Insight into potential future changes to approaches to funding and engagement
• A strengthened evidence-base for national decision making

• Developing a comprehensive picture and evidence based assessment of skills demand in net zero transition sectors
• Mapping skills provision across colleges, universities and apprenticeships to understand current skills investment in support of net zero, including upskilling and reskilling.
• Undertaking a gap analysis to support emerging opportunities from the transition to net zero and development of costed programme of research over 5 years and future priority areas for alignment.

• A comprehensive mapping of existing demand intelligence in relation to the transition to net zero delivering.
• A comprehensive mapping of skills provision across colleges, universities and apprenticeships (including upskilling and reskilling)
• A gap analysis to agree areas for future alignment to emerging opportunities from the transition to net zero.

May 2022 – Definition of Green Jobs, Reviewing Datasets and Research Relevant to the Transition to Net Zero, Mapping Wider Investment by Colleges and Universities to Support the Transition to NetZero, Mapping Employer Investment in Green Skills

June 2022 – Mapping of Scottish Apprenticeships

July 2022 - Mapping Upskilling/Reskilling Activity and undertaking gap analysis

Sep 2022 - Developing Evidenced Based Demand Statement(s) and Developing a future research programme

TBC - Mapping College and University Provision, Mapping Scottish Government investment in Green Skills

• More individuals with the skills to access green job opportunities
• Fewer employers with green skills demands (with skills shortages and skills gaps)
• Increased upskilling and reskilling opportunities for individuals to capitalise on job opportunities emerging from the transition to net zero
• Strong and effective relationships across SDS and SFC
• Focussed collaboration across SDS, SFC and SG to understand green skills demand and provision
• Established and agreed processes across SDS, SFC and partners to review and validate the evidence for green skills demand and provision evidence
• Common understanding and agreement of green skills in Scotland
• Access to robust data and intelligence to inform skills planning (in key sectors) supporting the transition to net zero in Scotland
• Investment in green skills is driven by the evidence of current and future needs of the transition to net zero
• Over time, adaptations or increases in provision supporting the transition to net zero, based on the evidence of the pathfinder.
• Over time, based on the evidence, enhanced curriculum and qualifications in disciplines supporting the transition to net zero.

• Understanding the programme of investment to support the decarbonisation of domestic and commercial heating (in the pilot area e.g. Glasgow City Region)
• Gaining a clear understanding of the operating context
• Undertaking robust analysis of likely job demand (drawing on data and insight), including a detailed assessment of the skill requirements for job opportunities, in relation to the decarbonisation of domestic and commercial heating.
• Gathering the evidence needed to make recommendations on the required skills provision to facilitate access to the job opportunities driven by the decarbonisation of domestic and commercial heating.
• Reviewing and evaluating existing and planned provision to support the decarbonisation of domestic and commercial heating and identifying gaps in the pilot area
• Co-designing an approach to support the de-carbonisation of domestic and commercial heating (in the pilot region).
• Monitoring and evaluating the changes needed to provision to support the decarbonisation of domestic and commercial heating

• A mapping of planned investment in the region with a clear understanding of the source and scale of investment, timelines and localities.
• A clear picture of the operating context, including an understanding of opportunities and challenges in the delivery of the decarbonisation of domestic and commercial heating.
• Detailed data, analysis and insight on potential skills demand needed (in the pilot region)
• Mapping of existing and planned investment and skills provision
• Mapping of existing and planned investment and skills provision
• Gap analysis of current/planned provision
• Identification and articulation of changes required to ensure that current/planned provision supports access to job opportunities
• Facilitated workshops to test findings with CESAP Implementation Steering Group (ISG) and other appropriate regional and sectoral coalitions
• A co-designed approach with skills providers across academic and work-based learning pathways to co-design an approach to implement change.
• A strengthening of existing mechanisms to facilitate change where appropriate e.g. WBL demand assessment and Impact and Outcome agreements, (in the pilot area)
• The establishment of success criteria and governance mechanisms.
• A review of effectiveness of the process of assessing job demand and current provision (in the pilot). (Timing – TBC)
• A review of effectiveness of the gap analysis process and approach to implement change (in the pilot). (Timing – TBC)
• An evaluation of the action taken around changes in provision (in the pilot). (Timing – TBC)
• A series of lessons learned to form the basis of an enhanced future response

• More individuals with the skills to access and progress in green job opportunities (e.g. in decarbonisation of domestic and commercial heating in Glasgow – TBC)
• Fewer employers with green skills demands (e.g. in decarbonisation of domestic and commercial heating in Glasgow – TBC) with skills shortages and skills gaps
• Focussed collaboration built on strong and effective relationships across SDS, SFC and SG to understand green skills demand and provision
• Established and agreed processes across SDS, SFC and partners to review and validate the evidence for green skills demand and provision evidence
• Common understanding and agreement of green skills in Scotland
• Access to robust data and intelligence to inform skills planning and drive investment (in key sectors) supporting the transition to net zero in Scotland
• Over time, in line with the evidence, adaptions or increases to provision supporting the transition to net zero to meet identified need (e.g. in decarbonisation of domestic and commercial heating in Glasgow – TBC)
• Over time, based on the evidence of the projects, increased investment in provision supporting the transition to net zero to meet identified need (e.g. in decarbonisation of domestic and commercial heating in Glasgow – TBC)