Commissioner for Fair Access: annual report 2025/26

Footnotes

1 Scottish Funding Council. (2025). Report on Widening Access 2023-24. [Online]. Edinburgh: SFC.

2 When data on qualifiers was presented in the RoWA for 2023-24, a note accompanying Table 3 asserted that “The year-on-year decline in university qualifiers in 2022-23 is in part due to a Marking and Assessment Boycott in 2022-23, which prevented some HEIs from submitting qualifications within the reporting period.” Although this provides helpful explanation for why the number of Qualifiers was lower than expected, it is unclear whether those from Scotland’s 20% Most Deprived Areas were more likely than those who were not to be impacted by this boycott, i.e., whether the boycott would account for the year-on-year decline from 2021-22 to 2022-23 in the share of those from Scotland’s 20% Most Deprived Areas among Qualifiers. If so, and qualification was deferred from 2022-23 to 2023-24, there may not have been an uplift from 2022-23 and 2023-24 in the proportion of those from the 20% Most Deprived Areas among qualifiers.

3 Commissioner for Far Access. (2024). Renewing the Alliance for Fair Access: Annual Report 2024. Edinburgh: Scottish Government.

4 Initial publication on October 22 2024 (without articulation and retention data), with a fully-inclusive update published on December 17 2024.

5 Minty, S. et al. (2024). Student Finance and Wellbeing Study (SFWS) Scotland 2023-24. Edinburgh: Scottish Government.

6 Abernethy, S. and Gray, E. (2025). Public Perceptions of Higher Education Funding in Scotland. Survey 2024/25. Dunfermline: Carnegie Trust for the Universities of Scotland.

7 Education, Children and Young People Committee. (2025). Widening Access to Higher Education. [Online]. Edinburgh: Scottish Parliament.

8 Initial publication on July 30^th 2025 (without articulation data), with an update including articulation data published on October 21^st 2025. Scottish Funding Council. (2025). Report on Widening Access 2023-24. [Online]. Edinburgh: SFC.

9 For example, for Scotland’s universities: Education, Children and Young People Committee. (2025). Financial Sustainability of Scotland’s Universities. [Online]. Edinburgh: Scottish Parliament.

10 Commissioner for Far Access. (2024). Renewing the Alliance for Fair Access: Annual Report 2024. Edinburgh: Scottish Government.

11 This was also discussed at the Ministerial Roundtable on Widening Access on January 21^st 2025.

12 For full-time, first-degree entrants, the vast majority of the 2019-20 cohort would have entered study by September 2019. These entrants are pre-pandemic.

However, entry for academic years 2020-21 and 2021-22 would have been impacted by decisions taken in relation to managing the pandemic. Notably, examinations in Scotland were cancelled and certification in the senior grade was based on teacher assessments (an Alternative Certification Model). Without question, these two years should be considered ‘pandemic years’ for the purpose of appraising entry to university/higher education.

The status of academic year 2022-23 is less straightforward. However, I recommend that this is also considered a ‘pandemic year’ for the purpose of appraising entry to university/higher education. Most pupils in Scotland progress to higher education from S6, rather than S5. Therefore, more of the cohort of entrants to university/higher education in 2022-23 (the S6 cohort) will have been accepted to university/higher education on the basis of SCQF Level 6 qualifications awarded in 2021-22 (a ‘pandemic year’) and SCQF Level 6 and 7 qualifications awarded in 2022-23 (not a pandemic year). As it reasonable to conclude that many entrants to university/higher education in 2022-23 will have been accepted, at least in part, for qualifications gained in the ‘pandemic year’ of 2021-22, it is recommended that 2022-23 is also considered a ‘pandemic year’ for the purpose of appraising entry to university/higher education.

13 Commission on Widening Access. (2016). A Blueprint for Fairness: Final Report of the Commission on Widening Access. Edinburgh: Scottish Government.

14 Scottish Funding Council. (2025). National Schools Programme. Fair Access to University. Review and Implementation. [Online]. Edinburgh: SFC.

15 Scottish Funding Council. (2024). NSP Review. Final Report and Recommendations. Edinburgh: SFC.

16 Scottish Funding Council. (2025). National Schools Programme. Fair Access to University. Programme Structure.. [Online]. Edinburgh: SFC.

17 Education, Children and Young People Committee. (2025). Widening Access to Higher Education Inquiry. Edinburgh: Scottish Parliament.

18 National Medical School Widening Participation Forum (2025) 7^th Annual Conference 2025. [Online]. NMSWPF.

19 University of Aberdeen. (n.d.). Reach. [Online]. Aberdeen: University of Aberdeen.

University of Dundee. (n.d.). Reach. [Online]. Dundee: University of Dundee.

University of Edinburgh. (n.d.). Reach Edinburgh. [Online]. Edinburgh: University of Edinburgh.

University of Glasgow. (n.d.). Reach Programme. [Online]. Glasgow: University of Glasgow.

University of St. Andrews. (n.d.). Reach at the University of St. Andrews. [Online]. St. Andrews: University of St. Andrews.

20 Gibson Smith, K., Cleland, J. A., Walker, K., Lumsden, C., & Laidlaw, A. (2025). " I'd keep going until somebody said no and nobody ever said no": exploring identity-strengths amongst medical students from widening participation backgrounds. Frontiers in medicine, 12, 1530738. Available from: Frontiers in medicine

21 Simpson, A., Hope, D., Harden, J., Marson, L., & Tallentire, V. (2025). Equity Beyond Entry: A Capability Approach to Understanding Widening Participation in Medical Education. Perspectives on Medical Education, 14(1), 871–881. https://doi.org/10.5334/pme.2071

22 Krstic, C., Fletcher, E., Owen, C., Curtis, S., Garrud, P., & Nicholls, G. (2025). Perceptions, barriers, and career priorities among prospective medical school applicants in Scotland. BMC Medical Education. Available from: DOI: BMC Medical Education

23 Alexander, K., Smith, D., Cleaver, J., & Zhyzhyn, A. (2025). Widening access for graduates: Policies, pathways and technology. Medical Education. Available from: DOI: Medical Education

24 Reid, A. J. (2025). Engaging disadvantaged young adults through collaborative game development. Journal of Applied Youth Studies, 1-19. Available from: Journal of Applied Youth Studies

25 Hunt, R., King, G., & Barnes, C. (2024). Storying student belonging in UK higher education. Journal of Geography in Higher Education, 48(4), 615-632. Available from: https://doi.org/10.1080/03098265.2023.2266995

26 McLaren, E., Gibson, L., & McKinney, S. J. (2025). Poverty Experienced by Initial Teacher Education Students in Scotland. Scottish Educational Review, 1, 1-22. Available from: Scottish Educational Review

27 Rajpaul, V. M., Law, T. C. W., & Marr, C. (2025). UK university initiatives to widen access to undergraduate mathematical science degrees. Report for the Academy for the Mathematical Sciences. Available from: https://doi.org/10.5281/ZENODO.17639206

28 Johnston, L. M. (2024). Support brings success: a longitudinal narrative study of articulating student nurses' transition journey from further education to higher education and graduation. PhD University of Edinburgh. Available from: University of Edinburgh

29 Horrocks-Birss, R. (2024). STEP UP to University: Continuity and belonging for articulation students. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: Journal of Perspectives in Applied Academic Practice

30 SAAS. (n.d.). Register of Education Endowments. [Online]. Edinburgh: SAAS.

31 University of the West of Scotland. (2024). Student Success Team. [Online}. Paisley: UWS.

32 James Cook University. (n.d.). Student Success Officers. [Online]. Brisbane: James Cook University.

33 Abertay University (2021). Abertay Launches Student Success Officers Thanks to Northwood Charitable Trust. [Online]. Dundee. Abertay University.

34 Personal communication with Nina Anderson-Knox of the University of the West of Scotland on 3^rd November 2025.

35 Robertson, D., & Cunningham, T. (2024). Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: DOI: Journal of Perspectives in Applied Academic Practice

36 Horrocks-Birss, R. (2024). STEP UP to University: Continuity and belonging for articulation students. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: Journal of Perspectives in Applied Academic Practice

37 SCAPP. (n.d.). WP Evaluation Matters Community of Practice. [Online]. Stirling: SCAPP.

38 Scottish Educational Research Association. (2025). Scotland’s Community of Access and Participation Practitioners Conference. [Online]. Stirling: SERA.

39 Scottish Educational Research Association. (2025). Scottish Educational Research Association Annual Conference 2025. Education for All?. Aberdeen: SERA.

40 Reid, A. J. (2025). Engaging disadvantaged young adults through collaborative game development. Journal of Applied Youth Studies, 1-19. Available from: Journal of Applied Youth Studies

41 Gibson Smith, K., Ferguson, E., Gouveia, K., Walker, K. A., Lumsden, C., Poobalan, A., & Laidlaw, A. (2025). Surviving and Thriving in Medicine: Developing Theory‐Based Interventions for Students From Widening Access Backgrounds. The Clinical Teacher, 22(3), e70076. Available from: The Clinical Teacher

42 Horrocks-Birss, R. (2024). STEP UP to University: Continuity and belonging for articulation students. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: Journal of Perspectives in Applied Academic Practice

43 Hunt, R., King, G., & Barnes, C. (2024). Storying student belonging in UK higher education. Journal of Geography in Higher Education, 48(4), 615-632. Available from: https://doi.org/10.1080/03098265.2023.2266995

44 Haddow, C., & Brodie, J. (2024). Harnessing innovation approaches to support community and belonging in Higher Education. Innovations in Education and Teaching International, 61(6), 1341-1354. Available from: Innovations in Education and Teaching International

45 Robertson, D., & Cunningham, T. (2024). Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: DOI: Journal of Perspectives in Applied Academic Practice

46 McLaren, E., Gibson, L., & McKinney, S. J. (2025). Poverty Experienced by Initial Teacher Education Students in Scotland. Scottish Educational Review, 1, 1-22. Available from: Scottish Educational Review

47 Jones, S. E., Taylor, L., & Johnson, K. (2025). Learners or consumers? Exploring the grade gap between widening participation and non-widening participation students. Journal of University Teaching and Learning Practice, 22(2), 1-18. Available from: Journal of University Teaching and Learning Practice

48 Laurence Lasselle secured a Fellowship to the Australian Centre for Student Equity and Success (Curtin University, Australia) to continue her work on access of rural and remote pupils to high-tariff institutions.

49 Burns, N. P., Young, D., Sherriff, A., Black, P., Blackshaw, A., & Kelly, L. (2025). Tracking the success of contextual offer students at one Scottish Higher Education Institution. Higher Education Quarterly, 79(1), e70011. Available from: Higher Education Quarterly.

50 Johnston, L. M. (2024). Support brings success: a longitudinal narrative study of articulating student nurses' transition journey from further education to higher education and graduation. PhD University of Edinburgh. Available from: PhD University of Edinburgh

51 Ramage, E. (2024) Not going to university: Context-based rationality, with links to social class and rural location in the career decision-making of school leavers in Scotland. PhD thesis. University of Glasgow. Available from: University of Glasgow

52 Ecochard, S. (2025). Choice of family and families of choice: stories of estranged students in Higher Education in Scotland. PhD. University of Strathclyde. Available from: University of Strathclyde

53 Thomson, P., Smith, J., Duke-Williams, E., Holme, R., Srinivasan, S, Spark, G., Martindale, L, & Kinnear, S. (2025). What do working class students really need to succeed at university? Paper presented at University of Dundee Scholarship Conference 2025, Dundee, United Kingdom. Available from: University of Dundee

54 Ecochard, S. (2025). Choice of family and families of choice: stories of estranged students in Higher Education in Scotland. PhD. University of Strathclyde. Available from: University of Strathclyde.

55 Nathaniel, B. (2025). Non-traditional entry routes to higher education: a cross-national study of inclusion in access for adults in New York State and Scotland. Ph.D. Dissertation, University of Glasgow). Available from: University of Glasgow.

56 Riddell, S., Tett, L., Christie, H., King, R., & Shan, S. (2025). The Experiences and Outcomes of Commuter Students in an Ancient Scottish University: A Social Justice Perspective. Scottish Educational Review, 1, 1-25. Available from: Scottish Educational Review.

57 Stewart, K. (2025). Widening access to higher education: Learning from the lived experiences of Gypsy/Traveller and working-class communities might enhance inclusion policy and practice outcomes. Journal of Australian Indigenous Issues, 28(1-2), 35-58. Available from: Journal of Australian Indigenous Issues

58 Ramage, E. (2024) Not going to university: Context-based rationality, with links to social class and rural location in the career decision-making of school leavers in Scotland. PhD thesis. University of Glasgow. Available from: University of Glasgow

59 Krstic, C., Fletcher, E., Owen, C., Curtis, S., Garrud, P., & Nicholls, G. (2025). Perceptions, barriers, and career priorities among prospective medical school applicants in Scotland. BMC Medical Education. Available from: DOI: BMC Medical Education

60 Nathaniel, B. (2025). Non-traditional entry routes to higher education: a cross-national study of inclusion in access for adults in New York State and Scotland. Ph.D. Dissertation, University of Glasgow). Available from: University of Glasgow.

61 Reid, C., & Sutherland, M. (2025). Looking back: gifted young people’s reflections on learning in areas of deprivation. Gifted and Talented International, 1-16. Available from: Gifted and Talented International

62 Horrocks-Birss, R. (2024). STEP UP to University: Continuity and belonging for articulation students. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: Journal of Perspectives in Applied Academic Practice

63 Robertson, D., & Cunningham, T. (2024). Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland. Journal of Perspectives in Applied Academic Practice, 12(2). Available from: DOI: Journal of Perspectives in Applied Academic Practice

64 Johnston, L. M. (2024). Support brings success: a longitudinal narrative study of articulating student nurses' transition journey from further education to higher education and graduation. PhD University of Edinburgh. Available from: University of Edinburgh

65 Hunt, R., King, G., & Barnes, C. (2024). Storying student belonging in UK higher education. Journal of Geography in Higher Education, 48(4), 615-632. Available from: Journal of Geography in Higher Education.

66 Jones, S. E., Appleby, J., Sartore, V., Lola-Luz, D., & Camus, L. (2025b). ‘Uplifting all voices within education’: What fosters widening participation students’ sense of inclusion in higher education?. Equity in Education & Society, 27526461251316591. Available from: Equity in Education & Society,

67 Gibson Smith, K., Cleland, J. A., Walker, K., Lumsden, C., & Laidlaw, A. (2025). " I'd keep going until somebody said no and nobody ever said no": exploring identity-strengths amongst medical students from widening participation backgrounds. Frontiers in medicine, 12, 1530738. Available from: Frontiers in medicine

68 Riddell, S., Tett, L., Christie, H., King, R., & Shan, S. (2024). Living and Studying at Home: Degrees of Inequality. Emerald Publishing Limited. Available from: DOI: Emerald Insight

69 McLaren, E., Gibson, L., & McKinney, S. J. (2025). Poverty Experienced by Initial Teacher Education Students in Scotland. Scottish Educational Review, 1, 1-22. Available from: Scottish Educational Review

70 Iannelli, C., McMullin, P., & Smyth, E. (2025). Higher education retention in Ireland and Scotland: The role of admissions policies. Higher Education, 89(4), 1021-1039. Available from: Higher Education

71 Burns, N. P., Young, D., Sherriff, A., Black, P., Blackshaw, A., & Kelly, L. (2025). Tracking the success of contextual offer students at one Scottish Higher Education Institution. Higher Education Quarterly, 79(1), e70011. Available from: Higher Education Quarterly

72 Burns, N., Young, D., & Kelly, L. (2025). The effect of Advanced Higher Mathematics on success within STEM degree-programs. MSOR Connections, 24(1). Available from: MSOR Connections

73 O'Toole, M., Dunnett, S., Brennan, M., Calvard, T., & Fakeyeva, L. (2024). Widening participation in Scotland 1997–2021: a semi‐systematic literature review and avenues for further research. British Educational Research Journal, 50(4), 1655-1675. Available from: British Educational Research Journal

74 Robertson, D. J. (2025). What is college education for? Institutional purpose in tertiary education in Scotland. Policy Reviews in Higher Education, 1-29. Available from: Policy Reviews in Higher Education

75 Finkel-Gates, A. (2025). Adapting the Social Mobility Index: Evaluating the Role of Scottish Higher Education in Advancing Equity and Inclusion. Scottish Educational Review, 1, 1-14. Available from: Scottish Educational Review

76 Simpson, A. V., & Hope, D. (2024b). From policy to practice: Measuring success in widening participation. Medical Education. Available from: Medical Education

77 Kourova, E. (2025). Whose Knowledge Counts? Reframing “Demographic Literacy” in Scottish Widening Access Higher Education Through International and Anti-Oppressive Perspectives. Populations, 1(4), 26. Available from: Populations

78 New College Lanarkshire. (n.d.). Graduate with a Degree at Scotland’s College of the Year. [Online]. Motherwell. NCL.

79 Glasgow Caledonian University (2025). KP1 in Measuring Success. Glasgow Caledonian University Strategy 2030. [Online]. Glasgow: GCU.

80 University of Strathclyde (n.d.). Young Strathclyder. [Online]. Glasgow: University of Strathclyde.

81 This is work in progress, and aims to “develop more routes from wider range of qualifications. Historically, articulation routes have used Higher National qualifications (HNQs). HNQs are important, but other qualifications exist too. The Group will work to expand the definition of articulation, and help to develop articulation routes from other qualifications”.

82 As the Open University in Scotland does not deliver full-time degrees, it is not captured in this metric.

83 There was no final (2030) target for individual institutions.

84 All RoWA/CoWA data in this report are drawn from: Scottish Funding Council. (2025). Report on Widening Access 2023-24: Background Tables. [Online]. Edinburgh: SFC.

85 The published RoWA data are rounded to the first decimal place, which can lead to minor discrepancies when percentage point changes are drawn from the published tables. For transparency, data from published tables are used throughout this report.

86 UCAS. (2025). UCAS Undergraduate End of Cycle Resources 2025. [Online]. Cheltenham: UCAS.

87 This report draws on the RoWA published in 2025, which reported on data from academic year 2023-24. The Interim Target for 2026 is for academic year 2026-27 (which will be reported in the RoWA of 2028). Two more rounds of RoWA will be published (for 2024-25 and 2025-26), before the year is reached when the next Interim Target is to be appraised (2026-27, which will be reported in the RoWA of 2028).

88 University of Dundee, University of the Highlands and Islands, Queen Margaret University, Robert Gordon University, and the University of the West of Scotland

89 Abertay University, Glasgow School of Art, University of Glasgow, Scotland’s Rural College, University of St. Andrews and the University of Strathclyde.

90 University of Edinburgh, Heriot-Watt University, and the Royal Conservatoire of Scotland.

91 The institutions not referred to in footnotes 35, 36 and 37 are Glasgow Caledonian University and the University of Stirling (both of which recorded their highest proportion of entrants from SIMD20 areas in 2017-18), and the University of Aberdeen and Edinburgh Napier University (both of which recorded their highest proportion of entrants from SIMD20 areas in 2019-20).

92 In Table 1a of the RoWA Background Tables for 2023-24 (see Note 34), it is reported that 17,735 (19.7%) of Scottish-domiciled entrants to higher education in Scotland were from one of Scotland’s 20% Most Deprived Areas.

93 Author’s own calculation. Applying the target figure for each HEI in Table 1 of this report to the respective count of Total Entrants with Known SIMD rank for that HEI in Table 1b of the RoWA Background Tables for 2023-24 (Scottish-domiciled full-time first-degree entrants at Scottish HEIs by institution and 20% most deprived, 2013-14 to 2023-24).

94 RoWA Background Tables 2 and 2A. See Note 34.

95 RoWA Background Tables 3 and 3A. See Note 34.

96 It must also be acknowledged that the number of entrants from all areas (from the least deprived through to the most deprived) increased over the last ten years. For example, there were 8,225 entrants from Scotland’s 20% Least Deprived Areas to higher education in Scottish universities in 2013-14, compared to 9,045 in 2023-24 (although the share of entrants fell from 29.2% to 27.7%, as there were greater increases for more deprived areas). See RoWA, 2023-24, Background Table 1.

97 RoWA Background Tables 8a and 8b. See Note 34.

98 RoWA Background Tables 8a and 8b. See Note 34.

99 RoWA Background Table 8a. See Note 34.

100 Scottish Government. (2025). Student Finance and Wellbeing Study (SFWS) Scotland 2023-2024 - Background tables. [Online]. Available from: Student Finance and Wellbeing Study - background tables

101 Minty, S. et al. (2024). Student Finance and Wellbeing Study (SFWS) Scotland 2023-24. Edinburgh: Scottish Government.

102 Butler, J. (2025). National Student Money Survey 2025. [Online]. Save the Student. Available from: National Student Money Survey;

Furby, L. (2023). Fighting for Students: The cost of survival. Glasgow: NUS Scotland. Available from: The Cost of Survival;

Oloyede, F.D. (2022). Broke: How Scotland is failing its students. Glasgow: NUS Scotland. Available from: Broke Report;

Scottish Government. (2018). A New Social Contract for Students: Fairness, parity and clarity. Edinburgh: Scottish Government. Available from: A New Social Contract for Students;

Scottish Government. (2022). Student Experiences of Financial Support in Summer 2021: Insights from an online survey. Edinburgh: Scottish Government. Available from: Student Experiences of Financial Support .

103 Warhurst, C., et al. (2009) Higher and Further Education Students in Scotland Income, Expenditure and Debt 2007-08. Edinburgh: Scottish Government.

104 Independent Committee of Inquiry into Student Finance led by Cubie, A. (1999) Student Finance: Fairness for the Future Report. Edinburgh: Scottish Executive

105 Student Information Scotland. (2025). Studying and Working Part-time. [Online] Available from: Student Information Scotland - Studying and Working

106 Education, Children and Young People Committee. (2025). Financial Sustainability of Scotland’s Universities. [Online]. Edinburgh: Scottish Parliament.

107 Abernethy, S. and Gray, E. (2025). Public Perceptions of Higher Education Funding in Scotland. Survey 2024/25. Dunfermline: Carnegie Trust for the Universities of Scotland.

108 Education, Children and Young People Committee. (2025). Financial Sustainability of Scotland’s Universities. [Online]. Edinburgh: Scottish Parliament.

109 For example: Scottish Funding Council. (2013). Learning for All: seventh update report on measures of success 2013. Edinburgh: SFC.

110 Personal communication with Scottish Funding Council

111 Minty, S. et al. (2024). Student Finance and Wellbeing Study (SFWS) Scotland 2023-24. Edinburgh: Scottish Government.

112 Abernethy, S. and Gray, E. (2025). Public Perceptions of Higher Education Funding in Scotland. Survey 2024/25. Dunfermline: Carnegie Trust for the Universities of Scotland.

113 SCQF. (n.d.). Interactive Framework. [Online]. Glasgow: SCQF.

114 See point 8 in section 2 of this report.

115 Scottish Funding Council. (2024). Navigating the Way to Fair Access Goals. [Online]. Edinburgh: SFC.

116 Universities Scotland. (2024). Fair Access to University. Commissioner’s Report for 2024. Edinburgh: Universities Scotland.

117 Colleges Scotland. (2024). Comment on the Report by the Commissioner for Fair Access. Stirling: Colleges Scotland.

118 O’Toole, M. et al. (2024). What do we Know About Widening Access to University in Scotland and why Does it Matter? BERA Blog. [Online]. London: BERA.

119 McKendrick, J.H. (2024). Recommendations for Fair Access in Scotland. WonkHE Blog. London: WonkHE.

120 Scottish Government. (2024). Higher Education: Commissioner for Fair Access annual report 2024 – Response. Edinburgh: Scottish Government.

121 This was an agenda item at the meeting of the Access Delivery group meeting on January 21^st, 2025

122 Education, Children and Young People Committee. (2025). Widening Access to Higher Education Inquiry. Edinburgh: Scottish Parliament.

123 The RoWA includes access data on a number of non-geographical population groups.

124 Scottish Government. (2025). Fairer Funding for Charities. [Online]. Edinburgh: Scottish Government.

125 SCAPP. (2025). Evaluation. [Online]. Stirling: SCAPP.

126 Scottish Funding Council. (2024). NSP Review. Final Report and Recommendations. Edinburgh: SFC.

127 The Robertson Trust. (2025). Big Change That Lasts. £2.3 Million Awarded to 12 Projects in Scotland. [Online]. Glasgow: The Robertson Trust.

128 Regional Learners Passport Partnership. (n.d.). Pathways.[Online].

129 Skills Development Scotland. (n.d.). My World of Work. [Online]. Glasgow: SDS.

130 Amendments to those specified in 2024 are identified with an asterisk. Additional actions are identified with a double asterisk.

131 Amendments to those specified in 2024 are identified with an asterisk.