Education and Skills Reform Ministerial Group minutes - April 2025

Attendees and apologies

 

• Jenny Gilruth MSP, Cabinet Secretary for Education and Skills;
• Graeme Dey MSP, Minister for Higher and Further Education and Minister for Veterans;
• Councillor Tony Buchanan, COSLA Spokesperson for Children and Young People;
• Douglas Hutchison, Executive Director Education, Glasgow City Council;
• Professor John McKendrick, Professor, School for Business and Society Glasgow Caledonian University, Commissioner for Fair Access;
• Liz Connolly, Principal and Chief Executive, West College Scotland;
• Claire Macpherson, Director, Universities Scotland;
• Seamus Searson, Scottish Secondary Teachers’ Association;
• Lisa Bird, Deputy Director, Education Reform;
• Adam Reid, Deputy Director, Skills

Apologies:

• Alison Murison, Aberdeen Grammar School;
• Margaret Farragher, CEO, Joint Council for Qualifications;
• Sir Paul Grice, Vice Convener of Universities Scotland and Principal of Queen Margaret University;
• Professor Graham Donaldson, Honorary Professor (School of Education), The University of Glasgow;
• Brenda McLachlan, Headteacher, currently seconded to HMIE;
• Clare Hicks, Director of Education Reform;
• Shirley Laing, Director of Lifelong Learning and Skills

Guests:

• Dr Angela Jaap, University of Glasgow
• Professor Aileen Kennedy, University of Glasgow
• Professor Brianna Kennedy, University of Glasgow
• Professor Margery McMahon, University of Glasgow
• Shona Niccarmaig, Sabhal Mòr Ostaig
• Victoria Kelly, Centre for Teaching Excellence Team Leader
• Naureen Ahmad, Deputy Director for Lifelong Learning and Skills
• Ellen Harper, Directorate for Lifelong Learning and Skills

Secretariat:

• Pauline Hendry, Education Reform Programme Management Office
• Lewis Worobec, Education Reform Programme Management Office

Items and actions

Welcome and apologies

The Chair welcomed members to the meeting of the Education and Skills Reform Ministerial Group and noted apologies.

Update on education and skills reform

Key achievements and future milestones from a shared Education and Skills Reform timeline were highlighted by Lisa Bird and Adam Reid.

Education Reform

• Stage 1 of the Education (Scotland) Bill completed in December 2024
  • focus for the last few weeks has been on preparing for Stage 2. Amendments have now been lodged, both Government and opposition ​​​​​​
  • the amendments will be subject to debate by Committee at meetings scheduled for 23 and 30 April. The Committee has indicated its intention for Stage 2 to complete by 9 May
  • Stage 3 of the Education (Scotland) Bill is expected to last one day with Royal Assent in summer 2025

• the University of Glasgow were announced as the host institution of the Centre for Teaching Excellence, and the Centre is expected to be launched soon

• the Cabinet Secretary commissioned the Chair of the SQA to advise on additional measures to strengthen how the organisation works with the teaching profession

  • as part of this, SQA were asked to set up a new Schools Unit to begin work now to support Qualifications Scotland once established

  • the Scottish Government has funded a secondee arrangement to support the SQA to appoint a headteacher, Sarah Brown, to lead the development of the Unit and act as senior adviser to the organisation

  • the Schools Unit will become fully operational within Qualifications Scotland when it replaces SQA in Autumn 2025. This represents an important milestone in resetting that relationship with the sector

• work continues to ensure a smooth transition to new organisations in Autumn 2025, alongside work to support transformation activity post day 1. Work also continues with Education Scotland to refocus the organisation on supporting the curriculum

Post School Education and Skills Reform

• the simplification of the post-school funding body landscape decision was announced in January. The proposal will consolidate all post-school provision funding within the Scottish Funding Council (SFC) and all student support funding within the Student Awards Agency Scotland (SAAS)
• the Tertiary Education and Training (Funding and Governance) (Scotland) Bill was introduced in February

  • stage 1 evidence sessions will take place in May and June

  • stage 2 is scheduled to take place in Autumn 2025

• a twin-tack approach to skills planning has been adopted - steps are being taken to address immediate skills needs across sectors, alongside work to develop a new national skills planning function and regional arrangements

• further engagement is planned with stakeholders on the future skills planning model

• arrangements are being put in place for the next phase of the Careers Collaborative

Councillor Tony Buchanan expressed a desire to see continued good engagement between COSLA and Scottish Government, in addition to a continuation of close involvement of local government and COSLA with Education Scotland and HMIE.

Presentation and discussion on the Centre for Teaching Excellence

Colleagues from the University of Glasgow outlined their approach to establishing the Centre, including the proposed structure, and planned stakeholder engagement in advance of the public launch in Spring.

A two-tiered approach will be taken to engagement, with online focus groups with teachers, both in English and Gaelic, running throughout April and May followed by a national survey which will provide a robust analysis of research areas for the Centre to focus on.

Three physical core hub locations are being set up in Glasgow, Sabhal Mòr Ostaig on the Isle of Skye and and in Dumfries. Thematic hubs will then be established based on the priorities teachers identified and will collate evidence about pedagogy and practice, cultivate local partnerships and host communities of practice.

A digital platform, utilising experience within the University, will be developed, accessible to all teachers across Scotland and with the aim of retaining continued teacher engagement with the Centre throughout teaching careers.

Members reflected on the involvement of teachers, trade unions, COSLA and other key education stakeholders, in the development process so far. Direct engagement has taken place, with members involved in the co-production group.

Subsequent engagements have taken place, including with trade unions, after the announcement of the host institution by the Cabinet Secretary. The Scottish Government and University of Glasgow will continue direct engagement, and it was clarified that the strategy presented does not represent the entirety of engagement that has been or will be carried out.

As part of the continued engagement work, an Advisory Board is being set up, with representatives from key education stakeholders and the Scottish Government, ensuring stakeholders can continue to provide views on the priorities and actions of the Centre.

The Centre will be for all registered teachers initially. However, it is a model that will be scaled up. The priority focus is on a well-designed Centre that provides resources to the teaching profession. In the longer term this could also become accessible to the college sector.

Ms Gilruth confirmed that the absolute focus for the Centre is for teachers and reiterated that she wants this to be a unique endeavour, with the focus on the offer to teachers. This received the backing of Mr Dey.

Update on Foundation Apprenticeships

Naureen Ahmad, Deputy Director of Lifelong Learning and Skills outlined a summary of the work intended on the review of Foundation Apprenticeships. However, Foundation Apprenticeships face significant challenges, including low achievement rates, inconsistent delivery, and equity issues, necessitating a strategic review.

Foundation Apprenticeships provide valuable part time work based learning opportunities for senior phase pupils in schools. Importantly, unlike Modern and Graduate Apprenticeships, Foundation Apprenticeships do not involve a contract of employment.

There are two models of Foundation Apprenticeships, a 2 year model which provides a qualification at SCQF Level 6, and a 1 year model which provides qualifications at SCQF Levels 4 and 5.

Data shows that more affluent areas engage with the Level 6 apprenticeships and less affluent areas engage more with the Level 4 and 5 apprenticeships. The independent review shows inconsistent offerings between providers and fluctuating recruitment and retainment rates. Achievement rates are lower than desired, and post-apprenticeship destinations vary, depending on the SCQF Level achieved.

Colleagues in Scottish Government are taking forward work to revisit the aims and purpose within the wider senior phase offer. The importance of this was highlighted in the Cabinet Secretary’s response to the Independent Review of Qualifications and Assessment. Work will include identification of the precise aims of work based learning, including what should be made available and offering Foundation Apprenticeships to different types of learners.

Discussion touched on the discrepancy between what is available depending on location in Scotland. Aberdeenshire use a bespoke model of Foundation Apprenticeships, which has proved very successful, albeit at high cost. The review will aim to understand the costs of running the Foundation Apprenticeship programme compared to other types of models, and identify the best approach that can be delivered for the best value.

Any other business and close

The Chair thanked members for their contributions and closed the meeting.