Centre for Teaching Excellence establishment: island communities impact assessment

Consultation

The development of the Centre has been informed by a range of existing engagement activity, including:

• National education reform processes
• Engagement with teachers, professional bodies and system partners , including participation through a co-production group with representation from Gaelic education stakeholders who also championed the needs of island and rural communities.
• Ongoing collaboration with Gaelic education stakeholders through established networks

This engagement has consistently highlighted the importance of equitable access, flexible delivery and models of professional learning that work effectively for teachers in rural and island contexts.

Ongoing engagement will continue as part of the Centre’s implementation and review arrangements, including:

• Engagement with national and regional education partners
• Targeted engagement with Gaelic education stakeholders, including via Sabhal Mòr Ostaig
• Digital mechanisms to support accessible participation regardless of location
• Sharing recording of events/webinars for those unable to access in real time

Engagement with island stakeholders will be embedded within the Centre’s ongoing review and engagement processes, using existing engagement structures and established partnerships. This will include Gaelic sector networks and representative bodies, alongside wider island and rural partnerships involving local authorities and professional networks. These established routes will support proportionate, meaningful engagement with island communities, while avoiding duplication and minimising consultation fatigue for example, through Gaelic-sector and island partnerships. This will support meaningful and sustained input from island communities, while avoiding duplication and consultation fatigue.

Separate island‑specific consultation events are not currently proposed, as island perspectives will be captured through these established and ongoing mechanisms.