This chapter provides a thematic and chronological overview of national reforms and policy developments since 2017.

The introduction of the chapter describes the overall education strategy and the key objectives across the whole education system. It also looks at how the education reform process is organised and who are the main actors in the decision-making process.

The section on ongoing reforms and policy developments groups reforms in the following broad thematic areas that largely correspond to education levels: Early childhood education and care; School education; VET and Adult learning; Higher education; and Transversal skills and Employability. Inside each thematic area, reforms are organised chronologically. The most recent reforms are described first.

Finally the section on the European perspective provides links to European strategies in which education and training have a prominent role.

Overall National Education Strategy and Key Objectives

In 2007 the Scottish Government introduced a 10 year vision in the National Performance Framework. This framework, which was refreshed in 2011, provides a unified vision and quantifiable benchmarks against which future progress can be assessed in all areas of government, and is central to education policy. Each part of the performance framework is directed towards, and contributes to, a single overarching purpose:

"To focus government and public services on creating a more successful country, with opportunities for all of Scotland to flourish, through increasing economic sustainable growth."

Five Strategic Objectives support delivery of this overall purpose. The relevant objective for education policy is achieving a “Smarter Scotland”. The Government wants to improve life chances for young people, support economic growth and increase the number of jobs. Among the national outcomes by which the Government’s performance will be measured the following are particularly relevant to educational policy.

• Our children have the best start in life and are ready to succeed.
• We have improved the life chances of children, young people and families at risk.
• Our young people are successful learners, confident individuals, effective contributors and responsible citizens.
• We are better educated, more skilled and more successful, renowned for our research and innovation.
• Our public services are high quality, continually improving, efficient and responsive to local people’s needs.
• We have tackled the significant inequalities in Scottish society.

Chapter 1.4: Political and Economic Situation covers the National Performance Framework, Strategic Objectives and National Outcomes and Indicators in more detail.

In early childhood education and care, the Scottish Government is working to improve the support available for children and their families, particularly those who are most vulnerable. The Programme for Government 2018-19 (Scottish Government, September 2018) outlined the next steps towards the near doubling of funded early learning and childcare. See Chapter 14.1 for more information.

In school education, a consultation on a new Education (Scotland) Bill opened in November 2017. The bill aims to introduce radical reforms to the education system. Raising attainment in schools, and particularly closing the gap in attainment between those in the most and least deprived areas of Scotland, continues to be a central aim of the Programme for Government 2018-19. See Chapter 14.2 for related initiatives.

In vocational education and training (VET) and adult learning, Scotland’s Youth Employment Strategy, Developing the Young Workforce (DYW), aims to reduce youth unemployment levels by 40% by 2021. The 4th Annual Progress Report of the Developing the Young Workforce (DYW) programme was published in December 2018. Additionally, the Scottish Government undertook a review of the effectiveness and efficiency of learning experiences of all 15 to 24 year olds (“the learner journey”). See Chapter 14.3 for more information.

In higher education, the number of applications for postgraduate funding has increased by 117% for the 2017-2018 academic year, following recent Scottish Government reforms to postgraduate student support. The Scottish Government conducted an independent review of Further (FE) and Higher Education (HE) student support to ensure that the entire system is equitable, fair and supports all students throughout their learner journey. See Chapter 14.4 for more information.

Finally, as part of national reforms related to Transversal Skills and Employability, a plan for Scotland to forge a future of excellence and equity in science, technology, engineering and mathematics (STEM) has been unveiled. The strategy, spanning 2017 to 2022, outlines actions designed to inspire enthusiasm for STEM among all sectors of society. See Chapter 14.5 for more information.

Overview of the Education Reform Process and Drivers

The Deputy First Minister and Cabinet Secretary for Education and Skills has overall responsibility for Scottish education. The Minister for Childcare and Early Years, the Minister for Further Education, Higher Education and Science and the Minister for Employability and Training share the responsibilities in this area. Ministers are supported by civil servants in the Scottish Government Directorates for Learning, Children and Families, Fair Work, Employability and Skills and Advanced Learning and Science, which are the key bodies developing and implementing policy reforms. Local authorities are also committed to the pursuit of national educational strategy.

See 1.2 Main Executive and Legislative Bodies for more information.

Several agencies also play a key role in implementing education policy reforms:

• Education Scotland is an executive agency that supports quality and improvement in Scottish education. It delivers support activities such as working in partnership with education authorities, advice on curriculum, learning, teaching, assessment and support across sectors. It also delivers challenge activities, such as evaluation, inspection and review.
• The Scottish Further and Higher Education Funding Council is the national, strategic body that is responsible for funding teaching and learning provision, research and other activities in Scotland's colleges, universities and higher education institutions. It is a non-departmental public body that plays a role in supporting national priorities in widening access to learning, skills, research, knowledge exchange and innovation.
• Skills Development Scotland, also a non-departmental public body, is the national skills body supporting the people and businesses of Scotland to develop and apply their skills. It has responsibility for delivery of some of the key services in the post-16 reform.
• The Scottish Qualifications Authority is an executive non-departmental public body. It develops, assesses and awards qualifications taken in workplaces, colleges and schools. Along with the Scottish Government and Education Scotland it is involved in implementing Curriculum for Excellence.