New education bodies to be created in Scotland

Education in Scotland will be transformed with the creation of three national organisations.

A new public body will be responsible for developing and awarding qualifications, replacing the Scottish Qualifications Authority (SQA). It will have a governance structure that is more representative of, and accountable to, learners, teachers and practitioners.

A national agency for education will see Education Scotland (ES) replaced. The new executive agency will provide improved support and professional learning to teachers and schools, and provide advice and guidance on curriculum, assessment, learning and teaching.

Thirdly, a new and independent inspectorate body will be created. It will develop new inspection models and help to assess the overall performance of Scottish education.

The organisations will be required to work more closely with learners and education professionals.

ES and SQA will continue to deliver their functions while the new bodies are being developed, ensuring continuity for learners, including those sitting exams.

The new organisations were announced as part of the Scottish Government’s response to a report on reform of the SQA and ES by independent adviser Professor Ken Muir, University of the West of Scotland.

The Scottish Government has broadly accepted all of Professor Muir’s recommendations, including making a commitment to lead a national discussion on the vision for the future of education.

Professor Muir said: “As our students and society change over time, so too do our expectations of what we want and need from our education system. It is important that Scottish education reflects and responds to those changes in ways that offer opportunities for all current and future learners to thrive.

“The recommendations in my report are designed to ensure that the needs of every individual learner lie at the heart of all decisions taken and all that we do. They are designed to ensure that the voices of learners, teachers and practitioners have greater prominence and influence in decision making and that teachers and practitioners receive the support they need in carrying out their challenging and critically important teaching role.”