The first national analysis of school-college partnership provision across Scotland has revealed significant variation in the opportunities available to senior phase learners.
The study, carried out by researchers at the University of Aberdeen’s School of Education in partnership with CDN and funded by the Nuffield Foundation, shows differences in access, qualification types and learner opportunities for young people across the country.
School-College Partnerships see schools and colleges work together to broaden learning opportunities for pupils, giving young people access to specialist subjects, facilities and expertise that may not otherwise be available within their school. The partnerships aim to help pupils develop skills, explore future pathways and prepare for their next steps in education or employment.
Research shows that almost half (46%) of provision is available only to pupils in S5 and S6 (aged 15-17), while more than a third (38%) is offered at higher or lower levels than is typically available to learners at school.
The findings also show considerable differences in the types of qualifications available, with National Progression Awards making up around a quarter of provision and a similar proportion consisting of bespoke, locally developed programmes designed to meet specific regional labour market needs, raising questions about the consistency of opportunities available to young people in different areas.
Lead researcher Dr Stephanie Thomson said the work – part of a larger, ongoing study seeking to better understand who undertakes partnerships, their experiences and outcomes – shows the scale of variety between areas, suggesting there may not be equality of opportunity for senior phase pupils around Scotland.
“While much of the provision mirrors opportunities already available within schools, our research shows that school-college partnerships in some areas are giving young people access to vocational subjects and qualification levels that would not typically be available through the school curriculum alone.
“This suggests that these partnerships can play an important role in supporting a wide range of learners, including those seeking specialist subjects unavailable in school, those wishing to combine academic and vocational learning, and those who benefit from alternative approaches to learning.”
However, the study also found that the nature and extent of provision varies significantly between areas, influenced by factors such as local timetabling arrangements, travel times, college capacity and existing school-based provision.
“As a result, some young people have access to opportunities that are not available elsewhere, including higher-level vocational qualifications and shorter vocational experiences that can support informed progression choices before leaving school,” added Dr Thomson. “This suggests these differences may contribute to unequal opportunities for learners across Scotland's senior phase.
“Local programmes provide valuable flexibility for providers and learners, but also raise important questions about how vocational learning experiences are recognised and how young people's achievements are supported as they progress into further learning, training or employment.”
Dr Paula Christie of CDN said: “School-college partnerships can open up valuable opportunities for young people, with colleges providing access to specialist subjects, vocational learning and experiences that complement and extend what is available in school.
“This research gives us a valuable national picture of the work taking place across Scotland and highlights the important role colleges and their school partners play in creating meaningful pathways for learners. It also provides an opportunity to consider how we can continue to support high-quality vocational opportunities for young people, wherever they live.”
Dr Emily Tanner, Programme Head at the Nuffield Foundation, said: "This report highlights the tension facing education and training systems not only in Scotland, but across the UK – how to ensure that all young people have access to high-quality opportunities while also responding to the needs of local labour markets. The next stage of the study will add further insight by exploring young people's experiences of vocational pathways from age 14."
The report authors are Dr Stephanie Thomson and Dr Gintare Venzlauskaite from the University of Aberdeen, and Dr Paula Christie of CDN.