{"id":58498,"date":"2025-04-28T10:29:06","date_gmt":"2025-04-28T09:29:06","guid":{"rendered":"https:\/\/www.sfc.ac.uk\/?p=58498"},"modified":"2025-07-29T12:00:04","modified_gmt":"2025-07-29T11:00:04","slug":"an-introduction-to-the-national-schools-programme-review-part-2","status":"publish","type":"post","link":"https:\/\/www.sfc.ac.uk\/gd\/an-introduction-to-the-national-schools-programme-review-part-2\/","title":{"rendered":"An introduction to the National Schools Programme Review, part 2"},"content":{"rendered":"
\"Photocollage

Photos: University of Aberdeen, University of Glasgow, University of St. Andrews<\/p><\/div>\n

 <\/p>\n

The National Schools Programme (NSP) is one of the largest widening access programmes in Scotland, supporting over 50,000 pupils annually. The Scottish Funding Council (SFC) provides approximately \u00a34 million to deliver NSP activities each year.\u00a0<\/span>\u00a0<\/span><\/p>\n

In December of 2024, the SFC published the outcome of a yearlong review of the NSP with 15 recommendations to support its future development. Among these was a reaffirmation of the mission of the NSP:<\/span>\u00a0<\/span><\/p>\n

To support Senior Phase pupils in Scotland from backgrounds of socioeconomic disadvantage and underrepresented groups to access higher education in university (recommendation 2).\u00a0<\/span>\u00a0<\/span><\/p><\/blockquote>\n

Alongside this, the review recommended that NSP partners:<\/span>\u00a0<\/span><\/p>\n

[\u2026] continue to encourage parity of esteem for all pathways and outcomes, including routes to higher education available through colleges (recommendation 4).\u00a0<\/span>\u00a0<\/span><\/p><\/blockquote>\n

Why is the aim focused on higher education in university?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

The simple answer is we need to target our resources where they are needed most and to deliver the maximum impact with finite funds.\u00a0<\/span>\u00a0<\/span><\/p>\n

In 2022-23, learners from disadvantaged\u00a0socioeconomic backgrounds made up 16.3% of full-time entrants to university, which is significantly less than the target set by Scottish Government of 20% and much lower than in college, where the same group makes up 23.3% of entrants to higher education programmes.<\/span>\u00a0<\/span><\/p>\n

Evidence shows us that learners from\u00a0disadvantaged\u00a0socioeconomic backgrounds\u00a0face additional barriers that make it harder for them to enter and succeed in university.\u00a0<\/span>\u00a0<\/span><\/p>\n

This is not to say that these same barriers don\u2019t also affect pupils\u2019 journeys to other destinations, but the data suggests that the difference is most significant for those interested in university. Although progress has been made by the sector to address this, more needs to be done.<\/span>\u00a0<\/span><\/p>\n

Why does the NSP also need to encourage parity of esteem for all pathways and outcomes?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

The review identified a risk that the pursuit of improved access to university may be perceived as a preference for that route above others. This is not the case; college further or higher education programmes, other vocational routes, or employment are all valuable positive destinations for young people. Many learners may also choose to gain a qualification at college and then move on to university at a later stage.\u00a0<\/span>\u00a0<\/span><\/p>\n

Therefore, recommendation 2 and 4 are both critical for the future development of the National Schools Programme and meeting Scottish Government targets.\u00a0<\/span>\u00a0<\/span><\/p>\n

\n

\u201cOur position is not that every child should go to university or that this option should be held above all others, but we do believe that they should have the chance to do so\u201d<\/span>\u00a0<\/span><\/p>\n

– Blueprint for Fairness, 2016<\/span>\u00a0<\/span><\/p>\n<\/blockquote>\n

What does this mean for NSP activities?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

NSP delivery partners provide impartial information, advice, and guidance that informs pupils of the options available at university and the different pathways that lead there, including through college. We expect this activity to continue. In this context, parity of esteem is upheld by providing pupils with the tools to plan their own educational journey to HE.\u00a0<\/span>\u00a0<\/span><\/p>\n

As we move forward with implementing the recommendations of the NSP Review, it is anticipated that there will be changes to activities to align with our mission and support those most in need. These changes will take place in conversation with delivery partners and any transition will be carefully managed to ensure young people, their families, and school partners know what they can expect from the NSP.\u00a0<\/span>\u00a0<\/span><\/p>\n

It is important to remember that the NSP is not the only programme helping young people plan their educational journey. Universities, Colleges and other organisations, including Skills Development Scotland\u2019s Career Service and the SCQFP School Ambassadors programme, offer information about post school destinations for young people. SFC also funds the Scottish Wider Access Programme (SWAP) which supports adults to return to education.<\/span>\u00a0<\/span><\/p>\n

Altogether, these programmes form a network of support for young people and those facing disadvantage to reach their full potential.\u00a0<\/span>\u00a0<\/span><\/p>\n

More information about the partners that deliver the work of the NSP can be found on the SFC\u2019s webpages <\/span>National Schools Programme – Scottish Funding Council<\/span><\/a>\u00a0<\/span><\/p>\n

The NSP review final report and recommendations can be found on SFC\u2019s webpages <\/span>National Schools Programme Review – Scottish Funding Council<\/span><\/a>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Mary Macgowan, Policy Officer, SFC and Steph Kirkham, Senior Policy Officer, SFC<\/span><\/i><\/b>\u00a0<\/span><\/p>\n

Monday 28 April 2025<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

In their second blog of the series, SFC\u2019s Mary Macgowan and Steph Kirkham explain how a reaffirmed focus of the NSP on access to HE in University is not in conflict with parity of esteem or tertiary focus. <\/p>","protected":false},"author":2672,"featured_media":53620,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-58498","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorised"],"acf":[],"yoast_head":"\nAn introduction to the National Schools Programme Review, part 2 - 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