Qualifications reform - research

Qualifications reform tracking research reports

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These reports detail findings to emerge from the second phase of a programme of Reform Tracking Research, undertaken in February and March 2026. The research was undertaken amongst learners in S4 to S6, their parents and carers, education professionals in schools and colleges and employers (particularly individuals with training or HR responsibilities).

The purpose of the research was to hear about each group’s views on the reform of qualifications and assessment, together with a range of other issues.

This report details findings to emerge from qualitative research which focused on the possible reform of National 4 and National 5 qualifications. Focus groups were undertaken with learners in S4 to S6 who were currently studying National 4 and/or National 5 qualifications, or who had recent experience of doing so. Interviews were also undertaken with educators.

This report details findings to emerge from two pieces of qualitative research – the reform of National 4 and National 5 qualifications and the reform of non-National Course qualifications, including what new qualifications might be needed.

The focus groups involved learners who were currently studying National 4 and/or National 5 qualifications, or who had recent experience of doing so, learners who were either taking or had taken courses such as National Progression Awards, Skills for Work and Awards, which are available in the senior phase and learners who had not taken these type of qualifications. The educators interviewed were a mix of those currently teaching National 4 and/or National 5 courses, or had recently done so, were delivering or had delivered non-National Course qualifications, as well as those who were making decisions about what was offered in schools and who designed school timetables.

This report details findings to emerge from qualitative research on issues relating to the reform of non-National Course qualifications, including what new qualifications might be needed.

The focus groups were undertaken amongst learners who had taken or were taking non-National Course qualifications available in the senior phase and learners who were only doing National Courses. The school educators interviewed were delivering or had delivered non-National Course qualifications and/or were responsible for making decisions about what was offered in schools and/or were responsible for designing school timetables.

Other research into qualifications reform

Why did we do this research?

Scotland is reviewing how its qualifications are designed. Course specifications (the documents that explain what learners study and how they are assessed) are an important part of this. This research looks at how other countries design their course specifications, to see what works well and what Scotland might learn from them.

What are we trying to find out?

  • What information course specifications usually include
  • How different countries organise and present this information
  • How Scotland’s approach compares to others
  • How curriculum and assessment systems affect specification design
  • What makes specifications clear, useful, and effective

How did we do the research?

We compared course specifications in English, Mathematics, Geography, and Physical Education across several jurisdictions (Scotland, England, Wales, Northern Ireland, Canada, Estonia, Australia, and New Zealand). We looked at how these documents are structured, what they include, and how they are used.

What did we learn?

  • Most course specifications include similar core elements, like learning goals, subject content, and assessment information
  • However, they vary a lot in length, detail, and format
  • In some countries, assessment is a big focus; in others, teachers have more freedom to design assessments
  • Some systems use one main document, while others spread information across multiple resources
  • Skills like communication and problem-solving are included in most systems, but in different ways
  • Many countries are moving towards digital, flexible formats rather than long paper documents

What will change because of the research?

This research will help us improve Scotland’s course specifications by ensuring they are clear, easy to use, and aligned with future changes to qualifications and assessment.

Why did we do this research?

Before SQA became Qualifications Scotland, we asked members of the Your Voice panels what they wanted the new organisation to do differently. The research aimed to understand what changes stakeholders thought should be a priority and how we could build better relationships with them. It also helped us develop the Your Voice panels as groups of stakeholders who could take part in future research.

What are we trying to find out?

  • What changes did respondents want to see from Qualifications Scotland?
  • How did respondents want us to work and communicate with them?
  • What could we do to build trust and better meet their needs?

How did we do the research?

We sent four short surveys to members of the Your Voice panels between March and May 2025. The surveys received between 295 and 700 responses each from educators, learners, and parents and carers. The people who took part were members of the Your Voice panels and may not represent the views of all stakeholders. Learners were not included in the final two surveys because these took place during the exam period.

What did we learn?

  • Across all three groups, respondents raised concerns about exam pressure and the way learners are assessed. Many wanted a better balance between exams and other forms of assessment.
  • Educators, learners, and parents and carers all said they wanted to be involved more in decisions that affect them. They wanted engagement to happen early enough for their views to influence decisions, rather than after decisions had already been made.
  • Educators wanted clearer and more useful course materials, websites and training. Learners and parents and carers wanted better resources to support learning, revision, and exam preparation.
  • Educators and parents and carers said that some qualifications and courses needed to change to better meet the needs of learners and the changing world of work. Educators also wanted enough notice and time to prepare when changes are made.
  • Educators and parents and carers called for more frequent and timely information provided in plain language. They wanted to understand what was changing, why it was changing and how their views had been considered.

What will change because of the research?

The findings provide useful insight into the issues that some members of the Your Voice panels wanted us to consider. They can help inform future research, stakeholder engagement, and the development of qualifications, assessment, resources, and communication.

Why did we do this research?

We are reviewing and changing qualifications to make sure they meet the needs of learners, educators, employers, and wider society. Before the next stage of this work, we wanted to hear what people think is working well and what needs to change. This early engagement was designed to identify common views and important issues to explore further.

What are we trying to find out?

  • What do learners and educators think about the current qualifications system?
  • What changes could make qualifications more flexible, relevant and accessible?
  • How could assessment better recognise what learners know and can do? • What could be done to improve vocational learning and opportunities for work experience?
  • How can future qualifications provide fair and clear pathways into further learning and employment?

How did we do the research?

We carried out workshops and engagement activities with learners and educators during spring 2026. This included visits to five secondary schools and educator engagement through school workshops and national events. Because this was early, exploratory engagement, it was not a representative study. The findings show the views of the people who took part but not necessarily the views of the wider population.

What did we learn?

  • Participants highlighted the need for a more balanced approach to assessment. There was concern about the pressure of exams and the amount of course content, alongside strong support for a greater mix of assessment methods.
  • Participants expressed interest in more flexible and modular qualifications. They thought that breaking learning into smaller parts and using different assessment methods could make qualifications more manageable, accessible, and flexible. However, they noted that flexibility needs to be balanced with fairness, consistency, and confidence in assessment.
  • Participants highlighted the need for future qualifications to support different learners, pathways, and circumstances. They emphasised the importance of qualifications that provide clear routes into further learning, employment, and careers, while recognising that learners have different needs, opportunities, and access to provision.

What will change because of the research?

The findings will help us plan the next stage of qualifications reform and decide what questions need to be explored in more detail. Further engagement with a wider range of learners, educators and other stakeholders is planned. The findings suggest that future qualifications should aim to be more flexible, relevant and manageable, while still being fair, consistent, and trusted. Vocational learning and work-based opportunities should also be better supported and recognised.