When we launched our qualifications reform programme earlier this year, we made a commitment that feels simple but is genuinely significant: we will listen, and we will act on what we hear.

Today, I want to share what that looks like in practice.

What you told us, and what we’re doing

Over recent months, hundreds of educators and learners took the time to respond to our surveys on proposed changes to current National Course assessments. They told us what they thought about reducing the length of exam papers, giving learners more time, and clarifying the evidence learners need to produce. I’m genuinely grateful to every single person who responded. This kind of engagement is not a box-ticking exercise for us — it’s how we intend to work.

The results were encouraging. For all subjects surveyed, most educators agreed or strongly agreed with the proposed changes. Most learners did too. So, all the changes we proposed will be implemented from session 2026–27, with updated course specifications and coursework assessment tasks published by the end of this month, and updated specimen question papers to follow by 30 September.

But I also want to be honest about the more nuanced findings — because transparency is important to us.

For Advanced Higher Biology, National 5 Latin and National 5 Dance, learners were less supportive of the proposed changes than educators. That gave us pause. We read the qualitative responses carefully, considered the numbers involved, and reflected hard on the reasons the changes were proposed in the first place. Ultimately, having weighed all the evidence and noting that overall, most respondents agreed with the proposals, we decided to proceed with the changes in those subjects.

I know that won’t satisfy everyone, and I respect that. What I can tell you is that the decision was not taken lightly, and the qualitative feedback from those surveys has genuinely shaped how the changes will be implemented. “You said; we did” doesn’t always mean “you said no, so we stopped” — but it does mean we explain our reasoning, and we remain open to ongoing dialogue.

The bigger picture

The survey work is just one part of a much larger and more ambitious programme. Qualifications reform is a long-term endeavour — and it needs to be, because the questions we’re grappling with are genuinely complex.

How do we reduce over-reliance on written exams while maintaining rigorous standards? How do we build more flexibility into qualifications without sacrificing clear progression pathways? How do we make sure that reform serves every kind of learner — not just those in the senior phase of school, but those in colleges, training centres, workplaces and beyond?

These aren’t questions we can answer alone, which is why co-design is at the heart of our approach. We’re currently working through the design phase of reform, engaging with educators, learners, employers, parents and carers, and partners across the education and skills system. We’re also carrying out research to make sure that those most directly affected by changes are genuinely involved — particularly learners whose voices aren’t always as loud in these conversations.

Some of the key things we’re exploring include a modular approach for qualifications at SCQF levels 5, 6 and 7, which would give learners the flexibility to build credit as they learn while keeping progression pathways clear. We’re also looking at how digital technology can improve the assessment experience, reviewing our vocational and technical qualification types, and working with Education Scotland, Skills Development Scotland and the Scottish Government to make sure qualifications and curriculum reform move forward together.

Who’s in the room when decisions are made

One of the things I’m most proud of — and that I think represents a genuine shift in how we operate — is the governance work we’ve done to put learner and educator voices at the centre of our decision making.

We’ve established two new Interest Committees: one for learners and one for educators. These aren’t advisory groups that get consulted and then ignored. Under the Education (Scotland) Act 2025, they have a formal, meaningful role in shaping our decisions. We’ve also strengthened teacher representation on our Board of Management.

This matters because qualifications reform will only succeed if the people it affects trust the process. Trust must be earned, and it’s earned through consistent, visible action — not just words.

What comes next

We’ve just opened the next phase of survey work on current National Course assessments, covering Modern Studies, Geography, History and Philosophy at National 5 and Higher. I’d encourage educators and learners in those subjects to take part — your views directly influence what we do.

For courses where proposed changes are more complex — including Music and Advanced Higher English, which we mentioned in our February update — we’ll be running more in-depth engagement. Details will follow through our Weekly Update that’s sent to centres.

Beyond the surveys, our reform programme is steadily building momentum. We’re improving assessments now, through ongoing maintenance. We’re designing the future in parallel, through deep engagement and co-design. And we’re making sure the foundations are right — governance, voice, transparency — so that when the bigger changes come, they come with the confidence and trust of the people they’re for.

Scotland deserves a qualifications system that is credible, inclusive and future-ready. That’s what we’re building. And we can only build it together.

Donna Stewart is Chief Qualifications Officer at Qualifications Scotland. Find out more about the reform programme. To take part in the current National Courses survey, click here.