COSLA has today (22nd October) commented on education reform as part of the Scottish Government's Public Service Reform proposals.

The First Ministers publication of a proposal to move to fewer regional councils and create many community authorities creates extensive structural reform which carries significant financial, operational, democratic and service-continuity risks, with transition costs and benefits not yet quantified or thought through.

COSLA and Scottish Local Government has long supported reform, but reform that makes the most of the democratic spheres we have. We must recognise the separate roles but collective responsibilities we have to deliver vital public services to the people of Scotland. Doing so creates a Scotland where all children and young people can grow up feeling loved, safe and respected so that they realise their full potential.

The integrated services that councils deliver are essential to achieving this.  COSLA is clear that structural reorganisation should not be the starting point. Scotland’s education system must instead focus on improving the curriculum, supporting children and families, attracting and retaining a highly skilled workforce, strengthening leadership and ensuring that responsibilities and resources are clear at every level.

Commenting, COSLA spokesperson for Children and Young People, Cllr Tony Buchanan said:

“Scotland should be ambitious for every child and young person. Reform must close the gap between a good education system and a great one, while recognising that learning is inseparable from family support, tackling poverty, health, housing and the strength of local communities.

“Structural change is not an outcome in itself. Large-scale reorganisation without a clear, costed and independently tested business case could divert money, time and professional capacity away from classrooms, children and families.

“Councils are uniquely placed to connect education with the wider services that help children and young people thrive. We support reform that strengthens teaching, the curriculum, prevention, workforce planning, regional capacity and accountability, while keeping decisions as close as possible to the communities they affect.

“Our preferred approach is practical, proportionate and evidence-led: agree the functions and outcomes, establish the financial and workforce baselines, test stronger collaboration, and scale or legislate only where independent evaluation shows that change will deliver better outcomes, greater equity and stronger public value.”