Issues being investigated under Term of Reference 2(k)

ToR 2(k) requires the Inquiry to investigate the strategic elements of the handling of the COVID-19 pandemic in Scotland relating to:

“the delivery of education and certification”.

In relation to ToR 2(k) the Inquiry will examine:

1. Early learning and childcare (ELC): impacts on the development of pre-school children under the age of five; impacts on parents and carers; impacts on ELC workers; impacts on ELC settings; impacts on the ELC sector; disproportionate impacts and exacerbation of existing inequalities; ELC settings that operated during the national lockdowns, including criteria for access; digital inclusion; referrals and access to services; safeguarding; and transitions. 
2. Primary and secondary education: impacts on pupils, including in relation to learning and attainment, physical and mental health and wellbeing, and personal and social development and behaviour; impacts on parents and carers; impacts on workers; impacts on schools; disproportionate impacts and exacerbation of existing inequalities; “hub” schools, including criteria for access and the extent to which education was delivered within hubs; remote teaching and learning; digital inclusion; assessment and certification; referrals and access to services; safeguarding; and transitions. 
3. Additional support for learning: impacts on children and young people with additional support needs, including in relation to learning and attainment, physical and mental health and wellbeing, personal and social development and behaviour; impacts on parents and carers; impacts on workers; impacts on educational settings providing additional support for learning; disproportionate impacts and exacerbation of existing inequalities; access to support for learning and specialist equipment; ELC settings that operated during the national lockdowns and “hub” schools, including criteria for access and the extent to which education was delivered within hub schools; remote teaching and learning; digital inclusion; assessment and certification; referrals and access to services; safeguarding; and transitions. 
4. Further and higher education: impacts on students, including in relation to learning and attainment, mental health and wellbeing, and personal and social development and behaviour; impacts on workers; impacts on colleges and universities; disproportionate impacts and exacerbation of existing inequalities; remote teaching and learning; digital inclusion; assessment and certification; access to services; and transitions and destinations. 
5. Apprenticeships: impacts on apprentices, including in relation to learning and attainment, mental health and wellbeing, personal and social development, career planning and employment opportunities, and income; disproportionate impacts and exacerbation of existing inequalities; remote learning; digital inclusion; assessment and certification; and availability and delivery of apprenticeships.
6. Youth work: impacts on young people engaging with youth work services, including in relation to mental health and wellbeing, personal and social development and post-school transition; impacts on youth workers and youth work organisations; disproportionate impacts and exacerbation of existing inequalities; remote youth work; digital inclusion; changes to the nature of youth work. 
7. Decision-making by the Scottish Government including: relevant legislation, regulations, rules and guidance; the extent, timing and sufficiency of consultation by the Scottish Government on decisions affecting the delivery of education and certification, including with relevant advisory and governance groups, learners, parents and carers, workers and educational institutions; information taken into account in reaching decisions affecting the delivery of education and certification; and the approach to impacts on learners, workers and educational institutions within the 'four harms' approach. 
8. Communication of decisions affecting the delivery of education and certification, including the timing, frequency, clarity and consistency of application of relevant guidance.
9. Support provided to manage and mitigate impacts, including: support for vulnerable children and young people during periods of closure; support for digital inclusion; financial support for students; support for educational settings; support for mental health and wellbeing; and support to prevent the exacerbation of existing educational inequalities.