Education Scotland Corporate Plan for 2026 to 2031: Strategic priority 2: Leadership of learning and system coherence

Effective leadership of learning is critical to achieving improvement across the education system. This priority focuses on strengthening leadership at all levels and enhancing partnership working through high quality learning that supports curriculum change, inclusion, and equity. By building greater confidence across the system, it aims to enable leaders and practitioners to drive meaningful improvement for all learners.

We will achieve this by:

1.  Improving coherence in Education Scotland’s professional learning offer across the system.
2. Strengthening professional practice across the system by providing high quality professional learning, to support: curriculum change, additional support needs (ASN), equalities, equity, and high-quality learning, teaching, and assessment approaches.
3. Building leadership at all levels to lead improvement through change.

Success measures

Objective 2.1 

From 2026-27, coherence of professional learning will be assessed as part of Education Scotland’s Annual Delivery Planning process. 

Objective 2.2 

1. At least 90% of practitioner evaluations report increased confidence to apply professional learning to practice (postprogramme evaluation).
2. At least 70% of nationally developed professional learning programmes demonstrate impact against programme specific objectives and agreed success measures defined at the outset, using analysis of participant outputs and/ or structured evaluation activities (e.g. focus groups).

Objective 2.3 

1. At least, 80% of leaders report increased confidence in leading improvement, measured through an annual survey.
2. At least 70% of nationally developed leadership programmes will demonstrate impact against programme specific objectives and agreed success measures defined at the outset, using analysis of participant output and/or structured evaluation activities (e.g. focus groups). 

Contribution to National improvement framework outcomes

Highly skilled teachers and school-leaders drive excellent learning, teaching, and assessment for all, especially those with additional support needs.

Improving relationships and behaviour, and attendance, with increased engagement in learning in a culture of dignity and respect for all.