Rapid growth of learners in Scotland embracing real world skills

Wednesday 23rd September 2026

Attainment in National Progression Awards has more than doubled since 2022, prompting calls for more awareness about new qualifications.

A new briefing from The David Hume Institute shows a significant shift in how learners in Scotland build practical work-ready skills alongside traditional exams. 

The paper, “The Changing Landscape of Education in Scotland: A New National Progression?” reveals that attainment of National Progression Awards (NPAs) - qualifications typically assessed continuously throughout the year rather than in a final high stakes exam, has more than doubled from 19,640 in 2022 to 44,0303 in 2026. 

NPAs now span more than 267 subject areas including cyber security, data science, sports leadership and health care. They are increasingly being delivered in-house by secondary schools across Scotland to broaden choices and learning in the senior phase. 

This growth reflects the recommendations of the Hayward Review which was commissioned by the Scottish Government and published in 2023.  The trend mirrors that in other countries highlighted in the OECD’s 2026 report, A Skills First Labour Market which calls on education systems across the globe to focus on practical, transferable skills that directly support employability and economic opportunity. 

Susan Murray, Director of the David Hume Institute, said:

“The rapid growth of National Progression Awards means thousands more young people are now gaining skills and qualifications through a different model of learning and assessment, often alongside traditional National 5s and Highers. 

“This is a significant change that more people, especially employers, need to understand. NPAs are helping develop practical skills and are part of the changing education landscape in Scotland. This development seems to have gone largely unnoticed in public discussion about education and youth employment in a rapidly changing jobs market.

“Continuing to develop NPAs raises important questions about how we recognise skills, how we design the senior phase and how qualifications connect young people with continuing education and employment.”

The new briefing identifies curriculum flexibility, the growing relevance of practical and job-ready skills, and increased delivery of NPAs directly within secondary schools as factors behind their growth.

The briefing also highlights challenges accompanying the expansion of NPAs. Access to particular subjects varies across Scotland, while employers and recruiters will need to understand an increasingly diverse qualifications landscape. Schools and colleges are using approaches such as cluster-school provision, college partnerships and online tutoring to broaden access.

The growth of National Progression Awards is highly relevant to the upcoming Milburn Review publication because it shows that changes to how young people develop skills, are assessed and connected to future jobs are already underway in Scotland.

Susan Murray, Director of The David Hume Institute added

“The Milburn Review is considering how we can better prepare more young people for further education, employment and a changing labour market. NPAs provide an important part of the jigsaw in Scotland, with a focus on practical skills with standards set by trade and professional bodies.

“This development should not be overlooked. Whatever conclusions the Milburn Review reaches, it is important to understand the rapid change already underway in Scottish schools.”

Quotes from the briefing

Mr Meikle, Headteacher at Craigmount High School said:

“Our school delivers a wide range of NPAs both in-house and in partnership with the local college. Last year pupils at Craigmount achieved over 4000 qualifications - 7% were NPAs and 176 were Level 6 NPAs.

“NPA courses are popular with pupils because they can see their progress with regular assessment and choose subjects directly related to careers they wish to pursue or new subjects that interest them.  Subjects range from business and marketing to web design and cyber security, and give a good grounding in developing skills required for life after school.”

A 2026 NPA Student said:

“I did mainly Nat 5's, and one NPA. Doing the NPA was just as much work, but it was spread out more during the year, so I had one less subject to worry about at exam time. I really enjoyed the NPA, partly because I liked the subject, and also because you could really get into something rather than constantly revising previous topics for an exam at the end of the year so I got really immersed in it.“ 

A 2026 NPA Parent said:

“My son chose an NPA because he was interested in the subject, rather than because it was an NPA. But being an NPA was a real positive. The work was assessed during the year, which felt much fairer than basing the assessment on one exam at the end. And it reduced the pressure a bit, when he was sitting his Nat 5 exams, as he had one less to revise for.”

Thumbnail photo credit: X on Unsplash, downloaded free on 17.9.26