Tag: education

40,000 students to study across the globe as part of Turing Scheme

UK Government announces 40,000 students and pupils are set to study and work abroad under new student exchange programme, spanning 150 countries

40,000 students will be able to study and work abroad thanks to the government’s new Turing Scheme, with universities and schools due to be told this week that their bids for funding have been successful.

Over 120 universities, as well as schools and further education colleges across the UK, will be awarded grants from the £110m Turing Scheme – which will see 48% of places go to those from disadvantaged backgrounds.

As part of the new global scheme, Canada, Japan and the United States are amongst over 150 international destinations where UK students will be funded to take up work and study placements – alongside popular European countries like Germany and France.

At the heart of the Government’s post-Brexit vision is an ambition to create a truly Global Britain where we learn, work and trade with countries well beyond Europe’s frontiers. The Turing Scheme, which has replaced the UK’s participation in Erasmus+, gives young people the opportunity to benefit from working and studying abroad, while boosting our ties with international partners in the process.

The scheme also aims to improve social mobility across the UK by targeting areas which had seen lower uptake up of the Erasmus+ programme, including across the Midlands and North of England – with education providers in the West Midlands set to receive the most funding.

Education Secretary Gavin Williamson said: “The chance to work and learn in a country far from home is a once-in-a-lifetime opportunity – which broadens minds, sharpens skills and improves outcomes.

“But until now it has been an opportunity disproportionately enjoyed by those from the most privileged backgrounds. The Turing Scheme has welcomed a breadth of successful applications from schools and colleges across the country, reflecting our determination that the benefits of Global Britain are shared by all.

“By strengthening our partnerships with the finest institutions across the globe, the Turing Scheme delivers on the Government’s post-Brexit vision, and helps a new generation grasp opportunities beyond Europe’s borders.”

Ministers have set out a range of measures to improve access to international opportunities through the programme, including funding for travel and expenses such as passports and visas, as well as a grant for living costs, to tackle the barriers some students face to studying overseas.

Extra support has also been guaranteed for preparatory visits to make sure placements meet the needs of participants with disabilities and special educational needs.

Universities Minister Michelle Donelan said: “Our schools, colleges and universities have worked tirelessly to make this programme a success, and I am grateful to them and their global partners who have truly embraced this opportunity for international collaboration.

“I look forward to seeing the innovation and expertise our students, pupils and vocational learners bring back to this country from their journeys to every corner of the globe – from Canada to Japan, and Australia to the United States.”

The total number of individual placements supported this year through the £110m scheme stands at over 40,000 – exceeding the Department for Education’s own estimates. This includes 28,000 placements for university students – compared with only 18,300 under Erasmus+ in the academic year 2018/9.

The Turing Scheme, announced by Education Secretary Gavin Williamson last year, is named after pioneering UK war hero and father of modern computing Alan Turing, who studied abroad at Princeton University before going on crack the Enigma code in World War Two.

Vivienne Stern, Director, Universities UK International, said: “The Turing Scheme will create opportunities for thousands of students from all over the country to gain experience working and studying abroad.

“We know from the evidence we have collected that students who have such experience tend to do better academically and in employment outcomes – and that this is especially true for students from disadvantaged backgrounds.

“We want more students from a wider range of backgrounds to get these sorts of opportunities and believe, that if they do, the UK economy will benefit in the long run.”

David Hughes, Chief Executive, Association of Colleges, said: “The opportunity to work, study or compete abroad is so important for the life chances of all young people.

“It’s encouraging to see colleges taking up all that Turing can offer – including colleges that are newer to international partnerships – exploring exchanges across a broad range of countries.”

Student mobility will be crucial post-pandemic as the world reopens and learners from all backgrounds access their chance to develop technical and personal skills, build their confidence and experience other cultures.

Capital primary school is top of the class for outdoor learning

An Edinburgh primary school has become the first in Scotland to receive a national award for its commitment to taking learning outside the classroom.

St Andrew’s Fox Covert RC Primary School has been given the national Learning Outside the Classroom Mark (Gold), the highest accolade of its kind.

The award has been given by the Council for Learning Outside the Classroom (CLOtC), the national voice for teaching beyond the classroom which is known to contribute significantly to raising attainment and improving pupil and staff wellbeing.

As part of their submission for Gold status, St Andrew’s excelled in the following important areas:

  • capitalising on their resources, including nearby Corstorphine Hill, to ensure learning was based in local, accessible places
  • maximising commitment to learning for sustainability and their core ecological values; nurture, inspire, flourish
  • ensuring that their work was rooted in Curriculum for Excellence and that all learning was underpinned by progressive skills for learning, life and work

Rebecca Favier, Head Teacher at St Andrew’s, said: “Being awarded the gold mark is a tremendous achievement for all the staff and pupils. That we are the first school in Scotland to achieve this makes it even more special! It shows that we are providing our pupils with potentially life-changing opportunities to learn in meaningful contexts.

“We’re thrilled to get national recognition for our efforts, and we look forward to continuing to develop what we do, helping our pupils achieve their potential and to promoting the many benefits of taking teaching and learning beyond the classroom walls.”

Primary 5 pupil Billy said: I love learning outside my classroom on Corstorphine Hill. We do maths, language, science, nature studies and art and it’s fun doing it in the fresh air.

“Even when it isn’t sunny we keep our outdoor clothes in school for all weather. It makes learning feel like playtime with my friends. St Andrew’s is the best school ever!”

Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: Well done to all the teaching staff and pupils at St Andrew’s who have made such a massive contribution to achieving this award.

“It’s great to see such innovative learning and teaching being taken out of the classroom and getting the national recognition that it fully deserves.”

Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “This past year has been a real challenge for our young people and teaching staff so a massive thumbs up to St Andrew’s for leading the way in Scotland.

“This is creative learning at its best and these outdoor experiences both improve pupils’ academic attainment but also personal development and health and wellbeing.”

Kerr Willis, Chair of St Andrew’s Parent Council, said: “Big congratulations to all the staff and pupils for achieving Gold Award status in LOtC.

“It’s great to see the school making use of the incredible outdoor space near the campus to provide the children with a creative and practical approach to learning. Keep up the great work!”

Dr Anne Hunt, Chief Executive of CLOtC said: “Learning outside the classroom has many proven educational benefits as well as providing some of the most valuable and memorable experiences in a child’s school life. 

“Achieving LOtC Mark (Gold) demonstrates that St Andrew’s Fox Covert RC Primary is a leader in providing learning experiences outside the classroom and that these sessions are a genuine part of the everyday life of the school, are available to all of their children and young people.

“I congratulate them on achieving this award.”

For more information about LOtC Mark, please visit http://www.lotc.org.uk/lotc-accreditations/lotc-mark/

Then Play On: Music tuition and core curriculum fees removed

Fees for children learning a musical instrument at school will be removed thanks to more than £7 million funding from the Scottish Government.

Councils will also receive £6 million to waive core curriculum charges which can be levied on families for things including materials for home economics or theatre trips associated with drama qualifications.

The agreement with COSLA covers the 2021-22 academic year and marks the delivery of two further commitments for the first 100 days of this Government.

Education Secretary Shirley-Anne Somerville said: “My priority is to ensure the best possible outcomes for all of Scotland’s children and young people, whatever their background.

“All children should have the best start in life and the ability to take part in core elements of education should never be limited by a child’s ability to pay.

“Today’s announcement means families will not see bills for musical tuition or core curriculum activities in the new school year. I will continue to work with COSLA and local authorities to develop a sustainable and funded model for future years.”

COSLA Children and Young People spokesperson Councillor Stephen McCabe, said: “Councils recognise the importance of instrumental music tuition for the learning and development of our children and young people.

“Where fees were in place for tuition this is due to a range of local pressures on core council budgets. The one year funding package agreed between COSLA Leaders and Scottish Government will allow for the removal of fees in the coming academic year and the maintenance of existing levels of provision, so that fees and charges are not a barrier to learning an instrument. 

“We welcome the commitment from the Cabinet Secretary for Education and Skills to work with COSLA and partners in the sector to consider the intent, impact, and broader implications of this Scottish Government policy intervention and to develop a model for the long-term sustainability of  instrumental music tuition services across Scotland which must include sustainable funding arrangements for all councils.”

Applicants to Scottish universities reaches record high

11% rise in individuals applying from most deprived areas

Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).

The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.

This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.

Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.

“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.

“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”

2021 cycle applicant figures – 30 June deadline sample CSVs | Undergraduate | UCAS

Plan now for Clearing!

COVID delayed has delayed decisions about university

COVID has caused many young people to delay thinking about their future. But as the prospect of freedom slowly returns, they are starting to get serious about what happens next.

Exams were cancelled this year making way for teachers to determine students’ grades, so, if you’ve left it until now to think about university, we’ve got some top tips.

Many people think that university clearing is only open on results day and for a few weeks afterwards – it’s not the case!

Dr Lisette Johnston, Head of School at ScreenSpace, part of MetFilm School explains what Clearing is all about and urges young people to plan now!

This year, clearing opens on the 5th July, and universities are already advertising courses available through Clearing. 

What is Clearing?

Clearing is the process that students use to access university AFTER they’ve received their A-level level results (or A-level equivalents).

Is it just for those who didn’t get their expected grades?

No, COVID-19 has really affected the way people are thinking about university. Historically, it was widely recognised that schools and colleges didn’t always get predicted exam grades right, and this year with teachers effectively awarding students’ their predicted grades, universities are expecting lots of lastminute applications.

Last year’s results were affected by the pandemic, but that didn’t put young people off from going to university, and the number of students given university places rose nearly 3%. 2020 was also a record year for students applying through clearing: 70,000, people, including those who had applied earlier in the year, were accepted through Clearing.

What if my grades are higher than I expected?

If your results are better than expected and you’ve accepted a place at a university based on lower grades, you can ‘trade up’ to a different course or university that required higher grades, this is called Adjustment.

I’m getting my A-level results in August – I’ve put off deciding whether to go to university because of COVID-19, but… what can I do now?

Here are Dr Lisette’s 6 top tips

1.Get Cracking: the sooner you apply the better! Some courses cap the number of students they will take, so apply early and that way you are more likely to get a conditional offer, which is better than missing the boat if you leave it to phone on results day. 

2. Be informed. Don’t wait until results day to look around universities and get a taste of what’s on offer, there are lots of campus tours (real and virtual) between now and August, so as well as looking at course content online it’s a real bonus if you can actually go to a university and see what it is really like. That way you can hit the ground running.

3. What do you really want? If you haven’t got the grades you expected, you might not get into your first choice, but that doesn’t mean going through Clearing to get in just anywhere. If staying at home is important to you, find out what the options are available locally. If you are passionate about a specific topic, find out where the next best place on the list is and what grades they expect currently. It’s also acceptable to ask how many people they took through Clearing last year. They might not be able to tell you on a course by course basis, but you should be able to get a breakdown across the university.

4. Be realistic. Oxford and Cambridge may be out of reach. Decide what is a priority for you. If you haven’t got the results you expected, what is more important – the course, the location, or a degree in general? The last thing you want is to get on a course and find out it’s not what you want. And don’t just go somewhere ‘cos all your mates are going there!

5. Be open minded. Within a university there are often opportunities to transfer courses to take electives more closely linked to your original choices. See who offers this. Also Clearing gives a chance to go to a place you might not have thought about before.

6. Remember, you’re not stuck – if you start at a university and you realise it’s the wrong course or the wrong place – you can change! 

At ScreenSpace we had students who came through Clearing last year, some after the course started; they’re actually much happier than they were with their original choice. 

‘Curriculum for Excellence is the right approach for Scotland’

SQA to be replaced

‘Substantial reform’ for Education Scotland

The Organisation for Economic Co-operation and Development Organisation (OECD) has backed Scotland’s school curriculum in its independent review.

The Scottish Government last year commissioned the OECD to carry out a review of Curriculum for Excellence (CfE). The remit of the review was to help the government better understand how the curriculum is being designed and implemented in schools and to identify areas for improvement across the country.

Education Secretary Shirley-Anne Somerville today announced that all 12 of the review’s recommendations will be accepted in full, including recommendations on curriculum, assessment and qualifications which will see the Scottish Qualifications Authority (SQA) replaced and Education Scotland substantially reformed.

The Scottish Government will actively consider what changes are required to our qualifications and assessment system. This work will be heavily informed by the next OECD report, expected in the autumn, and by consultation with young people, parents, teachers and the wider education system.

Education Scotland will no longer undertake inspections, with this work becoming a separate, independent role. The Scottish Government will engage widely on the options for the future of inspection.  

The OECD also suggests that the curriculum work currently undertaken by Education Scotland might best sit with any new curriculum and assessment body which will replace the SQA.

Publication of the OECD report into Scotland’s curriculum system, known as Curriculum for Excellence (CfE), meets another of the Scottish Government’s commitments for the first 100 days since the First Minister was elected.

Ms Somerville said: “The last few years have accelerated a debate about the future of Curriculum for Excellence and senior phase education in particular. The OECD report is crystal clear – Curriculum for Excellence is the right approach for Scotland.

“In fact, despite all the criticism here at home, the OECD tells us it is viewed internationally as an inspiring example of curriculum practice.

“However, 10 years on from CfE being introduced, it is right and proper that we review how it is being implemented. 

 “We accept in full all 12 recommendations from the OECD. We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE – exactly as the OECD recommends.

“Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency’s functions is required.

“Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly this year under very challenging circumstances. They are owed a debt of gratitude.

“What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland’s pupils.

“Our commitment is to do exactly that and we will work with everyone and anyone willing to help to make that a reality.”

EIS welcomes decision to axe SQA

The EIS has welcomed today’s announcement by the Cabinet Secretary for Education that the Scottish Qualifications Authority (SQA) is to be scrapped.

The announcement came following the publication of the OECD Review of Curriculum for Excellence (CfE), which identified a ‘disconnect’ between the core aims of CfE and Scotland’s qualifications system.

Commenting, EIS General Secretary Larry Flanagan said, “The EIS welcomes the publication of the OECD report, and the announcement by the Cabinet Secretary that the SQA is to be scrapped and replaced by a new body.

“It is essential that any new body is properly configured and is accountable to the profession through a model of governance based on educational, rather than political, considerations and with a teacher voice at its heart.”

On the OECD report, Mr Flanagan said, “The OECD report highlights some of the strengths of the Scottish Education system, not least being Scotland’s place in the top 5 nations in the world regarding global competency, but it also confirms what the EIS has been saying for a number of years, which is that there is a disconnect between the BGE (Broad General Education 3-15) and the Senior Phase (15-18). 

“There is massive assessment overload in the senior phase, which squeezes out the time needed for both depth and breadth of learning – two of CfE’s big ambitions. This overload is also the driver of excessive workload, and that has been exposed clearly during the pandemic.

“The comparatively high level of teacher class contact time was another area highlighted, with the OECD highlighting the need for reduction in class contact time – a key priority for the EIS – if teachers are to be able to collaborate around curriculum and assessment. We welcome that EIS lobbying in this area has already had some impact, with the Scottish Government pledging to deliver an early reduction of 1.5 hours per week in teachers’ class contact time to bring Scotland closer to OECD norms.”

Mr Flanagan continued: “The report also seems to confirm that the Government’s focus on Standardised National Assessments has been a monumental distraction with little impact other than adding to the bureaucracy that bedevils teachers’ working lives.

“The absence of any comment on the pre-5 sector is both disappointing and worrying. CfE runs from 3-18 but we are seeing a continuing reduction in the number of nursery teachers deployed in early years, which is a betrayal of the Scottish Government’s previous commitment to protecting the role of the teacher in pre 5 provision.”

Larry Flanagan Audio Recording

New capability network will help businesses in Edinburgh and the Lothians access support and unlock innovation

The National Manufacturing Institute Scotland (NMIS) has announced the formation of a new network that brings together leading Scottish research and innovation, education, and training providers to help unlock manufacturing innovation and drive growth in the sector across the country.  

Spanning the length and breadth of Scotland, the network is led by NMIS and includes Mountain Bike Centre of Scotland (MTBCOS), Scotland’s national centre for mountain biking innovation and excellence, based just outside Edinburgh, as a lead partner. Other partners include Energy Skills Partnership (ESP), and Tay Cities Engineering Partnership (TCEP).

The network will offer an easy means for manufacturing companies that work with individual partner organisations, to tap into the vast expertise across the entire network. Companies will also be able to access the capability partners’ own networks including the renowned High Value Manufacturing Catapult through NMIS.

Providing an open channel to share knowledge, capability, and ideas, the network is accessible to all organisations across the country that can contribute to creating a sustainable and vibrant future for the Scottish manufacturing and engineering community.

Expanding upon the ability of NMIS to address national and global manufacturing challenges and support the goal of making Scotland a global leader in advanced manufacturing, the announcement comes at a critical time as manufacturers across Scotland are recovering from the impact of COVID-19. 

John Reid, National Manufacturing Institute Scotland CEO said: “The NMIS Capability Network makes it easier for companies in the Edinburgh and Lothians manufacturing and engineering community to tap into and benefit from world-class expertise and capability.

“This is a crucial moment in time as manufacturers seek to navigate complex situations such as the climate emergency and post pandemic recovery. Now is a time to refocus, embrace innovation and seize the opportunities that so often emerge from challenging times.

“Sitting at the cutting edge of manufacturing innovation, the network partners each have a fundamental part to play in developing tomorrow’s manufacturing workforce, improving productivity, and helping companies, and people, in our community prosper.”

Business Minister for Scottish Government, Ivan McKee said: “As we begin to make our way out of the Covid-19 pandemic and look to rebuild and grow Scotland’s economy, a vibrant and diverse manufacturing sector has never been more critical to long-term recovery and success.

“Our £75m investment in NMIS continues to deliver strong outcomes even during the challenging times we are facing now – from supporting the initial response to the pandemic to playing a key role in developing and delivering our Manufacturing Recovery Plan. 

“We must utilise the experience, expertise and ingenuity of all of Scotland’s manufacturing industry to create the best conditions for the sector to thrive.

“The network is an essential part of our support across industry, academia and the public sector working to deliver greater, greener and fairer prosperity for manufacturers across all of Scotland.”

Professor Geraint Florida-James, lead academic at MTBCOS, added: “I am delighted that MTBCOS will be part of the NMIS Collaboration Network. 

“MTBCOS has been supporting companies in the cycling industry since 2014. MTBCOS is a centre for open innovation and has an extensive partnerships network which allows companies access to national and international markets.

“The relationship with NMIS will allow MTBCOS access to an expanded repertoire of expertise and resources, which will be of huge benefit to the businesses we work with. We look forward to being an active member of this exciting network.” 

Professor Sir Jim McDonald, Principal & Vice-Chancellor of the University of Strathclyde, said: “The University of Strathclyde is committed to applying its research, expertise and sector-leading approach to partnership working with business, industry and government to help Scotland recover from the COVID-19 pandemic.

“Manufacturing will play a central role in that recovery and through our participation in this new capability network we look forward to helping companies across Scotland to innovate, develop their workforces and to drive economic growth.”

The NMIS Capability Network includes CENSIS, Construction Scotland Innovation Centre, Energy Skills Partnership, Mountain Bike Centre of Scotland, the Scottish Institute for Remanufacturing, Scottish Research Partnership in Engineering, SeedPod, and Tay Cities Engineering Partnership.

To find out more about the NMIS capability network or to enquire about joining visit NMIS Capability Network | National Manufacturing Institute Scotland (NMIS).

£215 million to target poverty-related attainment gap

Pupils living in Scotland’s most deprived communities will be among those to benefit from £215 million of targeted funding in 2021-22 to help close the poverty-related attainment gap.

The announcement meets the Government’s commitment to pay the first instalment of the expanded £1 billion Attainment Scotland Fund in the first 100 days of Parliament, and is the largest amount awarded for a single year.

The funding will be distributed through five different programmes, nine local councils with the highest concentrations of deprivation in Scotland, known as “Challenge Authorities”, will share £43 million of investment. A further £7 million from the Schools’ Programme will be shared between 73 additional schools with the highest concentration of pupils from areas of deprivation.

Headteachers will receive £147 million of Pupil Equity Funding (PEF) which they will decide how best to invest to support disadvantaged pupils. This includes a top up payment of £20 million, recognising the new and additional challenges schools face as a result of the pandemic.

Local authority work to help improve the attainment of care experienced young people, including through mentoring programmes, will receive up to £12 million. A further £7 million is being invested in a number of a national programmes, including third-sector organisations, to support their targeted work to raise the attainment of young people.  

Education Secretary Shirley-Anne Somerville said: “Closing the poverty-related attainment gap and ensuring every young person has the chance to fulfil their potential remains central to this Government’s work.

“Our ambition is a long-term one and we know that the challenges presented by the pandemic mean our efforts to deliver equity in education are more vital than ever.  

“This first instalment of the expanded Attainment Scotland Fund, with record funding of more than £215 million, will allow headteachers, schools, councils and other partners to provide targeted help for some of our most disadvantaged pupils.

“We are providing investment across a number of diverse programmes which will benefit looked after children, support pupils in our most deprived areas and empower headteachers to invest their funding on initiatives that are right for the children in their schools.”

PM calls on G7 to help educate every child in the world

Over one billion children in the world’s poorest countries will see a transformation in their educational opportunities thanks to £430 million of new UK aid announced by the Prime Minister today.

  • PM used first session of the G7 Summit to rally world leaders to build back better
  • £430 million of new UK aid announced to get world’s most vulnerable children, particularly girls, into school
  • Next month Global Education Summit will take place in London to raise further funding

Over one billion children in the world’s poorest countries will see a transformation in their educational opportunities thanks to £430 million of new UK aid announced by the Prime Minister today (Friday 11th June).

In this afternoon’s first session of the UK’s G7 Summit, leaders discussed how to build back better from the coronavirus pandemic in a way that creates opportunities for everyone. Ensuring all girls get a quality education is central to that goal.

The coronavirus pandemic has caused an unprecedented global education crisis, with 1.6 billion children around the world out of school at its height. Girls have been hardest hit as the pandemic compounded the obstacles to education girls already face, including poverty, gender-based violence and child marriage.

The support announced by the UK today will go to the Global Partnership for Education, the largest fund dedicated to education in developing countries.

Since it was established in 2002 GPE has contributed to the largest expansion of primary and lower secondary schooling in history, getting 160 million more children into school. In countries where GPE works the number of girls enrolling in school has increased by 65 per cent.

Next month the UK and Kenya will co-host the Global Education Summit in London which aims to help raise $5 billion to support the work of the GPE over the next five years. The funding boost pledged by the UK and other G7 countries will go a considerable way towards achieving this goal.

Getting girls into school is one of the easiest ways to lift countries out of poverty and help them rebound from the coronavirus crisis – a child whose mother can read is twice as likely to go to school themselves and 50% more likely to be immunised. With just one additional school year, a woman’s earnings can increase by a fifth.

Supporting girls’ education is therefore a cornerstone of the UK’s G7 Presidency. Today G7 leaders reaffirmed their commitment to targets set at the G7 Foreign Ministers’ meeting in May to get 40 million more girls into school and 20 million more girls reading by the age of 10 in the next five years. The work of the GPE will be instrumental in helping achieve those targets.

Today the Prime Minister called on fellow leaders to make their own major commitments to achieve these targets, as well as the ambition to ensure every girl in the world receives 12 years of quality education.

Italy and the European Commission have already made pledges of €25 million and €700 million respectively to GPE and further announcements on funding are expected from G7 partners in the coming days.

Prime Minister Boris Johnson said: “The best way we can lift countries out of poverty and lead a global recovery is by investing in education and particularly girls’ education.

“It is a source of international shame that every day around the world children bursting with potential are denied the chance to become titans of industry, scientific pioneers or leaders in any field, purely because they are female, their parents’ income or the place they were born.

“I am calling on other world leaders, including those here at the G7, to also donate and put us firmly on a path to get more girls into the classroom, address the terrible setback to global education caused by coronavirus and help the world build back better.”

The £430m of new aid funding announced today will go towards GPE’s work in 90 lower-income countries that are home to 1.1 billion children over the next five years. In time GPE aim to train 2.2 million more teachers, build 78,000 new classrooms and buy 512 million textbooks.

This funding pledge for the Global Partnership for Education is separate to the £400m of UK aid which will be spent this year on bilateral efforts to increase girls’ access to education.

COP26 launches environment education packs for UK schools and students

  • UK schools to promote the environment to students ahead of COP26 climate conference in November
  • Prime Minister visits school in Cornwall as part of school education pack launch
  • Education Pack to encourage student climate leaders to come forward as an inspiration to others

Schools across the UK are being encouraged to start a conversation on climate change with their students, ahead of the UK hosting global climate summit COP26 later this year, as the Together for Our Planet Schools Pack launches today (Thursday 10 June).

The pack, which is hosted on the COP26 website and sent to UK schools, is designed to engage students on climate action, encourage conversations about tackling climate change, and help students learn more about the COP26 summit in Glasgow this year. This will include a guide for running a green assembly, along with ideas like a ‘walk to school’ week and resources that have been created by the likes of WWF and TED Talks to support schools.

Ahead of the G7 Leaders’ Summit, the Prime Minister will visit a school in Cornwall today to see how schools and students are already playing their part in protecting the environment and learning about the fight against climate change.

As part of the pack, there will also be content focused on identifying the UK’s future student climate leaders, remarkable young people who are already contributing to climate action in many ways including recycling, eating seasonal foods and walking to school. The actions that schools and pupils are taking across the country will help inspire others to follow their lead.

On the launch of pack, the COP26 President-Designate, Alok Sharma said: “The role of young people in tackling climate change, one of the greatest challenges of our generation, will be crucial.

“I am delighted to see this school pack being launched today which will be made available right across the UK so that pupils can bring discussion and debate on the environment directly to their classrooms.

“It will be exciting to see young people engage on this pressing issue ahead of COP26.”

The Secretary of State for Education, Gavin Williamson said: “When I visit schools around the country, something I’m always struck by is how engaged in environmental issues young people are. Tackling climate change requires action from each of us on an individual and collective basis and this pack helps schools encourage both those things.

“I’m excited to see how schools’ climate leaders bring their passion, creativity and intelligence to help us secure a sustainable future.”

Matt Larsen-Daw, Education Manager, WWF-UK said: “I’m delighted to be involved in the launch of today’s Together For Our Planet Schools Pack and to have been part of its development.

“Young people have the biggest stake in the outcomes of the UN COP in November, and it is vital that they are informed and engaged as this pivotal milestone in the fight against climate change takes place on their doorstep, here in the UK.

“This pack can help educators bring COP and the issues it seeks to address to life for their students and the whole school community.”

Matt Hipperson, Head Teacher, St Luke’s CEVA Primary School said: “The issue of climate change is probably the most important problem of our age. It is destroying opportunities for large areas of our planet to prosper and live sustainably.

“Our most important resource in the struggle against the impact of climate change is our young people who have the bravery to make the changes needed to give the world hope for a sustainable future.

“This resource will help our children access trustworthy information, organise their thoughts and work towards the solutions that our planet is crying out for.”