The number of Scottish domiciled students being offered a place at Scottish universities is at a record high on SQA results day, up 10% to 31,070.
University application service UCAS data shows the number of acceptances from the 20% most deprived areas in Scotland to UK universities increased by 7% to 4,700, also a record high.
This year’s statistics also currently highlight a 56% decrease, as at SQA results day, in the number of acceptances to Scottish universities from applicants based in EU countries.
Minister for Higher Education, Further Education, Youth Employment and Training Jamie Hepburn said: “Congratulations to everyone who has secured a place at university after what has been an extremely challenging year. The increase in acceptances for Scottish students gaining a place at a Scottish university is very encouraging.
“The figures also show that the number of people from the most deprived areas being accepted to university is at a record high. We want every young person in Scotland to have an equal chance of success, no matter their background or circumstances, and I am pleased we continue to make steady progress here.
“We have seen a sharp drop in EU students being accepted to come study in Scotland, this was always going to be an inevitable consequence of Brexit. EU students enrich our campus life and I hope we can still welcome many of them to our world-leading institutions.
“University is however not the only option available with opportunities available for students to study a range of courses at college, or to participate in a Modern Apprenticeship. Statistics published today by Skills Development Scotland (SDS) show that in the first quarter of 2021-22, the number of Modern Apprenticeship starts compared to last year rose considerably, demonstrating the value that employers place on apprenticeships.
“For anyone disappointed with their results, the SQA’s appeals process is now open. The clearing process is also now live and places are still available for those who want to study in Scotland.”
Record number of Higher and Advanced Higher passes
Scottish school pupils will receive their official grades today. There were more than 200,000 entries for Higher and Advanced Higher courses this year – and this year’s students have achieved new records.
The number of Higher passes is at a record level since the advent of Devolution, and the number of Advanced Higher passes is the highest since their introduction in 2001.
Almost 137,000 learners are receiving Scottish Qualifications Authority (SQA) results today – the most since 2017.
Pass rates overall remain high, despite the exceptional challenges caused by the COVID-19 crisis, and are significantly higher than the historic picture – up 12.6 percentage points for Highers compared with 2019, but down slightly on last year.
With an exam diet not possible because of the pandemic, this year’s grades for National 5s, Highers and Advanced Highers were based on teachers’ judgement of evidence of attainment.
The results show:
the highest number of Higher passes since at least 1999
the highest number of Advanced Higher passes since the qualifications were introduced in 2001
an increase in the number of entries for National Qualifications compared with 2020
the percentage of grade As awarded at National 5, Higher and Advanced Higher level is at a record high
pass rates at National 5, Higher and Advanced Higher are higher than in 2019, although slightly down on 2020
the poverty-related attainment gap is narrower than in 2019, although slightly wider than in 2020
Education Secretary Shirley-Anne Somerville said: “This is a strong set of results, achieved under extraordinary circumstances.
“It’s been one of the toughest academic years we’ve ever known, with the pandemic throwing significant challenges at our young people. So to have this many learners receiving certificates and for the number of passes at Higher and Advanced Higher to be so high is incredible.
“These results are testament to the hard work, resilience and determination of learners – and to the dedication of their endlessly supportive teachers and lecturers, who have been with them every step of the way, going above and beyond to make sure pupils got the grades they deserve.
“Learners can be confident that their awards are fair, consistent and credible. Indeed, industry representatives have made it clear how much they value this year’s qualifications.
“As in any year, the results highlight some areas for us to focus attention on. Closing the poverty-related attainment gap and ensuring every young person has the chance to fulfil their potential remains central to our work. We know that the challenges presented by the pandemic mean our efforts to deliver equity in education are more vital than ever, so we are investing a further £1 billion over the course of this Parliament to help close the gap.
“While congratulating those receiving SQA results today, we should also recognise, and celebrate in equal measure, the successes of young people whose achievements are not measured in national qualifications but in other ways. They should be proud of their hard work and resilience during such a difficult year.
“For some young people, today’s results may not be what they would have liked. There is always a next step – and there is a range of support and practical advice available for learners, and their parents and carers, to help in that onward journey, whether it’s staying in education, training, or moving into the workplace.”
Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examining Officer, said yesterday: “Results Day, when learners receive their certificates and find out their grades, is always a significant and important annual date in the calendar.
“This year is very different for lots of reasons, not least because teacher judgement has replaced exams and because learners already know their grades after receiving provisional results before the end of term.
“The 2021 approach to assessment – the alternative certification model (ACM) as it is formally known – has not been without its critics.
“Perhaps that was inevitable given the need to agree and build a new model at pace, but it was the best possible solution in the exceptional circumstances we faced and I have yet to hear a credible alternative put forward.
“As we approach Results Day 2021 tomorrow, it is time to put those criticisms aside and to focus on paying tribute to the tremendous efforts made by Scotland’s young people in what has been a very difficult and challenging time for many.
“It’s also important to recognise the tireless professionalism and commitment of Scotland’s teachers, lecturers and support staff who have gone the extra mile to do their utmost for their learners, whom they know best.
“Following the cancellation of exams by the Deputy First Minister, the education sector came together last autumn to form the National Qualifications 2021 Group, which was tasked with developing and implementing an alternative.
“There was no ‘off the shelf’ solution but we quickly agreed that the ACM had to have evidence of learners’ learning and skills at its heart.
“And so provisional results, decided by teachers and lecturers using assessments completed by learners that followed the national standard set by SQA, were used to award this year’s National 5, Higher, and Advanced Higher courses. Those provisional results are the same as the final results learners will receive tomorrow unless the SQA, in very exceptional circumstances, discovered an administrative error.
“As we all know, through this year there have been further restrictions and lockdowns and together with teachers, lecturers, learners, parents and carers, the ACM had to quickly adapt.
“Ways in which the model adapted include the in-built flexibility around when and how schools and colleges assessed learners so that they had the best chance to demonstrate their knowledge and skills.
“A big congratulations to each and every learner getting their certificate. You have achieved so much.”
Open Letter to Young People
Introduction from Sandy Begbie, CEO Scottish Financial Enterprise, Chair of Young Person’s Guarantee Implementation Group, Chair of DYW:
We all know that this year has been a year like no other and understand that the impact on young people has been significant.
Research undertaken with young people by Young Scot reveals anxiety that this year’s qualifications and achievements will not be valued as highly by employers in comparison to previous years.
My many discussions with industry and employers resoundingly confirms the opposite. Instead my experience is widespread employer admiration for the fortitude and resilience young people have shown throughout all the challenges faced in the past year, and a solid commitment to create opportunities to help shape futures.
Official SQA results are due to be issued on 10 August. This is an opportune moment to communicate through an ‘open letter to young people’ that Scotland’s industry and employers stand in support of them, recognise their qualifications, and congratulate them on their achievements. The content of the open letter is attached and includes a number of signatories who represent a broad range of Scotland’s employers. We couldn’t include everyone, however I know there will be many more who stand ready to endorse it.
I therefore kindly ask for your support now, to get behind our campaign and help re-build youth confidence at this critical time.
An open letter to Scotland’s Young People
While you enjoy the summer and a well-deserved break from your studies we wanted to write to you in our role as Scotland’s business leaders and on behalf of our networks of thousands of Scottish employers.
As you receive your official SQA results, we want to reassure you that we recognise and value your qualifications as much as any other year. We congratulate you on everything you’ve overcome and achieved this year, and you have our support, whatever your needs and wherever your ambitions lie.
Over the past 18 months you’ve had to deal with a situation like no other and the flexibility, ingenuity and resilience you’ve shown gives us confidence in you as future employees.
We are committed to helping to create job opportunities for you so that you can have a positive future. We are also committed to ensuring that there are opportunities available for every young person and that you have help and support to develop further.
Many people in interesting job roles across Scotland may not have taken an obvious or traditional path. Look out for #NoWrongPath which will show you that, whatever your results, there are different routes into jobs.
There are lots of industries continuing to grow and new ones emerging which offer exciting opportunities. Employers need young people with fresh ideas and experience to get involved and work together with us to tackle big challenges, such as climate change. We will do all that we can to help you find ways to use your skills and talents in the workplace.
We all support the ambition of the Young Person’s Guarantee and its commitment that within two years, every young person aged between 16 and 24, will have the opportunity of a job, apprenticeship, further or higher education, training programme or volunteering. And we’ll keep speaking to young people across Scotland to understand how we can keep delivering on our commitment to you.
Wishing you the very best of luck with your next steps. Scotland’s employers stand ready to support you. This is our #CommitmentToYOUth.
Signed:
Sandy Begbie, CEO, Scottish Financial Enterprise Marc Crothall, CEO, Scottish Tourism Alliance Louise Macdonald, National Director Scotland, Institute of Directors Damien Yeates, CEO, Skills Development Scotland James Withers, CEO, Scotland Food and Drink Dr Liz Barron-Majerik, Director, LANTRA Lee Ann Panglea, Head of CIPD Scotland and Northern Ireland, CIPD Tracy Black, Director Scotland, CBI Anna Fowlie, CEO, SCVO Fiona Hodgson, CEO, SNIPEF Training Services David Lonsdale, Director, Scottish Retail Consortium Karen Betts, CEO, Scotch Whisky Association Martin Crewe, Director, Barnardo’s Susan Love, Head of External Affairs, The Federation of Small Businesses Liz Cameron, CEO, Scottish Chambers of Commerce Sara Thiam, CEO, Scottish Council for Development and Industry Paul Carberry, Director for Scotland, Action for Children Iain MacRitchie, Founder and Chair, MCR Pathways Anne Wexelstein, Director for Scotland, Career Ready Kate Still, Director Scotland, The Prince’s Trust Kirsten Urquhart, CEO, Young Scot Linda Hanna, Interim CEO, Scottish Enterprise Carroll Buxton, Interim CEO, Highlands and Islands Enterprise Jane Morrison-Ross, CEO, South of Scotland Enterprise
Wendy Robinson, Service Head of Childline, said: “At Childline we know that results day and the period running up to it can be a really challenging time.
“The impact of the pandemic has made this even more difficult – and young people have told our Childline counsellors they are understandably feeling anxious and stressed.
“The last year has been incredibly tough for young people with school closures, exam cancellations and changes to the assessment process – so it is vital that they are supported and listened to.
“Young people have told us they’re concerned that they may get lower grades than if they’d been able to sit their exams, or that their results are out of their control – whereas others are concerned that they won’t get the results they need for their future.
“Some also said they struggled to prepare and do the work they were being graded on due to having so much time out of school because of restrictions.
“If any young person is feeling apprehensive and worried about their results, I’d urge them to talk to someone about it.
“And if they don’t get the results they need, there are options they can take and there are trusted adults that they can turn to for help and support. This could be a teacher, careers advisor, parent, carer or Childline.
“Our counsellors are always here to talk to young people whether that be on the phone or online.
“The conversation will be completely confidential and no worry is ever too small. If it matters to a young person, it’s important to Childline.”
One 16 year old girl said: “It is exam season and I am missing three very important papers because I have COVID. I feel so trapped and alone in my room. I’m expected to study for exams as if the pandemic hasn’t happened.
“The exam board said they’d cancel exams yet they proceed to give the papers to schools to give to us to sit which I find so unfair. I have missed months of school, had to learn online, and now I have COVID right before exams. None of this is my fault and I don’t understand why my grades should suffer for something that is out of my control. (Girl, 16, Scotland)
Advice
For young peoplewho may not achieved the results they wanted:
Ask a teacher, careers advisor or any adult you trust what they think and discuss your options and how you are feeling.
Remind yourself of what you did well in whether that be specific pieces of coursework, or other parts of your life.
Don’t compare yourself to your friends.
If you do not feel your grade reflects your ability speak to your school about making an appeal. This doesn’t always mean you’ll get a better grade but it can help if you think things would have been different had you sat the exam.
Look at other courses or training programmes and apprenticeships that you can do.
If you haven’t got a place at your chosen university, try not to worry as there is a chance you could get a place at another university through the clearing process.
Take a gap year and do something different like volunteering.
Look at different courses that you can do with the grades you have achieved.
For parents and carers:
Your child may find it hard to talk to you about their results so be patient and supportive until they feel ready to talk about how they feel.
Encourage your child to take their time to think about what they want to do next. There’s no need to rush into a decision straightaway.
Help them think about their choices by writing down a list of pros and cons for each of their options
If they are finding it hard to talk to you, let them know they can contact Childline for free, confidential support and advice on 0800 1111 or www.childline.org.uk
Childline data for the UK
Between April and June this year Childline has delivered 1812 counselling sessions to young people who spoke about concerns relating to exams and exams being cancelled.
This has more than doubled when compared to the same period last year where 861 counselling sessions were delivered.
In 43% of these counselling sessions, a young person also spoke about their mental and emotional health.
985 sessions were delivered to girls (54%), 220 were delivered to boys and 607 of the sessions the gender of the child was either other or unknown (34%).
The EIS has congratulated Scotland’s senior students after a strong set of qualifications results were confirmed.
Commenting, EIS General Secretary Larry Flanagan said, “Scotland’s young people have endured a particularly difficult period over the past year, with the ongoing Coronavirus pandemic creating many challenges in all aspects of their lives including their education.
“The late decision to cancel the exam diet and to move to the Alternative Certification Model (ACM) inevitably created additional pressures on students, but it is clear that Scotland’s young people have performed exceptionally well in the most trying of circumstances and they can be extremely proud of all that they have achieved.”
Mr Flanagan continued, “The additional pressure and workload created by the late move to adopt the ACM, compounded by a three-month lock-down, placed a particularly heavy burden on teachers and lecturers, and they deserve sincere thanks for their absolute commitment to ensuring that young people could receive the grades that they deserved.”
Mr Flanagan added, “As we look ahead to the welcome replacement of the Scottish Qualifications Authority and a refresh of a qualifications system that still places too much emphasis on high-stakes end of year exams, there will be lessons to learn from this year’s experience.
“Today, however, is about recognising and celebrating the successes of Scotland’s young people.”
Following the announcement from the First Minister on the reopening of Scotland’s schools, EIS Assistant Secretary David Belsey said: “The EIS welcomes the Scottish Government plans for schools to reopen with broadly the same mitigations in place as when they closed earlier this year.
“We agree the continued wearing of facemasks, physical distancing measures, effective ventilation of classrooms and good hygiene regimes need to remain in full force.
“The Scottish Government’s acknowledgement of the importance of strengthening the guidance around ventilation and the additional funding to close any gaps in this provision is extremely welcome and a significant improvement to the current mitigations.
“The completion of vaccination programmes for all school staff is vital and the EIS believes that voluntary vaccination of 12 – 17 year-olds would be sensible and may go some way towards making schools safer places and help to address the anxieties of some young people.
“The six week period of no changes to mitigations will provide a degree of reassurance to school staff and some certainty as to what to expect when returning to classrooms.
“This will also allow for meaningful consultation between Scottish Government, Local Authorities and teachers’ unions before any further changes. The EIS will study the new guidance and seek to address any emerging issues with the Scottish Government and employers.”
Targeted funding to recruit 1,000 new teachers and 500 pupil support assistants in the next academic year has been announced today by Education Secretary Shirley-Anne Somerville.
The additional £50 million will support COVID-19 education recovery as schools return to full time face-to-face learning. The announcement meets another commitment for the first 100 days of this government.
In addition, £65.5m permanent funding will be allocated annually to councils from 2022-23, which will help remove barriers to councils employing these additional staff on permanent contracts and meet the local needs of children and young people.
Ms Somerville said: “Our vision for COVID recovery and our priorities for Scottish education remain unchanged. Recruiting more permanent staff will be one of the cornerstones of recovery alongside the health and wellbeing of pupils and staff intensified support for reducing inequity, and enabling the highest quality of learning and teaching.
“The £50 million funding will allow councils to recruit more teachers and pupil support assistants next year. Looking further ahead, the additional £65 million annual funding delivered as part of the local government settlement will support councils to recruit these additional staff on permanent contracts.”
COSLA Spokesperson for Resources Councillor Gail Macgregor said: “This additional baselined funding is a welcome resource as we progress into education recovery. Prioritising the educational, as well as, health and wellbeing needs of our children and young people is essential for us all.
“Having the ability to recruit both teachers and support staff with certainty is one part of how we can ensure Councils can deliver the most effective experience for all.
“We do however, look forward to continuing to work with Government to address broader recruitment and retention needs that supports the delivery of high quality education to all.”
Since the start of the pandemic 2,700 additional teachers and support staff have been recruited through £190 million from the Scottish Government.
The government’s commitment to recruit 3,500 additional teachers and pupil support assistants during this Parliament, including this 100 days commitment, is over and above those already recruited using this funding.
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.
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.
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.”
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.”
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 isClearing?
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 justfor 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.
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.”
