Tag: education

POP24 lands at Dynamic Earth

POP24 and Dynamic Earth offer schools a one-of-a-kind opportunity to learn from environmental scientists, space experts, and conservationists

Dynamic Earth, Edinburgh’s Science Centre and Planetarium, is thrilled to announce its participation in Protecting Our Planet Day 2024 (POP24), a landmark educational event aimed at inspiring climate action among young people.

POP24 is organised by the UK Space Education Office (ESERO-UK) at STEM Learning and in collaboration with the European Space Agency and the UK Space Agency, POP24 is set to take place on Tuesday, 12 November 2024.

POP24 will immerse students in a full day of interactive sessions led by top experts in Earth and Space sciences, with an audience of approximately 150,000 people. Schools and the general public alike are invited to book individual sessions or participate in the entire day, offering everyone a unique opportunity to engage with climate change experts and explore innovative solutions to global environmental challenges.

Throughout the day, the event will feature live sessions hosted from Dynamic Earth by Suzie Imber and Dallas Campbell, who will guide viewers through each activity and highlight insights from guest experts.

Anyone interested in joining can sign up for most of the day’s events through the POP24 website. Participation is open to everyone, not just teachers or students, making this an inclusive event for all who care about protecting our planet.

One of the day’s first sessions, Pop into the Ocean (9:10-9:50 am), will be presented by Chris George, Head of Learning and Engagement at Dynamic Earth.

This session will take place in the Discover the Deep gallery and feature Alycia Smith from the National Oceanography Centre, known for her groundbreaking work on “dark oxygen” with the Scottish Association for Marine Science (SAMS).

Alycia Smith, who previously contributed to Dynamic Earth’s Growing Roots exhibition, will delve into her deep-sea research while joined by Emily Yates from Project Seagrass, who will highlight the critical role of seagrass ecosystems around the UK.

This session promises an in-depth look into how ocean life and conservation efforts help protect our planet, connecting participants with both marine research and the seagrass nurseries that sustain vital biodiversity.

Later in the day, Protecting Biodiversity (11:25 am-12:10 pm), presented by former Dynamic Earth Scientific Director Dr. Hermione Cockburn, will focus on the importance of biodiversity in sustaining our ecosystems.

The session opens with a recorded message from naturalist Chris Packham, who will introduce the concept of biodiversity and underscore its significance. Following this, the session will feature conservation efforts from the Knepp Wildland Foundation, Saving Wildcats, Trees for Life, and the National Wildflower Centre.

Each organisation will share insights into their work and unique approaches to biodiversity preservation, making this session an inspiring look at the practical measures that can help protect natural habitats.

The day will conclude with STEM Clubs Hour (3:30-4:30 pm), an after-school science club hosted by Chris George and Dynamic Earth’s Planetarium Manager, Dr. Alastair Bruce.

This engaging session will explore Earth observation through the use of satellites, explaining how this technology monitors environmental changes and supports global conservation efforts.

Dr. Bruce will introduce participants to the basics of satellite launches and their applications, using planetarium footage to explain the process.

From tracking wildlife and weather patterns to monitoring natural hazards, this session highlights how space science plays a vital role in advancing climate and environmental research. A range of interactive activities and videos will complement this session, making it an educational and hands-on way to close out the day.

Dynamic Earth’s Head of Learning and Engagement, Chris George, said: “We’re excited to be part of POP24 and to support students across the UK in exploring climate science and the role we all play in protecting our planet.

“POP24 offers a unique learning experience by bringing real-world science into classrooms, sparking curiosity, and empowering young people to think critically about our environment.”

For more information on how to register, please visit https://bit.ly/47waVJh and join the conversation using #POP24.

University tuition fees in England will rise to £9535

Tuition fees to rise in line with inflation, ‘helping put universities on a secure footing alongside inflation-linked lift to maintenance loans’

The UK government has unveiled a significant package of measures to support students and stabilise the university sector.  

Students facing cost of living pressures will be supported with an inflation-linked increase to maintenance loans, alongside new steps to boost access for disadvantaged learners.    

The increase in cash-in-hand support of 3.1% will provide as much as £414 extra per year, to help students from the lowest income families.   

Higher education providers’ financial sustainability will also be bolstered, after seven years of no increases to domestic tuition fee caps – meaning fees have not kept pace with inflation.   

These changes will take effect at the start of the 2025 to 2026 academic year, with maximum fees rising by 3.1% to £9,535. After leaving study, student loan borrowers will not see their monthly student loan repayments increase as a result of these changes.   

If a borrower’s income is below the repayment threshold, they aren’t required to make any repayments. And after 40 years any outstanding loan debt, including interest accrued, will be written off.   

Education Secretary Bridget Phillipson said: “This government’s mission is to break down barriers to opportunity, which is why we are doing more to support students struggling with the cost of living despite the fiscal challenges our country faces.

“The situation we have inherited means this government must take the tough decisions needed to put universities on a firmer financial footing so they can deliver more opportunity for students and growth for our economy.

“Universities must deliver better value for money for students and taxpayers: that is why this investment must come with a major package of reforms so they can drive growth around the country and serve the communities they are rooted in.”

TUITION FEES – LABOUR LIES?

In exchange for this additional investment students are being asked to make, the government is calling on universities to significantly step up work to boost access for disadvantaged students and break down barriers to opportunity.   

Providers will be expected to play a stronger role in expanding access and improving outcomes for disadvantaged students, and the department for Education will announce a package of reforms in the coming months.  

Recent data shows that the gap between disadvantaged students and their peers in progression to university by age 19 is the highest on record, and the Education Secretary has called on universities to do more to address this.    

Graduates earn an average of £100,000 more over their lifetime than non-graduates, underlining the continued value of a university degree to employers and learners alike. But these statistics have shown that that too often background and personal circumstances are barriers to people getting on in life.   

The increase in fees will mean providers can start to address systemic problems, with 40% forecasted to be in budget deficits, and help ease pressure on their finances. It also means providers can continue to deliver high quality education that boosts the life chances of those who choose this path, as well as protecting their status as engines of economic growth.   

The move follows the Education Secretary’s immediate action this summer to refocus the Office for Students’ role, and ensure it more closely monitors financial sustainability to safeguard the future of higher education.    

The Education Secretary also announced yesterday that maximum tuition fees for classroom-based foundation years courses will be reduced to £5,760 from the start of the 2025 to 2026 academic year. This will ensure that courses are delivered more efficiently and at lower costs to students.

The announcement follows last week’s update to plans for the Lifelong Learning Entitlement (LLE), a transformation of the student finance system which will expand access to high-quality, flexible education and training for adults throughout their working lives.  

After careful consideration the LLE will now launch in academic year 2026 to 2027, to ensure it meets the government’s ambitions to fill skill gaps and kickstart economic growth.   

This will enable plans to be refined, help collaboration with Skills England to support the government’s industrial strategy, and give education providers the necessary time to prepare for this new system.

REACTION:

University tuition is currently free in Scotland.

Mooving on Up!

Students explore Future Farming activity at this year’s Careers Hive

Mooving on up! Students Max Connolly and Amy Mills of Vale of Leven Academy pose alongside Elsie, a life-size Ayrshire dairy cow, as part of the Future Farming activity at Edinburgh Science’s annual week-long free schools event Careers Hive.

Initially developed in 2016, Careers Hive is an annual event from Edinburgh Science which inspires S1-S3 pupils to pursue a STEM-based career through hands-on activities and discussions with early-career STEM professionals. 

Careers Hive 2024 takes place for schools between 28 October and 1 November at the National Museum of Scotland, with a Public Open Day on 2 November.

Careers Hive offers a unique and fascinating insight that showcases STEM skills as transferrable to a wide range of sectors. 

Reeves to protect English education priorities ‘in face of inherited £22 billion blackhole’

  • Chancellor confirms steps to protect education and early years priorities as part of her first Budget. 
  • £1.4bn allocated for school rebuilding, reaffirming the government’s commitment to improve the school estate.
  • Funding will form a packet of measures to break down barriers to opportunity, so every child has the chance to succeed in life.     

Improving opportunities for our children and young people will be a key feature of the Chancellor’s first Budget, including £1.4bn to rebuild crumbling schools.  

The investment to rebuild school buildings, alongside funding for children’s social care, breakfast clubs and early years childcare reflect the government’s commitment to putting education back at the forefront of national life, breaking down the barriers to opportunity for all children. 

The decision to protect education priorities at the Budget comes at a crucial time for the sector with the government inheriting a £22 billion blackhole in the public finances and having to take tough decisions. 

The Chancellor has committed £1.4bn to ensure the delivery of the existing School Rebuilding Programme, with 50 rebuilds a year delivering on promises made to parents, teachers and local communities that crumbling school buildings will be rebuilt.  

The confirmation of the funding for education follows a 5.5% pay increase for school teachers agreed earlier in the year as the government sets out to reset relationships with the sector.  

Chancellor of the Exchequer, Rachel Reeves, said: “This Government’s first Budget will set out how we will fix the foundations of the country. It will mean tough decisions, but also the start of a new chapter for Britain, by growing our economy through investing in our future to rebuild our schools, hospitals and broken roads.

“Protecting funding for education was one of the things I wanted to do first because our children are the future of this country. We might have inherited a mess, but they should not suffer for it.” 

Secretary of State for Education, Bridget Phillipson, said: “This is a Budget about fixing the foundations of the country, so there can be no better place to start than the life chances of our children and young people.  

“Our inheritance may be dire, but I will never accept that any child should learn in a crumbling classroom. 

“We are determined to break down those barriers to opportunity, whether it’s brilliant early years, free breakfast clubs or high and rising standards in our schools, this government is putting education back at the forefront of national life.”  

£1.8 billion has also been confirmed to support the expansion of government-funded childcare, helping deliver the roll-out through local authorities – with a further £15m of capital funding allocated to expand school-based nurseries.

Primary schools can now apply for up to £150,000 of the £15m, with the first stage of the plan set to support up to 300 new or expanded nurseries across England creating much-needed places in areas most in demand.  

To support parents, particularly those from disadvantaged backgrounds, the government today also confirmed it will triple its investment in breakfast clubs to over £30 million to help ensure children are ready to learn at the start of the school day, and helping drive improvements to behaviour, attendance and attainment. 

Meanwhile to keep more children in stable and loving homes, the new government has also announced £44 million to support kinship and foster carers.  

This will include trialling a new kinship allowance in up to 10 local authorities to test whether paying an allowance to cover certain costs – like supporting a child to settle into a new home with relatives – can help increase the number of children taken in by family members and friends. 

It will also help recruit more foster parents by ensuring that every local authority has access to a regional recruitment hub. These hubs help raise awareness about fostering and offer prospective carers a centralised platform to find information, ask questions and get support from the start of their fostering journey. 

This is expected to generate hundreds of new foster placements, reduce local authorities’ reliance on the expensive residential care market and offer children a stable environment to grow up in. The government has also confirmed its commitment to further reforms to children’s social care in future spending reviews to make sure every child, irrespective of background, has the best start in life. 

Chief Executive at Kinship, Dr Lucy Peake, said: “We are pleased that the Government has made a commitment to trialling a new Kinship Allowance so that more children can be raised in well-supported kinship care with family and friends who love them, delivering better outcomes for children and for the public purse than the care system.

“We look forward to further reforms to children’s social care which should ensure that all kinship families get the financial, practical and emotional support they need and deserve.”

Scottish Government to commit £12.5 million to support education in Africa

Scotland intends to support inclusive education in Malawi, Rwanda and Zambia with funding of up to £12.5 million over the next five years, First Minister John Swinney has announced.

The funding will support two programmes, the first of which aims to remove barriers to quality education for out-of-school children with disabilities and additional support needs. The second programme will support girls and women to complete secondary education and transition to tertiary or technical education.

The First Minister met the High Commissioners of Malawi and Zambia, and the Deputy High Commissioner of Rwanda during a series of engagements in London yesterday (15 October), where he re-affirmed the Scottish Government’s commitment to collaborative international development with its partner countries.  

The First Minister said: “This funding aims to help overcome some of the persistent barriers faced by women, girls and children with disabilities, to ensure they have equal access to education, and are fully included in the social and economic life of their communities.

“The Scottish Government has prioritised this work as part of our commitment to international development and good global citizenship, working in partnership with our counterparts in Malawi, Rwanda and Zambia to meet the aims of the UN Sustainable Development goals.

“So I am very pleased to confirm this additional funding in support of those efforts. I am also grateful for the work of Oxfam, Link Education International and local partners in all three countries who are delivering these programmes to help some of the world’s most marginalised learners, who have the same right to a quality education as anyone else.”

H.E. Macenje Mazoka, Zambia High Commissioner to the United Kingdom said: “The Scottish Government’s ongoing commitment to inclusive education in Zambia is a testament to the strong bonds between our nations.

“Their support for programs that enhance access to quality education for all, especially for marginalised groups, aligns perfectly with Zambia’s vision for equitable development.

“We look forward to strengthening the positive impact this partnership will continue to have on our education system and the lives of Zambian students, particularly those who are the most vulnerable.”

Inclusive education – International development – gov.scot (www.gov.scot)

Education Summit session held at Royal High School

The Atlantic Rim Collaboratory Summit is being co-hosted by @ScotGov this year. The annual gathering brings together pupils, teachers and education experts.

Over four days, participants will share ideas about how to improve schools in the different countries taking part.

First Minister @JohnSwinney and Education Secretary @JennyGilruth (a former teacher at RHS) met international delegates, pupils and teachers attending a Summit session at the Royal High School.

They discussed ways to improve attendance at school and help children get the most from their education.

Royal High School said on Twitter: “Our School Captain, Hannah & Vice Captains Hollie & Skye delivered exceptional speeches and were a credit to RHS. It was a pleasure to welcome delegates to our school.”

SQA Insight highlights success for Edinburgh pupils

Edinburgh’s pupils continue to be among the best performing in Scotland

Results from the SQA Insight report shows Edinburgh’s learners are performing better than their virtual comparators in 14 out of 15 key measures,  with 7% more pupils gaining at least one Advanced Higher than in other areas in Scotland.

Edinburgh learners are also out-performing their virtual comparators in Literacy and Numeracy for all stages and levels.

A virtual comparator is a sample of students from other areas of Scotland who have similar characteristics to a school’s students.

The news builds on the SQA exam results in August showing levels of attainment for pupils across Edinburgh remaining above those achieved before the Covid pandemic.

Insight provides teachers and lecturers with a summary of how learners have performed in their exams and coursework for each subject at National 5, Higher and Advanced Higher level over the past year.

Councillor Joan Griffiths, Education Convener for the City of Edinburgh Council, said: “This has been another positive year for our pupils. I want to congratulate them, as well as all our teaching and support staff. Their hard work has certainly paid off and praise should go to them as well as all the parents and carers who have supported the children.

“I welcome the results from the SQA Insights report. We have invested heavily in improving the skills of our workforce and I am confident that our staff will continue to improve the quality of teaching and learning to meet the needs of the city’s young people.

“Let’s not forget there is no wrong pathway for our young people as everyone’s learner journey is different. School is about ensuring all our young people are able to fulfil their potential by attaining the highest level of achievements possible and by receiving the best possible experience.

“We want all our learners to find their pathways into the world of higher and further education, employment or training and to narrow the gap between those living in different areas of affluence.”

Course reports – written by principal assessors and principal verifiers – are published to give an insight into how learners performed, detailing which areas of the course assessment where learners performed well, and which areas proved to be more demanding.

Principal assessors and other senior appointees are experienced teachers and lecturers who work with SQA to produce the course reports and highlight examples where candidates have performed well in their external assessments.

The reports also contain advice for teachers, lecturers, and training practitioners on preparing learners for the coming year’s assessments, as well as statistical data relating to grade boundaries.

Maths Week Scotland: “Bring back the abacus – and make maths learning fun”

EdTech entrepreneur responds to calls for Times Tables to be scrapped

An ancient counting tool first used as early as 2,400 BC should be brought back to classrooms if the new UK government decides to scrap times-tables tests, a Scottish business is arguing.

Glasgow-based British Youth International College (BYITC) specialises in teaching maths using the abacus and says the device, which involves sliding beads along a frame to count, can help children perform mathematical calculations faster than a calculator.

Students of the College include 10-year-old Tejas Mittal, who can solve 90 to 100 complex sums mentally in just 60 minutes.

“Instead of memorising numbers – like the multiplications of the times-tables – the abacus teaches children to actually visualise the calculations,” explained Dr Rashmi Mantri, who founded BYITC in 2015 after using an abacus to teach her son basic arithmetic.

“Students are then able to do big calculations mentally without the use of any calculator or paper. The abacus method doesn’t require your child to physically handle one of these ancient instruments. We teach children to visualise the abacus in their heads, then use their fingers to manipulate the imaginary beads.”

The annual Maths Week Scotland takes place from Monday 23rd September, a matter of weeks after news outlets reported that the government might make times-tables tests optional, to simplify the school curriculum.

If this were to become policy in either England or Scotland, abacus maths could be introduced in schools to make maths and arithmetic more fun – and improve learning outcomes, Dr Mantri said.

“Research has shown that abacus learners had 200% better memory than non-abacus learners,” she added.

“Because it’s a visual way of learning – using either a real or a virtual abacus – we find students enjoy it and engage with it more than they might do in a traditional maths lesson. 

“From the thousands of students who learn maths with us, we also believe the abacus method is one of the best confidence-building tools in education. Children who do well at maths tend to have more confidence in other areas of study. And the better they do in school, the more that confidence carries over to areas outside of the classroom.”

Dr Mantri said school pupil Tejas Mittal, from Edinburgh, demonstrated “remarkable speed and accuracy” in mental arithmetic.

She said: “His father tells us that Tejas uses his abacus skills in everyday scenarios, like calculating grocery totals and measuring the carpet areas in square feet of a newly constructed building.”

Tejas’s father, Mukesh Mittal, Senior Delivery Manager at Cognizant, said: “As a parent, I am beyond thrilled with the progress Tejas has made through the Abacus Maths course at BYITC. The transformation has been remarkable, not just in his academic performance but in how he applies maths in daily life.

“Tejas confidently uses his abacus skills in real-world scenarios, impressing us and even our friends and family. We are incredibly grateful to the team at BYITC for their dedication and the positive impact they’ve had on our son’s education and overall development. Thank you for making maths not just a subject but a life skill that Tejas will carry with him always.”

BYITC teaches abacus maths online to students globally through its interactive Supermaths programme, which offers a mix of weekly teacher-led abacus maths classes and online tutorials.

The abacus is thought to have been first used by the Babylonians, an ancient Middle Eastern civilization, as early as 2,400 BC. The device consists of several rows of beads grouped in tens and mounted on a frame. Maths calculations are made by sliding beads back and forth to represent the various numbers in the calculation.

“Fingers, pebble calculators and computers have been used across history to calculate big numbers,” Dr Mantri said. “But the abacus is the one device that stands the test of millennia and is known to be highly effective at training the brain to make mathematical calculations involving huge numbers.”

BYITC says research in countries including Japan has shown that benefits of the abacus method include:

  • Numerical Memory – Learning to do maths on an abacus makes it easier for students to memorise long numbers. A study at Japan’s Shinshu University showed that nine-digit memorisation was ‘fairly easy’ for students
  • Problem-Solving Skills – The abacus method improves problem-solving skills, both in maths and other areas of life. The method teaches children to think through problems logically.
  • Rapid Calculations – Learning maths with the abacus method equips a student to do rapid calculations without the need for electronic devices or writing instruments. All calculations are performed in the head by visualising the abacus.
  • Critical Thinking – The skills learned in the abacus method make students better at critical thinking in other areas of life. They are better able to conceptualise all sorts of challenges. They think through solutions and reach conclusions more easily.

Dr Mantri started teaching her son, Dhruv, maths using the abacus method when he was in Primary 5. By the age of 12, Dhruv – who has featured on TV shows for his “human calculator” skills – was developing web programming tutorials and giving online cyber security seminars. Now 18, he is pursuing a career in data science and analytics.

BYITC holds regular maths competitions to showcase the remarkable skills of its students.

Merchiston Castle School invites prospective families to Open Morning

One of Edinburgh’s top independent schools, Merchiston Castle School, is opening its 196-year-old gates to welcome prospective families for an Open Morning on Saturday 28 September.

An opportunity to explore the stunning 100-acre campus and see first-hand Merchiston’s premium facilities, families are invited to discover the top-tier educational experience offered at Scotland’s leading independent school for boys.

Visitors will have the chance to speak to the dedicated teaching staff, hear from the Head Teacher, Jonathan Anderson, and chat with both existing parents and students about their personal experiences of the school.

Pupil-led tours will run throughout the day, offering interested families the chance to view boarding houses, communal spaces, and subject classrooms.

For those inspired by recent sporting performances, a visit to the school’s world-class sporting facilities is on the cards – including the pioneering Tennis Academy in which Wimbledon competitor Jacob Fearnley first cut his teeth.

Interactive sessions for both tennis and golf will take place, offering a chance to meet the respective academy Directors, and get a sense of how Merchiston encourages sporting ambitions alongside a top-tier academic education.

Jonathan Anderson, Headmaster of Merchiston, said: “I look forward to welcoming families and sharing how Merchiston delivers an exceptional school experience for boys.

“We understand how important it is for families to choose the right school for their child, which is why we aim to provide comprehensive Open Events so that parents and sons can truly get to know our school culture and community.”

Merchiston’s Open Morning will run from 10:00am – 12:30pm on Saturday 28 September. Interested families can register for a place here.

Merchiston’s new Forest Nursery and Junior School will also be holding an Open Morning on 28 September from 9:30am – 11:30am.

Here families can discover more about the innovative approach the Forest at Merchiston takes to educating children ages 3 to 7.

Top university for student mentoring launches innovative fresh take

Queen Margaret University (QMU), Edinburgh has launched another pioneering mentorship project with a novel twist that will better prepare students for the world of work. 

To build upon the success of its inaugural QMU Employer Mentoring Programme, QMU has developed the Rotational Leadership Mentoring Programme (ROME) – the first of its kind in the education sector. This has been designed to give students the opportunity to understand the various industries and career paths available to them by pairing them with four expert mentors. 

In this new rotational set-up, students from 2nd year and above can meet with each of their four mentors to focus on a key skill required for that specific role or industry. This means that students can concentrate on key areas with different specialists, such as analytical skills, critical thinking, decision making, team building, and other leadership skills. 

Mentors already enrolled for the upcoming year include professionals working across all sectors, including those in the NHS, The Scottish Government, the IHG Hotel group and Dakota Hotels. QMU’s own Principal, Sir Paul Grice, has also been named as a mentor for this year.  

Juan Garcia, Employability and Development Advisor at QMU, who is the brainchild behind the innovative mentoring programme, explained: “The idea of rotating mentors is completely new to the higher education sector, and something I was keen to drive forward to ensure our students have the best chance to develop their employability skills and learn from different industry experts. 

“What also makes this so unique is that most mentorship programmes aren’t available to students until their 4th year. We wanted to make this available to our students from as early as their 2nd year to give them the best head start. It is vital that we continue to adapt and develop our career programmes to keep up with the ever-changing needs of our students, so they feel really well equipped to step into the world of work. 

“We want students and graduates to have the confidence, skillset and knowledge to hit the ground running.  Input from good mentors can help to give students excellent industry insights that will give them the edge, allowing them to stand out in the crowd. They can also help direct them into key areas and open doors to other work opportunities.” 

Graeme Cleland, Business Development Manager at law firm Shepherd and Wedderburn and one of this year’s mentors, said: “It’s fantastic to see QMU developing new ways to extend the proven benefits of mentoring programmes to even more students.

“This programme will allow mentees to progress faster by drawing on the experience and contacts from their mentor, learn how to navigate entering their chosen field, and understand what skills they should focus on developing. 

“Mentors involved also benefit too. As well as lending a helping hand to those aspiring to build a career, they also learn a lot from mentees about what the next generation of colleagues are looking for in the workplace, which can be taken back into their business.” 

QMU’s mentoring schemes are distinctive from other university mentoring schemes in that they are particularly student driven and internationally recognised. The University aims to deliver what students really need and want, as well as ensure students develop the skills that employers are looking for.  

The award-winning and accredited QMU Employer Mentoring Programme, which was established in 2013, was created with the aim of increasing student confidence and developing excellent industry links and job opportunities. Since its inception, the programme has provided over 500 students with expert mentorship from across a huge variety of sectors and professions.  

Adrian Crichton, a graduate of QMU who took part in the mentorship programme when he was a student, is now returning to be a mentor in the rotational project. Adrian, who graduated from QMU in 2019 with a BA (Hons) in PR, Marketing and Events, is now the Director of Business Planning and Strategy within the Global Strategy and Enablement team at American Express. 

The pilot Rotational Leadership Mentoring Programme will be open to QMU students for two weeks from the 16th September 2024. 

Find out more on our website – https://www.qmu.ac.uk/study-here/services-for-students/careers-and-employability/careers-and-employability/employer-mentoring/