Tag: education

Connecting Scotland: More funding to help families get online

Thousands of disadvantaged young people are being helped to develop valuable digital skills through the Scottish Government’s Connecting Scotland programme.

More than 23,000 iPads and Chromebooks are being distributed among digitally excluded low-income families and care leavers, as part of the latest phase of the £43 million programme.

As well as a new device, recipients also receive mobile data and help to use the internet confidently and safely for up to two years.

Connecting Scotland works with local authorities, public bodies and third sector organisations to reach people across the country.

Communities Secretary Aileen Campbell said: “Access to the internet brings huge benefits, especially during these challenging times. It provides a way to keep in touch and keep us informed, and is also an important way for people of all ages to further their education, find work and training opportunities.

“That’s why in this year’s Programme for Government we further committed to our world-leading Connecting Scotland programme by pledging to reach a total of 50,000 digitally excluded or marginalized people by the end of 2021. The combination of a device plus ongoing support means that everyone can get the most out of their laptop or tablet, and develop their skills.

“So far more than 8,700 people have  received this package, and the stories fed back to us from local organisations show the real difference it’s making to households across the country.”

The full-time carer of a child who received a laptop through the programme said: “Thank you so much, the laptop is amazing. We downloaded Google Classroom and Ruby* did all her schoolwork.

“It was so fantastic to see her enjoy looking at a decent sized screen – it’s been a struggle to have Ruby do homework on an old mobile phone which is past its best. To be able to help her home school on a proper laptop is wonderful.”

Connecting Scotland is a Scottish Government programme set up in response to COVID-19. It provides iPads, Chromebooks and support to develop skills for people who are digitally excluded and on low incomes and is delivered in partnership with SCVO, all 32 local authorities and hundreds of third sector organisations across Scotland.

Phase 1 (April – July 2020) focused on those who were at high risk of contracting coronavirus because they were in the extremely high vulnerability group (‘shielding’) or the higher risk of severe illness group.

Phase 2, round 1 launched on 18 August and is focused on households with children, or where a child is normally resident (this includes pregnant women with no child in the household) and care leavers up to the age of 26 (in line with eligibility for aftercare support).

The next round of phase 2 opens tday (24 November)and will close on 18 January at 11am.

Applications can be made by organisations who support eligible groups via the Connecting Scotland website.

Do we still need to reach higher and go further for Scotland’s student carers?

Carers Trust Scotland investigates the challenges for student carers

New Carers Trust Scotland research shows the key challenges for Scotland’s student carer population.

Key findings from student carer respondents:

  • 47% find it difficult to attend class.
  • 75% struggle with finances and budgeting.
  • 35% find handing in coursework on time challenging.
  • 61% struggle to concentrate in class.

Since October 2019, Carers Trust Scotland has been undertaking research into the experiences of student carers across Scotland’s colleges and universities. This study was made possible due to generous funding by Mr and Mrs JMB Charitable Trust.

It is estimated that there are over 30,000 students in Scotland, studying alongside providing unpaid care for a family member or friend who is ill, frail, disabled or has mental health or addiction problems.

Student carers, carer services and college and university staff from across Scotland’s colleges and universities were invited to participate in the research through interviews and surveys. Their perspectives have shaped the research, which illuminates the challenges for student carers and the support that can improve their experiences.

From application stages, through to the experience of studying, student carers face unique challenges. Unpaid carers give their caring role a great amount of thought when applying to college or university.

For many students, studying is an opportunity to move away from home and into student accommodation. Student carers, however, may be unable to move away from their caring responsibilities.

For those that stay at home, it is important that they can travel from college or university to the person they care for as quickly as possible, and so the location of course is given consideration.

Studying itself can present challenges for unpaid carers, with their time under pressure from caring responsibilities, their studies and in many cases, part time work.

Attending class, concentrating on work both at home and on campus, and meeting coursework deadlines are difficulties faced by many. A lack of time and competing responsibilities can take its toll, with 84% of student carers surveyed finding it challenging to keep good mental health while studying.

Finding time to socialise is also difficult for student carers, which can leave many feeling isolated from their peers, and the wider college or university community.

College and university staff, are aware that studying is challenging for unpaid carers and want to provide comprehensive support. However, it can be difficult to reach unpaid carers within student populations, meaning that it is only at crisis point when recourse for action is more limited, that student carers become known.

Supporting student carers can be challenging for college and university staff who are managing large caseloads and working with many students requiring support.

Considering the challenges student carers face, and the barriers that college and university staff face in supporting them, the Student Carer Experience in Scotland makes recommendations and suggestions that could improve the studying experience for student carers.

Visible, proactive and flexible support, with individually tailored and practical solutions can help student carers on their college and university journey. Despite challenges, with the right support in place student carers can, and do succeed in their studies.

Hannah Martin, Research and Engagement worker for Carers Trust Scotland said: “Studying can be a real challenge for student carers. There are many barriers, unique to their circumstances, that they can face from application right through to completing their course.

“The good news, is that there are measures that can support student carers, that college and university staff can take on.”

Embracing global citizenship

Survey reflects pupils’ positive attitudes and respect for others

focused students doing homework at home
Photo by Andrea Piacquadio on Pexels.com

Pupils in Scotland have higher than average awareness of global issues, according to an international survey.

Data from the OECD’s Programme for International Student Assessment (PISA) on ‘global competence’ – the ability to examine global and intercultural issues and understand and appreciate different perspectives – also found pupils in Scotland have very positive attitudes towards immigrants and respect for people from other parts of the world.

The 2018 assessment included a test which measured pupils’ knowledge and understanding of global issues and the world views of others. Only two countries out of 27 who took part scored higher than Scotland.

Deputy First Minister John Swinney said: “One of the core aims of Curriculum for Excellence (CfE) is that Scotland’s young people become responsible citizens, with knowledge and understanding of the world and Scotland’s place in it. This survey shows CfE is working – our pupils are highly aware of issues beyond our borders and they are respectful of people from other parts of the world.

“Since this data was collected, a wide-ranging action plan has been published to make it easier for schools to cover important global issues such as climate change and a sustainable economy. This continuing work will help teachers equip our young people with the skills and knowledge to be active global citizens so they can contribute to sustainability goals, flourish in the global economy and contribute to the international community.”

The survey showed:

  • Scotland’s average score in the global competence assessment was 534. It was one of five countries to score at least 50 points above the average
  • Two countries (Singapore and Canada) achieved an average score higher than Scotland, two countries/economies were similar (Hong Kong and Taiwan), and 22 countries were lower
  • Twelve per cent of students in Scotland were at Level 5, the highest level in the assessment, compared to 4.3% of students across all countries. Only two countries had a higher proportion of students assessed at Level 5
  • Based on responses to a Global Competence questionnaire, students in Scotland had an above average respect for people from other countries, including respecting their values and opinions
  • Students in Scotland were among the 10 countries/economies (out of 66) with the most positive attitudes towards immigrants

Read highlights from the Scottish results. 

University initiative to support young people in Craigmillar

A ground-breaking new collaboration will provide more educational opportunities for young people in areas of Edinburgh and Glasgow traditionally associated with social deprivation.

New learning centres will be established in Craigmillar and Govan, offering educational support to young people aged 7-18. The centres will provide after-school academic tuition, mentoring and programmes to enable young people achieve their ambitions.

The project is a collaboration between the Universities of Edinburgh and Glasgow, in partnership with education charity IntoUniversity. 

The initiative is based upon a shared concern for children growing up in poverty and a belief in the power of education to transform young people’s lives. 

Working closely with local schools, colleges and other agencies, the centres will provide invaluable long-term support for young people, their education and their journey towards employment.

The centres will complement both universities’ widening participation activities, providing community-based support to young people on their doorstep. 

A total of £2.7 million has been raised by the universities to fund the two centres for a pilot period of five years. 

 Professor Peter Mathieson, Principal and Vice-Chancellor of the University of Edinburgh, said: “We are proud to be part of this ambitious and important project. It is a major milestone in helping us unlock and nurture the potential of young people, regardless of their background.

“The impact will create a wider benefit not only for the individuals, but also for their families and communities, the universities or colleges they might attend, and for society as a whole.

“We are delighted that this new partnership with the Universities of Glasgow and Edinburgh is enabling IntoUniversity to serve young people in Scotland. The learning centres will use the power of education to lift young people out of poverty, opening up new worlds of possibility, said Dr Rachel Carr OBE, Co-Founder and CEO, IntoUniversity.

“We look forward to working in partnership with local schools, colleges, third sector organisations, businesses and councils, along with the Universities, to bring this project to fruition.”

IntoUniversity has carried out detailed feasibility work and consultation to ensure that the new centres will play a valuable role alongside other services for young people.

The centres will complement extensive work that both universities already do to widen access to higher education, by providing community-based support to young people on their doorstep. Through activities at the universities young people will develop their understanding of university life and awareness of the opportunities that higher education has to offer.

£2.7 million has been raised to fund the first two centres for a pilot period of 5 years. Further fundraising is underway to enable a third centre to open in Maryhill in Autumn next year.

Two high school pupils raise their hands to answer a question in class. Photo courtesy of IntoUniversity

Dr Rachel Carr OBE, Co-Founder and CEO IntoUniversity, said: “We are delighted that this new partnership with the Universities of Glasgow and Edinburgh is enabling IntoUniversity to serve young people in Scotland.

“Three new learning centres in Glasgow and Edinburgh will use the power of education to lift young people out of poverty, opening up new worlds of possibility. We look forward to working in partnership with local schools, colleges, third sector organisations, businesses and councils, along with the Universities, to bring this project to fruition.”

Professor Sir Anton Muscatelli, Principal and Vice-Chancellor University of Glasgow, said: “The University of Glasgow is a proudly international institution, but we have never forgotten that our first duty is to the city we serve. A key part of that is ensuring opportunities are available to talented young people across Glasgow, regardless of their background.

“For the university and the city to thrive, we need to be able to empower people across our communities to meet their full potential and this ground-breaking collaboration – delivered in partnership with the University of Edinburgh and IntoUniversity – represents the next step in realising that ambition, with the potential to transform the lives of some of our most disadvantaged young people.” 

Lothian MSP Miles Briggs welcomed the initiative. He said: “This is an excellent imitative between Edinburgh and Glasgow University to improve access to higher education for pupils from disadvantaged backgrounds.  

“Being from a less affluent background can put up barriers for young students to go on to further education and I am pleased that this partnership is looking to even the scales.

“The grading fiasco last academic year, where pupils from less affluent backgrounds were marked down by a greater extent than pupils form more affluent backgrounds, highlights the need to improve access to higher education.

“I fully support this new partnership between Edinburgh and Glasgow University, and will support it in whatever way I can.”

Edinburgh College appoints two new Board members

Edinburgh College’s Board of Management has appointed two new non-executive members to support it in leading the strategic direction of the College.

The new members are experienced figures in Scottish public life and have an extensive background in human resources, organisational development and law, within the public and private sectors. 

The new Board members are management consultant Alex Killick and Toni McAlindin, an employment law specialist.

Alex Killick has held senior positions at NHS Tayside and the Scottish Government Health Directorates (SGHD), and until recently was the Director of People at Glasgow Caledonian University. Alex is now a Director at Leading Kind, a management consultancy which specialises in wellbeing, equality and workforce development. 

Toni McAlindin is an experienced employment law consultant and a qualified barrister, who currently serves as an Employment Tribunal Member.

Toni previously served on the Court of Stirling University for six years, and was a non-executive board member at the former Jewel & Esk College.

Interim Chair of Edinburgh College’s Board of Management, Ann Landels, said: “On behalf of the Board, I would like to welcome Alex and Toni to their new roles. Both have a vast wealth of experience in human resources and workforce development, as well as strong links within education. 

“Their respective experiences and skillsets will serve the College and the Board well as we aim to continue maximising experiences and opportunities for all of our students.” 

Edinburgh College Principal Audrey Cumberford said: “I am pleased to welcome Alex and Toni to the Board of Management as we work to achieve our ambitions for the future. 

“Their mixture of experience in the commercial and public sectors will add to the range of knowledge and expertise already at the Board’s disposal which, will no doubt, be of great benefit as we strive to be Scotland’s pre-eminent College, delivering life-changing education to our students.”

Find out more about the Edinburgh College Board of Management.

Protecting education staff: COVID antibody survey launched

A nationwide voluntary survey of education staff in schools or Early Learning & Childcare settings will help identify whether those tested are likely to have had coronavirus (COVID-19).

The COVID-19 Antibody Survey in education Staff (CASS), launched on Friday, will help identify the proportion of people working in an education setting in Scotland who have had coronavirus by testing for antibodies in their blood.

COVID-19 has had a huge impact on life in Scotland and understanding how many people have had the virus, particularly those working in an education setting doing a variety of roles, and how this changes over time will inform the measures taken to limit risk and strengthen the ongoing pandemic response.

Following the return to school, protecting the health of all staff working in and around schools is crucial to ensure their safety and wellbeing as well as minimising the disruption of children’s education – a vital component to their own health and wellbeing.

This survey will use home testing kits provided through the UK Government antibody testing programme, which commenced in September 2020. The timing of this study allows for monitoring and the ability to track changes over the school year while staff are in their normal work environment. As the test looks at past infection, it will identify whether those tested are likely to have had the virus in the school year to date.

From the test, we aim to learn whether someone has been infected in the past, and understand how this relates to their occupation, and the setting in which they work. All of which will be important to inform future decision-making for the protection of Scotland’s education staff, and pupils as a result.

The tests, however, will not influence the activities of individuals who take part. This is because an antibody test provides information about whether someone is likely to have had the coronavirus before, but it does not provide information about an individual’s immunity, or whether they can or cannot spread the virus to other people.

Health Secretary Jeane Freeman said: “This new survey, part of the schools surveillance led by Public Health Scotland, is an exciting opportunity to monitor COVID-19 antibodies in the education workforce.

“This will help us understand more about the virus within educational settings as well as understanding more about antibodies and any protection they may give. I would encourage teaching staff to sign up once they are invited to take part over the coming weeks. There is no need to do anything before you are contacted.”

Dr Diane Stockton, COVID-19 Social and System Recovery Lead said: “Scotland’s education staff are working tirelessly to ensure the health and safety of children so they can continue their education in the traditional school setting, spend time with their peers and get back to something more like normal.

“We recognise the impact the return to school has had on staff and the CASS study is intended to provide a more detailed look at this particular work setting and provide important surveillance for staff in the long-term.

“Any adult working in a school or Early Learning & Childcare setting in Scotland is eligible to sign up for the CASS study. What we learn from participants’ test results will support and strengthen Scotland’s response to COVID-19 and ensure school settings are as safe as they possibly can be for all.”

Cllr Gail Macgregor, COSLA Spokesperson for Resources said: “The Scottish Local Government workforce has and continues to play a vital role the response to COVID-19.

“Ensuring essential services can continue to be delivered safely is a critical part of supporting the health and wellbeing of everyone in our communities. The return to school has been a vital step in not only ensuring the education of children and young people is maintained, but also in strengthening their mental health and wellbeing.

“Doing so has been a whole workforce effort and it is therefore key that all employees who work in and around schools are encouraged to take part in the CASS survey.

“Whether you are a teacher, a pupil support assistant, a cleaner, janitor, caterer or any other of the many roles that keep our schools running, we need you to take part. Doing so will help ensure we know as much as possible about COVID-19 and that we can continue to protect you and everyone in our communities.”

The CASS study is part of a larger programme of enhanced surveillance in schools. People working in education and Early Learning Centres can expect to see communications from their employers and places of work with further information about participating in this study over the coming weeks.

Trinity Academy celebrates second Shell Bright Ideas success

A team of Trinity Academy S3 pupils are the Scottish winners of Shell’s Bright Ideas competition, doubling up on last year’s success. The students’ Design and Technology Teacher, Trinity’s STEM Co-ordinator FLORENCE DONALDSON (pictured below (right) with the girls), explains all:

Wow! We have done it again, Shell Bright Ideas Scottish Winners for the second year in a row! What a phenomenal achievement!

In what has been an undoubtedly challenging time for all our students, five S3 girls worked tirelessly with their teacher Florence Donaldson throughout Lockdown to put together their outstanding proposal for Café Earth.

A huge congratulations to our fantastic S3 Design Team: 

Ada Hayden-Joiner 

Ava McKie 

Cara Burnet

Iris Hughes 

Rachel Baxendale 

The Bright Ideas Challenge, which is organised by Shell, invited students to imagine what the world will be like in 30 years’ time, and to put their science, technology, engineering and maths skills to work to put together a proposal that would make the world a better place to live.

By 2050 there will be more than 9 billion people on Earth creating a need for 50% more energy than today. The competition asks pupils from across the UK to imagine innovative solutions to the energy challenges facing cities of the future.

The team researched the problem of sourcing food in a sustainable manner within cities. By using their science, technology, engineering knowledge, creative thinking, and problem-solving skills, they developed an innovative idea to solve the problem.

Their solution was create an eco-friendly café to help make our cities be cleaner and more energy efficient by utilising grants from the government and environmental charities to get started and with help from renewable energy professionals to ensure the energy produced is effective and safe.

Professional farmers, gardeners, chefs and waiting staff will make Café Earth run smoothly.

Most importantly, we will need the community: the community will keep our café running by coming to have a coffee, volunteer on our farm or visit Café Earth on a school trip.

Café Earth will serve the community. It will benefit everyone in the community, including families, teens, students and the elderly. The café will sell healthy affordable options.

The greenery around our café from our farms will provide short-term clean air. The plants will change the carbon dioxide we exhale into fresh oxygen. Our café will not contribute to harmful greenhouse gases. Not using fossil fuels will reduce carbon and make long term clean air.

Café Earth will also help businesses in the area. Products and from local businesses will be sold in the shop and produce we cannot grow ourselves will be bought from nearby farms. Finally, a part of our profits will feed back to community charities.

If you are interested, the full proposal for Café Earth can be found in the News section on Trinity Academy’s website.

The entry was Scotland’s winner, which means we will received £4,000 for our school to really bring our technology lessons to life, along with the pupil’s very own STEM themed prize packs to learn more about science, technology and engineering.

We are all incredibly proud of the girls achievements and we can only hope it inspires other young people to get excited about how designers, scientists, engineers and everyone in the technologies industries can make a difference.

Well done to all involved!

Scottish Tories launch education plan

Pledge to recruit 433 more teachers in Edinburgh and the Lothians

Six yeas ago today Scotland voted to stay in the UK. We must spend the next six years rebuilding Scotland’s education system, say the Scottish Conservatives.

They say they will hire 3000 new teachers over the next parliament to restore local schools to where they were before the SNP came to power.

Today, the Scottish Conservatives unveiled proposals to recruit 3,000 more teachers over the next Parliament. 

The plans which would cost £550 million, would end teacher shortages that have arisen since the SNP came into power in 2007.  

The paper also calls for a dedicated STEM teacher to be available in every Primary school, increased opportunities for career switchers to move into teaching and a new campaign to encourage the best and brightest to take up teaching. 

Lothian MSP, Miles Briggs, said: “Education has to be a top priority in Scotland to invest in the future, however under this SNP Government education standards have slipped.

“Recruiting more teachers would allow each pupils to have a larger choice of subjects, as well as increased one on one learning.

“It is well established that smaller class sizes are better for student learning, so having a smaller teacher to pupil ratio can only be a good thing.

“Edinburgh and the Lothians have the fastest growing population in Scotland so it is important more teachers are recruited in advance, rather than after there is a shortage.”

Council Teachers latest census Teachers increase 
City of Edinburgh 3584 209
East Lothian  980 57
Midlothian 955 55
West Lothian 1930 112

National competition launches to improve maths skills during Maths Week Scotland

Prizes to be awarded to winners in each category

To celebrate Maths Week Scotland, 28th September to the 4th October , students across Scotland will be competing in the M-Fluencer Maths Week Quest learning challenge to boost engagement in maths, improve attainment and win prizes for their school.

Now open for entries for schools with students from any year group, ranging from Reception to S6. Participants will be tasked with completing a series of online maths challenges, with each challenge adding to the school’s total score. Amazon vouchers and digital certificates will be awarded to the top 10 schools. 

All learning activities included in the competition are aligned to Scotland’s Curriculum for Excellence and support the Government’s commitment to ‘making maths count’; an initiative that is becoming increasingly important to increase Scotland’s maths attainment.

The competition, run by maths mastery resource provider Mangahigh, is open to all schools across Scotland, both existing users and non-users. From 28th September all schools registered for the competition can access Mangahigh math’s resource free of charge. 

Mohit Midha, CEO and co-founder of Mangahigh, said, “Each student from early years to upper secondary school age can take part free of charge. The maths activities on Mangahigh are designed in a fun ‘game’ format to really engage the students and encourage them to return for more while developing their conceptual knowledge of key maths topics.”

For full prize details and to register for entry free of charge, teachers and schools should visit:https://www.mangahigh.com/en-gb/competitions/maths-week-scotland

Charity has safely and seamlessly continued to school all 20,000 of its pupils

With the re-opening of schools, many children are facing two significant challenges. Firstly, the need to adapt to a new physical and social environment, to ensure their complete safety and protection against the continued threat of Coronavirus.  Secondly many children have been out of full-time education for months, and now need to play catch up as they enter the next academic year.  

However, some educational focused organisations have not put their pupils through the challenge of playing catch up; ensuring safe, continued and full-time education for their children throughout the last few months. 

Once such organisation is the charity World Villages for Children. Their focus is on educating the world’s poorest children; ensuring they have the necessary skills to get out of, and remain out of poverty.

  • With education being the only means for thousands of the charity’s children to permanently escape their lives of poverty; it was absolutely crucial that the schools remained capable of continuing to educate the children and keep them safe.
  • During the last few months, the charity has achieved a remarkable feat by ensuring that over 20,000 of its children in over 13 schools have continued to have a full-time education in a 100% safe environment. 
  • Not a single child or staff member during this time has been affected by Covid nor taken ill and this is completely down to the environment that has been created within the schools. As a result, all the children from the ages of 11-18 have been able to carry on with their full-time studies and recreational activities safely. 

Measures that World Villages for Children have supported at the Sisters of Mary schools include:

  • The use of efficient technology and proficient co-ordination to ensure that all 20,000 children have continued their lessons via conference call with their teachers
  • Utilising the skills of the most senior students as ‘student teachers’ to not only boost their skills but also keep the younger year groups on track with the curriculum
  • Running exams as usual with the help of exam texts set by the teachers remotely and marked by them remotely
  • The few teachers who have come back into the schools (mainly in the Philippines) have been temperature checked daily to check the state of their health
  • Regular temperature testing of children within the school 
  • Family grouping of the children at school and comprehensive mask use over the last five months so children have had a chance to get used to the process

If you are interested to find out more, the Head of the U.K. World Villages for Children, Nicola Lawson is able to discuss with you:

  • Why it is crucial that the charity keeps its schools open – as this is the children’s only means of getting themselves educated and out of poverty
  • How they have continued to run all 13 schools with zero risk during this crisis
  • How they will continue to ensure the children’s education is not disrupted moving forwards (should we have another significant global outbreak) 
  • How they have minimised disruption to the children’s social and physical interactions 
  • How the pupils themselves have rallied together within the schools to make hundreds of face masks for their community members at large