Skills Development Scotland (SDS) is offering parents and carers an online opportunity to find out more about how they can help their child make their S2/3 subject choices for the Senior Phase.
Scotland’s Career Service has organised the virtual session on Thursday 25 February which will also give parents and carers information about accessing a wide range of SDS support.
Careers advisers Joan Duncan and Gemma Smith will be providing expert advice for parents and carers of young people in S2 and S3.
Joan said: “Thinking about what options to choose at school can be daunting for young people and their parents and carers. As well as this session, SDS also has a Subject Choices tool on SDS’s My World of Work website which helps pupils explore where options choices can take them.
“It gives young people and their parents and carers the opportunity to explore job profiles, industries, Foundation and Modern Apprenticeships, refine their search by what someone is most interested in and use the tool as many times as they like to find out more about different options. There are other tools to try and the more tools you try, the better career suggestions we can give.”
This virtual event, which is from 6.30pm until 7.15pm, will also have a question and answer session.
With P1 – P3 children and some senior pupils going back to school next week, Deputy First Minister appealed to parents to play their part in making the return a success when he led yesterday’s press briefing:
Mr Swinney said: “As you know, Monday will see children returning to early learning and childcare, and to primaries 1 to 3. In addition, a very limited number of senior phase students will return to secondary school, for essential work which is required for national qualifications, and which can only be done within school.
I want to take this opportunity to thank all those who are working hard to prepare for this return – that of course includes teachers, childcare providers, school staff and school leaders. Your efforts are hugely appreciated by me and by the Scottish Government.
This partial return of education is an important milestone. And there are two specific points I want to make about it today.
The first point concerns testing in schools.
As senior phase pupils, teachers and school staff start to return, we will be making at-home lateral flow tests available to them, twice a week.
Pilot testing programmes have been running in a small number of schools, in recent weeks. And we are using what we’ve learned from this, to roll the programme out across the country.
As part of that, we have been working closely with the UK Government to get test kits into schools. This process has obviously been affected by the severe weather that we’ve experienced in recent days.
However, I can confirm that around 2,500 schools have now received testing kits. And we expect any remaining schools will receive their allocations either today or early in next week.
On Tuesday, we issued comprehensive testing guidance to schools and to local authorities.
And we are working with YoungScot to provide online information and support for senior phase pupils who want to take part in the testing programme.
This first phase of testing will include childcare staff based in schools. We are currently working through the practical arrangements for rolling out testing to childcare staff working in other types of nursery settings. And we will provide further details on those arrangements very soon.
Testing in schools is entirely voluntary – but I would encourage staff and pupils to take the tests, if you are offered them. The use of testing is a very important addition to the other safety mitigations which are already in place.
Of course, the evidence suggests that the key risk in re‑opening schools isn’t transmission within schools and nurseries – but the greater contact it leads to, among the adult population.
That brings me to the second point that I would like to make this afternoon. Parents and carers also have a really important role to play, in making the return of education a success.
For example, if you have been working from home up until now, please continue to do so – even if your children are back at school or nursery. Your employer has a legal obligation to support you in doing that.
Don’t use this return as an opportunity to meet up with other parents or friends.
And as a general rule, if you find that you are meeting up with more people than you were before, once your children have returned to school, then think about why that is. All of us should be minimizing our social contacts right now.
In addition, when you are out of the house – at the schools gates for example – please remember to follow the FACTS advice.
For all of us, that advice is perhaps more important now than ever before. We’re now dealing with a much more transmissible form of the virus. So we need to respond accordingly – by making it even more difficult for the virus to spread.
That’s why the Scottish Government is launching a new campaign – to highlight the importance of the FACTS advice and all of the other rules and guidelines. It emphasises the need for all of us to stay on our guard, even as our vaccination programme is rolled out.
So I want to take this opportunity to quickly run through the five golden rules of FACTS – and why they’re so important:
The first is face coverings. In enclosed spaces, face coverings help to protect you, and those around you. And remember, ahead of next week, face coverings should be worn by parents and carers, when collecting or dropping off your children from school.
Avoid crowded places. Covid thrives in a crowd. So by avoiding these kinds of situations, you minimize the chance of spreading the virus.
Clean hands and surfaces – good hand hygiene and regular cleaning remain really important. If you are leaving the house, take hand sanitizer with you – or use it wherever it is provided.
Two metre distancing from members of other households. You should always physically distance from other households. Again, that’s maybe especially important to remember as some schoolchildren return. For parents and carers, for example, you should remember to physically distance when you are walking to school or nursery, and when you’re dropping off or collecting your children.
And finally self-isolate and book a test if you have symptoms. That is how we identify cases – and stop the spread. If you are identified as a close contact of someone who has Covid, you also need to book a test, and to self-isolate for ten days.
By following each of these points, we can help to make this initial return of education a success. And we can help to keep each other safe, as the vaccination programme does its work.
However, I want to emphasise that the basic rule at the moment remains the same. Right now, all of us should be staying at home.
In any level 4 area – that of course includes all of mainland Scotland – you must only leave the house for essential purposes.
You cannot meet up with other households indoors.
And if you meet up with someone outdoors, you can only meet with one other person from one other household.
These restrictions are really difficult – and I don’t underestimate that for a moment. But crucially, they are working.
Case numbers are coming down – so too are hospital admissions.
We need to see that trend continue – and so it’s vital that we continue to stick with the restrictions.
That is how we keep the virus under control.
And it’s how we give ourselves the best chance of returning – more quickly – to some form of normality.
So please continue to do the right thing.
Stay at home, protect the National Health Service and save lives.
And my thanks go once again, to everyone who is doing that.
Innovative plans and images that will make the new Currie Community High School one of the most energy efficient high schools in Scotland have been unveiled.
The campus will be the first Passivhaus-designed high school in the country setting the standard for energy consumption across school estates. Passivhaus is a rigorous energy standard which reduces the amount of energy needed for heating by up to 90%. It also lowers the total amount of energy used by around 70% and minimises carbon emissions. The new school will support Edinburgh’s aim of net zero emissions by 2030.
At the heart of the new school plans are five core elements: education, inclusion, outdoor learning and sustainability, digital learning and community access.
The school will have a series of learning zones for pupils with breakout areas which include:
Science, Technology, Engineering and Maths (STEM) over 3 levels with dual-teaching classrooms, science labs, technician areas and a learning plaza
Languages and Humanities with dual-teaching classrooms, learning plaza and a debating chamber
Expressive Arts with music rooms, a recording studio, art studios including a kiln room, dance studios, drama studio and stage
Health and Wellbeing with a gym hall, games hall, fitness suite and swimming pool, food technology and hospitality
Integrated Support with wellbeing hub, support for learning classroom, a sensory room and a sensory garden
There is a strong emphasis on outdoor learning with the creation of a special terrace on the second floor providing all of the learning zones with immediate access to external teaching spaces.
This focus will shape the curriculum on offer and ensure these outdoor spaces promote sustainability and link lifelong learning to the surrounding grounds of the school and community.
Health and wellbeing also feature prominently in the designs with the creation of a dedicated wellbeing hub and separate wellness centre to support pupils. The hub will be based in the integrated support zone and is a dedicated room in a quiet location which can be used as part of a planned alternative/flexible timetable to help young people learn in a variety of settings.
The wellness centre will be in the community and sports side of the building and will provide a space for counselling and activities to support improved mental health.
A series of engagement events have been held with staff, pupils from both the high school and cluster primary schools, parents and the local community in the past two years as the plans have been developed.
As a result of this early community engagement the new building will offer the community daytime, evening and weekend access to an intergenerational community hub. Visitors can drop in to the library space in the foyer, access meeting rooms and digital services, visit the café, keep healthy at the gym and pool or enjoy a walk around the grounds.
The new school is one of the projects included in the first phase of the Scottish Government’s Learning Estate Investment Programme. It will be designed in line with the guiding principles of the Scottish Government’s Learning Estate Strategy and is expected to be completed in 2024.
Jenny Smith, Currie Community High School Head Teacher, said: “We’re incredibly excited as a community about our new school. The designs are coming together beautifully and truly representative of our community vision for education and lifelong learning.
“Our new school is going to be innovative and pioneering in every way, very much flying the Passivhaus flag, and of course, the first of its kind in Scotland.
“This is an opportunity like no other to venture into the world of 21st century education. Currie Community High School is an ambitious and aspirational school for all with the principles of inclusive practice permeating everything we do.
“The inclusive spaces in the new build will continue to strengthen our work where the future generations of Currie will benefit from an experience where everyone can reach their amazing potential. Although, uncertainty will prevail in an unfolding unpredictable world, it is what we can achieve together as a community that best prepares our young people to embrace the exciting unknown.
“The emphasis of our new build will be on enhancing the learner experience through exciting use of new versatile, transformational spaces within learning plazas, break-out areas and classroom settings.
“These spaces, all fit for purpose, will enable learning to take place in a variety of ways, creating conditions where young people can continue to contribute and have impact on the global community that surrounds them.”
Councillor Ian Perry, Education, Children and Families Convener for the City of Edinburgh Council, said: “These are really exciting times for the Currie community as these pioneering designs really are the blueprint for the schools of the future.
“There are so many innovative elements to the plans with energy efficiency at its centre. This will make the new campus the first high school in Scotland to meet Passivhaus standards and supports Edinburgh’s aim of net zero emissions by 2030.
“The new Currie Community High School will provide a first-class learning environment and an exciting, inspirational and creative hub for the whole community.
“This is an exciting period for education in the Capital with recent new builds and projects under construction demonstrating our ambitious new school building programme with £500m investment planned over the next 10 years.”
Councillor Alison Dickie, Education, Children and Families Vice Convener for the City of Edinburgh Council, said: “As a Council we are taking every opportunity to innovatively build schools for the future that are fit for 21st Century learning and the plans for the new Currie Community High School really do tick all the boxes.
“I’m really pleased to see that inclusion and health and wellbeing form key parts of the designs with the creation of the two hubs. It’s so important the new schools support greater accessibility and inclusion for all our young people especially with the immense challenges they have faced in the past year.
“There’s been plenty of positive engagement with parents, pupils and the local community over the past two years which has helped shape these plans and given everyone a real sense of ownership of the new school. We’ll make sure this continues as these exciting designs are taken forward with the new school expected to open its doors in 2024.”
Edinburgh College is hosting Virtual Open Days this week, allowing people thinking of studying in 2021/22 to find out everything there is to know about starting college.
The virtual events – taking place from 10am until 12pm on Friday 19 February and from 10am until 2pm on Saturday 20 February – will give those in attendance the chance to speak to teaching staff about the courses on offer and discover the best study options available to them.
During both Virtual Open Days, prospective students will have the opportunity to: watch videos on application information including funding and student support; speak to college staff via a dedicated Virtual Open Day contact line (0131 297 8300); attend live question and answer sessions with course teams; and watch video presentations showcasing all Edinburgh College subject areas.
Course areas include: Art and Design, Computing and Digital Skills, Performing Arts, Engineering and Built Environment, Childcare, Health Professions, Business and Legal, and much more.
To attend the live question and answer sessions, attendees must register using an online form on the Edinburgh College website: www.edinburghcollege.ac.uk/virtual-open-days. These sessions will be hosted on Microsoft Teams; however an account is not required to join.
Edinburgh College Principal Audrey Cumberford (above) said: “We’re looking forward to hosting our first ever Virtual Open Days and meeting lots of prospective new students online ahead of the 2021/22 session.
“The past year has been a challenging time for us all, but Edinburgh College stands ready to continue educating and training the workforce of the future.
“Our College is in prime position to support people who may now require to boost their existing skillset in a digital environment, for instance, or to retrain in a new area. Similarly, we’re here to support those embarking on the first steps in their career journey.
“We have more than 700 courses delivered through a mixture of online and on-campus learning, with expert lecturers and support staff across the piece to guide our students on their way achieving their career goals.”
First Minister Nicola Sturgeon today confirmed that only strictly limited numbers of children and young people will return to classrooms next week, backed by strengthened school safety guidance and an enhanced testing for staff and senior pupils.
Very limited numbers of S4 – S6 pupils who require to complete practical work in order to achieve an SQA certificate will also return from Monday. Pupils currently in classrooms – primarily the children of key workers and those considered vulnerable – will retain their places.
As part of the move, Ministers announced a package of support and safety steps including:
A further £40 million to help councils implement safety mitigations aligned with clinical advice
£60m of additional investment in education recovery, including employing more teachers, classroom support staff and facilities management
Twice weekly at-home testing to be offered to people who work in schools, early learning and childcare settings attached to schools, and senior phase pupils. Comprehensive testing guidance has been issued to schools and local authorities, and by the start of this week, more than 2,200 schools had received test kits, with deliveries to remaining schools continuing throughout the rest of this week. The programme will be expanded to stand alone childcare settings as soon as possible thereafter
All secondary pupils will be required to observe two metre physical distancing while in school and on school transport in the period immediately after the return. This is in addition to existing measures including the use of face coverings
Ministers also confirmed hopes that further detail on the next phase of school return could be provided on 2 March.
Ms Sturgeon said: “In terms of the order in which we exit lockdown, the Scottish Government has always made clear that education should be the priority. I can confirm today that, in line with the advice of our expert group, this first phase of the re-opening of schools will go ahead as planned on Monday.
“We will need to monitor the impact of this change very carefully before taking any further decisions. However, I hope we will be able to set out the second phase of school re-opening in two weeks’ time. I want to be clear, though, that the need to properly assess the impact of this limited re-opening means we do not envisage, at this stage, any further return to school before 15 March.
“As we consider these issues, we are of course doing everything we can to ensure that schools are as safe as possible for children, and for the education workforce. We are also publishing today updated school safety guidance, developed with the Education Recovery Group. This sets out a range of additional safety mitigations.
“And to help implement them, we will be providing local authorities and schools with an additional £40 million, as part of a wider £100 million package to accelerate school recovery. The Finance Secretary will confirm details later this afternoon. The success of this limited re-opening, and the prospect of getting more pupils back later in March, very much depends on all of us continuing to abide by the wider restrictions.
“So, for now – and I really cannot emphasise this point strongly enough – please treat Monday’s important milestone as a return to education for children only, and not as a return to greater normality for the rest of us.”
A further update is being published today on this year’s national qualifications. National 5, Higher and Advanced Higher exams 2021 have been replaced by an alternative certification model based on teachers’ judgement of evidence of each individual pupil’s attainment. The National Qualifications Group 2021 has agreed to extend the deadline for submitting provisional grades from 18 June to 25 June.
In recognition of the additional workload this will bring, teachers and lecturers involved in the delivery, assessment and moderation of National 5, Higher and Advanced Highers will receive an exceptional one-off payment of £400. There will also be two assessment support days available for all secondary teachers to give them extra time to engage with the alternative certification model.
The EIS has responded to the First Minister’s announcement on the return to school for nursery children, P1-P3 pupils and some senior phase secondary pupils and warned that significant concerns over school safety remain to be addressed.
Commenting, EIS General Secretary Larry Flanagan said, “Everyone is supportive of face-to-face teaching returning as soon as possible – that should not override safety concerns, however, and teachers will be understandably nervous around today’s announcement.
“Community infection levels have fallen but still remain high in areas such as North Lanarkshire and at 6% the test positivity rate in Scotland remains above the level that the World Health Organisation recommends as indicative of the virus being under control.”
Mr Flanagan continued, “Against this backdrop, the EIS continues to believe that a blended learning model, with around half of pupils in classes at any one time to allow for physical distancing, would have provided a more cautious and more appropriate basis for pupils returning to schools.”
Mr Flanagan added, “Teachers remain concerned about the increased transmissibility of new Covid variants of the virus, especially aerosol transmission, and it is disappointing that the Scottish Government has not supported the introduction of medical grade face masks for staff, as they offer greater protection for wearers than simple face coverings.”
“It should reconsider its stance as a matter of urgency. We would also expect that staff with increased vulnerabilities will be advised to continue to work from home during this first phase.”
Mr Flanagan continued, “The introduction of twice weekly testing for staff and senior pupils is welcome, as is the requirement for senior pupils to physically distance.
“Looking forward, however, to any fuller return of pupils it is clear that the prioritisation of teachers and other school staff for vaccination remains a straightforward way to ensure in-school safety.
“If having schools open is a priority for the Scottish Government, then protecting school staff should also be a priority.
“Whilst Scottish Government timelines can appear to be self-fulfilling prophecies, there will need to be a meticulous analysis of this first phase and its impact, before any further return is progressed.”
Welcoming today’s news that some children will be returning to school, Mary Glasgow Children 1st Chief Executive said: “Schools must make space for friendships, feelings and fun as they start to reopen to more children from next Monday.
“It’s clear from Children 1st’s survey of over 1700 parents across Scotland that supporting children to cope with the emotional and social impact of lockdown is just as important as helping them catch up with their schoolwork.
“Focusing on children’s wellbeing as schools return was the clear first choice for 58% of parents, compared to 22% who said the top priority should be learning. If we support children with their wellbeing now, their academic learning will follow.”
Cllr Ian Perry, Education, Children and Families Convener for the City of Edinburgh Council, said: This is the news many families across the city were waiting for and it’s great that they now have confirmation their children will be back in school next week.
“There’s very good home learning involving our young people, teaching staff and parents taking place but everyone knows there’s no better place for children than being back in school with their peers and learning face to face.
“For all other pupils home learning will continue and we hope we can welcome more pupils back in school soon as long as the virus continues to be suppressed. It’s really important we all continue to follow the guidance especially now pupils are back at school so parents are advised not to gather at school gates at drop off and pick up times. We all have to work together to help protect the NHS and save lives.”
Cllr Alison Dickie, Education, Children and Families Vice Convener for the City of Edinburgh Council, said: “I’m delighted that our youngest pupils will be able to return to their schools and nurseries next week as these are really challenging times for many families.
“It’s so important for their learning and development that children are back in school where they belong. And very much for their mental health too. Our schools have been working hard preparing for their return and teaching staff are really looking forward to welcoming them back.
“We will make sure our schools continue to be safe learning and teaching environments for all our young people and staff by following the latest health advice. We very much want to see more pupils back in our schools as soon as it is safe to do so and the Scottish Government will make a further announcement on the phased return of pupils in two weeks time.”
The British Dental Association Scotland has welcomed action from the Scottish Government in response to its call to support dental undergraduates who face having to repeat a year owing to COVID disruption.
A bursary of up to £6,750 will now be offered to students at Aberdeen, Dundee and Glasgow Dental Schools that all moved to defer graduation given the limitations on clinical contact in the last year.
The BDA issued an open letter to Cabinet Secretary for Health and Sport Jeane Freeman, and Deputy First Minister and Cabinet Secretary for Education and Skills John Swinney on 2 February, calling for necessary action to prevent the next generation of dentists being saddled with unmanageable debt.
Scottish dental students can already expect to graduate with debts of over £34,000. An additional year of study without a bursary would have pushed levels to over £40,000.
The Scottish Government has also confirmed it will continue to support trainers and trainees, based in NHS practices across Scotland. The BDA has renewed its call on the Scottish Government to provide additional funding to dental schools to mitigate the financial losses associated with today’s announcement.
David McColl, Chair of the British Dental Association’s Scottish Dental Practice Committee said: “This is the leadership we’ve needed from the Scottish Government.
“No one wanted graduations to be deferred, but now the next generation of dentists have real certainty, support, and protection from what would have been eye-watering levels of debt.
“It’s inevitable that COVID will widen oral health inequalities that have long blighted Scotland. We can draw some comfort that Ministers have helped secure the pipeline of new talent we’ll need to meet these challenges.”
Public Health Minister Mairi Gougeon said: “This difficult but necessary decision by Scotland’s Dental Schools will be extremely disappointing news for dental students across the country. This is not their fault and that is why the Scottish Government is doing all we can to support them and ensure they do not suffer financially.
“Due to the potential risk of spreading COVID from aerosol generating procedures, dental training has had to be restricted and many students have not gained the necessary clinical experience this year which has resulted in the difficult decision to defer graduation.
“To ensure dental students who have to repeat a year are supported, we are giving each student an extra year’s bursary to the value to of their normal student loan of up to £6,750.
“Aerosol procedures are common in dentistry placements and unusual in other student placements. Therefore we are assured that despite the wider impact on clinical placements for other controlled entry university subjects, such as medicine, nursing and midwifery, students on those courses will not be required to repeat a year and any extensions to their programmes will be covered by other arrangements.
“The quality and calibre of dental treatment in Scotland is outstanding and it needs to be protected by taking the appropriate measures in education to ensure future dental professionals have reached the General Dental Council’s standard of clinical competence and can enter the workforce with confidence.”
Pupils at nine schools in Scotland have been successful in reaching the semi-final stage of the 2021 CyberFirst Girls Competition, run by part of GCHQ.
Girls in Scotland have demonstrated their digital skills and codebreaking prowess by seeing off competition from thousands of rivals in the UK’s flagship cyber security contest.
Pupils at nine schools in Scotland have been successful in reaching the semi-final stage of the 2021 CyberFirst Girls Competition, run by the National Cyber Security Centre (NCSC) – a part of GCHQ.
More than 6,500 girls nationwide entered this year’s qualifying round, with teams from more than 600 schools tackling online cyber security puzzles for a chance to be named local champions and progress to the UK Grand Final.
The highest scoring teams will next take on their rivals in semi-finals in Northern Ireland, Scotland, Wales and English regions. Schools that have already accepted their place in the virtual semi-final include: Hyndland Secondary School in Glasgow and Carluke High School in Carluke.
The NCSC is highlighting the strong nationwide participation in the contest and the success of semi-finalists today on the International Day of Women and Girls in Science.
The CyberFirst Girls Competition is aimed at girls aged 12 to 13 starting to think about what subjects to take for their initial qualifications and its ambition is to inspire them to consider a career in cyber security – an industry where women are still under-represented.
NCSC Deputy Director for Cyber Growth, Chris Ensor said: “On International Day of Women and Girls in Science, we’re pleased to say that thousands of girls came forward to compete in this year’s CyberFirst Girls Competition and we congratulate the top teams which now go forward into the semi-finals.
“These girls have opened the door to what could one day be an exciting and rewarding career, where more female representation is undoubtedly needed.
“We owe a special thanks to teachers who encouraged pupils to take up this fun opportunity to engage with – and hopefully be inspired by – cyber security.”
Digital Infrastructure Minister Matt Warman said: “It is marvellous to see so many girls showing an interest in cyber security and well done to those who made it to the next round.
“The cyber security industry needs talented people and I hope everyone who took part had fun and felt inspired to consider an exciting career cracking codes, disrupting cyber attacks and protecting our online spaces.”
UK Government Minister for Scotland Iain Stewart said: “The UK Government is proud to be working with Scottish schools to support girls into cyber security.
“This competition is a great opportunity for girls right across the UK to learn together and develop digital skills for a 21st century workforce.
“Best of luck to the Scottish pupils who have worked incredibly hard to get this far.”
Since launching in 2017, more than 37,000 girls have taken part in the CyberFirst Girls Competition.
This year’s semi-final rounds will take place simultaneously on Friday 19 March in Northern Ireland, Scotland, Wales, and five English regions: the North of England, Central England, the South West, the South East and London.
Deputy First Minister John Swinney said: “The CyberFirst Girls Competition is a fantastic opportunity for girls to develop new skills and get a taste of just how rewarding a career in cyber security can be.
“Good luck to all those taking part this year.”
The challenges, covering cryptography, logic and networking, will be set by the NCSC with input from cyber security industry partners. The winners of these events will earn their place at the Grand Final in April, where the UK champions will be crowned.
More information about the competition can be found on the NCSC’s website
The AD-Cademy, a free, 8-week virtual course has officially launched nationwide, kickstarting improved access to the advertising, marketing and digital industries for younger talent, no matter their background.
The course is targeted at 18-25 year-olds across the UK, to prioritise the next generation of creative stars entering the advertising industries in the wake of diminishing opportunities caused by the pandemic.
Developed by the award-winning employment inclusion project, Brixton Finishing School, the AD-Cademy’s aim is to ensure the progression of multicultural and working class talent into the creative and technology industries.
The programme has been designed with national reach and accessibility in mind, to ensure that fresh talent from the 20 most challenged places in the UK and Scotland, including Manchester, Liverpool and Glasgow, stop being overlooked by agencies which can have a London-leaning bias when it comes to recruitment.
The programme is packed with industry masterclasses and professional skills workshops. It has been created to upskill participants in key aspects of marketing, creativity, and digital, help build their networks and increase the chance of them securing a role through employability workshops including personal branding, accountability, interview tips, and CV writing.
The course modules have been designed to allow participants to learn from home and fit it in around their schedule, and graduates will have an opportunity to be placed in the industry at an agency. 200 young people are actively learning in the course so far.
The AD-Cademy is supported by big name sponsors including KFC, and will feature presentations and workshops from some of the biggest advertising and media agencies and technology partners, including Adam & Eve DDB, Saatchi & Saatchi, R/GA, GSK, Mail Metro Media, Clear Channel, Kinetic, Wolff Olins, Blis, RAPP, AD YOU LIKE, Anomaly, Amplify, Brand Advance, Oglivy, 21st Century Brand, Oliver, Westmill, M&C Saatchi and 1000 Heads.
Launched in 2018, the Brixton Finishing School is the brainchild of Ally Owen, former exec at Unruly, MailOnline and Yahoo. Ally saw the urgent need to diversify talent in advertising and encourage untapped talent from traditionally underrepresented backgrounds – whether multicultural, neuro-diverse, or female – into the industry through training and work experience.
Ally Owen, Founder of Brixton Finishing School said: “The AD-cademy is a game-changing moment for the rebalancing of the future talent pipeline at scale. Young people in Liverpool, Burnley, Manchester, Glasgow and all across the country will have access to amazing teachings from some of the stars of the creative and media industries.
“The AD-Cademy will be an awesome self-serve learning platform of lectures, as well as showcases and events that will enrich young people’s knowledge of the advertising industry.
AllyOwen concluded: “Covid-19 is having a hugely negative impact on young people’s futures across the country. Internships and work experience opportunities have been put on ice as businesses look to stay afloat, and entry-level roles have all but disappeared.
“Brixton Finishing School’s mission has always been to break down the barriers that prevent young people from working class, multicultural and neurodiverse backgrounds having an equal chance to succeed in their careers. It’s also incredibly important to challenge companies to see the massive value you get from a diverse and inclusive workforce.”
The UK Government has withdrawn from a proven scheme that has involved over 10m young people – students, apprentices and more – in exchanges across Europe in favour of an untested one-way scheme. But the Scottish and Welsh Governments are talking to Brussels about rejoining Erasmus.
How good are the prospects? Join us at 4:00 pm on Monday 8 February when we will examine why Erasmus-Plus has been such a success, why the mooted replacement Turing scheme is no alternative and how Scottish and Welsh young people should continue to enjoy the huge opportunities the EU scheme offers.
Chaired by Mark Lazarowicz, Chair of the European Movement in Scotland, we draw on the expertise of three/four authorities, including the founding spirit behind Erasmus, to explore the challenges and options ahead.
From Glasgow, Prof Anton Muscatelli, principal of Glasgow University and senior advisor to the Scottish Government, will give us his in-depth knowledge of an extensive range of economic and European issues. The university has been Britain’s biggest HE participant in the scheme.
From Cardiff, Hywel Ceri Jones, former European Commission director for education, who led the design and implementation of Erasmus and became director general for employment, social policy and industrial relations, will give a Welsh and European perspective.
From Glasgow, Rachel Sandison, vice principal, external relations, Glasgow University, will offer insights into we can best negotiate Scotland’s and Wales’s re-entry to the scheme.
From GlasgowMary Senior is Scotland’s official of the Universities and Colleges Union since 2009 and has been STUC (Scottish Trades Union Congress ) President since November 2020. Originally from the West Midlands, Mary has two decades of working within the trade union movement in Scotland.
Anti-poverty campaigners have called for increased action from the Scottish Government to tackle the educational attainment gap, after new analysis (which can be read in full here) found stark gaps in attainment between young people from Scotland’s least and most deprived areas.
The analysis, undertaken by the Poverty Alliance on behalf of The Robertson Trust, examined the evidence on the links between poverty, education and work pathways for young people in Scotland and across the UK.
It found evidence that the poverty-attainment gap – already identified by the Scottish Government as a key priority – shows signs of increasing and risks being further compounded by the impact of the Covid-19 pandemic.
The review reveals that as of 2018-19:
Infants living in deprived areas, aged 27-30 months, are 16% more likely to display development concerns
Just over 2 in 5 young people living in the most deprived areas achieve one or more Higher when leaving school (43.5%) compared to almost 4 in 5 young people living in the least deprived areas (79.3%)
Inequalities continue into post-16 education and work pathways with one in ten school leavers living in the most deprived areas in Scotland unemployed nine months after the end of the school year, compared to 2.6% of young people in the least deprived areas.
Despite a range of policies, strategies and initiatives having reformed the Scottish educational and employment landscape over the last six years, most notably the expansion of early learning and childcare and the Scottish Attainment Challenge, the review highlighted Covid-19’s disproportionate impact on single parents and low-income households.
Emerging evidence has also shown the negative impacts of the pandemic on the educational outcomes for children and young people from deprived areas due to the digital divide and lack of access to educational related resources.
Income inadequacy prevents children from low-income households being able to fully participate in education and initiatives seeking to reduce the attainment gap should put reducing financial barriers at the centre.
The review also highlights the importance of initiatives like one-to-one tutoring, mentoring and careers education targeted at young people living in more deprived areas; initiatives that, the review concludes, are currently lacking in Scotland.
Poverty Alliance Director, Peter Kelly, commented:“Scotland is a country that believes that every child should have every chance. However this review makes clear that too many of our young people are seeing their life chances restricted by poverty. The educational attainment gap is stark in Scotland, and is an injustice that we cannot allow to continue.
“We know that the pandemic is compounding the gap. But we also know the action that we have to take to loosen the grip of poverty on the lives of families across Scotland, and to ensure that every young person in Scotland has access to the same opportunities.
“That means using every lever at our disposal to boost family incomes, as well as increasing support for interventions like one-to-one tutoring and mentoring for young people from low-income backgrounds.”
Chief Executive of the Robertson Trust, Jim McCormick, added:“At The Robertson Trust, we are keen to understand how best we can maximise the contribution of education and fair work in reducing poverty.
“This report not only highlights the stark differences in educational experiences that children and young people from different backgrounds face across Scotland but also where some of the evidence gaps currently exist when it comes to what works and why.
“Although many of the findings will be familiar to those working tirelessly to narrow the attainment gap, this analysis shines a bright light on the disproportionate impact Covid-19 has had on those already most affected. This is particularly concerning given the clear link between childhood disadvantage, low educational attainment and future poverty.
“We will use the findings to help us shape our own role as an independent funder in this area and it is our hope that the review will stimulate renewed commitment to act across Scotland.”
