From Monday, our school day timings will change slightly and this is detailed below.
We will no longer have tutor and pupils will start lessons at 8.30am. Break time will be 10.10-10.30am and lunch time will be 1.00-1.40pm. School still finishes at 3.20pm.
Thank you to all our parents and carers for supporting this and helping to ensure pupils are on time for school 
Dear editor
For too long, our children’s education has been sidelined and underfunded. The general election is a critical moment for politicians of all parties to change this.
Parents and teachers will be expecting politicians to explain how they will solve the growing crises in education – affecting everything from crumbling, unsafe school buildings, to the worst teacher recruitment and retention crisis in a generation, and special educational needs provision – where there is a huge and increasing mismatch between children’s needs and the resources available for schools to support them.
School leaders and their staff nevertheless do everything in their power to ensure children receive the best possible education. But it is becoming harder to shield pupils from the impact of these problems.
NAHT’s election manifesto for England sets out solutions to the crises facing our schools which have been informed by dedicated school leaders who know better than anyone what is needed.
We are calling for immediate practical steps – including urgent plans to invest in school buildings, help for schools to support children with special educational needs, and the school workforce.
A series of pay rises are needed for teachers and school leaders over the course of the next parliament to restore the value of pay following years of real-terms cuts and once again make teaching a competitive graduate career.
All candidates and political parties must prioritise education in this election campaign, and heed these proposed solutions – committing the funding to deliver them and help ensure all children receive the education they deserve.
Doing so is not only vital for children’s learning and social development, it will also set them up for a happy and productive adulthood in which they contribute to the country’s future economic prosperity.
Paul Whiteman,
general secretary of school leaders’ union NAHT
The Futures Institute at Dollar Academy has launched a new qualification – the International Sustainability Diploma. Open to learners across Scotland and beyond, the Diploma will be piloted in a number of schools in the 2024/25 session ahead of a wider launch in 2025/26.
The Diploma programme offers a different style of learning and teaching, aligned with the recommendations of the Hayward Review (2023). Rooted in the UN Sustainable Development Goals and co-designed with experts from industry and universities, students learn through developing solutions to real-world problems.
Students who complete the programme will receive a qualification worth 24 SCQF points at Level 6 (equivalent to one Higher). This carries UCAS points, enabling progression to further and higher education, as well as international recognition.
In addition to building students’ knowledge and understanding of the complex social, environmental, economic and political aspects of sustainability, the Diploma develops important skills such as independent research, problem-solving, critical thinking, collaboration and communication. Entrepreneurship is a golden thread that runs throughout the programme, and this element is co-delivered with the University of Stirling.
Instead of examinations, students build a portfolio of work and have opportunities to present this throughout the year. Students begin by exploring the concepts of sustainability through the UN SDGs and create a social media campaign to raise awareness of an SDG of their choosing.
They also undertake a ‘design sprint’ challenge to learn the principles of Design Thinking – a method for solving problems that puts the user at the centre of the process, and involves adapting solutions in response to research, testing and feedback.
They will then go on to choose three ‘Global Challenge’ projects from a range of options, each rooted in the SDGs – for instance, designing a new wave-powered method for water desalination, an app to support people experiencing climate anxiety, or a monument to make a statement about modern slavery.
In each case, students research the issue and the needs of their target users or audience, generate ideas, and, through a process of feedback and testing, develop and refine their solution. Students have the opportunity to build and develop their skills as they move from one project to the next.
Finally, students learn about the crucial role of business and social enterprise in achieving the SDGs. They select one of their three project outcomes to develop further as a business or social enterprise, working with the Enterprise Team from the University of Stirling. Students present their proposal and have the opportunity to receive feedback from entrepreneurs.
The Diploma is offered by the Futures Institute at Dollar Academy, which began in 2021 as a pioneering initiative to tackle three fundamental challenges in education – providing equitable access and closing the poverty related attainment gap; finding compelling alternatives to traditional teaching and exam systems; and addressing sustainability.
Offering real-world challenges in the form of workshops, skills-based courses, design challenges and competitions, over 600 pupils and 80 teachers from across Scotland, and further afield, have registered on FIDA’s online platform and have benefited from free access to FIDA resources. FIDA’s online content has been viewed over 75,000 times.
Ian Munro, Rector of Dollar Academy and FIDA founder, said, “Over the past year we have been working with universities, colleges and industry to deliver the FIDA Sustainability Diploma and we are thrilled to launch the accredited course to young people across the country.
“The Diploma allows learners to collaborate, to problem solve, to manage time and resources, and showcase the skills that will be useful for the challenges they will face beyond school. It is an ambitious qualification in terms of design, content and delivery, that will enable our youngsters to be a real force for good in an ever-changing world.”
FIDA secured Scottish Government funding to support the credit-rating of the Diploma onto the Scottish Credit and Qualifications Framework (SCQF). The team worked closely with Glasgow Clyde College, the credit-rating body, to ensure that the learning programme meets the robust criteria for a qualification at Level 6.
Cabinet Secretary for Education, Jenny Gilruth said, “The Scottish Government is committed to developing a system of qualifications and assessment that ensures pupils are well-equipped to tackle future challenges as they progress through education.
“Young people are facing a range of global challenges, including the climate emergency, which is why we have supported Dollar Academy to gain accreditation of its sustainability diploma, as part of the implementation of our Learning for Sustainability Action Plan.
“I am pleased that vitally important education resources such as these can be accessed for free by pupils across the country.”
One of the schools piloting the qualification in 2024/25 is Inverness Royal Academy. Depute Rector Morven Neil said: “This is possibly one of the most important courses we could offer our pupils and we are delighted to be part of this pilot.
“The world is grappling with the urgent need for sustainable solutions and our current generation of school pupils are extremely aware of this. This surge in interest among school pupils is indicative of a generation that is deeply committed to safeguarding the planet’s future.
“They’re not just passive observers; they are seeking knowledge, solutions, and ways to reduce their ecological impact. This Diploma will allow our students to be prepared for future career sectors, policy and personal challenges in a world that faces a climate crisis.”
Other schools participating in the pilot are Speyside High School, Alloa Academy, Braes High School (Falkirk); Clifton Hall School (Edinburgh); and Dollar Academy.
You can find out more about FIDA here: https://fida.world/
Scottish Conservative and Unionist MSP for Lothian Miles Briggs has criticised the Scottish government on what he calls its ‘shameful’ record regarding the reduction of specialist music teachers in primary schools across Scotland.
It comes following a question asked by Mr. Briggs in the Scottish Parliament on Thursday afternoon about the impact on children and young people of the decline.
In Lothian local authorities, there are 4 teachers in Edinburgh City and 2 in West Lothian, while East Lothian and Midlothian have none between them.
In 2013, there were 5 in Edinburgh City, 5 in West Lothian and 0 in both East Lothian and Midlothian.
There are only 37 teachers for 32 local authorities in Scotland, down from 98 in 2008 – the first year in which the SNP was in power in Scotland – and down from 108 in 2011, when the SNP formed a majority government.
The reduction in specialist music teachers at primary schools threatens to extend the gap in opportunities between state and private education.
Mr. Briggs called on the Scottish government to put aside its pursuit of independence and focus on more pressing matters.
Lothian MSP Mr. Briggs said: “This is another example of the SNP government’s mismanagement of a sector, this time regarding specialist music teachers in primary schools.
“For a country with such a rich musical tradition as Scotland to have just 37 specialist music teachers for primary schools across the country is shameful and something the Scottish government should be embarrassed about.
“In my own region of Lothian, there are just 6 – down from 10 a decade ago – and with none in East Lothian or Midlothian at all.
“No doubt, however, the SNP’s spin doctors will be pinning the blame on Westminster and informing us of how an independent Scotland would be the sound of music.
“They have let down the country, they have let down the voters, and now they have let down the children.
“Young people and children are the ones that will suffer from this continued reduction in specialist teachers and it is high time the SNP focused on the proper demands of the country and stopped prioritising their independence dream.”
The next major phase for the replacement Liberton High School has been marked by a special groundbreaking event on the site yesterday (Tuesday 30 April).
Head Teacher Alison Humphreys was joined by current high school pupils and primary school pupils who will be educated at the new school. They were joined by Education Convener Cllr Joan Griffiths, Jenny Gilruth, Cabinet Secretary for Education and Skills at the Scottish Government, and Hector MacAulay, from contractors Balfour Beatty as Managing Director of their regional business in Scotland.
The construction of the school is due to be completed by early 2026 and has been funded from the Scottish Government’s Learning Estate Investment Programme and the City of Edinburgh Council.
Once pupils and staff have moved into the new building, the second phase will be the demolition of the old school which is due to be completed within a year.
The plans for the school, which will have capacity for 1,200 pupils, will consist of a variety of inspirational and inclusive spaces for learning. Classrooms, studios, workshops and science labs will connect and work with shared collaborative areas and breakout spaces, providing learners with more personalisation and choice over their learning environment.
Sports facilities include a floodlit multi use games area, basketball court and athletics facilities. The current tennis and beach volleyball courts and mountain bike trail will be retained as will the sports block.
A new fitness suite and dance studio will be provided to complement the existing sports facilities. There will also be outdoor learning spaces and a grassed amphitheatre.
A key part of the new school will be the community campus features as it will include non-educational facilities such as a café, library and flexible workspaces.
The school will also be constructed to Passivhaus standards designed to meet the city-wide aspirations for our schools to be as energy efficient as possible in response to the climate emergency and net zero targets.
The building has been designed to be energy efficient and will utilise high-performance windows and doors, and mechanical ventilation with heat recovery to reduce carbon emissions, improve indoor air quality and decrease heating bills.
Councillor Joan Griffiths, Education, Children and Families Convener at the City of Edinburgh Council, said: “It was great to join pupils at the groundbreaking event for the replacement Liberton High School yesterday.
“Our new school campuses are innovatively and sustainably designed so they are inspirational places for learning for the next generation of young people creating a vibrant and thriving learning environment.
“The Liberton Community Campus is a really exciting project which provides an amazing opportunity to create a community lifelong learning and sports hub to replace the existing school. This means public services can be co-located with links to active travel networks, green infrastructure and public transport networks.
“Our Community Hub vision for the building to be ‘more than a school’ aligns with our 20 Minute Neighbourhood Strategy – to localise and co-locate services, making them more accessible for communities and to improve the experiences and outcomes for everyone.
“This is all part of the Council’s plan to support the wellbeing of everyone and end poverty and isolation in Edinburgh.”
Jenny Gilruth, Cabinet Secretary for Education and Skills, said: “The Liberton Community Campus is another example of the Scottish Government working together with local authorities to provide learning environments which are both modern and state-of-the art.
“The Scottish Government will invest over £21 million in the Campus and I am grateful to the Council for providing me with the opportunity to get a glimpse of how our support will be of significant benefit to pupils and their families in the local area.
“Right across the country, we are continuing to invest in Scotland’s schools through the £2 billion Learning Estate Investment Programme. Thanks to direct investment from the Scottish Government, the quality of our school estate has improved from 61% of schools in good or satisfactory condition in 2007, to 90.7% in 2023.
“We will continue to work with local authorities, who own school buildings, to drive improvements across the school estate.”
“Many of our future pupils are currently at these primary schools, so it was very important to us that they played a part in the special event yesterday to celebrate the work on the site.”
Alison Humphreys, Headteacher at Liberton High School, said: The Liberton High School community, and our wider learning community including Craigour Park, Gilmerton, Liberton and Prestonfield Primary Schools, are very excited about the creation of our new Liberton Community Campus.
“Many of our future pupils are currently at these primary schools, so it was very important to us that they played a part in the special event yesterday to celebrate the work on the site.
“In addition to a new secondary school with state-of-the-art facilities for learning, the building will also include a community library, community cafe, partner agency spaces and community fitness facilities.
“This is something that we are really looking forward to as it will bring so many opportunities for the wider public to use the space as a hub for accessing supports, learning, and fitness, and for socialising too.”
Hector MacAulay MBE, Managing Director of Balfour Beatty’s regional business in Scotland, said: “It was an honour to join with colleagues and pupils from Liberton High School today to mark this important occasion.
“As we embark on the next phase of the project with construction now underway, we remain committed to delivering a modern, safe and sustainable learning estate that will enhance and support communities and improve the lives of families in the local area.”
THIRTEEN early-career researchers from 10 nations, including India, France, South Africa, and the United States, have been awarded the EARTH Scholarships by the Scottish Graduate School for Arts and Humanities (SGSAH) and the British Council.
These scholars are currently immersed in an induction with Universities across Scotland, meeting their peers and delving into the intersection of environmental arts and humanities.
Over the next two weeks, the scholars are visiting key projects right across Scotland, from archaeology practice in Glencoe to engaging in artistic practice workshops at Talbot Rice gallery in Edinburgh.
The EARTH Scholars will go on to collaborate with Scotland-based PhD scholars, fostering a vibrant and growing global network. In its second year, the EARTH Scholarships have been designed to confront the climate emergency from a new angle, encouraging interdisciplinary collaborations with a focus on environmental sustainability themes and the interventions of the arts and humanities.
This year their PhD research spans topics at the intersection of arts, culture, and environmental issues, from eco-archaeology and re-wilding in Scotland and around the world, to marine governance, human rights, and climate refugees, and even AI governance and environmental sustainability.
Last week, the EARTH Scholars were in Glencoe and have been sharing their excitement about the induction weeks:
Aphiwe Moshani is a PhD candidate from South Africa based at the University of Cape Town, her research centres on ocean governance, and researching oceanic and coastal conflicts. For the next few months, she will collaborate with Scotland-based peers at the University of Strathclyde.
Aphiwe says: “Being part of the Earth Scholarships Programme has been an amazing journey. Getting to tour otherwise out-of-reach locations in the Highlands with a really thoughtful group is an experience that’s opened me up to a much deeper understandings of the environment and humanity.
“My excitement for my research has been reignited through this opportunity!”
Gala Morris, originally from Aotearoa New Zealand, is one of the Scotland- cohort based at the University of Glasgow. Gala is an early career archaeology scholar researching rewilding and the historic environment.
She adds: “The Earth Scholarships Programme has been spectacular so far. Each member of the cohort brings such a unique perspective, and our discussions on topics across the environmental humanities have been so inspiring. The programme has been incredibly enriching, and I feel very lucky to be involved!”
Professor Claire Squires Director, Scottish Graduate School for Arts & Humanities welcomed the EARTH scholars saying: “We are thrilled to kick off the EARTH scholarships for the second year and to welcome this exceptional cohort of global scholars to collaborate with researchers from Scotland’s Higher Education Institutions (HEIs).
“By bringing together this diverse group of scholars, we can share best practices and develop culturally informed solutions through the lens of the arts and humanities”.
Peter Brown, Director of British Council Scotland, who helped fund the programme added: “International collaboration and exchange of knowledge are crucial for tackling the global climate emergency, and we are proud to partner with SGSAH on this innovative programme.
“It’s great to see the scholars coming together to develop new environmental perspectives and creative interventions that will resonate across cultures and communities worldwide”.
The EARTH Scholars are here in Scotland to harness the power of arts and humanities to drive awareness, shift perceptions, and inspire solutions to global environmental challenges.
A key legacy of the British Council’s work at COP26 in Glasgow, the programme continues the British Council’s work building connection, understanding and trust between people in the UK and overseas.
To find out more about our work in Scotland, visit us at scotland.britishcouncil.org, Twitter or Facebook.
A dramatic increase in the number of violent and threatening incidents in Edinburgh’s schools has been revealed by figures from the city council.
In the 2014-15 academic year, there were 111 violent or threatening behaviour incidents across Edinburgh’s primaries and secondary schools. In the 2022-23 academic year this had skyrocketed to 618.
These figures come after the Scottish Government’s latest Research Report into school behaviour showed that almost 2/3rds of Scottish teachers have experienced verbal abuse and 59% have encountered physical aggression.
The number of incidents is higher in Edinburgh’s primary schools, which saw a leap from 242 for the academic year 2021/22 to 487 in 22/23.
High schools have seen a similarly dramatic jump but from a lower base, seeing an increase from 44 incidents in 21/22 to 131 in 22/23.
Commenting on these figures, Lothians MSP Sarah Boyack said: “The dramatic increase in violent and threatening behaviour in schools is extremely distressing.
“No teacher deserves to face violence or abuse in their classroom.
“The Council and school staff are doing a great job with the resources they have, but its clear more is needed to tackle this issue.
“Investing in pupil support will help us to tackle many of the root issues that cause disruption. We must also ensure that schools equip teachers with the necessary support if they are facing violent behaviour.
“Violence and threatening behaviour are not part of a teacher’s job, and it must be the Education Secretary’s top priority to tackle it.”
The data, acquired by FOI from City of Edinburgh Council is below:
| Academic Year | Primary Schools | Secondary Schools | Total number |
| 01/08/2014 to 30/06/2015 | 104 | 7 | 111 |
| 01/08/2015 to 30/06/2016 | 112 | 7 | 119 |
| 01/08/2016 to 30/06/2017 | 199 | 7 | 206 |
| 01/08/2017 to 30/06/2018 | 178 | 15 | 193 |
| 01/08/2018 to 30/06/2019 | 292 | 37 | 329 |
| 01/08/2019 to 30/06/2020 | 17 | 24 | 41 |
| 01/08/2020 to 30/06/2021 | 129 | 4 | 133 |
| 01/08/2021 to 30/06/2022 | 242 | 44 | 286 |
| 01/08/2022 to 30/06/2023 | 487 | 131 | 618 |
The Scottish Government Behaviour in Schools Research Report can be found here:
https://www.gov.scot/publications/behaviour-scottish-schools-research-report-2023
The extraordinary stories of two Queen Margaret University graduates who entered higher education from a non-traditional route are being highlighted in a new national campaign by Universities Scotland.
‘40 Faces’ aims to champion the diversity and success of widening access programmes from universities across Scotland, telling the stories of students and graduates from underrepresented backgrounds.
Karen Rennie and William Torrie, former students at Queen Margaret University (QMU), are just two of the inspirational stories showcased in the campaign.
Karen Rennie joined QMU from a low participation school programme, Lothians Equal Access Programme for Schools (LEAPS). She said: “I knew that I wanted to be in a role where I could care for people and support others to live a life that was meaningful to them.
“I decided that if I was going to university, I would try to get the best degree course possible, which is why I chose Queen Margaret University to do the BSc (Hons) in Nursing.
“I knew from day one of my course that I’d made the right decision. Not only did I love the practical side of nursing, but I also developed a passion for nurse education, theory and research.
“The lecturing team encouraged me to strive for every opportunity to excel in my career – supporting me to attend conferences, write articles for publication and believe in myself. My career developed quickly because the lecturing team took time to support my individual needs and career ambitions. I will be eternally grateful for the personalised support that Queen Margaret University offered me.”
40 Faces launches with only six years left for Scotland to reach the fair access 2030 targets, originally set by the Commission for Fair Access in 2016 and supported by the Scottish Government and by universities themselves.
Universities have made major strides towards ensuring 20% of Scottish-domiciled entrants are from the 20% most deprived neighbourhoods, as well as hitting interim milestones in 2021 and introducing the most progressive admissions policies in the UK, in support of this goal.
When asked what more needs to be done to reach Scotland’s 2030 target to equalise access to university, Karen said: “More career and life skills input in schools. I was fortunate to have a fantastic mentor in my life (my dad!) who put a lot of time and effort into my career ambitions and decisions. I was always encouraged to pick the right course (both life and academia) for me and only me!”
Since graduating from QMU with a BSc (Hons) Psychology degree, William Torrie is now on an accelerated career path as Vice President of Legal Engagement at Barclays, which he attributes to the skills and confidence he developed while studying at the East Lothian university.
He said: “I had a false start elsewhere; dropping out and returning to education a year later – this time at QMU. I had another disastrous first year, but with support from the faculty under strict conditions, I was able to continue to second year.
“Without the faculty’s patience and understanding, I wouldn’t have developed the tools I needed to succeed in my education and take charge of my future.”
The success of students like Karen and William is testament to the extraordinary role universities can play for those who face significant barriers to accessing higher education.
The stories behind each of the ‘40 Faces’ serves as a reminder of the importance of this agenda and a rallying call to all stakeholders involved to refocus on working together for its achievement.
Claire McPherson, Director of Universities Scotland said: “Our universities are committed to widening access, however they cannot achieve this alone. With our 40 Faces campaign, Universities Scotland want to galvanise the sector and Scottish Government towards the 2030 widening access target.
“Universities offer students opportunities to achieve their dreams of securing higher education and the skills and career opportunities that follow, while also strengthening their self-belief, building confidence and offering a life-changing experience which cannot be found elsewhere.”
Young people struggling to attend school and to develop relationships with their peers are being helped back into education and are learning to open up thanks to a pioneering nature-based project being run by the country’s leading children’s charity.
Since 2020 – and thanks to funding from The National Lottery Heritage Fund – Barnardo’s Scotland has been implementing its B-Wild project in eight localities across the country. B-Wild, which allows the young people to get out and about in nature and explore what the world has to offer.
It provides greater attachment to nature and increased self and social awareness. More than 800 children and young people aged between one and 24 have been supported to have therapeutic experiences in nature.
Claire Reid, B-Wild Project Co-ordinator at Barnardo’s, said: “One of the referral criteria for B-Wild is low or no attendance at school. We have a lot of young people on the programme that, for a number of reasons, find it difficult to attend school.
“Also, all participating young people struggle with peer relationships and making friends. The project offers children, young people and families the chance to benefit from outdoor learning, outdoor play and therapeutic practice in nature.
“And the results have been very positive indeed. Many of the young people attending B-Wild sessions have bonded and made friends with others on the programme. Others have very much found their ‘voice’ and developed some really important communication skills.
“Of course, in this process they have developed a stronger connection to nature and a desire to protect it – something that is more important than ever.”
Claire Reid added: “B-Wild looks different in every service. From supporting expectant parents with wellbeing walks in nature spaces; to messy outdoor play for babies; and from allowing primary children to build confidence as they learn about nature through games, play and exploration; to supporting teenagers to develop bushcraft skills while also building an emotional vocabulary for their experiences.
“B-Wild might be families tree planting in a local green space or parents learning how to connect with their children while rock pooling on the beach. It allows Barnardo’s practitioners to support children, families and young people to build their confidence, have fun, develop relationships with others and a relationship with nature, too.”
B-Wild Project Worker Kenny Fulton outlined an example of how the nature-based work can support the young people with real-life issues. He said: “The young people were engaging in an activity using natural materials and outlines of people to show how different emotions are felt in the body. They chose their own emotions to depict ‘grief’ and ‘scared’.
“All young people were incredibly insightful and engaged. Two young people dug a hole in the area of the heart to show how empty grief feels. Others used prickly leaves around the body to show fear. It was very brave and trusting of the young people to share their feelings and experiences in the group setting.
“One young person who does not typically talk about emotions at all shared a memory from early childhood of feeling scared. They shared how this memory was traumatic and how they had blocked it out, laying a stick across the head to represent this. This was a very significant moment for this young person as they grew in understanding of themselves and their life experiences.”
And one young person who attended B-Wild sessions added: “I can talk about things when I’m out on one of these trips. I can talk more here than I do with my counsellor. I can look at things about me in nature and I can talk.”
Another young person, Josh*, was able to join a B-Wild group run by our Edinburgh Together service through his school. Josh was not often able to attend school and struggled to make friends or connect with others – his life was all about gaming.
B-Wild project workers reached out to Josh and helped him get used to the woodland he would be learning about through the project. At the end of the programme, he had gone from a young person who didn’t spend any time outdoors to one who was passionate about nature.
Josh’s mum said: “When Josh started B-Wild he didn’t have anything else in his life. He rarely managed school, didn’t have friends and spent most of his time lost in gaming.
“Through B-Wild he has blossomed. For the first time, he has friends, he looks forward to B-Wild sessions and even talks to me about them when he comes home. It’s the first time in a long time I’ve heard him talk about something other than gaming. He has even bought himself a microscope. I’m so grateful he has had the opportunity to be part of B-Wild with Barnardo’s.”
B-Wild, which takes place in Glasgow, Renfrewshire, Falkirk, Inverclyde, Edinburgh, Clackmannanshire, Lanarkshire and Ayrshire (with Fife coming on board later this year), was awarded funding from The National Lottery Heritage Fund in 2020. The project was originally due to run until the end of this month, but that has now been extended to March 2025.
Caroline Clark, The National Lottery Heritage Fund Director for Scotland, said: “It is wonderful to see the success of the Barnardo’s B-Wild project and to hear first-hand accounts from project workers and participants on the powerful, positive impact it is already having in young lives.
“Supporting greater inclusion, diversity, access and participation in heritage is one of the four investment principles, this project is a great example of why that is important. It is thanks to National Lottery players that we can support this work.”
In the past year, Barnardo’s in Scotland provided essential support to more than 11,500 children, young people, parents and carers through more than 150 specialised community-based services and partnerships across the country.
The charity works to ensure that every child has the best possible start in life.
To donate, volunteer or fundraise, please visit www.barnardos.org.uk/get-involved/raise-money.
Independence would allow Scotland to further improve its education system, including a proposal to enshrine the government’s policy on free tuition in Scotland’s permanent constitution, according to a new paper published by the Cabinet Secretary for Education and Skills Jenny Gilruth.
‘Education and Lifelong Learning in an Independent Scotland’, the latest paper in the Building a New Scotland series, sets out the Scottish Government’s policy proposals for education following independence.
Independence would allow future Scottish Governments to:
Ms Gilruth said: “Our education system shows why making decisions in Scotland, for Scotland, is better for people who live here.
“Since 1999 we have been able to take choices to improve opportunities for our young people – including abolishing tuition fees, expanding free school meals and investing in transformational early learning and childcare.
“But the outcomes for our children and young people continue to be harmed by decisions taken by the UK Government – particularly in terms of social security cuts, which are impacting children and families the most.
“Independence puts the full powers to tackle child poverty in Scotland’s hands, and would allow us to build on our existing policies. Modelling published last month estimates that Scottish Government policies will keep 100,000 children out of relative poverty in 2024-25.
“As we have already set out, we would enshrine economic, social and cultural rights – including the right to education – in the interim constitution, effective from day one of independence.
“The Scottish Government would propose that our policy on free university tuition is enshrined in the permanent constitution of an independent Scotland, subject to the deliberations of the Constitutional Convention.
“Independence would put significant economic and legislative levers in Scotland’s hands and give future Scottish Governments a range of opportunities to do things differently on a range of key issues, like children’s rights, tackling child poverty, reserved childcare support schemes and parental leave.
“This paper sets out just some of the opportunities open to future independent Scottish Governments to build a successful and thriving Scotland.
“It shows the potential that can be unlocked for our children, young people and families – the best start in life in a fair and prosperous independent nation.”
Building a New Scotland: Education and lifelong learning in an independent Scotland
