Scotland’s first dedicated complex needs college will receive up to £1.4 million to secure its future for the next two years.
Since launching in 2022, the Corseford College pilot has received over £1 million from the Scottish Government, which has helped to provide 35 students with complex and additional needs an opportunity for further learning beyond school.
An independent evaluation found the pilot provided valuable support to young people with complex needs. It also included key recommendations for the future model of provision in Scotland which the Government will be considering in the months ahead.
The College has now received additional funding to continue the pilot for two more years. A total of 41 young people will benefit from specialist support in the 2025-26 academic year starting in August.
Further Education Minister Graeme Dey said: “Corseford College has delivered vital support to many young people with complex additional needs since its launch three years ago. This has been recognised in an independent evaluation of the model, which is why we are securing the College’s future for another two years to ensure that its students can continue to be supported.
“We are keen to explore a sustainable approach for specialist provision going forward, and the continued pilot at Corseford will help inform this. The evaluation provided a number of important insights and recommendations which we will be reflecting on and will allow us to evolve the best possible model for the future.
“We are determined to support Scotland’s young people with complex additional needs and disabilities. Last month, we published our first national strategy that ensures young disabled people can access the help they need as they transition to adulthood. Our continued funding for Corseford will support this work.”
Capability Scotland Chief Executive, Brian Logan, said: “The Scottish Government’s funding decision following the independent evaluation is a vital endorsement of Corseford College’s pioneering approach to specialist post-school education.
“We would like to thank Minister Graeme Dey and his team for their cooperation and unwavering commitment in making this possible.
“This success reflects the dedication of the college’s staff, whose work is transforming the lives of young people with complex needs. The funding secures Corseford College’s future, but also marks a key step towards a national solution for those young people living with complex needs across the country.”
Pupils from Edinburgh primary schools swapped the classroom for beekeeping as they had the chance to visit Fort Kinnaird’s thriving beehives for a day buzzing with educational fun.
During the session, 12 pupils from Niddrie Mill Primary and Castleview Primary learned about the world of bees – including how they are essential to the local environment, how hives function, and what it takes to care for bees first-hand.
The visit was delivered in partnership with Colin Mackie of Fine Scottish Honey Ltd – a local beekeeper who has maintained the centre’s two on-site hives since they were installed in May 2024.
The experience follows a series of in-school sessions delivered by Colin in partnership with Fort Kinnaird as part of the Young Readers Programme, an award-winning initiative between its co-owner British Land and the National Literacy Trust, which aims to encourage children to read and learn outside of the classroom.
More than 230 pupils at Niddrie Mill Primary, Castleview Primary and Brunstane Primary took part in the sessions, which included honey tasting, candle rolling, creative craft activities and an interactive storytelling session. As part of the project, pupils also decorated bird boxes which are due to be installed at Fort Kinnaird.
Liam Smith, Centre Director at Fort Kinnaird, said: “We’re proud to work closely with local schools and community partners to offer educational experiences that are fun, hands-on and genuinely inspiring.
“Opportunities like this give children the chance to learn in a different way – not just by reading about nature, but by seeing it and asking questions in real time.
“It’s been brilliant to see our beehives come to life and thrive over the year to support both the centre and local community biodiversity – this is all part of our sustainability plan which includes zero waste and 98% renewable energy use.”
Young achievers from the capital are recognised for personal development beyond academic success
Ten pupils from across Edinburgh have been recognised for their exceptional personal growth, resilience, and workplace readiness as recipients of the first-ever Ken Muir Award for Exceptional Achievement—an award which celebrates the skills and attributes that go beyond exam results.
Meshaym Nadeem, Matthew Caballero, Saif Mohammad, Milo Potter, Michael Godley, Leoni Morrison, Elena Munoz, Anna Thomson, Amber Denholm and Hazel Szeto, all S5 and S6 pupils from Balerno High School, Craigroyston Community High School, Drummond Community High School, Liberton High School, Portobello High School and St Augustines RC High School in the city, were among 86 recipients from across Scotland of the inaugural Ken Muir Award.
All recipients of the coveted Ken Muir Award had successfully completed the Powering Futures Challenge Programme – a nationally-delivered course equivalent to a Higher, which supports senior-level pupils in becoming workplace ready.
While over 1,000 pupils nationally earned a formal SCQF Level-6 qualification through the process, the Edinburgh award winners impressed their teachers with their personal development throughout the programme – with winners recognised for growing in confidence, strengthening their teamwork and communication skills, and taking meaningful steps towards their future careers.
Clare Thomson, a teacher at Portobello High School, said: “We’re incredibly proud of our pupils for receiving the Ken Muir Award.
“What’s been most rewarding isn’t just seeing them earn a qualification, but witnessing the confidence, maturity and resilience they’ve developed along the way.
“They’ve learned to communicate more effectively, work collaboratively under pressure, and reflect meaningfully on their own growth.
“These are life skills that will stay with them far beyond school and into the world of work. This recognition is truly well deserved.”
Professor Ken Muir – after whom the awards are named – has played a key role in advising the Scottish Government on the future of Scottish education.
As a key contributor to the 2023 report It’s Our Future – Independent Review of Qualifications and Assessment, Professor Muir has called for reforms to Scotland’s system of education to better prepare learners for the world of work.
Professor Muir said: “We need a culture shift in Scotland’s education system. Of course, grades are important – but so is working hard, reflecting on progress, and growing as a person.
“These Awards are symbolic of this shift. They celebrate personal development, resilience, communication, and teamwork. These are all critical attributes that help young people thrive in life and in work.”
The Powering Futures Schools Programme, now in its fourth year, sees pupils tackle real-life business and industry challenges in teams, developing vital meta-skills while building links with employers.
Jennifer Tempany, Co-Founder of Powering Futures, said: “These Awards highlight the often-overlooked achievements that sit beyond academic results, but which can inspire confidence and purpose in young people as they go into the world of work.
“We are proud to play our part in helping young people see their potential, and congratulate every recipient, including those from Edinburgh, for their well-earned achievement.”
New qualifications body and independent inspectorate to be established
The creation of a new national qualifications body, along with an independent education inspectorate, has taken a major step forward after legislation to implement the changes was passed in the Scottish Parliament.
The Education (Scotland) Bill was backed by 69 votes to 47 by MSPs last night. This includes provisions to replace the Scottish Qualifications Authority (SQA) with a new organisation, Qualifications Scotland.
The office of His Majesty’s Chief Inspector of Education in Scotland, with enhanced independence, will be created to undertake the education inspection functions that currently sit within Education Scotland.
The final legislation, following Stage 2 and Stage 3 amendments to the Bill initially introduced in June last year, includes measures from all political parties represented on Holyrood’s Education, Children and Young People committee.
Education Secretary Jenny Gilruth said: “The successful passage of this legislation shows this Government is serious about implementing the changes needed to drive improvement across Scotland’s education and skills system.
“The creation of a new national qualifications body is about building the right conditions for reform to flourish; the new body will ensure that knowledge and experience of pupils and teachers are at the heart of our national qualifications offering.
“The new inspectorate body will also have greater independence and the power to set the frequency and focus of inspections, moving this function away from Ministers, to His Majesty’s Chief Inspector.
“Throughout this process, I have been determined to work with other parties on this vital legislation. I am also grateful to teaching unions and other organisations across civic Scotland who contributed to its development.
“Taken together our major programme of education and skills reform will bring about the changes needed to meet the needs of future generations of young people.”
British Sign Language (BSL) recognised in Scotland’s new education legislation
The National Deaf Children’s Society and fellow deaf campaigners are celebrating after the Scottish Parliament voted through the new Education (Scotland) Bill 2025, which includes crucial recognition of the rights of British Sign Language (BSL) users.
The inclusion of BSL in the Bill is the culmination of a year-long campaign from a coalition of deaf charities, spearheaded by the National Deaf Children’s Society, and supported by more than 500 campaigners, including deaf young people and their families.
The campaign kicked into life after a previous reading of the Bill recognised Gaelic but not BSL, despite both languages having legal recognition in Scotland.
Campaigners urged Scottish MSPs to recognise BSL in the Bill, highlighting that deaf learners in Scotland are currently nearly three times more likely to leave school without qualifications than their hearing peers.
MSPs voted to support the legislation as the Bill completed the final stage of debate on 25 June. It is now set to become law, once it receives Royal Assent.
George McGowan from the National Deaf Children’s Society said: “This is a historic moment for deaf children, young people, and their families, who realised this milestone through their tireless and incredible campaigning.
“This means BSL will receive the recognition and support it rightly deserves within Scotland’s educational system.”
The new education bodies created by the legislation will now have to give equal weight to both BSL and the Gaelic language.
The new qualifications agency in Scotland, Qualification Scotland, must also consider the needs of pupils who use BSL or learn in BSL.
This is significant as it recognises the importance of BSL as a language in the Scottish education system and crucially, means deaf children and young people who use BSL, will receive access to information and support from Qualification Scotland in their preferred language.
The new law also places requirements on the new Chief Inspector of Education to consider the importance of communicating in a way that best meets the needs of children and young people, including those who use BSL.
Mr McGowan, who has severe to profound deafness and uses BSL as his first language, added: “Too many deaf children and young people in Scotland still face barriers to learning and to using sign language, if it’s the right choice for them. This is why it’s so vital that this new law now recognises the importance of BSL.”
It is hoped that the passing of the new law will ensure deaf children and young people have access to an inclusive education that meets their needs.
Deaf teenager Niamdh Braid was one of the young people involved in the campaign for the Bill to recognise the rights of BSL users.
Niamdh, who earlier this month attended a meeting with MSPs at Holyrood to discuss the Bill, said: “The inclusion of BSL is incredible as it’s finally getting the recognition it deserves.
“This will hopefully not only bring more awareness to BSL but also give deaf children the access to sign language that they need.”
Niamdh, who was supported by the National Deaf Children’s Society in her legal battle with Fife Councilto have a BSL interpreter in her class for school lessons, added: “Hopefully this will mean deaf young people no longer have to fight for access to their own language like I had to.”
BSL is recognised in law as one of Scotland’s languages. It is a vibrant language that allows deaf children and young people to access a rich deaf culture, heritage and identity. The importance of BSL was recognised in the BSL (Scotland) Act 2015.
Qualifications Scotland is expected to become operational in Autumn 2025.
Early education plays a crucial role in shaping children’s understanding of diversity, inclusivity, and respect (writes FOYSOL CHOUDHURY MSP).
Research confirms that children begin forming perceptions about race from infancy, and by age five, many have already absorbed societal biases. Proactively addressing these issues in early childhood education is vital for fostering a more equitable society.
Across Lothian, schools are making strides toward inclusivity through diverse literature, storytelling, and cultural activities. The Building Racial Literacy Programme, designed to help educators implement anti-racist practices, is a step forward; however, it remains non compulsory, leaving gaps in its widespread implementation.
A 2024-2025 study by Queen’s University found that many teachers lack confidence and time to teach languages, which affects efforts to embrace cultural diversity in classrooms. AI-driven solutions are being explored to bridge this gap, particularly in supporting the teaching of mother languages, which are often underrepresented in Scottish schools.
Language diversity is an issue that extends beyond Scotland. UNESCO reports that 40% of the world’s 6,700 languages are endangered, largely due to economic pressures, urban migration, and dominant education systems.
In Scotland, Polish is the most spoken language after English, Scots, and Gaelic, yet it is not recognised as a National Qualification subject. Similarly, Punjabi, spoken in many Scottish homes, is also excluded from national curricula, raising concerns about inclusivity and accessibility.
Several organisations, such as the Anne Frank Trust, Beyond Srebrenica, and Vision Schools Scotland, are working to integrate lessons from history into modern education. These initiatives provide valuable frameworks for fostering racial awareness, but more support is needed to equip educators with training and resources to facilitate meaningful discussions about race in age appropriate ways.
Critics argue that conversations about race should be kept out of education, while others believe schools must take an active role in shaping inclusive social values. The reality is that inclusivity in education is not just an ideal; it is a necessity for a thriving, diverse Scotland.
A collaborative approach involving educators, parents, and policymakers is essential to ensure young learners gain the tools to navigate an interconnected world.
As the Scottish Labour spokesperson for Culture, Europe, and International Development, I remain committed to advocating for policies that integrate inclusivity into early education.
Investing in these initiatives today ensures a generation that values equality, respect, and understanding, building a stronger, more united Scotland for the future.
Relevant and consistent relationships and sex education is fundamental to encouraging positive behaviour and helps protect children from abuse
Provision of this education in Scotland is patchy and inconsistent
NSPCC calls for statutory duty to provide, more detailed guidance and greater prioritisation in the curriculum
The NSPCC is calling for all schools in Scotland to provide age-appropriate, consistent and relevant relationships and sex education to children and young people, as it reveals that over two-thirds of adults (67%) in Scotland believe it should be compulsory.
The YouGov survey, commissioned by the NSPCC, of over 1,000 adults across Scotland, also found that at least 90% of adults think it is important that relationships and sex education should include children and young people being taught about healthy and unhealthy friendships and relationships (90%); the types of abuse and how to seek help (94%); and online risks including risks of sending and sharing nude images of someone under the age of 18 (93%).
Despite the public backing for all schools in Scotland to teach relationships and sex education, the NSPCC has found from its campaigns work across the country that young people consider the delivery of Relationships, Sexual Health and Parenthood (RSHP) education patchy and insufficient. The charity believes that without a stronger statutory foundation, many children will miss out on vital knowledge that could protect them from harm.
NSPCC research and international studies show that consistent, relevant, inclusive and age-appropriate relationships and sex education helps children and young people:
Understand healthy and unhealthy relationships
Develop empathy, respect and responsibility in relationships
Recognise inappropriate behaviour and abuse
Speak up and seek help when something is wrong
Navigate online risks and pressures
There is also evidence to show it plays a crucial role in breaking down barriers and taboos, giving young people the language to express their experiences, and fosters a positive school culture, helping to tackle poor behaviour.
While RSHP is part of the health and wellbeing area of Curriculum for Excellence, local areas have discretion about what is taught and when. National guidance on RSHP is currently being redeveloped following a consultation carried out by the Scottish Government in 2023.
To ensure every child in Scotland receives appropriate, high-quality relationships and sex education, the NSPCC Scotland is calling for:
Statutory duty for education authorities to provide it
Stronger recognition of children and young people’s right to this education, and their right to be involved in its delivery, in line with the UN’s Convention on the Rights of the Child
Clear and practical guidance for schools with examples of how RSHP should be delivered and tools to track and measure children’s learning
Adequate funding, professional training, time and resources for teachers to deliver effective RSHP
Regular monitoring and review by Education Scotland
Joanna Barrett, NSPCCAssociate Head of Policy, said: “We believe it’s crucial that every child and young person in Scotland has access to high-quality, inclusive, relevant and age-appropriate RSHP education.
“It is essential to preventing abuse, and teaches young people about how to recognise healthy, unhealthy and abusive behaviours in others and themselves. However, we know from our work with young people that not all pupils in Scotland receive consistent education in this area.
“All other countries in the UK have recognised the importance of this education and have placed it on a statutory footing. It is critical that the Scottish Government shows it truly values RSHP education by upholding the rights of every child to receive it and ensuring teachers and schools are adequately resourced to deliver it.”
Bold Girls Ken, delivered in partnership with NSPCC Scotland, Perth and Kinross Council and the Young Women’s Movement, saw young women from Perthshire campaign for greater awareness of healthy relationships and consent, on and offline.
Fatima Ishaq, a participant of Young Women Know, said: “Better quality RSHP education is vital. From my experience, and so many other young people across the country, RSHP education is inconsistent and fails to reflect the diverse lived experiences of young people.
“By creating safe and non-judgemental spaces for young people to speak openly about topics like healthy relationships, we can empower them and build their knowledge and confidence.
“High quality RSHP means young people can better understand their bodies, feelings, rights and the experiences of others; reducing stigma and supporting young people to make informed choices.”
Young people looking for support on any of the issues mentioned, can contact Childline on 0800 1111 or visit Childline.org.uk. Childline is available to all young people until their 19th birthday.
Growing numbers in Higher and Further Education in 2023-24
The number of young people in work, training or further study nine months after they left school has increased.
The proportion of school leavers in a positive destination was 93.1% in 2023-24, up from 92.8%, according to the annual Summary Statistics for Follow-up Leaver Destinations. This is now at a similar level to the pre-pandemic peak of 93.3% in 2017-18.
The increase over the latest year has been driven by increases in school leavers reaching Higher education (from 37.1% to 38.1%) and Further education (from 21.2% to 21.9%).
Over the longer term, the proportion in positive destinations is up from 85.9% in 2009-10.
Education Secretary Jenny Gilruth said: “These figures show the proportion of Scotland’s young people achieving positive destinations is almost back to pre-pandemic levels and at a near record high.
“The increase among those in Higher and Further Education is hugely encouraging and testament to the hard work of those young people and the extraordinary support provided by Scotland’s teachers, lecturers and other support staff.
“The gap in positive destinations between young people from our most and least deprived communities has more than halved since 2009-10, but this latest data shows we still have more to do. We also know this cohort of young people faced significant disruption to their education during the pandemic.
“A range of support, including from careers advisers and the Developing the Young Workforce network, is available for young people considering their options after school. I am determined to ensure young people can access the right help they need to enable them into a positive destination and this Government will continue to invest in opportunities for young people across Scotland.”
Parents across Scotland will be able to ask for a Gaelic school to be established in their area as part of legislation being taken forward by the Scottish Government.
Under the plans, local authorities would be required to assess if the request was practical and affordable. After taking advice, ministers may direct local authorities to proceed with the establishment a new Gaelic school if the authority’s assessment considers it to be viable.
Other provisions of the Scottish Languages Bill include:
introducing educational standards for Gaelic and Scots
establishing Gaelic and Scots as official languages
supporting the creation of areas of linguistic significance in Gaelic communities so that ministers can better target policies to support the language’s growth
enabling parents in every part of Scotland to apply for Gaelic nursery and early years places for their children
Deputy First Minister and Cabinet Secretary for Economy and Gaelic Kate Forbes set out the measures on a visit to Bun-Sgoil Ghàidhlig Inbhir Nis (Inverness Gaelic Primary School). She was joined by Scotland’s first Gaelic speaking national poet, Dr Peter Mackay, who is also known as the Makar.
The visit coincides with the 40th anniversary year of Gaelic medium education in Scotland.
Ms Forbes said: “This Bill aims to build a strong foundation to support Gaelic’s continued growth following an encouraging increase in Gaelic speakers and learners across Scotland. It would boost Gaelic education provision throughout Scotland and better establish Gaelic and Scots as national languages.
“Gaelic medium education enriches communities and offers good value for money. Gaelic medium schools frequently demonstrate above average performance with some local authorities showing better grades across all qualification levels despite costs being no greater than English medium schools.
“To support the growth of Scotland’s indigenous languages, we are also providing an additional £5.7 million to promote Scots and Gaelic this year.”
Dr Mackay said: “It’s fantastic to have seen the growth of Gaelic medium education over the last 40 years: it’s something we should be very proud of.
“It’s vital that there’s ongoing support to maintain and develop Gaelic as a community language in the Highlands and Islands and to give people all over the country every chance to learn and speak it – and also to encourage Scots speakers and communities across Scotland.”
Background
Stage 3 of the Scottish Languages Bill is expected to be considered by MSPs on Tuesday 17 June.
Census statistics show that 130,161 people in Scotland had some Gaelic skills in 2022, an increase of 43,105 people from 2011. The census shows that 2,444,659 people in Scotland had some Scots skills in 2022, an increase of 515,215 from 2011.
The latest version of the Scottish Languages Bill is available online.
A’ neartachadh foghlam Gàidhlig agus Albais
Reachdas gus taic-chànain a neartachadh.
Faodaidh pàrantan air feadh Alba iarraidh gun tèid sgoil Ghàidhlig a stèidheachadh anns na sgìrean aca, mar phàirt de reachdas a tha ga thoirt air adhart le Riaghaltas na h-Alba.
Fo na planaichean, dh’fheumadh ùghdarrasan ionadail measadh a dhèanamh air so-dhèantachd agus reusantachd cosgaisean an iarrtais. Às dèidh dhaibh comhairle a ghabhail, faodaidh ministearan iarraidh air ùghdarrasan ionadail a dhol air adhart le stèidheachadh sgoil Ghàidhlig ùr, ma cho-dhùineas measadh an ùghdarrais gun gabh a dhèanamh.
Am measg chumhachan eile ann am Bile nan Cànan Albannach:
thèid bun-tomhasan foghlaim a thoirt a-steach do Ghàidhlig agus do dh’Albais
thèid Gàidhlig agus Albais a stèidheachadh mar chànain oifigeil
thèid taic a chumail ri cruthachadh sgìrean cànain sònraichte ann an coimhearsnachdan Gàidhlig, airson ’s gum faod ministearan poileasaidhean a thaghadh nas fheàrr leis an gabh an cànan a leasachadh
faodaidh pàrantan ann an gach ceàrn de dh’Alba tagradh a chur airson àitichean sgoil àraich agus tràth-ìre Gàidhlig fhaighinn dhan cuid chloinne
Chaidh na ceumannan a mhìneachadh leis an Leas-Phrìomh Mhinistear agus Rùnaire a’ Chaibineit airson na h-Eaconamaidh agus na Gàidhlig, Ceit Fhoirbeis, ’s i a’ tadhal air Bun-Sgoil Ghàidhlig Inbhir Nis. Còmhla rithe bha a’ chiad bhàrd nàiseanta Gàidhlig ann an Alba, an Dotair Pàdraig MacAoidh, ris an canar cuideachd am Makar. Bha iad a’ tadhal aig an aon àm ris a’ 40mh ceann-bliadhna de dh’fhoghlam tro mheadhan na Gàidhlig ann an Alba.
Thuirt a’ Bh-uas. Fhoirbeis:
“Tha a’ Bhile seo ag amas air bun-stèidh dhaingeann a thogail gus taic a chumail ri fàs leantainneach na Gàidhlig, às dèidh àrdachadh brosnachail ann an luchd-labhairt agus luchd-ionnsachaidh na Gàidhlig air feadh Alba. Chuireadh i gu mòr ri solar foghlam tro mheadhan na Gàidhlig air feadh Alba, ’s i a’ daingneachadh na Gàidhlig agus na h-Albais mar chànain nàiseanta.
“Tha foghlam tro mheadhan na Gàidhlig a’ cur beairteas ri coimhearsnachdan agus tha deagh luach an airgid na lùib. Is tric a bhios coileanadh sgoiltean Gàidhlig nas fheàrr na chìthear sa chumantas, ’s cuid a dh’ùghdarrasan ionadail a’ sealltainn chomharran nas fheàrr thar gach ìre teisteanais ged nach eil cosgaisean nas àirde na cosgaisean sgoiltean tro mheadhan na Beurla.
“Gus taic a chumail ri fàs nan cànan a tha dùthchasach do dh’Alba, tha sinn cuideachd a’ toirt seachad £5.7 millean a bharrachd gus Albais agus Gàidhlig a bhrosnachadh am-bliadhna.”
Thuirt an Dotair MacAoidh:
“Tha e air leth math gum facas mar a dh’fhàs foghlam tro mheadhan na Gàidhlig thairis air na 40 bliadhna a dh’fhalbh: bu chòir dhuinn a bhith gu math moiteil à rud mar seo. Tha e riatanach gum bi taic leantainneach ann airson a’ Ghàidhlig a chumail suas agus a leasachadh mar chànan coimhearsnachd air a’ Ghàidhealtachd agus anns na h-Eileanan, agus airson gach cothrom a thoirt do dhaoine air feadh na dùthcha an cànan ionnsachadh agus a bhruidhinn – agus cuideachd airson luchd-labhairt agus coimhearsnachdan na h-Albais a bhrosnachadh thar Alba.”
Cùl-fhiosrachadh
Thathar an dùil gum beachdaich BPA air Ìre 3 Bile nan Cànan Albannach Dimàirt, an 17mh latha dhen Ògmhios.
Tha àireamhan a’ chunntais-shluaigh a’ sealltainn gun robh beagan sgilean Gàidhlig aig 130,161 neach ann an Alba ann an 2022, àrdachadh de 43,105 neach bho 2011. Tha an cunntas-sluaigh a’ sealltainn gun robh beagan sgilean Albais aig 2,444,659 neach ann an Alba ann an 2022, àrdachadh de 515,215 neach bho 2011.
Tha an dreachd as ùire de Bhile nan Cànan Albannach ri fhaotainn air loidhne.
Forderin Gaelic and Scots education
Legislation tae uphaud the leids
Parents aw ower Scotland will be able tae speir for a Gaelic schuil tae be set up whaur they bide as pairt o legislation bein taen forrit by the Scots Government.
Unner the plans, it wad be necessar for local authorities tae luik intae gin the speirin wis practical and affordable. Efter takkin advice, ministers micht caw upon local authorities tae gang forrit wi the settin up o a new Gaelic schuil if the authority’s ettles shaw it tae be daeable.
Ither provisions o the Scottish Languages Bill include:
settin oot educational staunards for Gaelic and Scots
settin forrit Gaelic and Scots as official leids
uphaudin the settin oot o areas o muckle linguistic mense in Gaelic communities sae that ministers can better ettle at policies tae uphaud the growin o the leid
allouin parents in ilka pairt o Scotland tae speir efter Gaelic nursery and early years places for their bairns
Depute First Minister and Cabinet Secretary for Economy and Gaelic Kate Forbes set oot the meisures on a visit tae Bun-Sgoil Ghàidhlig Inbhir Nis (Inverness Gaelic Primary School). She wis jyned by Scotland’s first Gaelic spikkin national poet, Dr Peter Mackay, wha is kent forby as the Makar. The visit gangs alang wi the 40th anniversary year o Gaelic medium education in Scotland.
Ms Forbes said:
“This Bill ettles tae big strang foonds tae uphaud Gaelic’s ongawin growth follaein a hertenin increase in Gaelic spikkers and lairners aw ower Scotland. It wad forder Gaelic education provision throughoot Scotland and set forrit mair siccarly Gaelic and Scots as national leids.
“Gaelic medium education maks communities mair strang and gies guid value for siller. Gaelic medium schuils aft kythe better-than-average ootcomes, wi some local authorities reportin better grades athort aw qualification levels, for aw that costs are nae mair muckle than English medium schuils.
“Tae forder the growin o Scotland’s hamelt leids, we’re forby pittin forrit an extra £5.7 million tae uphaud Scots and Gaelic this year.”
Dr Mackay said:
“It’s braw tae hae seen the growin o Gaelic medium education ower the last 40 years: thon’s a thing we should be gey prood o. It’s vital that there’s ongawin uphaudin tae heeze up and forder forrit Gaelic as a community leid in the Hielans and Islands and tae gie fowk aw ower the country ilka chance tae lairn and spik it – and forby tae herten Scots spikkers and communities aw ower Scotland.”
Backgrund
Stage 3 o the Scottish Languages Bill is expectit tae be taen tent o by MSPs on Tuesday 17 June.
Census statistics report that 130,161 fowk in Scotland had some Gaelic skills in 2022, an increase o 43,105 fowk syne 2011. The census reports that 2,444,659 fowk in Scotland had some Scots skills in 2022, an increase o 515,215 syne 2011.
The latest version o the Scottish Languages Bill is set furth online.
Pupils across the country will be given the skills and tools needed to get the AI-powered jobs of the future thanks to a new skills programme launched by the Prime Minister
1 million students in secondary school to be given an unprecedented chance to learn and develop their skills in tech and AI
£187 million investment in national skills programme to bring digital skills and AI learning into classrooms and communities
7.5 million UK workers to gain essential AI skills by 2030 through industry partnership as major tech players including NVIDIA, Google and Microsoft back the Government’s skills drive
Skills drive to break down barriers to opportunity, drive growth and put more money in people’s pockets through skilled jobs as part of the Plan for Change and the forthcoming modern Industrial Strategy
Pupils across the country will be given the skills and tools needed to get the AI-powered jobs of the future thanks to a new skills programme launched by the Prime Minister today (Monday 9 June).
At the heart of the skills drive, and as part of the upcoming modern Industrial Strategy, is a new £187 million government “TechFirst” programme to bring digital skills and AI learning into classrooms and communities and train up people of all ages and backgrounds for the tech careers of the future.
Today’s announcements show this government is laser focused on investing in the futures of young people across Britain, knocking down barriers to opportunities, regardless of where they grow up.
It comes as research commissioned by the Department for Science, Innovation and Technology (DSIT) shows that by 2035, around 10 million workers will be in roles where AI will be part of their role or responsibilities in some form, with a further 3.9 million in roles directly in AI.
The flagship strand of this programme “TechYouth” – backed by £24 million of government funding – will give 1 million students over three years across every secondary school in the UK the chance to learn about technology and gain access to new skills training and career opportunities.
There will also be an online platform to inspire and educate students about the potential of computing and tech careers – building on CyberFirst’s Explorers which has access to most secondary schools in the UK with 100,000 students registered already. This will bring together learning tools and training opportunities in a streamlined accessible space.
In each of the UK’s regions and nations, a local delivery partner will be selected by DSIT to run the programme and deliver activities to schools and colleges in local areas.
The AI sector alone is valued at £72.3 billion and is projected to exceed £800 billion by 2035. It is growing 30 times faster than the rest of the economy, employing over 64,000 people across more than 3,700 companies.
But despite these strengths, access to AI skills in the UK remains one of the biggest barriers to growth—especially for startups, scaleups, and regions outside London. According to a TechNation report released today, one in three UK tech founders say the availability of top talent is their biggest barrier to growth.
That’s why the government is backing young people and investing in skills as an engine of economic growth—putting more money in people’s pockets and breaking down barriers to opportunity as part of the Plan for Change.
This package underpins the upcoming industrial strategy and also delivers on the government’s manifesto commitment to create higher-quality training and employment paths by empowering local communities to develop the skills people need and putting employers at the heart of our skills system.
Prime Minister Keir Starmer said: “We are putting the power of AI into the hands of the next generation – so they can shape the future, not be shaped by it.
“This training programme will unlock opportunity in every classroom – and lays the foundations for a new era of growth.
“Too many children from working families like the one I grew up in are written off. I am determined to end that.
“This programme is the Plan for Change in action – breaking down barriers, driving innovation, and giving every young person the chance of a good, well paid job and a bright future.”
TechFirst will also support over 4,000 graduates, researchers, and innovators through three additional strands:
TechGrad (£96.8m) – will support 1,000 exceptional domestic students a year with undergraduate scholarships in areas like AI, cyber security, and computer science. This will also go towards 100 Research MSc places in key tech sectors, and 100 elite AI scholarships. Applicants will be able to apply to the scheme online and those successful will have their bursaries paid from a central fund.
TechExpert (£48.4m) – will give up to £10,000 in additional funding to 500 domestic PhD students conducting research in tech with the aim of accelerating cutting-edge innovation, strengthen the UK’s research pipeline in strategic technology sectors, and ensure that emerging talent is supported to contribute to national tech leadership.
TechLocal (£18m) – will offer seed funding to help regional innovators and small businesses develop new tech products and adopt AI. A panel made up of local tech businesses will be established in each region to decide which applications have merit, with the necessary checks then done centrally by Innovate UK.
Major industry players including IBM, BAE Systems, QinetiQ, BT, Microsoft and the Careers & Enterprise Company – the national body for careers education – have backed the initiative.
TechFirst builds on the success of the CyberFirst programme, which has already helped hundreds of thousands of young people gain cyber security skills.
Science, Innovation and Technology Secretary Peter Kyle said: “We are getting Brits ready for jobs of the future by helping millions across the country gain vital digital skills in AI and beyond.
“Embedding these skills into our education system and local communities will help people of all backgrounds and ensure tech talent flourishes in every corner of our nation.
“These partnerships with industry will translate skills into real jobs and economic growth, putting more money in people’s pockets and breaking down barriers to opportunity. This is our Plan for Change in action – investing in the skills that will power our economy and deliver prosperity for working people across the country.”
Jensen Huang, Founder and CEO, NVIDIA said: “AI developers power the next industrial revolution.
“AI talent, skills and research are crucial ingredients in the UK’s mission to become an AI maker, not an AI taker. We’re delighted to partner with the government to train the next generation of AI developers, capable of finding new cures for diseases, discovering new materials and building word-class AI companies.”
Google EMEA President, Debbie Weinstein, said: “Our AI Works report revealed that £400bn worth of economic growth awaits the UK, but half of this depends on workers embracing and using AI.
“That’s precisely why we’re thrilled to join this crucial initiative, essential for supercharging AI upskilling, unlocking AI-powered growth and cementing the UK’s position as an AI leader.”
Carolyn Dawson OBE, CEO of Founders Forum Group and Tech Nation, said: “AI will transform every industry – but we can only unlock its full potential if we ensure the UK’s workforce has the skills to keep pace.
“This national upskilling programme is an ambitious and necessary step – not just to boost productivity, but to make sure we’re equipping the UK to participate in and benefit from the AI-driven economy.
“At Tech Nation, we’ve long championed the power of both homegrown talent and global expertise – whether that’s through supporting founders to scale or endorsing the UK’s Global Talent Visa. We’re proud to support initiatives that help the UK remain globally competitive”.
Leon Butler Chief Executive of IBM UK and Ireland said: ““Boosting technology skills across the economy is key to the UK maintaining its leadership position in AI. Having helped millions globally to develop new AI skills with our IBM SkillsBuild programme, we are delighted to partner with the UK government to help equip workers with vital tech skills.
“This complements our long-standing commitment to programmes such as CyberFirst, which we are excited to see expand. We look forward to continuing our support as the programme grows.”
Darren Hardman CEO of Microsoft UK said: ““Artificial Intelligence represents a generational opportunity, already transforming the way we live, work, and innovate.
“For the UK to remain globally competitive, we have to equip people with the skills they need to be successful in an AI-powered economy. Microsoft is proud to be playing its part, by training one million people with AI skills this year, and by supporting millions more through this new initiative.”
Intuit EMEA General Manager Leigh Thomas said: ““AI is a growth enabler for small and medium-sized businesses, levelling the playing field, by giving them the opportunity to access the sort of technology solutions that larger businesses have access to.
“The announcement today is a great step forward in improving their bottom line, and we look forward to collaborating with Government and other private sector partners to accelerate knowledge, understanding and adoption of AI tools by the businesses that need it most.”
Alongside TechFirst, the Prime Minister also announced a new government-industry partnership to train 7.5 million UK workers in essential skills to use AI by 2030—equivalent to around 20% of the UK workforce.
Leading technology companies including Google, Microsoft, IBM, SAS, Accenture, Sage, Barclays, BT, Amazon, Intuit, and Salesforce have signed up to the partnership. They have committed to making high-quality training materials widely available to workers in businesses – large and small – up and down the country free of charge, over the next five years.
Training will focus on enabling workers to use and interact with AI systems such as chatbots and large language models to boost productivity across a wide range of roles. Sector-specific training will also be developed to meet the needs of industries from healthcare to finance to manufacturing.
These companies will meet the Technology Secretary Peter Kyle this week to discuss how to meet the 2030 target, agree a terms of reference and will convene regularly to track progress.
Following his speech, the Prime Minister will join NVIDIA CEO Jensen Huang for an “in conversation” event to discuss the challenges of closing the AI skills gap and the potential of AI to transform public services and drive economic growth.
This comes as the government and NVIDIA today signed two Memorandums of Understanding, supporting the development of a nationwide AI talent pipeline and accelerating critical university-led research into the role of AI in advanced connectivity technologies. In addition, NVIDIA will expand its AI lab in Bristol to other areas of the UK to accelerate UK research in AI.
Today’s package follows the Department for Education’s announcement of the board members for Skills England, a new body which will work with employers and local leaders to shape training policy and delivery. Skills England will identify and tackle skills shortage in key Industrial Strategy sectors such as digital, creating more opportunities for young people.
Yesterday The Prime Minister hosted a private reception at Chequers, with leading tech CEOs and investors—including Eric Schmidt (Former CEO & Chairman of Google), Angie Ma (Faculty AI) Demis Hassabis (Google DeepMind), and Alex Wang (Scale) —to reaffirm the UK’s position as a global tech leader.
Tomorrow, he will welcome business leaders and entrepreneurs to Downing Street, including 16-year-old AI entrepreneur Toby Brown, who recently secured $1 million in Silicon Valley funding for his startup, Beem.
Should schools be recording and reporting on the use of restraint and seclusion? This is just one of the questions a Scottish Parliament committee is asking as it considers a new Bill.
The Education, Children and Young People Committee will be considering the Restraint and Seclusion in Schools (Scotland) Bill, which has been introduced by Daniel Johnson MSP.
The Bill aims to minimise the use of restraint and seclusion in schools, as well as stating that schools would need to inform the parent of a child or young person subjected to restraint or seclusion about the incident and annually report on the use of either approach.
Restraint and seclusion have been used in schools to manage children’s behaviours, but there have been serious concerns about both practices for several years, with campaigners calling for change.
If the Bill is passed, schools would need to be issued with detailed guidance about the use of restraint and seclusion. Schools would also need to inform parents of when restraint and seclusion have been used and maintain a report on the use of these approaches.
The Committee would like to understand whether the measures outlined in the Bill are appropriate.
Douglas Ross, Convener of the Education, Children and Young People Committee, (who knows a fair bit about bad behaviour! – Ed.) said: “The use of restraint and seclusion has been controversial for many years.
“This Bill aims to minimise the use of restraint and seclusion and we want to understand the implications of adopting this approach on children and young people, parents and professionals.
“The Committee is keen to hear from people who have views on the use of restraint and seclusion in schools. We’re also interested in hearing from teachers, school leaders and specialists to give us a broad perspective of views on the proposals in this Bill.”
