Business School recognised by prestigious organisation
Edinburgh Napier University has earned business accreditation from AACSB International, the longest-serving global accrediting body for business schools.
The accolade, which recognises ENU’s Business School for excelling in teaching, research, curriculum development, and student learning, is held by less than six per cent of global institutions that offer business degrees.
Founded in 1916, AACSB is a global non-profit association that connects learners, educators, and businesses worldwide. To gain accreditation, The Business School successfully completed a rigorous review process conducted by business education peers.
ENU now joins a network of nearly 1,000 accredited institutions, including more than 40 in the UK.
Professor Christine Cross, Dean of The Business School, said:“AACSB international is a globally recognised benchmark for business education excellence and obtaining this accreditation is a testament to our unwavering dedication to providing high-quality education and fostering a culture of continuous improvement.
“Through rigorous evaluation of our academic programmes, faculty qualifications, research initiatives and student outcomes AACSB accreditation reaffirms that Edinburgh Napier University is at the forefront of business education.
“As we celebrate this achievement we also reaffirm our commitment to fostering an inclusive and diverse learning environment that equips our students with the skills and the mindset necessary to address the challenges of the business world with empathy, integrity and resilience.
“Looking ahead Edinburgh Napier University will continue to push boundaries and maintain the highest standards of education, research and community engagement.”
Stephanie M. Bryant, executive vice president and chief accreditation officer of AACSB, said: “Edinburgh Napier University’s commitment to earning accreditation is a true reflection of their dedication—not only to their students, alumni network, and greater business community, but to the higher education industry as a whole.
“Today’s students are tomorrow’s business leaders, and the addition of the Edinburgh Napier University to the network of AACSB-accredited business schools will have a lasting positive impact for their institution, both locally and globally.
“We congratulate Edinburgh Napier University and Dean Christine Cross on earning accreditation and applaud the entire team—including the administration, faculty, staff, and students—for their roles in earning this respected honour.”
Every state school in England now has a defibrillator with 20,376 devices delivered to 17,862 schools
The government has confirmed that all state-funded schools in England now have a life-saving defibrillator, drastically increasing the chances of surviving cardiac arrest for all state school pupils in England.
Following the government’s £19 million rollout, over 20,000 defibrillators have successfully been delivered to almost 18,000 schools since January.
In June, the Department for Education oversaw the successful completion of deliveries of defibrillators to secondary schools. Now, all eligible primary, special and alternative provision schools who did not already have a defibrillator have received deliveries, boosting their numbers in communities across the country.
Today’s milestone marks another step in the government’s commitment to delivering stronger, safer communities across the country.
In July 2022, the government committed to delivering these devices before the end of the 2022 to 2023 academic year to ensure that all state funded schools in England had access to a defibrillator, following the campaigning from Mark King of the Oliver King Foundation to ensure all schools have a defibrillator.
Mark tragically lost his son, Oliver, after he suffered sudden cardiac arrest at school during a swimming lesson when he was 12-years-old.
Secretary of State for Education Gillian Keegan said: “Having access to defibrillators in schools drastically increases the chance of pupils, teachers and visitors surviving a cardiac arrest.
“Thanks to the tireless campaigning of Mark King, Jamie Carragher and Nicola Carragher we are proud to say that every state-funded school in England now has access to a defibrillator.
“Teachers and pupils across the country can now be reassured that they will have access to one on school grounds should tragedy strikes.”
Secretary of State for Health and Social Care, Steve Barclay, said: ““Having access to defibrillators in schools drastically increases the chance of pupils, teachers and visitors surviving a cardiac arrest.
“Thanks to the tireless campaigning of Mark King and Jamie Carragher we are proud to say that every state-funded school in England now has one of these potentially life-saving machines.
“So however rare these events are, teachers, parents and pupils across the country can now be reassured they will have access to a defibrillator on school grounds, should the worst happen.”
Oliver King Foundation founder, Mark King: “We as a family and foundation will continue to strive for change so no other family has to suffer as we are.
“We would like to say a massive thank you to Nadhim Zahawi, Lord Stuart Polak, Jamie Carragher and the DfE for helping us aim for legislation. Oliver’s memory will live on and lives will be saved.”
Large schools have been provided with 2 or more defibrillators so that they can be strategically placed in areas of the schools where a cardiac arrest is more likely, such as sports halls.
A defibrillator is a machine that is placed externally on the body and is used to give an electric shock when a person is in cardiac arrest i.e. when the heart suddenly stops pumping blood around the body. Prompt defibrillation can help save a person’s life.
The government is also supporting schools in making defibrillators available to the community, with 1,200 external heated defibrillator cabinets being provided to primary and special schools by the end of 2023 in areas of deprivation, where provision is generally lower.
The rollout will build on existing requirements for schools to teach first aid as part of the curriculum, with secondary school pupils being taught life-saving methods such as CPR and the purpose of defibrillators. This rollout will help protect schools and their local communities against cardiac arrest, delivering wider access to these devices.
Students and taxpayers will be better protected against rip-off degree courses that have high drop-out rates, don’t lead to good jobs and leave young people with poor pay and high debts, the Prime Minister and Education Secretary have announced.
Under the plans, the Office for Students (OfS) will be asked to limit the number of students universities can recruit onto courses that are failing to deliver good outcomes for students.
The UK has some of the world’s leading universities, but a minority of the courses on offer leave students saddled with debt, low earnings and faced with poor job prospects. The government wants to make the system fairer for them, but also for taxpayers – who make a huge investment in higher education and are liable for billions of pounds in unrecovered tuition fees if graduate earnings are low.
Figures from the Office for Students show that nearly three in ten graduates do not progress into highly skilled jobs or further study 15 months after graduating. The Institute for Fiscal Studies also estimates that one in five graduates would be better off financially if they hadn’t gone to university.
The government wants to make sure that universities and colleges are offering the same standard of high-quality provision expected in our schools, and that young people are encouraged to choose the path that is right for them – whether it’s a university degree, a higher technical qualification, or an apprenticeship.
As part of today’s announcements, the government will also reduce the maximum fee that universities can charge for classroom-based foundation year courses to £5,760 – down from £9,250 currently.
These are an additional year of study designed to help prepare students for degrees with specific entry requirements or knowledge, such as in medicine and veterinary sciences. However, research shows that too many people are encouraged to take a foundation year in some subjects like business where it is not necessary.
The Office for Students will also continue work to make it easier for students to assess the quality of each university course, including its earnings potential, so that they can make the most informed decision about where and what to study. We are asking the Office for Students to ensure that courses which fail to deliver good earnings are subject to stricter controls.
Prime Minister, Rishi Sunak, said: The UK is home to some of the best universities in the world and studying for a degree can be immensely rewarding.But too many young people are being sold a false dream and end up doing a poor-quality course at the taxpayers’ expense that doesn’t offer the prospect of a decent job at the end of it.
“That is why we are taking action to crack down on rip-off university courses, while boosting skills training and apprenticeships provision. This will help more young people to choose the path that is right to help them reach their potential and grow our economy.”
Education Secretary Gillian Keegan said: “Students and taxpayers rightly expect value for money and a good return on the significant financial investment they make in higher education.
“These new measures will crack down on higher education providers that continue to offer poor quality courses and send a clear signal that we will not allow students to be sold a false promise. Wherever they choose to study, it is vital students can gain the skills needed to get great jobs and succeed – supporting the Prime Minister’s priority to grow our economy.”
Philip Augar, chair of the independent Review of Post-18 Education and Funding, said: “This is another strong signal for universities to control such recruitment as is not in students’ best interests and I hope the sector responds constructively.
Edward Peck, Vice-Chancellor and President Nottingham Trent University and panel member of the independent Review of Post-18 Education and Funding, said: “Following careful consideration and extensive consultation, the reform agenda for higher education being pursued by Government is consistent with the approach articulated in the Augar Review.
“The alignment of the fee for Foundation Years with that of Access to HE for lower cost subjects is in the interests of students as is the proposition that the future refinement of the quality framework deployed by the Office for Students, including potential selective student number controls, should make subject appropriate use of graduate salaries.”
Baroness Alison Wolf, panel member of the independent Review of Post-18 Education and Funding, said: “I am delighted that the government has introduced reforms for foundation year courses, whose current meteoric growth is hard to justify educationally or in cost terms.
“Aligning their fees explicitly with college-based access courses should also promote the greater alignment of further and higher education to which the government is, rightly, committed.”
The government has already taken decisive steps to make sure young people and adults can access more high-quality training opportunities.
This includes rolling out new T Levels, Higher Technical Qualifications, establishing a network of 21 Institutes of Technologyand working with employers of all sizes to create more apprenticeships in a wider range of exciting roles. Plans to expand UCAS to allow students to apply for apprenticeships alongside traditional degree have also been announced so thousands more young people can benefit from a wider choice of high-quality options.
Alongside the measures announced today to boost the quality of higher education, the government is going further still to support people and employers to take advantage of the wide range of free training options available to them, helping to fill skills gaps, get people into work and support the Prime Minister’s priority of growing the economy.
This includes launching a new digital platform from the autumn where people and employers can search for everything from apprenticeships and T Levels to Skills Bootcamps and essential skills courses – all in one place.
The government is also making it easier for employers to take on apprentices. This includes by cutting the steps needed to register to take on an apprentice by a third and updating 100 apprenticeships in sectors such as construction and healthcare so they reflect the latest technological advancements and so they work better for employers and apprentices.
Anthony Impey, Chief Executive of Be The Business, said: “Small businesses are run by some of the country’s most impressive and resilient people, but they are time poor and lack the resources of their peers in much larger companies.
“So these changes will make a real difference in opening up apprenticeships at a time when small businesses are looking for all the help they can get to boost their productivity.”
FD Works, Top 50 SME apprentice employer and accountancy firm based in Bristol said: “At FD Works, we believe that the power of apprentices is unmatched. The passion and perspective they bring have been a huge part of our ongoing success, but as a small business, our time is incredibly valuable.
“The investment far outweighs the cost already, but the Department for Education is continuously improving the system with us in mind, which is clear in this latest update.
“As an innovative company, we’re really excited to see changes happening that will help us move quicker, share more opportunities, and empower even more apprentices to find a career they love.”
Jane Gratton, Head of People Policy, British Chambers of Commerce said: “Apprenticeships are key to boosting technical skills in the workforce and helping firms tackle skills shortages.
“However, many firms with great apprenticeship opportunities have found the process difficult. So it’s good to see Government taking steps in the right direction to reduce the complexity and excess bureaucracy in the apprenticeship system.
“We also need more candidates to choose the apprenticeship route to employment and so we welcome initiatives that raise awareness and help match people to the great jobs and training available in local business communities throughout the country.”
First of its kind NCMD report released today which RoSPA contributed to
Data shows that collaboration and education are ‘vital’
Road collisions and drowning are two of the biggest killers
Collaboration and education are key in keeping the nation’s children safe from injury and death, that’s the message today from The Royal Society for the Prevention of Accidents (RoSPA) in the wake of new child mortality data released by a leading University.
Data from the University of Bristol’s National Child Mortality Database (NCMD) team, created in collaboration with RoSPA and other key organisations, shows that 644 children aged up to 18 in England died due to traumatic injuries between 1 April 2019 and 31 March 2022; of these, 211 died because of a vehicle collision, 160 died due to violence and maltreatment, and 84 died by drowning.
A further 189 died due to other traumatic injuries such as drug or alcohol poisoning, suffocation, falls, choking, foreign object consumption, fires, electrocution, falling objects and dog attacks.
According to RoSPA, Accidents remain the UK’s biggest killer of children and young people up to the age of 19, and are the biggest cause of preventable, premature death up to the age of 60.
The report (which used data from the NCMD cohort, a first-of-its-kind initiative to collect comprehensive and timely information on every child death in England) sought to identify risks and patterns from the 9,983 child deaths that occurred in England between 1 April 2019 until 31 March 2022.
Ashley Martin, Public Health Advisor at RoSPA, worked closely with the NCMD on the report. He said:“We welcome this valuable report and data analysis that is an important step forward in understanding the scale and causes of accidental death among children, a significant number of which occur in their own homes.
“The report confirms the tragic toll of accidental death among children and the effects on their families and makes vital recommendations to Government ,organisations and. charities.
“Now, we need to come together to understand how to use these findings to reduce the death toll and keep more children and young people safe from harm.”
In terms of road collision data, the report found:
There were 211 deaths of children and young people due to vehicle collisions over the last three years.
Death rates were highest for 15-17 year olds, with children in deprived areas disproportionately affected. There were 37 (17.5%) deaths of children aged under 5, 70 (33.2%) deaths of children and young people aged 5-14 years, and 104 (49.3%) deaths of young people aged 15-17 years.
Collisions where the child was in the vehicle as a driver or passenger were most common (35% of all deaths)) followed by deaths where the child was a pedestrian (32%). The most common type was car or van collisions for 15-17 year olds and pedestrian collisions for those aged 10-14.
Contributory factors in these crashes were speeding (27%), risk taking, consumption of drugs and alcohol (by the child or driver) and non-use of appropriate safety equipment (20%). In some instances, complex home circumstances was identified as a factor. Road design was also a factor in many collisions.
Rebecca Guy, Road Safety Manager at RoSPA, said:“We strongly support the recommendation that all primary school children receive road safety education and are looking at ways we can build on our previous work with parents and schools.
“We also believe that road layout and design needs to be suitable for all – pedestrians, cyclists and motorised vehicle users included and agree that support for witnesses to vehicle collisions should be improved.
“We look forward to taking the results of these findings and using them as a basis for our lifesaving accident prevention work.”
The report also showed that deaths due to drowning increased over the three years, with 20 deaths in 2019-20, rising to 37 in 2021-22.
They occurred most commonly in inland bodies of water (such as a river or lake) or in the bath and increased over the three years. The children and young people most at risk were those aged under five or over 15, males, those living in the most deprived neighbourhoods, and children from a Black or Black British ethnic background.
Over half the deaths occurred during the summer months, although some evidence shows that deaths in the spring were rising the fastest. In 83% of cases, the child or young person was unsupervised at the time of death. Five of the seven deaths of children under one who drowned in the bath were in a bath seat.
David Walker,Head of road and leisure safety at RoSPA and Executive Lead at the UK National Water Safety Forum, said: “This report is a clear call to action that better support and awareness is needed for families and communities – so that everyone can enjoy and respect the water.
“As we look forward to World Drowning Prevention Day on 25 July, this report provides yet more evidence that all Government departments, led by Cabinet Office, must take a coherent and coordinated approach to drowning prevention across the UK.”
Afghan students who fled their home country celebrate Edinburgh Napier graduation
A group of Afghan students who came to Edinburgh Napier University following the evacuation of their home country have spoken of their pride at graduation.
Tens of thousands of people fled Afghanistan when the country’s government fell in 2021, amid the Taliban insurgency and withdrawal of international troops.
Amin Ul Haq Majeed, Bilal Rafi, Rafi Ullah Jabarkhail, Ahmad Reshad Halimi, Allahdad Afghan, Idress Rasooly, Mujeeb Rahman Fazli, Ibrahim Anwari and his brother, Abdur Rahim Anwari, have since made Edinburgh their home and completed their studies at ENU in several different subjects, including Computing and Business Management.
They picked up degrees during the University’s summer graduation ceremonies at the Usher Hall.
Abdur Rahim Anwari already had an offer to attend ENU when the evacuation of Kabul took place two years ago.
The 29-year-old said: “Suddenly everything changed. I informed Edinburgh Napier and they replied very quickly, offering me support such as hardship funds so I could study. This was a turning point for me.
“I didn’t even have ten pounds in my pocket when I arrived.
“It was a very difficult time, but thanks to the support from the University we have made it through.
“My fellow Afghan students were in the same situation. We have become friends by going on this journey together. We’re very thankful to the University.
“It is impossible now, but one day I want to go back home to Afghanistan with what I have learned.”
Bilal Rafi said: “2021 in Afghanistan was a very big problem – we lost everything when it all happened. But when we came here, Edinburgh Napier University helped us get started, and I am very thankful for that.
“It was a very scary time. We didn’t know anyone here and our families weren’t safe back home. Everything was at risk. Everything was unstable.
“On the first day when I came to the University, I didn’t know anyone – except Amin. We didn’t know anyone and we didn’t have anything.
“But it gave us the motivation, the inspiration to complete our education, and finally complete our degree.
“You can feel it when you are here in a safe place and your family is at risk. It was very difficult, mentally, especially for the first four, six months – I couldn’t sleep at night.
“But later on, with the help of Edinburgh Napier University, especially the Safeguarding Team, we did it.”
45 Edinburgh school students are celebrating the news that they have passed the two-year International Baccalaureate Diploma.
The attendees at Fettes College received their results on Thursday 6 July and are now heading to destinations across the world at various institutions such as Columbia, Yale and Holy Cross universities in the US. Some of the diploma graduates are staying closer to home at St Andrews, Edinburgh and Glasgow, or at Oxford, Cambridge and other top English universities.
The diploma is only taught in four schools in Scotland and is open to students aged 16-19. Fettes is the only school in Scotland offering the dual pathway of IB and A Levels.
Jonathan Marchant, Deputy Head (Academic) of Fettes College said: “I could not be prouder of the class of 2023 who sat these exams having not experienced the GCSEs of previous year groups to prepare them, yet their persistence and perseverance has been incredibly impressive to witness.”
He added: “A quarter of all candidates gained 40 points or more, with 50% gaining or exceeding a score of 38 points. Four of our students deserve a special mention – two achieving 42 points, one achieving an outstanding 43 points and one scoring an exceptional 44 points with 777 at Higher Level. One student also achieved a bilingual diploma.”
Helen Harrison, Head of Fettes College said: “Our IB results are testament to a great deal of hard work from our students and superb support from our dedicated staff. Our IB students are ready for the next exciting stage in their lives and they leave Fettes ready to make a very positive mark on their world.”
An innovative educational programme funded by the Sean Connery Foundation designed to help dyslexic children and young people in Edinburgh is showing positive signs of making a difference.
Interim results from the three year project, targeted at those experiencing literacy difficulties, has demonstrated that individual children are making significant progress in their reading.
While Sir Sean, who was born in Edinburgh, was not himself dyslexic, learning to read was life-changing for him, and he was passionate about sharing his enthusiasm for reading with others.
The partnership between Dyslexia Scotland, the City of Edinburgh Council’s Literacy and Dyslexia Support Team and the Foundation started last August. The work being carried out builds on the Council’s already established support to deliver intensive programmes to more pupils than were previously provided.
In the first year 15 primary and two secondary schools have been provided with specialist teachers and pupil support assistants trained to develop the capacity of school staff supporting children/young people with dyslexia or literacy difficulties. This has resulted in 215 pupils benefitting from the extra support and the wider training programme reaching 175 teaching staff.
An analysis of the work found all teachers and pupils involved were positive about its impact, with data suggesting “individual children are flourishing as a result of the initiative”. Even in just nine weeks of intervention, it was found that individual children were making “significant progress in their reading” and the report said: “If such improvements are sustained longer term it is highly likely that the impact of the project will demonstrate statistical significance.”
Another positive development from the project has been the setting up of parent/carer groups which helps parents with strategies to support literacy at home and practise these with their children.
Cllr Joan Griffiths, Education, Children and Families Convener for the City of Edinburgh Council, said: “Thanks to this funding from the Sean Connery Foundation and our longstanding partnership with Dyslexia Scotland we have been able to significantly increase support for learners who benefit most from this targeted work.
“Although we’re still in the early stages of this ground-breaking project the early results are really encouraging and building on the excellent work already taking place around literacy and dyslexia in our schools.
“In the first year we carefully selected 16 schools, offering group or one to one input to learners. We delivered intensive staff training and support for parents and carers, so that they felt more confident and informed about how to help at home.
“Children who had difficulties with reading are now showing significant progress. The work also helps build their self-confidence making them feel more motivated and engaged in learning.
“This is a wonderful partnership which shows real promise for learners with literacy difficulties. I can’t wait to see how the programme develops over the next two years and the positive impact it will have.”
Cathy Magee, Chief Executive of Dyslexia Scotland, said: “We are delighted that this initiative has started so well and that the hard work of everyone involved in the first year is having such a significant impact on the learners’ literacy skills as well as on their confidence and wellbeing.
“Early reports show that the generous investment by the Foundation, combined with the excellent partnership between Dyslexia Scotland and the City of Edinburgh Council are delivering encouraging results. This is evident in the positive feedback from learners, parents, teachers and pupil support assistants.”
Stephane Connery, Chair of The Sean Connery Foundation, said: “The single most important event in Sean’s life was learning to read. It opened up his world. Sean was very conscious of the stigma that people with dyslexia endure.
“It does a terrible number on their confidence despite the fact that many dyslexic people are truly gifted with fresh, original perspectives. Our hope is that the Sean Connery Dyslexia Initiative helps to unlock this genius, helping students to grow in confidence and thrive in school.
Commenting on news reports of fights breaking out between parents at Ferryhill Primary School, UNISON has denounced the actions as intolerable and are demanding that more must be done to protect all staff, parents and pupils from the threat of violence at work.
UNISON Edinburgh City branch secretary, Tom Connolly said: “This is a serious situation, which we have been working with stakeholders to ensure all pupils, parents and staff are safe.
“It is not acceptable that staff regularly feel threatened at work. We can’t allow any aggressive behaviour towards anyone in our school.”
“UNISON, with other unions, has been trying to find a solution for some months. We are working together with the head teacher, who is extremely supportive, the police and local authority. We are doing everything we can to support staff and parents.
“The unions have met with senior leaders at Edinburgh Council and requested community police to support staff at the beginning and end of the school day when the behaviours are at their worst. We are also looking to see if a voluntary sector family support organisation can provide help.”
“UNISON will continue to work collaboratively over the summer, with the school management team, city councillors and others, to ensure pupils, parents and staff can return to a safe environment for learning.”
The Chair of Ferryhill Parent Council made this statement back on 1st June:
It is with a heavy heart that I must make this statement.
As parents, our top priority is always our children. We willingly sacrifice our free time and forego attending events in order to organize activities and provide treats for the kids at Ferryhill. We strive to ensure that every child is included and receives equal treatment. Over the past few months, we have taken days off from work and given up our personal time to address significant issues that were left behind by the previous parent council.
As the Chair, it is unacceptable for our members to be subjected to backlash, derogatory comments, and verbal abuse.
Regrettably, we have experienced two separate serious incidents today, which will be thoroughly investigated, and the police will be involved if deemed necessary.
Additionally, we have received negative feedback from parents about the selection of activities we have on offer. Taking all of this into account, I have made the difficult decision to suspend any upcoming events that we had planned, as well as future projects aimed at supporting the children at Ferryhill.
After the investigation concludes, we will assess the situation and make a decision regarding whether to proceed or not. Furthermore, we will seek support from the parent forum for any future decisions.
It is important to note that we are here to represent parents and caregivers. However, it is crucial to remember that we are also parents ourselves.
If there is any parent that witnesses the two incidents and would like to come forward please contact me on ferryhillparentcouncil@yahoo.com
Considering the future of qualifications and assessment
The views of teachers will be key to Scotland’s education reform journey, Education Secretary Jenny Gilruth has said, as a major report on qualifications and assessment is published.
Professor Louise Hayward’s report following her Independent Review of Qualifications and Assessment (IRQA) recommends reform of the current senior school phase, including the creation of a new Scottish Diploma of Achievement (SDA).
The report, along with the recent Withers Review of the Skills System and National Discussion on Education, sets out the case for significant change across the sector. The Scottish Government will now consider the recommendations made in these reports and respond in due course.
Ms Gilruth said: “I am very grateful to Professor Hayward and members of the review group for the time and effort they have given to bring this report together.
“These recommendations for reform could amount to a radical shift in Scottish education. As Cabinet Secretary I need to be certain that these changes are the right ones for Scotland’s young people – and I am determined that the voices of teachers will be central to this process.
“Scotland has a proud educational tradition – the challenge now is to build on that success and deliver reform which ensures we have a coherent education and skills system that supports children and young people to reach their potential.
“Ultimately we must judge everything we do by those criteria. I will work together across parties to improve educational outcomes – this is a prize worth striving for, to ensure we get this right for the next generation.”
Key recommendations of the Hayward report include:
adopting the SDA (Scottish Diploma of Achievement) as a graduation certificate for all senior phase educational settings
the end of exams in S4 and a wider range of assessment methods used in Highers and Advanced Highers
a digital profile for all learners which allows them to record personal achievements, identify and plan future learning
Professor Hayward said: “This report offers the potential to provide learners with a more valuable senior phase experience, teachers with the resources to do the job properly and colleges, employers and universities with better information about learners’ achievements.
“It would not have been possible without the support and hard work of the Independent Review Group and the vital contributions from schools, colleges, universities, employers, parents, and young people from across the county.
“I’d like to thank them all for their assistance and taking the time to support the work.”
The Scottish Government’s detailed response to the IRQA will be considered alongside wider reform activity being taken forward following the National Discussion , the Review of the Skills Delivery Landscape , the forthcoming Purpose and Principles for Post-School Education, Research and Skills, and establishment of the new national education bodies.
The SDA would be awarded to school leavers when achievements are recognised in each of three elements. The Programmes of Learning element would focus on individual courses, while the Project Learning would focus on learning in practice and may look at areas such as climate change, migration or artificial intelligence while the Personal Pathway would allow a learner to reflect on learning through social, cultural, economic and well-being perspectives.
Legislation to establish new education bodies will be introduced only after Ministers have considered the findings of recent reviews, though work continues in this area. Recruitment for a new chair of the Scottish Qualifications Authority will begin shortly. Recruitment for a independent HM Chief Inspector of Education will also be progressed.
The IRQA was commissioned and announced in October 2021 by the then Cabinet Secretary for Education and Skills Shirley-Anne Somerville.
International charity Street Child has launched a campaign called ‘Education Is Her Right’ which aims to fund primary school education for girls in Afghanistan.
The country faces an unprecedented humanitarian crisis and the gains made over the past two decades, particularly in advancing women’s rights, are now in jeopardy.
The children’s charity Street Child’s has made an unwavering commitment to continue working with local organisations in Afghanistan despite the monumental challenges.
The charity’s campaign will highlight that just £100 will fund a girl’s primary education for a whole year – that’s just 27p per day!
The reduction of international development assistance, which once played a pivotal role in maintaining public health and education systems, has dealt a severe blow to the ability to implement vital programmes. T
he economic downturn, skyrocketing hunger, malnutrition, and inflation triggered by global commodity shocks have further compounded the challenges faced by the Afghan people.
In July, as part of Street Child’s ‘Education is Her Right’ campaign, Street Child is delighted to announce they have an appeal on BBC Radio 4 in which will highlight the need for funding to support the charity’s work in girls’ primary education in Afghanistan.
The appeal will be presented by Christina Lamb OBE, a British journalist and bestselling author of books such as ‘I am Malala’, ‘Farewell Kabul’, and ‘Our Bodies, Their Battlefield; What War Does to Women’. The funds raised will be channelled to our local Afghan partners who are on the ground and working hard to use every pound as effectively as possible to deliver education for young boys and girls.
Outside of the radio appeal, Street Child’s campaign showcases its wider mission to operate in the hardest to reach areas of the world, educating girls across 25 countries. The charity’s dedicated local partners in Afghanistan are striving relentlessly to improve the lives of vulnerable communities – driven by a shared mission to provide education, protection, and livelihood support to children, women, and families caught in the grips of the longstanding conflict and recurrent natural disasters.
Tom Dannatt, CEO and Founder of Street Child, said: “Our view, is that if you can read, write, add up and take away you have a chance in this world. If you can’t do those things, then you really don’t.
However, feeding minds is tough to think about if you haven’t put food in your mouth and you’re hungry, so every dimension of an Afghan child is under threat.
“We’re really calling on the international community, in all its manifestations to play its part in dramatically increasing quantities of aid, and for members of the public to consider how they can help. Charities like Street Child are on the ground in Afghanistan with Afghan staff and donations can and do make a difference.
“Keeping children and their families safe is the centre pillar of Street Child’s work: all children have a right to be safe and safeguarded from risks, especially those which impact their ability to attend school.”
