Tag: education

More support for Scottish universities

Further £10 million for Scottish Funding Council to support the university sector

Additional support is to be made available through the Scottish Funding Council (SFC) to support universities facing financial challenges.

Education Secretary Jenny Gilruth said an additional £10 million will be provided to the SFC to support higher education institutions such as the University of Dundee as they navigate current financial challenges.

It brings total additional support for the sector from the Scottish Government to £25 million, on top of the £1.1 billion in the 2025-26 budget for university teaching and research.

The Scottish Government will convene a range of expertise from across the higher education sector, government, and Dundee City Region to support the University of Dundee while it develops its Financial Recovery Plan. This is in addition to work already underway by the SFC, which engages closely with universities on financial sustainability.

Ms Gilruth said: “The Scottish Government is providing an additional £10 million support package to assist universities such as Dundee with navigating immediate financial challenges. This is on top of the £15 million of extra support previously announced for the sector in February.

“Ministers have held further meetings with the University of Dundee, unions and the Scottish Funding Council this week, building on the extensive engagement that has already taken place with the institution since financial issues came to light.

“Both the Higher Education Minister and I have conveyed our deep concern at the level of job losses currently being discussed at the University. While the University is an autonomous institution, it is our clear expectation that the University’s leadership works with us, and engages fully with staff and trade unions, to explore all options to protect jobs.

“Work will continue in the coming days to convene the right range of expertise from across government, the sector, and the wider city region to support the institution as it continues to develop its Financial Recovery Plan.

“Scotland’s universities play a pivotal role in the economy and wider society, and they must be supported to thrive into the future. This support package is another clear sign of the Scottish Government’s commitment to support the sector with financial challenges – challenges which have been compounded by UK Government policies on migration and employer National Insurance contributions.” 

Chief Executive of Scottish Funding Council Francesca Osowska said: “We welcome Scottish Ministers’ continued commitment to the tertiary sector and confirmation of this additional funding.

“Recognising the particular challenges facing the University of Dundee, we look forward to engaging with a wide range of partners to secure its continued success as a world-renowned University delivering excellent outcomes for learners and researchers and contributing to economic growth and social wellbeing.”

The additional £10 million capital funding has been identified from within the education portfolio.

Pupils and teachers recognised for challenging inequality through creativity at The Saroj Lal Awards

Winners announced in the annual Saroj Lal Awards

Primary and secondary aged learners along with teaching staff from across Edinburgh were honoured with awards at a ceremony held at the City Chambers on Thursday (6 March).

The awards, now in their third year, encouraged schools to nominate pupils’ work in any art form including the written word, technologies and multi-artforms, inspired by the award themes of equality, inclusion and diversity. Head teachers were also encouraged to nominate a staff team from their school whose collaborative work around equalities has adopted a creative approach and had an impact on the school or in the wider community.

Saroj Lal was one of the first Asian women to teach in a Scottish primary school when she began her role at South Morningside Primary School in 1970.

Her many successes included being at the forefront of race relations during a period of immense political and social change, delivering anti-racism training and starting the first local authority interpreting and translating service in Edinburgh.

Following her death in 2020, Saroj’s many achievements in equality, women’s rights, education, and community work are being formally recognised.

Entries were judged by a panel of esteemed judges including Saroj Lal’s son, Vineet Lal, Ethelinda Lashley-Scott, CEO of the Multi-Cultural Family Base (MCFB), Hardeep Kaur, winner of the 2024 GTC of Scotland Saroj Lal Awards and teacher at Portobello High School, Carol Tuzan, Wider Achievement & Lifelong Learning Manager (CLD youth and children’s work) along with a former Saroj Lal Award staff winner and two student judges, recruited for the first time, via school’s equalities groups and the youth parliament.

The award categories for pupils were as follows:

  • Proud to be Me: Communicates the young person’s personal expression of pride in their heritage, in their own culture and/or identity.
  • How Prejudice Makes Me Feel: Expresses young people’s feelings about any form of prejudice inflicted on themselves or others.
  • Artivism: Art expresses their views on social justice and challenges others to change and/or act differently.

The winners are:

  • Proud To Be Me – primary schools’ category: P7’s “The Quilt Group” at Currie Primary School
  • Proud To Be Me – secondary schools’ category: Pilrig Park School – A whole school Project
  • How Prejudice Makes Me Feel – primary schools’ category: Andrew Amanfo – P5 Ferryhill Primary School
  • How Prejudice Makes Me Feel – secondary schools’ category: Jesudarasimi Omaoya (Dara)- S3 Castlebrae Community Campus
  • Artivism – primary schools’ category: Duddingston Primary School – A whole school Project
  • Artivism – secondary schools’ category:  Farah Joma – S4 St Thomas of Aquin’s RC High School
  • Staff winner:  Laura-Jane Inglis. (Teacher of Modern Studies and Politics in the Faculty of Humanities)  James Gillespie’s High School
  • Judges Commendation Award 2025 is: Hazel Li S1 Craigmount High School

Councillor Joan Griffiths, Education, Children and Families Convener, hosted the awards and said: “Most of us will be able to recall an inspiring or memorable teacher and Saroj Lal raised the bar in leading the way during her lifetime, and she continues to inspire Edinburgh learners through the legacy she left behind.

“Now in their third year, the awards recognise the work schools and pupils are doing to champion equality and promote diversity. It’s fantastic to see that so many schools have submitted entries this year, from art works, poems, films and animation, the entries this year include a real mix of mediums and at such a high standard.

“I want to congratulate the winners, and acknowledge all those who submitted an entry, for their creativity.

Vineet Lal, said: “The quality of entries this year has been outstanding and I want to thank pupils and staff across Edinburgh schools who have put so much thought and creativity in to their submissions this year. I have been blown away by the different ways that the art works have captured and showcased the themes of equality and diversity.

“Saroj was a force for good in her community and beyond, championing social justice and equality for all. She would be extremely proud to see that the awards in her name are now in their third year and that children and young people continue to be inspired by her pioneering work.”

Judges:

  • Vineet Lal, Saroj Lal’s son
  • Ethelinda Lashley-Scott, CEO of the Multi-Cultural Family Base (MCFB)
  • Hardeep Kaur, winner of the 2024 GTC of Scotland Saroj Lal Awards and teacher at Portobello High School,
  • Carol Tuzan, Wider Achievement & Lifelong Learning Manager (CLD youth and children’s work)
  • Elaine Oram, winner of the Saroj Lal Awards staff category last year and teacher at James Gillespies High School
  • Yashasvi Soni, student judge and S6 Pupil at Leith Academy
  • Scarlet D’Mellow, student judge and pupil at  Liberton High School

Where Do We Draw The Line? New study reveals shocking lack of awareness around abuse of older people

Punching and threats not seen as abuse to a quarter of respondents

A new study highlights a significant lack of awareness among university students about the abuse experienced by older people, according to recently released findings from lead researcher Dr Jennifer Storey with support from leading abuse prevention charity Hourglass.
 
Researchers Dr Jennifer Storey, Rhianna O’Brien and Dr Silvia Fraga Dominguez have found in their work that 25% of those surveyed (predominantly university students) did not view punching, kicking, threats, or theft towards older people as acts of abuse.
 
Likewise, over 1 in 4 (29% and 28%) respondents did not see taking an older person’s precious items, or spending an older person’s money without consent, both forms of economic abuse, as abusive acts. While 25% did not view sexual advancement without consent towards an older person as abusive.
 
Hourglass is the only UK-wide charity dedicated to calling time on the abuse, harm and exploitation of older people and the charity is calling for major improvements to the public’s understanding of the abuse of older people.
 
Recently released research from Hourglass suggests that the abuse of older people costs the UK economy over £16 billion every year and if current trends continue, the figure could rise to as much as £25 billion by 2050.
 
Danny Tatlow, Research and Policy Officer from Hourglass, said: “A lack of public understanding of the abuse of older people forms a key barrier to help seeking by older victim-survivors. Inadequate support solutions for older people, and a corresponding perception amongst older people that there is no alternative to abuse, or fear they will not be believed, helps continue violence and abuse.
 
“The abuse of older people continues to remain a taboo policy area, forgotten by politicians and the public. It’s time that we gave older victim-survivors their due and that they receive the same recognition as other demographics”

SAFER AGEING– what does growing old in the UK look like__Layout 1Download


 
The study builds upon the findings from Hourglass’ 2020 ‘Growing Old in the UK’ survey, which identified low public understanding of abusive behaviour towards older adults.

Veronica Gray, Deputy CEO and Director of Policy of Hourglass, said:
“Whilst, on the face it, the fact that young people having less of an understanding around abuse of older people seems obvious, this is actually a deeply worrying issue. This shows that the very people we are seeking to educate around this growing epidemic of abuse are less aware than ever.
 
“However, younger people are not alone. Data from a 2024 follow up to our “Growing Old in the UK” survey, which we’ll release in full in 2025, indicates that awareness and understanding of abuse remains critically low among all adults, not just university students.
 
“Our report found that 23% of people surveyed across the UK did not view ‘inappropriate or unwanted sexual comments or acts’ as abusive to older people. A quarter of respondents did not find ‘taking items from an older relative’s home without asking’ as abusive either. This is extremely worrying and adds a new level of concern in dealing with the issue.”
 
Lead researcher on the project Dr Jennifer Storey, Senior Lecturer in Forensic Psychology at the University of Kent said: “We were taken aback by our findings; everywhere that I have presented them I’ve been met with shock and concern from fellow researchers and practitioners. Knowledge and practice in the area of older adult abuse lags other forms of violence.

“I hope that this study can help to call attention to this issue, the work needed, and the importance of education and safeguarding for the older adults that we care for and will one day become.”
 
“Where Do We Draw the Line? Perceptions of Abuse of Older Adults and Their Association With Ageism”
https://academic.oup.com/psychsocgerontology/article/80/1/gbae190/7906484

Fundamental review needed of planning and resourcing of additional support for learning

The Scottish Government and councils must fundamentally rethink how they plan, fund and staff additional support for learning as part of core school education in Scotland.

Since legislation in 2004 to make additional support for learning (ASL) more inclusive, there has been an eight-fold increase in pupils recorded as receiving ASL; currently 40 per cent of Scottish pupils – or 285,000 children – receive ASL. Almost all support is now delivered in mainstream classrooms, and it has become an increasingly central part of what teachers do.

The Scottish Government failed to plan for the impacts of this inclusive approach, and poor data means it is not possible to determine the scale, complexity and nature of needs across Scotland. The Scottish Government and councils urgently need better information to understand pupils’ needs and appropriate level of resource to support them.

Existing measures show a wide gap in outcomes for pupils receiving additional support compared with other pupils, including being more likely to be absent or excluded from school. More appropriate ways of measuring the achievements of pupils who receive ASL are still to be developed.

Stephen Boyle, Auditor General for Scotland, said: “The Scottish Government has failed to plan effectively for its inclusive approach to additional support for learning. Current gaps in data mean it is unclear whether all children’s right to have an education that fully develops their personality, talents and abilities is being met.

“The Scottish Government and councils urgently need better quality data to understand pupils’ additional support needs and the resources required to provide support to enable all pupils to reach their full potential.”

https://twitter.com/i/status/1895030093891731696

Ruth MacLeod, Member of the Accounts Commission, said: “Councils and the Scottish Government must fundamentally rethink how additional support for learning is planned and provided as a core part of Scotland’s school education.

“This includes reviewing how mainstream and special education is provided to meet current and future additional support needs and demands.

“It is critical they work with pupils, parents and carers and staff throughout this process.”

COSLA’s Children and Young People Spokesperson, Councillor Tony Buchanan @antbuc1), has commented following report published today about Additional Support For Learning from the Auditor General and Accounts Commission.

The Auditor General and Accounts Commission published a briefing paper on additional support for learning (ASL) on 27th February 2025. It makes a series of recommendations to Scottish Government and Councils, touching on data, measuring the outcomes of children and young people with additional support needs, funding, workforce planning and school buildings.

The COSLA Children and Young People Board will discuss the briefing at their meeting on 7th March.

Councillor Tony Buchanan, said: “Local Government is fully committed to supporting all children and young people to learn and to providing opportunities so that they can realise their full potential. The briefing paper published by the Auditor General and Accounts Commission on additional support for learning is welcomed.

The COSLA Children and Young People Board will be updated next week, with an initial consideration of the recommendations. COSLA, alongside the Scottish Government, co-chair the Additional Support for Learning Project Board.

“There will be an opportunity for the project board to consider the recommendations fully when they meet next month and consider how these can inform their priorities.”

briefing_250227_additional_support_for_learningDownload

Scottish Schools explore real-world Maths with new programme

  • Aberdeen charity, TechFest, has launched its ‘Maths into Wind’ programme in celebration of mathematics and its real-world applications across Scottish schools.
  • ‘Maths into Wind’ is the latest programme in TechFest’s ‘Maths into’ series; an exciting initiative for S2-S4 students to witness firsthand how mathematical concepts taught in classrooms translate in industry context.
  • The project, sponsored by Stromar Offshore Wind Farm, kicked off with an event day in Fraserburgh, where schools could travel and experience the content in one day. A further format is also being delivered in Bucksburn Academy using a modular approach, allowing a longer term and tailored approach to suit pupils needs.
  • Martha Gavan, Deputy Managing Director of TechFest, said: “Maths is at the heart of innovation, and ‘Maths into Wind’ helps students across Scotland see its power in action. By exploring real-world applications and connecting with industry professionals, we’re inspiring the next generation of STEM leaders.”

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TechFest, an Aberdeen-based charity, has launched ‘Maths into Wind’ to celebrate mathematics and showcase its practicality in the workplace.

The initiative, designed for S2-S4 secondary school students, kicked off with an event day in Fraserburgh, giving students the chance to engage with hands-on STEM experiences in just one day.

Sponsored by Stromar Offshore Wind Farm, the programme enabled students to explore the mechanics of electrical generation, compare energy sources and tasked them with real-world challenges like designing their own wind farm.

It was also made available in a six-week modular format in Bucksburn Academy, offering flexible learning for schools and pupils.

Both methods of delivery entailed interactive presentations, hands-on demonstrations and practical calculations to explore energy concepts and the power of wind generation.

TechFest is a charity focused on making STEM education more engaging and inclusive in schools throughout the country whilst helping to connect STEM to various sectors and delivering a new generation of talent for the industry.

Martha Gavan, Deputy Managing Director of TechFest, said: “Our ‘Maths into Wind’ programme demonstrates how the skills students are learning in the classroom can be applied in an industry context.

“We want to use our industry connections to create real opportunities for students. By connecting them with professionals in the field, we’re not only making STEM more engaging, but also changing the status quo in STEM education.

“Together, we’re helping inspire the next generation to explore STEM and opening doors to exciting future career opportunities.”

The programme was sponsored by offshore wind farm, Stromar, as part of TechFest’s mission to host fun initiatives that make STEM education more engaging and inclusive in schools throughout the country.

Nicholas Ritchie, Project Director at Stromar, said: “We’re really excited to partner with TechFest on this mission to show students how maths applies in the real world and help them see its practical value.

“’Maths into Wind’ provides a fantastic opportunity for young people to gain hands-on industry experience while building their ambition and confidence as they take their first steps in their career.”

Jon Scally, teacher at Bucksburn Academy, said: “‘Maths into Wind’ has allowed our pupils to gain hands-on experience while deepening their understanding of wind energy.

“With the support of the team at TechFest, we’ve seen them grow in confidence and develop the skills they need to showcase their knowledge of the industry.”

The project-based learning programme is the second instalment in TechFest’s “Maths into” series, which aims to reduce barriers to STEM engagement and attainment across Scottish schools.

The ‘Maths into’ series also includes ‘Maths into the Energy Mix’ and the third instalment, ‘Maths into Hydrogen’ is set to be released later this year.

Maybury Primary School welcomes first pupils

THE First of its kind, Maybury Primary School has this week welcomed its first pupils – 25 excited P1 learners – into the brand-new school building. 

The group of children, who have been based at neighbouring East Craigs Primary School since August 2024 are the first intake at the new school which will offer capacity for up to three streams, including 630 primary pupils and 128 nursery pupils. The next group of children will join the new school in August 2025.

The school’s catchment area includes the new housing developments in Cammo and West Craigs.

Maybury Primary School is built to the Passivhaus standard, a highly energy-efficient construction method that regulates air temperature in classrooms, creating a more comfortable learning environment. This approach supports The City of Edinburgh Council’s 2030 net-zero target by significantly reducing the building’s energy consumption.

The new primary school is part of the Maybury Community Hub and is the first school in Edinburgh to share a campus with a medical practice. The hub will maximise the use of its buildings, allowing local residents to access services close to where they live in line with the 20-Minute Neighbourhood strategy.

Councillor Joan Griffiths, Education, Children and Families Convener said: “It is great to see that the new Maybury Primary School has welcomed its first group of learners into the building.

“The head teacher and her team have worked hard to ensure that the transition from East Craigs Primary School into the new school is smooth for the P1 children and I know that they are all excited to get settled into their new school environment.

“The new building has been constructed to be fit for the future and the ‘hub’ model means that the building can be used by the whole community, which is fantastic. The construction of Maybury Primary School is part of a broader initiative to meet the needs of new families who have moved into the area, alongside working to achieve the Council’s ambition to meet future demands and support community growth.”

Delivering a world-class skills system?

Reform of national education bodies

The funding system which covers universities, colleges and apprenticeships, as well as student support, will change in Scotland.

Under plans published today, responsibility for providing national training programmes, including apprenticeships, will move from Skills Development Scotland (SDS) to the Scottish Funding Council (SFC).

SFC’s responsibilities for funding further education student support will move to the Student Awards Agency Scotland (SAAS), bringing this together with SAAS’s existing responsibilities for higher education student support.

The plans are being taken forward following extensive consultation across the sector and legislation will be published in the coming weeks with the intention of making these changes in autumn 2026.

Higher and Further Education Minister Graeme Dey said: “We want to ensure that Scotland has a world-class skills system to meet the demands of the changing economy and that our £3 billon of investment in the tertiary skills system delivers the greatest impact for learners.

“The need for this change is now clear, with consultation responses and other evidence supporting reform to arrangements for post-school funding. These changes will help to reduce complexities and provide greater clarity around the roles and responsibilities of each funding body.

“We will now look to press ahead with the next stage in taking forward these changes, through legislation and other preparations.  We also will work closely with SAAS, SDS and the SFC to reassure staff and ensure continuity of services.”

State of the art learning campus opens in Fife

INVESTING IN SCHOOLS AND EDUCATION

First Minister John Swinney has officially opened two new schools in Dunfermline which were supported by £53.4 million of Scottish Government investment.

Based within the new state of the art Dunfermline Learning Campus, St Columba’s RC and Woodmill High School will provide education opportunities from primary school all the way through to college. The campus will also be home to the new Fife College which is expected to open in early 2026.

If the Scottish Parliament votes for the 2025-26 Budget, it will ensure councils share a record funding settlement of more than £15 billion which will help provide vital support for schools and education.

The opening of the two new schools also adds to the proportion of schools in “good” or “satisfactory” condition which has increased from 62.7% in April 2007 to 91.7% in April 2024.

The increasing number of high quality school buildings is supported by the Scottish Government’s £2 billion Learning Estate Investment Programme (LEIP) – delivered in partnership with local authorities. A further nine school projects included in the programme will open in 2025-26.

First Minister John Swinney said: “Investing in our children’s education is one of the most important investments we can make and my government is determined to continue to deliver progress in Education. The pupils of the two schools on the Dunfermline Learning Campus will be learning in state of the art and modern facilities.

“It is my pleasure to officially open the schools within the Dunfermline Learning Campus and to see this fantastic facility come to life which has been supported by over £53 million of Scottish Government investment.

“There is so much to be proud of in Scottish education, with literacy and numeracy at a record high and record numbers of our young people going on to university.  Our budget will invest to ensure we can continue this progress.

“That is why I am calling on Parliament to unite behind the Budget and ensure we can drive further improvements in our schools, and deliver for our young people.”

Education Secretary Jenny Gilruth said: “The Dunfermline Learning Campus is a key example of the Scottish Government – in partnership with local authorities – delivering for local communities through the £2 billion LEIP. For the pupils attending these schools, this campus will be transformative for their education, for their families and for their future.

“I’m really pleased to see that community initiatives have been a focus during the building period. 814 weeks of apprenticeships have been supported for local young people and more than £56,000 donated to local community groups – putting community and social value at the heart of the campus.”

Mr Swinney attended a rather older ‘learning campus’ earlier this week when he returned to Carrick Knowe, his old primary school in Edinburgh.

Carrick Knowe opened 70 years ago this week and the school has been celebrating that special anniversary by creating an impressive exhibition highlighting key moments in the school’s history. Current pupils also performed a wonderful birthday celebration show – on the very same stage that young John Swinney himself will doubtless have performed as a wee laddie quite a few years ago!

Happy birthday, Carrick Knowe!

Edinburgh school wins national award for excellence

Fettes College has been named Scottish Independent School of the Year for Academic Excellence 2025 (GCSE/A level) in the Sunday Times Parent Power Schools Guide 2025.

Fettes College, the only school in Scotland offering pupils the choice between A Levels and the International Baccalaureate (IB), has received recognition for academic excellence for its GCSE and A Level curriculum and results.

The school is also recognised as the Top IB School in Scotland and a Top Ten IB School in the UK.

Schools are ranked based on the average points achieved in the International Baccalaureate examinations and the percentage of A*, A, and B grades across all A-Level entries in summer 2024.

Helen Harrison, Head of Fettes College, said: “This achievement is largely down to the hard work of our students, who are always striving for the best and who dedicate the time to their education and individual growth.

“However, it wouldn’t be possible without the unwavering support of all of our teaching staff, who commit their days to bringing the best out of our students and providing them with a quality education that sets them up for life outside of school.

“The quality of education we deliver goes beyond achieving impressive academic results at GCSE, A Levels, and the IB. Our curriculum, including our bespoke Middle School Diploma, is designed to stretch and challenge students beyond the confines of the exam specification and encourages students to achieve excellent outcomes and to aim high.

“We want to empower our students to work independently and to think critically, encouraging innovation and creativity and setting them up for success in the Sixth Form and beyond. It’s fantastic to receive this recognition.”

82% of Fettes’ recent leavers secured places at their first-choice universities, both in the UK and internationally.

To find out more about Fettes College’s dual pathway, go to: www.fettes.com/senior-school/a-place-to-learn

To view The Sunday Times Parent Power Schools Guide 2025, go to: 

https://www.thetimes.com/best-schools-league-table