Tag: learning

Support through the pandemic: Barnardo’s Education Community launched

Now lockdown lessons are firmly underway again Barnardo’s is launching a website to help teachers support their pupils who may be experiencing mental health and wellbeing issues.

Called Barnardo’s Education Community (BEC) the site is aimed at teachers, lecturers and staff working in the education sector.

Its aim is to be a ‘one stop shop’ where educators can go for trauma-informed resources, support and advice about how to help children and young people cope with any issues they are experiencing.

Crucially there is also a selection of resources for education professionals with a focus on both their wellbeing and that of their department.

These will help them deal with the immense strain they are under in managing their own experiences, while also coping with the impact of secondary trauma through supporting children and young people.

Visitors to the site, which launches today (January 21), will find useful materials about how best to support pupils who are experiencing feelings of loss, grief and bereavement, including the impact of trauma, because of the Covid-19 pandemic.

Funding for the BEC came from a generous grant from the Westminster Foundation, which has made £12.5m of funding available since the start of the pandemic to charities and community organisations tackling the repercussions of coronavirus.

But the website will not stop when the lockdown restrictions are relaxed. Instead the content within BEC will be continuously evolving to meet the ever changing needs of children, young people and educators.

A key part of this evolution will be the ‘community of practice’ section of the site where visitors will be able to take part in facilitated and peer-led discussions about current and emerging topics.

These discussion forums will provide the opportunity for education professionals to discuss and share best practice at a nationwide level.

And people who participate in these discussions will also be helping shape the site and its content because the Barnardo’s team will be creating resources to help educators deal with these emerging issues.

Uniquely, on top of all this, BEC includes free access to video, webinar and audio training on the resources, as well in-person training where necessary.

Barnardo’s Chief Executive Javed Khan said: “As a former teacher I know just how difficult it can be to support children who are struggling with challenges at home or a history of trauma.

“In the age of COVID this is so much harder, with many children falling behind in their learning during the lockdowns, facing anxiety and mental health problems, and worrying about their parents’ jobs or their grandparents’ health. On top of all this teachers are facing huge pressures personally and professionally. 

“This is why I’m delighted to be launching Barnardo’s Education Community today, with vital health and wellbeing resources to support educators at this uniquely difficult time.

“I’d urge everyone to treat this as your community. Take part in online discussions with your peers and bookmark the page on your browser so it is always there when you need help.

“And if there are any resources you need but cannot see on there already then get in touch and we’ll work on creating them for you. The goal is for the site to be constantly evolving to meet your needs.”

The Duke of Westminster, Hugh Grosvenor, who Chairs the Westminster Foundation, said: “We may not know for some time the true extent of anxiety and trauma that children are experiencing through the pandemic, but we do know that changes to education have placed teachers and families under immense strain as they try to support children adapt or come to terms with the negative consequences of Covid. 

“We also know that lockdown learning has a greater impact on the more vulnerable children in society as they face the real possibility of poor mental health compounding their existing disadvantages.

“We shouldn’t assume that education professionals can simply react to this without any extra help, on top of the many existing challenges they face. I’m proud the Westminster Foundation’s support has helped create the Barnardo’s Education Community and hope it will become a vital resource to everyone in the education sector.”

Visit Barnardo’s Education Community at www.educators-barnardos.org.uk

Surviving lockdown II

As the reality of the next few months sinks in, more parents once again face the hardships of home schooling and home working, we explore how parents can cope with the pressures of working from home with kids (again) …

“Our hearts literally sank when the Prime Minister said those words “schools are to close” because we remember what is was like last time – seriously tough times. Entertaining the kids whilst trying our best to keep working and the money coming in. Plus, last time the weather was nice, now it is awful”, explains Jonathan Ratcliffe from Office Provider Offices.co.uk

Working from home is tough. Home schooling is very tough. So, if you must combine the two for a long period of time, how are you going to cope?

“Home schooling is one of the hardest things we have done as parents. The expectation and the stress, and at the same time we are trying to hold down jobs – it’s a nightmare scenario”, explains Ratcliffe

You are going to have to plan well, get organised and work to a strict timetable if you want to get everything done. Equally, you will need to have a proper split between work, school, fun and rest.

“You firstly need to take some time to come to terms with the change in lifestyle – and lower your expectations, because the minute you try and do too much, is when the stress will hit you like a brick wall – life has changed for a few months and you need to accept that”, Ratcliffe adds.

  • Lower your expectations of what you will achieve with work
  • Communicate with your boss daily
  • Simplify your day into a set routine
  • Do not try and achieve too much
  • Pause and try and appreciate moments with your kids (if you can!)

Our 10 tips on how to survive lockdown with your kids

START EARLY AT THE SAME TIME EACH DAY: Routine is important for good sleep and mental health, for both you and your kids. School starts at a set time, so make sure you are ready and stick to the timetable.

GET DRESSED PROPERLY LIKE TEACHER AND STUDENT: Getting showered and dressed is important to divide sleep and school.

CREATE SPACES FOR DIFFERENT ACTVITIES: You might set up a teaching room (kitchen), quiet room (spare bedroom) and a play area (living room)

STRUCTURE YOUR DAY LIKE A SCHOOL DAY: Teaching time, activity time, play time and lunch time – just like their normal school routine

MAKE A PLAN WITH YOUR KIDS: At the start of the day ask them what they want to do (within reason) so they feel involved

TURN OFF YOUR PHONE: How are your kids meant to feel involved if you are checking emails?

SET ASIDE BREAKS FOR TV, IPAD AND EXERCISE: Use these times to schedule work emails or calls

TAKE EXERCISE: Depending on where you live, if you have a garden or not – try and get some fresh air, this also allows you some headspace

FINISH AT A SET TIME, BEDTIME AT A SET TIME: By getting a routine drilled in early on, you can try and get the kids to sleep at a sensible time, thereby giving yourself some space to work if you need to

DON’T BE TEMPTED TO HIT THE BOOZE TOO MUCH: If you can, evening time will be the only real time you can realistically work. If you drink your concentration will be poor, sleep poor and you will wake in a grumpy mood. Try and keep drinking to a minimum.

“The only positive is that you’ve done this before, and you can do it again – but life has changed and coming to terms with that is a good start. It is not an easy time for anyone, and especially the kids who will also be finding the change hard to cope with, more so if you are stressed! Good luck to everyone”, concludes Ratcliffe from Offices.co.uk

Free cyber security courses for schools in Scotland

Young people aged 11-14 years in Scotland are being invited to participate in a series of free, virtual CyberFirst courses to help students explore their passion for technology and inspire the next generation of cybersecurity talent.

Created by the National Cyber Security Centre (NCSC) – a part of GCHQ, and delivered in partnership with QA and the educational charity The Smallpeice Trust, the CyberFirst courses are designed to show students interested in computing and cyber security what a diverse range of career paths are available in the field and to help them develop the skills they need to excel.

The content is structured in a way that aims to harness every student’s individual potential whilst delving into the ins and outs of everyday technology using realistic scenarios.

The interactive, instructor-led courses, that will take place in virtual classrooms throughout February 2021, include:

  • CyberFirst Trailblazers – open to any student starting Year 8, S2 in Scotland in the 2020/21 academic year. Students will become ‘digital detectives’, employing digital forensics to identify the source and spread of malicious software and learning how open source intelligence can help with the collection of further information. They will also learn the basics of website customisation.
  • CyberFirst Adventurers – open to any student starting Year 9, S3 in Scotland in the 2020/21 academic year. Students will use ‘big data’, work against the clock in a cryptography exercise, and have the chance to create their own models using 3D design software.

The courses will also instil a strong sense of responsibility in students, emphasising the importance of acting safely, legally and ethically in the cyber security profession.

Chris Ensor, the NCSC’s Deputy Director for Cyber Growth, said: “I’m delighted we are offering our CyberFirst Trailblazers and Adventurers courses online next year, giving more students from across Scotland an exciting opportunity to develop their digital skills.

“I would really encourage students to sign up to learn more about what cyber security careers actually look like and to connect with other like-minded people with a shared passion for technology. The cyber security experts of the future will play a vital role in keeping the UK safe online, and the NCSC is committed to nurturing the young talent this country has to ensure we have a well-equipped and diverse workforce.”

Dr Kevin P. Stenson, chief executive of The Smallpeice Trust, said:“With many students continuing to shield or facing the possibility of self-isolation, the online CyberFirst courses will provide a brilliant – and most importantly, safe – opportunity for young people in Scotland to boost their digital skills and enrich their problem-solving abilities from their own homes.”

The CyberFirst Trailblazer and Adventurer courses will take place during February. Further information and booking for the CyberFirst courses can be found here: https://www.smallpeicetrust.org.uk/cyberfirst

Ten tips for how to effectively homeschool

focused students doing homework at home
Photo by Andrea Piacquadio on Pexels.com

If you had a hundred home educators in a room, each of them would likely have a different approach, but there are various steps you can take to get the most out of homeschooling. 

With a third national lockdown closing most UK schools, Greg Smith, Head of Operations at Oxford Home Schooling, one of the UK’s leading home education providers, has given his 10 tips for how to effectively homeschool. 

1. Take breaks 

A bit of experimentation should identify what works best for you and the child. You might find 30-minute blasts followed by 10-minute breaks help to keep your concentration up. Alternatively, you might prefer to work for longer periods at a stretch and then enjoy a longer break. 

Boring as it might sound, giving your learning a predictable structure and routine does help to make sure you get everything done! 

2. Make a routine 

Children get the most out of homeschooling when parents decide when and what they should be studying. At school, the typical day might consist of seven 40 minute periods – four in the morning and three in the afternoon. So should parents try to emulate this? 

It’s important to remember that most children (and adults) are not able to concentrate for long periods of time, whatever the learning environment and kids do not concentrate on their studies for five hours a day at school. The average lesson is filled with interruptions and irrelevancies and the real ‘work’ might be condensed into 10 minutes. The same is true at home. Even if you have assigned 40 minutes to a subject, do not be surprised if the useful work is done in just 10 minutes and the rest is spent in (apparently) less productive activity. 

Organisation is not simply a matter of time slots. It is a combination of timetabling and study objectives. By setting routines, children will find it easier to stay focused, engaged and make progress. 

3. Get rid of distractions 

It’s really hard to focus when the TV’s blaring, the radio’s on or there is lots going on in the place you’re working, so try and get rid of the distractions.

Also, concentrating is easiest when you’re in a quiet, comfortable place, so play around with how you and your child study – sitting, standing or lying down; inside or outside; with lots of light or without – and find a method that helps them concentrate. 

4. Divide up the work 

Sometimes it can be difficult to motivate yourself when faced with a really big or difficult task. The best solution is to break it down into smaller pieces, planning out the various stages that need completing before you start. This way, your child will know what needs doing and you’ll both get a good sense of progress as you work. 
 

5. Get lots of sleep 

It’s an accepted fact that if you don’t get enough sleep, you’ll find it harder to concentrate, learn and retain information. The trick is pretty simple – get some sleep! Most people between the age of five and 11 need 10 to 12 hours of sleep per night, while 11 to 18-year-olds need 8 to 10 hours. 

6. Don’t multitask 

Sometimes, particularly when there’s a lot of work to be done, it can be hard to resist the urge to multitask and try and get lots of jobs done at once. 

This is best avoided though, as, in essence, you’re dividing up the amount of brainpower you have available to a given task, meaning you might miss out on important bits of information. 

7. Meditate and reduce stress 

Plenty of scientific studies have shown the benefits of sitting silently, with your eyes closed and the mind focused on the present. This can dramatically reduce stress levels – a factor that’s been proven to exacerbate tiredness and reduce memory retention. 

8. Utilise TV and online learning 

Technology is a massive part of education both in schools and at home. Sites like BBC Bitesize and Geography Games are great for delivering educational content in a fun, engaging way. 

It can also be used to keep in touch with the homeschooling community to share tips and advice. 

If you’re temporarily homeschooling, then tools like Google Classroom can help you interact with your class and teacher from school. 

9. Stick to the curriculum  

It’s important to try and cover all of the subjects your child is used to learning about, but don’t worry too much about spending an equal amount of time on each.  

You will naturally have greater knowledge in some areas than others and it’s fine to lean on these more heavily. However, your child may have interests in subjects you are less familiar with, and it would be a shame if they were unable to continue learning about these during this period. Avoiding these topics altogether could result in your child losing their passion. 

If you are unsure about any content, it can be quite refreshing to do some research yourself and learn something new, before passing on the information to your child. 

10. Make it fun 

Learning doesn’t have to be a chore, there are hundreds of games you can play to exercise your brain, including the following memory tests. 

There are card games where you have to match pairs or groups of face-down cards, flipping two each turn and reverting them face-down if they’re not a pair. 

You could also place a number of small, random items on a tray, memorise the items for a minute, then cover the tray, listing as many of the items as you can remember in a given time period. 

Then there are two-player games, such as Memory Master, where one player stares at a picture (magazines, books or photos all work) for a minute, after which the second player quizzes them on all aspects of the picture. 

Ten of the best online learning resources: 

  1. BBC Bitesize 
  2. Geography Games 
  3. Google Classroom 
  4. YouTube 
  5. Science Journal For Kids 
  6. National Geographic For Kids 
  7. Fun Brain 
  8. Quizlet 
  9. Carol Vorderman’s Maths Factor 
  10. Seneca 

For more advice on how to get the most out of homeschooling, visit: 

https://www.oxfordhomeschooling.co.uk/revision-techniques/improve-memory-concentration/ 

Education: Remote learning guidance published

Guidance for teachers and families to support remote learning in schools has been published by Education Scotland.

It has been created in partnership through the Education Recovery Group and sets out a shared understanding of the key principles of remote learning, the support and resources available for teachers and families and what children and young people are entitled to.

This is in addition to remote learning guidance already produced by local authorities for schools to plan and prepare.

Deputy First Minister John Swinney said: “Our national e-learning offer, launched in June 2020, is already strengthening the remote and e-learning option available to schools.

“All authorities and schools in Scotland are already able to access to live, recorded and supported learning resources, while more than 50,000 devices such as laptops have been distributed to children and young people to help with remote learning.

“I am grateful for the huge amount of work that has already been done to prepare for next week and more is being done in order to continuously improve the national remote learning offer. 

“This guidance sets out a range of entitlements for children and young people during the period of remote learning. It highlights the importance of achieving an appropriate balance of live learning and independent activity and an entitlement to ongoing dialogue, reflection and feedback with teachers.”

Link to guidance

Edinburgh College New Year Plans

The College closed for the festive break on Friday 18 December and staff will return to working from home on Wednesday 6 January. During the festive break, all campuses will be closed and staff will be taking a well-deserved break.

Plans for January 2021

The Scottish Government announced that all of mainland Scotland will move into protection level 4 from Boxing Day (Saturday 26 December), initially for a three-week period. This is expected to remain in place until at least Monday 18 January 2021.

To best protect the Edinburgh College community, online classes are planned to resume during the week commencing Monday 11 January. It is important that nobody comes onto any of our campuses unless they are told to do so.

Students are encouraged to use Wednesday 6 – Friday 8 January to re-engage with our online learning platforms, access student support services, and prepare for the new term.

We will provide more information for staff and students on plans for the start of term in the new year. Please continue to check our channels for updates.

Staying safe during the festive period

It’s important that we all take extra care to mitigate the risk of transmission of COVID-19 over the festive period.

We must all follow the latest advice and guidance provided by the Scottish Government on keeping safe during this time.

Find out more information about protection level 4 rules.

Looking after our wellbeing during the festive period

We know that this time of year can be difficult for some, please remember that you can access support during the festive break.

The SilverCloud mental health and wellbeing platform is available to all staff and students and offers a wide-range of self-help programmes for people who may need support during this time. You can access it here.

Click here for a list of a list of external organisations you can contact for various levels of support during the festive period.

Staying informed

Please continue to check our College Communications channels including College emails, the MyEC app, Edinburgh College website and social media for the latest updates from the College – in case the situation changes. We may also contact you via your personal email or text message for any urgent updates.

Don’t Stop the Music!

Music provision in schools faces ‘stark challenges’

The EIS has published a new briefing highlighting the stark challenges facing instrumental music provision in Scotland’s schools during the COVID-19 pandemic.

The EIS recently surveyed its Instrumental Music Teachers (IMTs) across Scotland, and their responses have been incorporated into the new briefing paper (copy attached).

The key issues identified include:

  • Inconsistent approaches in the delivery of Instrumental Music Tuition across Scotland, with IMTs in some areas unable to return safely to school and having to adapt and develop new approaches for practical online teaching – often with insufficient resources and support.
  • The damaging impact of the pandemic on young people’s access to music tuition, particularly those currently studying for SQA qualifications and those from disadvantaged backgrounds.
  • Legitimate fears that any reduction in provision could lead to fewer students learning music, with serious implications for the future of instrumental music service and for IMT jobs.

There are also serious concerns that the growing practice of charging for Instrumental Music Tuition is having a direct impact on pupil participation and on equity of provision.

27 local authorities have now introduced some form of charging regime, through the introduction of tuition fees, instrument hire charges or a combination of both, leaving only 5 Councils across Scotland, where there are no costs associated with access to Instrumental Music Tuition.

Even more worrying is the dramatic increase in the level of charging which we have seen in recent years. In some areas of Scotland, annual charges are now in excess of £300 per pupil, with charges reaching £524 per annum in one authority.

The result is that while non-charging local authorities have seen an increase in pupil numbers of 31.4% since 2012/13, charging authorities have had an overall decline of 12.7% in pupil numbers over the same period.

Commenting, EIS General Secretary Larry Flanagan said, “Scotland is rapidly moving towards a scenario where only children from well-off families can learn to play an instrument.

“This is unjust and unacceptable. We must reverse the trend of charging to allow free access to music education for all, particularly those for whom the poverty-related attainment gap has widened as a result of COVID-19.”

The briefing can be read in full here.

click here to download an audio clip.

Bursaries help students go further in their studies

Eighteen students at Scotland’s Rural College (SRUC) have been awarded a bursary of up to £1,000 to help them continue with their studies.

The Going Further Bursary scheme, which was set up by the SRUC Trust in 2013, recognises students’ achievements and their future potential.

Students’ learning journeys and life experiences – including ill-health prior to or while at SRUC, registered carer status or being care experienced – are also considered.

Out of the 50 who applied, 18 students studying a range of courses at SRUC’s six campuses across Scotland were awarded a bursary this year to support them at a transitional stage of their learning.

Among the bursary winners was Anthony Boyce, 39, from Kilmarnock, who graduated with an HNC in Countryside and Environmental Management from the Riverside campus in Ayr this year and is now doing an HND. He was awarded £1,000 split over two payments.

Anthony, a keen fisherman who has a congenital deformity of his right arm and hand, said: “It makes being a student that little bit easier, as it will go towards bills like paying for broadband which enables me to access classes and study material.

“I chose to continue my studies with SRUC because the course offers a wide range of subjects which increase my knowledge and skill sets.

“I would like to work for SEPA, or work in an aquatic environment role, as I have previous experience in Fishery Management.”

Alana Docherty, 25, from Glasgow, who gained an HNC in Animal Care from SRUC’s Oatridge campus in West Lothian and has now progressed to studying for a BSc in Applied Animal Science at the King’s Buildings campus in Edinburgh, was also awarded £1,000.

Alana, who is a carer for her mother, said: “I decided to see if I would be lucky enough to be offered a bursary, and I was which I am really happy about. It means a lot to me as it will help me progress further in my studies.”

Jack Ferguson, 20, from Penicuik, was awarded £1,000 to help him continue with his Applied Animal Science degree at the King’s Buildings campus.

Jack, who was raised by his paternal grandmother, said: “This bursary primarily allows me to buy books or equipment for my laptop which I use a lot for my classes and at home for studying.

“It also gives me a sense of freedom, as growing up I never had much. It helps me realise I am my own person and if I need or want something for my studies, I don’t need to worry about asking.  It doesn’t just help me financially, but also emotionally.” 

Students: getting home for Christmas

The UK Government has published guidance for students to travel home at the end of the term while controlling Covid-19 transmission risk.

The Scottish Government is expected to follow suit with a statement at Holyrood later today.

University students will be able to travel home to spend Christmas with their families once the national restrictions end on 2 December, following steps set out in new Government guidance published today.
 
In order to travel home safely, students in England will be required to follow the current national restrictions in place until 2 December, completing this four-week period in their term-time accommodation. 
 
From 3 December to 9 December, which will be known as the ‘student travel window’, students will be allowed to travel home on staggered departure dates set by universities, who will work with other institutions in the region to manage pressure on transport infrastructure.

The student travel window will mean students can travel having just completed the four-week period of national restrictions, reducing the risk of transmission to family and friends at home.

Universities should move learning online by 9 December so students can continue their education while also having the option to return home to study from there.  

As announced by the Prime Minister this week, the Government will also work closely with universities to establish mass testing capacity. Tests will be offered to as many students as possible before they travel home for Christmas, with universities in areas of high prevalence prioritised.

This will provide further reassurance that where students test negative, they can return home safely and minimise the risk of passing coronavirus on to their loved ones.  

If a student tests positive before their departure they will need to remain in self-isolation for the required period of ten days. Moving all learning online by 9 December gives enough time for students to complete the isolation period and return home for Christmas.  

The guidance delivers on the Government’s pledge to ensure students can be with their families at Christmas while limiting transmission of the virus.

Universities Minister Michelle Donelan said:  ”We know this Christmas will feel different, and following this incredibly difficult year we are delivering on our commitment to get students back to their loved ones as safely as possible for the holidays. 

“We have worked really hard to find a way to do this for students, while limiting the risk of transmission. Now it is vital they follow these measures to protect their families and communities, and for universities to make sure students have all the wellbeing support they need, especially those who stay on campus over the break.”

Deputy Chief Medical Officer Dr Jenny Harries said: “The mass movement of students across the country at the end of term presents a really significant challenge within the COVID-19 response.

“The measures announced today will help minimise that risk and help students get home to their families as safely as possible for Christmas. It is crucial that students follow the guidance in order to protect their families and the communities they return to.”

Universities are expected to make plans to ensure students can travel home safely at the end of term, working with local public health officials and transport operators. 

Students should follow the Government’s travel guidance, which  includes wearing face coverings unless exempt, avoiding busy routes and times, and limiting car sharing with only their household or bubble where possible.  
 
We are working with the other governments across the UK to ensure that all students, no matter where they live or study are treated fairly and can travel home as safely as possible to keep all our communities safe.

English students at universities in Scotland, Wales or Northern Ireland, should follow the guidance relevant to where they are living before returning home.

When they return to England, they should follow their local guidance for their home area. Students returning to their home in England who have not completed the 4 weeks of national restrictions should undertake at least 14 days of restricted contact either before or after return home to minimise their risk of transmission.

Universities have also been asked to provide additional help and practical support to students, particularly for students who remain on campus over Christmas, which can include care leavers, international students and students estranged from their families. Universities should ensure they are properly cared for and can access affordable food, medical and cleaning supplies if needed.
 
The Government has provided over £9 million to leading mental health charities to help them expand and reach those most in need, as well as working closely with the Office for Students to provide up to £3 million to fund Student Space, a new mental health support platform.  
 
The department also worked with the Office for Students to clarify that providers were able to use existing funds, worth around £23 million per month for April to July this year and £256 million for Academic Year 2020/21, towards hardship support. 

Embracing global citizenship

Survey reflects pupils’ positive attitudes and respect for others

focused students doing homework at home
Photo by Andrea Piacquadio on Pexels.com

Pupils in Scotland have higher than average awareness of global issues, according to an international survey.

Data from the OECD’s Programme for International Student Assessment (PISA) on ‘global competence’ – the ability to examine global and intercultural issues and understand and appreciate different perspectives – also found pupils in Scotland have very positive attitudes towards immigrants and respect for people from other parts of the world.

The 2018 assessment included a test which measured pupils’ knowledge and understanding of global issues and the world views of others. Only two countries out of 27 who took part scored higher than Scotland.

Deputy First Minister John Swinney said: “One of the core aims of Curriculum for Excellence (CfE) is that Scotland’s young people become responsible citizens, with knowledge and understanding of the world and Scotland’s place in it. This survey shows CfE is working – our pupils are highly aware of issues beyond our borders and they are respectful of people from other parts of the world.

“Since this data was collected, a wide-ranging action plan has been published to make it easier for schools to cover important global issues such as climate change and a sustainable economy. This continuing work will help teachers equip our young people with the skills and knowledge to be active global citizens so they can contribute to sustainability goals, flourish in the global economy and contribute to the international community.”

The survey showed:

  • Scotland’s average score in the global competence assessment was 534. It was one of five countries to score at least 50 points above the average
  • Two countries (Singapore and Canada) achieved an average score higher than Scotland, two countries/economies were similar (Hong Kong and Taiwan), and 22 countries were lower
  • Twelve per cent of students in Scotland were at Level 5, the highest level in the assessment, compared to 4.3% of students across all countries. Only two countries had a higher proportion of students assessed at Level 5
  • Based on responses to a Global Competence questionnaire, students in Scotland had an above average respect for people from other countries, including respecting their values and opinions
  • Students in Scotland were among the 10 countries/economies (out of 66) with the most positive attitudes towards immigrants

Read highlights from the Scottish results.