Outdoor education centres facing financial challenges as a result of the COVID-19 pandemic can apply this month to a new £2 million fund.
Available for private sector and third sector centres, the support will help with running costs and enable staff to deliver more outdoor learning for schools.
The funding brings the Scottish Government’s support for the sector during the pandemic to £4.5 million.
Minister for Children & Young People Clare Haughey said: “For many organisations that provide residential outdoor education, the pandemic has caused significant challenges and it’s been a really hard time for them.
“The experiences provided by these centres are vitally important for our children and young people. This additional £2 million will help outdoor education centres through what we hope will be the final phase of this pandemic.
“It will mean more opportunities for children and young people to get the engaging, enriching and exciting outdoor education experiences they deserve.”
Martin Davidson, The Outward Bound Trust, said: “Outdoor Centres warmly welcome the additional emergency funding from the Scottish Government. Whilst technically outdoor residential experiences have been able to resume since August, coronavirus continues to make the return to financial sustainability challenging.
“The funding will help ensure that outdoor centres do not close, and that the transformative experiences they offer remain available to future generations of young people.”
The £2 million in funding is on top an initial £2 million provided in early 2021 and a further £500,000 provided for a range of outdoor learning projects during summer of that year, bringing the Scottish Government’s total additional investment in outdoor learning to £4.5 million.
It remains the Scottish Government’s ‘firm intention’ to hold National 5, Higher and Advanced Higher exams this Spring, Education Secretary Shirley-Anne Somerville restated yesterday.
Taking into consideration ongoing disruption within schools, the Scottish Qualifications Authority (SQA) has decided to invoke its Scenario 2 contingency and will provide revision support in early March to aid learners in preparing for their exams.
It complements the significant modifications SQA has already made to reduce the volume of assessment and ease the workload of learners, teachers and lecturers.
SQA also announced a series of measures that will support delivery of the qualifications this year and that acknowledge the disruption caused by the pandemic:
exceptional circumstances back-up for learners who are unable to attend their exam or exams due to illness or bereavement
grading exams this year will look to factor in the impact of the pandemic on learners
once the results have been published, learners will have free direct access to appeal
Ms Somerville also confirmed that £4 million will be used to support schools and colleges provide targeted exam preparation sessions for learners who need it most over the Easter break.
In a statement delivered in the Scottish Parliament, the Education Secretary said: “It remains my firm intention that exams will take place as planned – they will only be cancelled if public health advice says it isn’t safe.
“While the number of full and partial school closures has been small, it is clear that many secondary schools have experienced extreme disruption as a result of the Omicron variant – particularly in the first half of January – in relation to both student and teacher absences.
“This package of measures is designed to ensure our learners are fully supported in their learning and preparations for the exams this year.”
The Scottish Qualifications Authority (SQA) has confirmed that a package of support services – including some further help with exam revision – will be available for learners who are taking National 5, Higher, and Advanced Higher courses in 2022.
It is still the clear intention for SQA exams to take place during April to June.
The additional support being announced today follows the significant modifications already made to course assessments at the start of the school year to help reduce the volume of assessment and ease the workload of learners, teachers and lecturers, whilst maintaining the credibility and integrity of the qualifications.
SQA has been closely monitoring the levels of disruption to learning and teaching across the country, including learner and staff absences.
Following discussion with partners across the education system, and agreement by the SQA Board of Management, SQA is now moving to ‘Scenario 2’. This means that some revision support will be published for learners during week beginning 7 March to help them with their revision in the final run up to their exams.
SQA will provide revision support for all courses that have an exam. This will be tailored to reflect different types of question papers, any modifications to the question papers that are already in place, and the type and volume of content that is assessed in each question paper.
Fiona Robertson, SQA Chief Executive and Scotland’s Chief Examiner, said: “I fully understand that there remains significant disruption to learning and teaching caused by the pandemic.
“Teachers and lecturers across the country are working exceptionally hard to ensure learners receive all the support they need. I am also aware that learners may be feeling apprehensive or anxious about sitting formal exams for the first time this year.
“The substantial package of additional support SQA is announcing today is the fairest and best way we can help support all learners to demonstrate their level of knowledge, understanding and skills for each course, while also maintaining the integrity, credibility and standard of the qualifications.
“With the support of the education system, we will continue to do all we can to deliver for Scotland’s learners this year.”
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Jim Thewliss, General Secretary of School Leaders Scotland, said: “Given the significant disruption to learning and teaching as a consequence of staff and pupil absence, and the resultant level of anxiety which young people are experiencing in the lead up to National examinations, it is important that as comprehensive support as is possible to provide is made available to them.
“This wide-ranging support package will go a long way to enabling exam candidates to better demonstrate the true level of their knowledge and skills.”
Stewart Nicolson, from the Association of Directors of Education in Scotland said: “Given the level of disruption, it’s important that additional support has been identified for learners taking National 5, Higher and Advanced Higher exams this year.”
The other support services now available to learners are:
Exam exceptional circumstances service (available while exams are taking place)
This service is available for learners who are unable to attend an exam due to a reason beyond their control, such as a medical condition (including Covid-19 related absence) or bereavement, or who are affected by disruption on the day of the exam as reported by the Chief Invigilator.
The exam exceptional circumstances service will involve SQA appointees – practising teachers and lecturers – reviewing alternative assessment evidence that learners have completed through the year. Schools, colleges and training providers will need to send the evidence to SQA. This evidence will be judged against the national standard.
Grading (takes place once exams have been sat and marked)
In recognition of the disruption that learners have faced over the last two years, and the different approaches to assessment, this year we are prepared to be more generous in our approach to grading than in a normal year to factor in the impact of the pandemic on learners. In line with the approach being taken across the rest of the UK, SQA therefore expects that the overall outcomes in 2022 will represent an intermediary position between 2021 and pre-pandemic years.
SQA’s approach to grading the exams in 2022 will be based on its established awarding processes. Using ‘grade boundaries’ – the marks needed to achieve an A, B or C grade in each course – SQA will check that each assessment was set at the right standard or level of difficulty, making sure learners are treated fairly and that their grades accurately reflect what they know and can do.
During the grade boundary setting process, SQA appointees – practising teachers and lecturers who are subject experts in each course – will determine the 2022 grade boundaries by looking at all the available assessment evidence and course information, including the impact disruption has had on how learners have performed in the assessments.
This process also maintains the integrity and credibility of the qualifications and ensures learners are awarded the results they deserve. This is of vital interest to all those who hold qualifications now, for those who will achieve them in the future and for further and higher education establishments and employers.
Appeals service 2022 (after results have been published)
All parts of the Scottish education system agree that, as in any year, it is important that there is an appeals process available for learners who want to question their SQA results. In 2022, all learners will continue to have free direct access to the appeals service and a priority service will also be available for those applying to university, college, training or employment.
This year’s appeals service will involve SQA appointees – practising teachers and lecturers – who will review alternative assessment evidence that learners have completed through the year. This will be the same evidence as that used for an exam exceptional circumstances request, which will be judged against the same national standard for that course. SQA will also conduct a clerical check on the exam script. Schools, colleges and training providers will need to send the alternative assessment evidence to SQA.
Learners’ grades through the appeals process will be based upon the higher grade of the two types of evidence.
More information, including criteria for using the exam exceptional circumstances and appeals services, will be published over the coming weeks.
These measures have been developed in close consultation with members of the National Qualifications Group, including the Association of Directors of Education in Scotland (ADES); Colleges Scotland; Education Scotland; Educational Institute of Scotland (EIS); National Parent Forum of Scotland (NPFS); School Leaders Scotland (SLS); Scottish Council of Independent Schools (SCIS); Scottish Government; Scottish Qualifications Authority (SQA); Scottish Youth Parliament (SYP).
The roll out of personal digital devices for every school pupil from P6 to S6 in the Capital, part of the city council’s ‘ambitious and inclusive’ education strategy Edinburgh Learns for Life, is underway.
The programme, being carried out in partnership with the City of Edinburgh Council’s strategic technology partner, CGI, will see 27,500 new iPads being issued to pupils/teachers, refreshed iPads for up to 12,000 pupils/teachers and expanding connectivity by providing additional wireless access points in schools.
As well as the personal distribution to pupils, additional iPads will be handed out to P1 to P5 year groups so they can be shared for learning. Staff in early years will be getting 250 new iPads and having 900 iPads migrated.
The roll out for the Empowered Learning programme, which has been funded thanks to a £17.6m investment from the Council’s budget, is due to be completed by the end of this year and also includes a comprehensive programme of professional learning for teachers.
Benefits of the project include: providing equal access to education, personalising learning, improving teacher feedback, preparing students for future working, collaborative on and off-line working and, critically, supporting efforts to raise attainment.
This week, from Monday 24 January, pupils at St Augustine’s RC and Gracemount High Schools will be receiving their devices.
Leith Academy is one of the schools where digital devices have already been distributed. Council leader Cllr Adam McVey and deputy Lord Provost Joan Griffiths visited the school last week.
Head teacher Mike Irving said: “The roll out of digital devices to all P6-S6 young people and staff across Edinburgh’s schools is a significant, positive and exciting development for learning.
“Young people will discover new and innovative ways to engage by using many of the features available through the applications and technology available at their fingertips.
“Digital devices are not there to replace teaching and learning, but to enhance it further so youngsters can engage in learning that is relevant, fun and most importantly impactful.
“Young people know when they are being invested in, and this step from the Council is a significant and sustained investment in the future learning, outcomes and achievements of Edinburgh’s children and young people.”
Shlok Godiyal, S3 pupil at Leith Academy, said: “I think having the iPad will give me greater flexibility in how and when I can work on tasks, topics and assignments. There will be times when I need to log onto Teams sessions or complete work at home, the iPad helps me with this ability to work anytime, anywhere.
“I also think the iPad will open opportunities in learning by using features such as video recording, use of 3D imaging and it will help me with my independent learning and study as I progress into S4, S5 and S6. As young people today we are used to technology in our lives, so this is a good addition to our learning.”
Councillor Ian Perry, Education Convener for the City of Edinburgh Council, said: “It’s great to see the roll out getting underway as the Empowered Learning programme is about both investing in our children and young people and our teachers to maximise the exciting learning opportunities in Scotland’s Capital city.
“We’ve committed £17.5m from our budget so pupils from P6 to S6 can have their own devices and have equal access to learning. This programme opens up the opportunity for pupils to learn in new and exciting ways, brings with it a raft of wider benefits including extra support and professional development opportunities for teachers and is expanding wifi to provide fast and reliable internet access in every school.”
Councillor Alison Dickie, Education Vice Convener for the City of Edinburgh Council, said: “The roll out meets a key element of our Council business plan which is increasing attainment for everyone and reducing the poverty-related attainment gap.
“Ensuring pupils have their own device means they have personal access to digital learning whether with their teacher in school or at home. “
We want every young person to achieve their fullest potential and the Empowered Learning programme is another tool in the educational toolbox to equip our pupils with the skills and knowledge to succeed in a future that is becoming increasingly digital.”
Tara McGeehan, President, CGI in the UK and Australia said: “CGI is delighted to be working in partnership with City of Edinburgh Council to deliver Empowered Learning to pupils and teachers in the capital.
“Empowered Learning provides a learning environment that’s engaging and inspirational. It directly tackles the attainment gap and recognises the key role of educators in delivering a digital classroom.
“Through Empowered Learning, educators can create and tailor lessons to personalise learning, and access new ways of bringing learning to life. Above all, Empowered Learning delivers learning that is rich and rewarding for both pupils and for their parents, as well as providing the highest level of security and safety standards.
“The roll out meets a key element of one of the 15 outcomes and actions from the Council’s three year business plan ‘Our Future Council, Our Future City’: ‘increasing attainment for all and reducing the poverty-related attainment gap’.”
The 1:1 programme reinforces our commitment to becoming one of the world’s ‘smartest cities’ – in 2020 Edinburgh approved a new digital strategy to push forward its ambitions for becoming a sustainable Smart City.
Learning new things: where and how would you want to do it?
If you were looking to learn something new – whether it’s to get a job, for a hobby or just because you fancy it – where would you want to do it? At home? In a local school or community centre? With a local employer or community group? Online?
We’re working with our Granton Waterfront regeneration partners to find out what people living in the area think about learning – why is learning important to you?
How does it affect you and your life? What you would like to learn about? How do you learn best? What things help you learn? What things make it harder to learn?
Please give us your answers on our online questionnaire:
Budding garden designers are invited to tell stories in exciting competition
A nationwide competition has been launched by environmental charity Keep Scotland Beautiful to find school pupils from across Scotland to participate in the seventh annual Pocket Garden Design Competition.
Following the huge success of the online showcase in 2021, when 38 design winners were displayed to allow a public vote, we are inviting children, from as young as three, to design a colourful and sustainable garden.
The best design entries will be selected, and entrants invited to build and grow their garden at school before photographing or filming it to be showcased as part of an online interactive garden which will allow everyone across Scotland to vote for their favourite from 8-19 June inclusive.
This year designs should interpret three interlinked themes: The Year of Stories, One Planet Picnic and Wildlife Gardening.
Stories are a vital part of culture and community from well-loved tales of family and friends to famous fictional characters: they all give a sense of place, history and belonging. There are fables, legends, folklore, news stories, novels, fairy stories, investigative journalism, and myths to draw inspiration from and this competition encourages young people to celebrate that through their designs.
Eve Keepax, Education and Learning Officer at Keep Scotland Beautiful , said: “We’re really excited to be able to announce the opening of our Pocket Garden Design Competition for 2022.
“This competition over the years has inspired entries from across the country and we hope that in 2022 it gives educators and pupils a new focus that supports learning for sustainability, outdoor learning and the Curriculum for Excellence.
“What are the stories you and your pupils could tell through a garden design?”
Scotland’s teachers have faced soaring levels of workload throughout the pandemic, and at a time when they are being offered a significant real-terms cut in their level of pay by COSLA and the Scottish Government.
The EIS conducted an online survey in November, and more than 16,000 teachers across Scotland took part. Amongst the key workload-related findings in the EIS survey are:
88% of teachers indicated that their workload burden has increased during the pandemic.
61% of teachers report that workload levels have increased “significantly” during this period.
80% of Secondary teachers reported significantly increased workload related to SQA qualifications.
The vast majority of teachers (93%) work above their contracted hours each week.
45% of full-time teachers work more than 8 extra hours every week – equivalent to over one extra full day of work each week, over and above contractual commitments.
EIS General Secretary Larry Flanagan said, “Teachers have continued to face a rising tide of workload throughout the pandemic, for a wide range of reasons. Clearly, changes brought about in response to the pandemic have had an impact on teacher workload with additional tasks requiring to be undertaken on a daily basis to help keep classrooms safe.
“The increased emphasis on digital learning – be that in the classroom or remotely from home – has created challenges for teachers, often associated with a lack of suitable equipment and resources. Teachers are also reporting a significant amount of time dealing with pupil behaviour as many young people continue the struggle to overcome the negative impact of the pandemic on their lives.”
Mr Flanagan continued: “The survey also identifies a substantial increase in the workload associated with supporting pupils with Additional Support Needs. 61% of all teachers identified meeting the Additional Support Needs, including the mental health support needs, of pupils as a significant driver of workload increases over the past year – with the figure even higher (66%) within the primary sector.
“This is a vital area of work, but the level of demand is increasing and this is clearly placing additional strain on already hard-worked teachers.”
Mr Flanagan added, “In addition to the challenges of keeping up to date with government Covid safety protocols, which affect all teachers, teachers in Secondary schools face additional difficulties with SQA-related workload.
“The challenges brought about by short-notice changes to the qualifications system have been a major driver in additional workload over the past two years for Secondary teachers. Meaningful reform of the examinations system is now required to ease the workload burden of teachers and students alike.”
Teaching union the NASUWT is calling on governments across the UK to take urgent measures to protect schools from the Omicron variant of Covid-19.
In England the Union has released a joint statement with the five other trade unions representing the majority of education staff prior to the return of schools and colleges for the spring term.
And in Scotland, Wales and Northern Ireland the NASUWT has called for urgent action from the Scottsh Government, the Welsh Government and the Northern Ireland Executive to protect schools now.
Dr Patrick Roach, NASUWT General Secretary said: “Teachers have been on the frontline throughout the pandemic to support pupils and students and provide them with the best education possible.
“However, the rising number of cases of the Omicron variant could cause significant disruption in the next academic term with many teachers being forced to self-isolate.
“We must see immediate action to ensure that schools can continue to operate safely and provide high quality education.”
The statement below is from NASUWT, ASCL, GMB, NAHT, NEU and UNISON:
“There has been much speculation about the possibility of more disruption to education over the next academic term as a result of the Omicron variant of Covid-19.
“As trade unions representing the vast majority of education staff, we wish to emphasise that teachers, leaders and support staff desperately want to be able to conduct face-to-face teaching for all children and young people on a consistent basis and without further interruption caused by the pandemic.
“Education staff have moved heaven and earth to support pupils and students throughout the course of the crisis and they remain committed to providing the best possible support for all children and young people.
“They are acutely conscious that this is essential particularly in supporting disadvantaged and vulnerable children and young people who have often been most badly affected by the pandemic both educationally and in terms of their wellbeing.
“But last term education staff were more likely than other workers to test positive and therefore to have to self-isolate, inevitably leading to disruption of education.
“Schools and colleges cannot on their own reduce the threat posed by the virus and they need from the Westminster government more than rhetoric about the importance of education.
“We need the minimum amount of educational disruption this term in order to avoid a third successive year where GCSEs, A-levels and other exams have to be cancelled, and thereby removing the uncertainty and additional workload for students and teachers.
“It is essential therefore that the government takes immediate and urgent steps to mitigate the risk of Covid transmission and that it provides more support to minimise disruption in schools and colleges by such steps as:
Providing government-funded air cleaning units to every school and college classroom that needs these devices. While we welcome the provision of a small number of these units to special educational needs and alternative provision settings, the government’s decision to signpost all other schools and colleges to purchase this equipment from an ‘online marketplace’ is simply not good enough. We also question why the Westminster government takes such a different line on face coverings in secondary schools to Scotland and Wales when they use the same evidence.
Committing to providing schools with more resources in the event that on-site Covid testing is again required. Secondary schools have once again been left in the lurch at the beginning of the spring term by being asked to set up and staff testing stations with little support from the government.
Providing improved financial support to schools and colleges for the costs of supply staff to cover for Covid-related absence. The current government scheme contains so many complex conditions that it is inaccessible in many circumstances.
Making it clear that all schools or colleges due for an Ofsted inspection this term can request that the inspection is deferred, and that their request will be automatically granted. This will enable teachers and leaders to focus on the immediate and urgent task in hand – that of supporting their pupils and students – and remove the unnecessary pressure and distraction of unhelpful inspections at this time.
“As a new year begins, we urge the government to work more collaboratively and constructively with education workforce representatives to keep schools and colleges open. By working side by side, we can remove unnecessary burdens and find solutions with government in the interests of all children and young people.”
Secondary pupils are being advised to take at-home COVID-19 tests before they return to school to limit the spread of Omicron.
Those without symptoms should do a lateral flow device (LFD) test the night before or on the morning of the return to classes following the festive break. After that, testing should be done twice weekly.
All LFD test results – positive, negative or void – should be recorded via the online portal.
Staff in schools and early learning and childcare settings should follow the same advice.
Anyone who receives a positive LFD test result, those with symptoms, or those identified as close contacts should immediately self-isolate and book a PCR test.
Education Secretary Shirley-Anne Somerville said: “It is our absolute priority to keep schools safely open and minimise further disruption to learning. To achieve that, we need the help of the whole school community. Taking lateral flow tests before returning to school, and continuing to test regularly will help prevent outbreaks of the virus.
“We are grateful to schools for their continued efforts to stress the importance of asymptomatic testing. Parents of secondary pupils can also help by encouraging their children to make testing part of their weekly routine – and, importantly, to report all results online, whether positive, negative or void.
“Safety guidance for schools was updated in December in light of Omicron and it is crucial that all the mitigations are strictly followed. These include physical distancing, one-way systems and the correct use of face coverings.
“By testing regularly and following the mitigations, pupils and staff can all play their part in keeping themselves, their families and their schools safe.”
Chief Medical Officer Professor Sir Gregor Smith said: “With Omicron spreading so rapidly, it is vital that we all do what we can to limit its transmission. Rapid lateral flow testing helps us to find infectious cases that might otherwise have been missed, as around one in three people with COVID-19 does not show classic symptoms.
“That’s why it is really important that secondary pupils and school and early learning and childcare staff take lateral flow tests before they return to classes and settings after the break, and that they keep testing regularly throughout term.
“They should also take LFD tests before they meet up with others outside of school or ELC settings.
“Pupils and staff who are eligible for vaccination should get their jags, and, where appropriate, boosters as soon as they can to receive greater protection from the virus.
“Those aged 12-15 are being offered second doses of the vaccine from this week and I would urge them to take up the offer.
“Drop-in sessions will be available for this age group from today (January 3 2022), while those who have already been given a date for their second jag can call a helpline to bring their appointment forward and get protection from the virus earlier.”
LFD tests should only be used if you don’t have symptoms.You must NOT use a LFD test if you:
have symptoms – you must self-isolate immediately and book a PCR test
have been asked to self-isolate because you are a close contact of a positive case. You must self-isolate and book a PCR test
If you receive a positive LFD test result, you must self-isolate immediately and book a PCR test.
If parents or pupils haven’t already been provided with LFD kits by their schools, they can be accessed in a range of different ways before returning to school. Information on accessing test kits
Drop-in vaccination sessions will be available for 12-15-year-olds from January 3 2022. Those who have already received a scheduled appointment can bring it forward by calling 0800 030 8013.
NHS Inform and local health board websites will provide further details of where drop-in sessions are available in each area.
Following JCVI advice, this age group can get their second vaccination from 12 weeks after their first dose.
Anyone under the age of 18 who has previously tested positive for COVID must wait 12 weeks from infection to be given their second dose
Testing measures to ensure young people return to classrooms in England
All secondary schools in England have been asked to provide one on-site test for pupils ahead of their return to the classroom this term to help reduce the transmission of Covid-19.
Education staff and college students are being asked to self-test at home before they return, and were sent home with tests ahead of the Christmas break.
Schools and colleges ordered tests before Christmas and have received these in advance of pupils returning, and will continue to be able to order additional tests through a separate supply route. Schools and colleges made test kits available to pupils before the end of term and they will have access to more as needed.
Students returning to university have also been advised to test before they travel back to campus.
Secondary, college and university students and education staff and early years staff should then continue to test themselves twice a week, and more frequently if they are specifically asked to do so, such as in the event of an outbreak.
12-15 year olds are encouraged to get fully vaccinated (two doses), to ensure they are protected. 16 and 17 year olds are now eligible for boosters and are being strongly encourage to take up this offer when invited to do so, along with university students.
Education Secretary Nadhim Zahawi said: “Being in face to face learning is undoubtedly the very best place for children and young people’s education and wellbeing, and my priority remains on keeping early years settings, schools, colleges and universities open so that face-to-face education can continue.
As we enter this new term, I want to thank all staff working in education for their continued dedication and resilience. It is through the hard work of all of you that we have ensured, and will continue to ensure pupils and students get the learning that they deserve. We must continue to look forward and not forget how far we have come in our fight against this virus.
The very best way we can continue to protect ourselves and our families is by getting the booster, or second jab if you are aged 12-15 – as soon as possible. I urge anyone who hasn’t done this to do so now.
Health and Social Care Secretary Sajid Javid said: “We are doing all we can to minimise disruption this virus causes to everyday life, including keeping children in school, and regular testing is a key way to support schools and protect face-to-face teaching.
“Vaccines remain our greatest line of defence so I urge all 12-15 year olds who have not come forward yet to get vaccinated, and all teachers to Get Boosted Now to protect yourself and those around you.
Children’s Commissioner for England Dame Rachel de Souza DBE said: Children have told me how much they really value and appreciate school as a place to learn, build friendships and take part in activities that benefit their physical and mental wellbeing.
“As Children’s Commissioner and having run schools all my life, I’m always excited about the start of a new term and the return to school. I am especially focused on this one, as it is so important schools are open and ready to welcome children.
“We are so fortunate to have great teachers and parents who have already done so much to have children back in the classroom, and former teachers happy to volunteer extra support to keep children there. I want our classrooms open and operating because I firmly believe it is where all children belong and want to be. We owe it to them to make sure this happens.”
Proportionate safety measures will also remain in schools, colleges and universities to help reduce the transmission of the virus, including increased ventilation and good hygiene, with older students and staff wearing face coverings.
All early years settings, schools, colleges, and universities are advised to continue to follow the latest guidance set out by the department which is kept regularly under review.
CityFibre, the UK’s largest independent full fibre network, has teamed up with the Data Education in Schools project at the University of Edinburgh to create a learning tool that helps school pupils develop skills in data science.
Data Education in Schools is part of the DDI Skills Gateway – a £6.9m investment in data skills and education as part of the Edinburgh and South East Scotland City Region Deal. CityFibre’s support of the project comes as it is investing more than £100m to bring its full fibre network to within reach of almost every home and business across the city.
The project supports the SQA’s Data Science National Progression Award (NPA), a school level qualification in data science, which is the first of its kind. CityFibre provided a data set and problem statement which has been developed into an end-to-end example activity, guiding users through the steps of solving a real-world business problem using data.
This allows students to get practical data science experience and develop an understanding of how data is used in society, whilst highlighting the benefits in applying a data solution to a business problem. It has been designed in such a way that it can be done virtually if required, ensuring the programme is accessible to all. It also includes the flexibility so that the business question can be changed and different outputs developed.
The programme has now been successfully trialled in schools, with one school reporting three senior pupils deciding to study data science at university on the back of completing the NPA. Teaching resources are now being developed with the programme being rolled out across the UK.
Elaine Doherty, Head of Data Insights at CityFibre, said: “As soon as we heard about the NPA Data Science award and its potential to encourage the next generation to get involved in data science, we really wanted to support the project.
“Across our world-class full fibre networks, we handle massive amounts of data and can see the value of managing data well, and the massive benefits data can bring to businesses.
“The skills required to handle data effectively are transferrable across a number of different sectors, and these skills are becoming more and more sought after in an increasingly digital workforce. We are thrilled to see how our partnership has developed into such an engaging tool and hope it helps to encourage the next generation of data scientists.”
Kate Farrell, Director of Development and Professional Learning, Data Education in Schools at the University of Edinburgh, added: “Schools have found it so valuable having access to a local dataset.
“Educators have appreciated seeing how data science can take place in the workplace and learners find it useful to see that the skills they are learning in class can be applied in the workplace.
“The CityFibre resource is particularly welcomed by educators because it gives learners an understanding of the assessment for the National Progression Award in Data Science and a chance to practice their skills.”
CityFibre is currently rolling out full fibre digital infrastructure across Edinburgh, future-proofing the city’s connectivity and enabling residents, businesses and services to benefit from fast, reliable internet services.
Across the UK, CityFibre is already working with Vodafone, TalkTalk, Zen and an ever-increasing number of partners, offering some of the fastest and most competitive broadband packages available.
Residents interested in giving their home broadband a boost can find out more about the build and register their interest at www.cityfibre.com/PR-Register
The City of Edinburgh Council is being ripped off to the tune of £42 million as they continue to pay for wretched PFI contracts – eating in to vital council education spending.
Research from the Scottish Parliament Information Centre (SPICe) has found that the amount being forked out by City of Edinburgh Council is 11% of its education resource funding, meaning millions are being wasted on the contracts.
PFI contracts were introduced by the Tories and adopted by Labour during their time at the helm of the Scottish Government.
Gordon Macdonald MSP said: “The rotten PFI contracts were introduced by the Tories but supercharged by the Labour-led Scottish Government and unnecessarily cost councils across Scotland, including Edinburgh.
“It is incredible that the lasting legacy of Labour governments continues to be felt as schools’ budgets are eaten up significantly by these shameful contracts.
“The SNP scrapped PFI contracts, meaning that money can be spent on Scotland’s young people and not on absurdly expensive contracts.
“This demonstrates how we still cannot trust Labour with the public purse in Scotland as we continue to pay for their disastrous decisions in government.”
Net revenue expenditure on education services and schools PFI unitary charges (£m) in 2019/20
Education Services (£m)
PFI unitary charges (£m)
PFI unitary charges as a % of education expenditure
