Tag: schools

Edinburgh pupils pilot new qualification – the International Sustainability Diploma

  1. Scottish Government funding has allowed the Diploma to be credit-rated at SCQF Level 6, equivalent to a Scottish Higher
  2. The innovative one-year diploma is offered by the Futures Institute at Dollar Academy (FIDA), which also provides young people from across Scotland with unique opportunities to tackle projects based on real world challenges

The Futures Institute at Dollar Academy has launched a new qualification – the International Sustainability Diploma. Open to learners across Scotland and beyond, the Diploma will be piloted in a number of schools in the 2024/25 session ahead of a wider launch in 2025/26.

The Diploma programme offers a different style of learning and teaching, aligned with the recommendations of the Hayward Review (2023). Rooted in the UN Sustainable Development Goals and co-designed with experts from industry and universities, students learn through developing solutions to real-world problems.

Students who complete the programme will receive a qualification worth 24 SCQF points at Level 6 (equivalent to one Higher). This carries UCAS points, enabling progression to further and higher education, as well as international recognition.

In addition to building students’ knowledge and understanding of the complex social, environmental, economic and political aspects of sustainability, the Diploma develops important skills such as independent research, problem-solving, critical thinking, collaboration and communication. Entrepreneurship is a golden thread that runs throughout the programme, and this element is co-delivered with the University of Stirling.

Instead of examinations, students build a portfolio of work and have opportunities to present this throughout the year. Students begin by exploring the concepts of sustainability through the UN SDGs and create a social media campaign to raise awareness of an SDG of their choosing.

They also undertake a ‘design sprint’ challenge to learn the principles of Design Thinking – a method for solving problems that puts the user at the centre of the process, and involves adapting solutions in response to research, testing and feedback.

They will then go on to choose three ‘Global Challenge’ projects from a range of options, each rooted in the SDGs – for instance, designing a new wave-powered method for water desalination, an app to support people experiencing climate anxiety, or a monument to make a statement about modern slavery.

In each case, students research the issue and the needs of their target users or audience, generate ideas, and, through a process of feedback and testing, develop and refine their solution.  Students have the opportunity to build and develop their skills as they move from one project to the next.

Finally, students learn about the crucial role of business and social enterprise in achieving the SDGs. They select one of their three project outcomes to develop further as a business or social enterprise, working with the Enterprise Team from the University of Stirling. Students present their proposal and have the opportunity to receive feedback from entrepreneurs.

The Diploma is offered by the Futures Institute at Dollar Academy, which began in 2021 as a pioneering initiative to tackle three fundamental challenges in education – providing equitable access and closing the poverty related attainment gap; finding compelling alternatives to traditional teaching and exam systems; and addressing sustainability. 

Offering real-world challenges in the form of workshops, skills-based courses, design challenges and competitions, over 600 pupils and 80 teachers from across Scotland, and further afield, have registered on FIDA’s online platform and have benefited from free access to FIDA resources. FIDA’s online content has been viewed over 75,000 times.

Ian Munro, Rector of Dollar Academy and FIDA founder, said, “Over the past year we have been working with universities, colleges and industry to deliver the FIDA Sustainability Diploma and we are thrilled to launch the accredited course to young people across the country.

“The Diploma allows learners to collaborate, to problem solve, to manage time and resources, and showcase the skills that will be useful for the challenges they will face beyond school. It is an ambitious qualification in terms of design, content and delivery, that will enable our youngsters to be a real force for good in an ever-changing world.”

FIDA secured Scottish Government funding to support the credit-rating of the Diploma onto the Scottish Credit and Qualifications Framework (SCQF). The team worked closely with Glasgow Clyde College, the credit-rating body, to ensure that the learning programme meets the robust criteria for a qualification at Level 6.

Cabinet Secretary for Education, Jenny Gilruth said, “The Scottish Government is committed to developing a system of qualifications and assessment that ensures pupils are well-equipped to tackle future challenges as they progress through education.

“Young people are facing a range of global challenges, including the climate emergency, which is why we have supported Dollar Academy to gain accreditation of its sustainability diploma, as part of the implementation of our Learning for Sustainability Action Plan.

“I am pleased that vitally important education resources such as these can be accessed for free by pupils across the country.”

One of the schools piloting the qualification in 2024/25 is Inverness Royal Academy. Depute Rector Morven Neil said: “This is possibly one of the most important courses we could offer our pupils and we are delighted to be part of this pilot. 

“The world is grappling with the urgent need for sustainable solutions and our current generation of school pupils are extremely aware of this.  This surge in interest among school pupils is indicative of a generation that is deeply committed to safeguarding the planet’s future.

“They’re not just passive observers; they are seeking knowledge, solutions, and ways to reduce their ecological impact.  This Diploma will allow our students to be prepared for future career sectors, policy and personal challenges in a world that faces a climate crisis.”

Other schools participating in the pilot are Speyside High School, Alloa Academy, Braes High School (Falkirk); Clifton Hall School (Edinburgh); and Dollar Academy.

You can find out more about FIDA here: https://fida.world/

Queen Margaret University launches free disability resources for schools

 QUEEN Margaret University (QMU), Edinburgh, has developed a series of resources for use in educational settings to help enhance disability literacy.

The University will launch its new Toy Box Diversity Lab website of resources on 9th May 2024, which will help guide discussions between educators and their primary school learners about disability equality and representation in the school curriculum, as well as encouraging them to think about accessibility in their own environments.  

Funded by the QMU Innovation Fellowship, the educational assets include an activities pack, instructional videos and a directory of other resources to encourage positive discussions in schools. 

The University will also be launching an online short course on Disability Confidence for Educational Practitioners, running from September 2024. 

Dr Clare Uytman and Dr Siân Jones, senior lecturers in the Division of Psychology, Sociology and Education at QMU, have led the three-year long project, establishing their own research group to do so. 

The lecturers have tested their resources with almost 550 children in England and Scotland, as well as running focus groups to create the final products in collaboration with teachers, disabled adults and parents of disabled children.   

Dr. Uytman, said: “Positive understanding, representation and discussion around disability is so important for achieving a more inclusive learning environment through imagination and play, which will help children understand the importance of these topics from an early age. 

“It is so rewarding to see three years of hard work and thorough research come together with the creation of these highly beneficial resources which we hope will be of real value to the teaching profession and enhance disability literacy.” 

As well as the website, the QMU lecturers have also been working in collaboration with activist not-for-profit organisation, ToyLikeMe, to ensure better representation of disabilities in children’s media, including toys, books and television programmes. 

Dr. Jones, said: “There is growing evidence that toys representing disability give non-disabled children windows into the worlds of disabled children.  

“We are building on this evidence base, using images of adapted toy prototypes, such as Barbie with a missing limb, or Olaf the snowman from Disney’s Frozen with a cochlear implant, and showcasing these to children through pop-up exhibitions and activities we have been trialing at schools to help them think and speak positively about disability.” 

Scottish primary school teacher, Mhairi Ritchie, welcomed one of these pop-up exhibitions so that she, and her pupils, could sample the resources. She said: “Involvement in the project was a fantastic way to explore disability. The children learned new vocabulary and developed a new perspective around what it means to be disabled.  

“The accompanying resources were highly engaging and thoughtfully designed, enabling an interdisciplinary approach to the learning. The great thing is that we can use the resources again in the future and we look forward to doing so!” 

An event will be taking place both online and in the Halle Lecture Theatre on campus at QMU to coincide with the official launch of the website on 9th May. 

The launch event will take place between 4pm and 5.30pm at which attendees can learn more about the evidence-based research that has been conducted for this project, as well as more details on the resources on offer.

Register for your place on or before 7th May – https://www.tickettailor.com/events/queenmargaretuniversity1/1207938 

Find out more about QMU’s online short course on Disability Confidence for Educational Practitioners here –

https://www.qmu.ac.uk/study-here/short-courses/short-courses/disability-confidence-for-educational-practitioners/ 

Edinburgh Science back on the road

Hot on the heels of their annual festival, Edinburgh Science are on the road again bringing hands-on science lessons to classrooms in a number of schools across the city as part of Generation Science. 

This fantastic programme sees science educators tour Scottish nurseries and primary schools delivering a range of engaging workshops and shows which are all linked to the Curriculum for Excellence (CfE) – helping to inspire a new generation to explore the world of STEM. Running for over 30 years, Generation Science has delivered hands-on learning to over 1 million children!

Over the coming weeks, the Generation Science team will be bringing some of their shows and workshops to a number of local primary schools across Edinburgh as part of their Summer programme.

This year’s programme features 10 exciting interactive shows and workshops, including two brand new climate-focused activities Our Changing Climate and The Green Machine.

Programme:

https___www.edinburghscience.co_.uk_wp-content_uploads_2024_02_GenSci-Brochure-24-5.1-1Download

Violence and threatening behaviour ‘skyrocketing’ in Edinburgh schools

A dramatic increase in the number of violent and threatening incidents in Edinburgh’s schools has been revealed by figures from the city council.

In the 2014-15 academic year, there were 111 violent or threatening behaviour incidents across Edinburgh’s primaries and secondary schools. In the 2022-23 academic year this had skyrocketed to 618.

These figures come after the Scottish Government’s latest Research Report into school behaviour showed that almost 2/3rds of Scottish teachers have experienced verbal abuse and 59% have encountered physical aggression.

The number of incidents is higher in Edinburgh’s primary schools, which saw a leap from 242 for the academic year 2021/22 to 487 in 22/23.

High schools have seen a similarly dramatic jump but from a lower base, seeing an increase from 44 incidents in 21/22 to 131 in 22/23.

Commenting on these figures, Lothians MSP Sarah Boyack said: “The dramatic increase in violent and threatening behaviour in schools is extremely distressing.

“No teacher deserves to face violence or abuse in their classroom.

“The Council and school staff are doing a great job with the resources they have, but its clear more is needed to tackle this issue.

“Investing in pupil support will help us to tackle many of the root issues that cause disruption. We must also ensure that schools equip teachers with the necessary support if they are facing violent behaviour.

“Violence and threatening behaviour are not part of a teacher’s job, and it must be the Education Secretary’s top priority to tackle it.”

The data, acquired by FOI from City of Edinburgh Council is below:

Academic YearPrimary SchoolsSecondary SchoolsTotal number
01/08/2014 to 30/06/20151047111
01/08/2015 to 30/06/20161127119
01/08/2016 to 30/06/20171997206
01/08/2017 to 30/06/201817815193
01/08/2018 to 30/06/201929237329
01/08/2019 to 30/06/2020172441
01/08/2020 to 30/06/20211294133
01/08/2021 to 30/06/202224244286
01/08/2022 to 30/06/2023487131618

The Scottish Government Behaviour in Schools Research Report can be found here:

https://www.gov.scot/publications/behaviour-scottish-schools-research-report-2023

Tackling gender-based violence

Supporting schools to play their part

A dedicated approach to prevent and respond to gender-based violence (GBV) in schools has been published.

Developed by a working group co-chaired by the Scottish Government, Rape Crisis Scotland and Zero Tolerance, the framework encompasses testimony from young people and staff and sets out how schools can use education, with an emphasis on compassion, to challenge societal views which normalise gender-based violence.

It aims to support schools by:

  • demonstrating the different ways GBV can affect young people in a school community and highlighting how schools can challenge the underlying gender inequalities which can cause it
  • providing guidance to support schools’ responses to GBV experienced, or carried out by, children and young people or other members of the school community, including staff
  • outlining the approach schools should take to recording GBV behaviours and signposting to further support and learning

GBV refers to behaviours ranging from name calling, intimidation and physical violence to sexual harassment and emotional abuse, which can affect anyone, but is more commonly experienced by women and girls.

The Behaviour in Scottish Schools Research report, published last year, highlighted an increase in misogynistic views and language as an emerging concern in schools which the Education Secretary committed to developing a dedicated approach to address, as part of the government’s wider response to challenges with behaviour in schools.

First Minister Humza Yousaf and Education Secretary Jenny Gilruth launched the framework on a visit to Moffat Academy, where they heard about a pupil-led approach to promoting gender equality.

The First Minister said: “We want schools to create cultures in which all members of the school community know that gender-based violence is unacceptable and will not be tolerated. Prevention and early intervention are key to the approach to address the underlying causes of gender-based violence, particularly gender inequality.

“This framework forms part of our broader action to address the issue of gender equality within education as part of the implementation of our Equally Safe Strategy and broader commitment to eradicate gender-based violence in every part of our society.

“All children and young people have a right to a learning environment where they are protected, cared for, and in which their rights and needs are respected. It is vital that schools are at the part of our drive to support the end of gender-based violence and misogyny once and for all – it is up to us to show the leadership necessary to empower them to do so.”

Education Secretary Jenny Gilruth said: “The wellbeing and safety of children, young people and staff in our schools is of the utmost importance. Ensuring that every child is treated with respect and feels safe at school is a task I do not take lightly.

“We’ve taken great strides in recent years to tackle gender-based violence across society and it’s concerning that misogynistic views and language have appeared as emerging issue in recent research into behaviour in schools.

“There is no place for harassment or abuse in any form in our schools and this framework aims to provide support for everyone in a school community to recognise it as it occurs and be equipped to respond appropriately.

“It is not only for schools to respond to incidents of gender-based violence amongst our young people. Prevention and early intervention are key elements of our approach – meaning that we want to address the underlying causes of gender-based violence, particularly gender inequality, and the framework published today supports this endeavour.”

Morgan Todd, Moffat Academy S6 Student and Prefect Leader said: “As a young woman I would hate to feel there were any limits placed on my aspirations or on those of any girl at Moffat Academy.

“Gender equality is about living in a fair society where everyone is valued for their talents rather than judged by their gender.

“At Moffat Academy, I feel everyone gets the chance to write their own story- no matter their background or gender- helping to prepare us for life after school in modern Scotland.”

Director of Prevention & Training at Rape Crisis Scotland Kathryn Dawson said: “The launch of the first ever national approach to gender-based violence for schools is a major step.

“We, and partner organisations, advocated for guidance to be developed following the Everyday Heroes consultation with children and young people that recommended decisive action.

“Rape Crisis Scotland and member centres are the experts delivering education to young people through the Sexual Violence Prevention Programme, and supporting schools through the Equally Safe at School programme.

“The guidance will enable schools to build on our work and prioritise gender-based violence, honouring the courageous voices of the children and young people who called for change.”

Co-Director at Zero Tolerance Laura Tomson said: “We’re proud to have been closely involved in the development of the Gender Based Violence in Schools Framework.

“The guidance is a vital step towards preventing and responding to boys’ sexual harassment, rape, and abuse of girls, which is all too common.

“We now look to the Scottish Government to demonstrate its commitment to ending boys’ violence against girls by resourcing the guidance’s implementation so both teachers and children can focus on learning.”

Preventing and responding to Gender Based Violence: a whole school framework – gov.scot (www.gov.scot)

Merchiston welcomes prospective families to Information Morning

9th March 2024

Scotland’s leading all boys boarding school, Merchiston Castle School, is opening its doors for an Information Morning on Saturday 9th of March.

Prospective families are invited to discover more about Merchiston, meet Department heads, and experience the world-class education Merchiston provide.

Held in the school’s impressive Memorial Hall, the Information Morning will be styled as a department fair offering families the chance to chat to Merchiston’s teachers, listen to students enthusing about their favourite subjects, speak to the Academic Leadership Team and find out more about what Merchiston can offer their son.

Merchiston’s Admission Team will be on hand to answer any questions parents may have and guide them through the admission process.

Registration for the event is open via the website:

https://www.merchiston.co.uk/admissions/open-events/information-morning-9-march

Thales Alenia Space launches MARSBalloon 2024

Thales Alenia Space, a joint-venture between Thales (67%) and Leonardo (33%), harness students’ curiosity for space, science and life on Mars with the launch of MARSBalloon 2024.

Led by Thales Alenia Space graduates and apprentices in the UK, MARSBalloon is a hands-on science project for primary and secondary students and shows how exciting and varied career opportunities in space, engineering and science can be – without putting on a space suit.

Students work together to create experiments to test the response of electronics, materials, plants and even food to the harsh conditions in space.

Experiments fit inside a small capsule and fly on the high altitude balloon, rising to an altitude of 30km, more than twice the height of commercial airliners where conditions are very similar to the surface of Mars – including temperatures of -50°C and pressures 1/100th that of sea level.

This year’s MARSBalloon will also have a competitive element, with prizes awarded for primary and secondary categories for Best Innovation, Best Decoration, Engineers Choice and VIP Judge’s Choice award.

The deadline for registration is 8th March 2024 with the launch of the balloon in May.

Teachers can find out more about the MARSBalloon and download the information pack here: https://www.thalesgroup.com/en/futuremartians

Key dates for this year’s MARSBalloon:

  • 8th March: Last day for Registration. The process take five minutes and can be done here.
  • 30th April: Deadline for experiment delivery to Thales Alenia Space
  • May / June: MARSBalloon launch (depending on weather conditions)

Ballymacash Primary school has already signed up. Primary teacher, Susan Brown, said: “We are so excited to be involved in such an amazing activity. The students can’t wait to start dreaming up their own experiments.

“We’re looking forward to having our very own MARSBalloon workshop in March – so watch this space to see what the children come up with!”

Drashti Shah, Thales Alenia Space Engineer and MARSBalloon Project Manager, said: “We are delighted to have launched MARSBalloon 2024. We had a record number of participants last year, flying over 200 experiments into the stratosphere, and this year we have changed the dates to allow more schools to get involved. I

“t is a fantastic fun, free of charge that really gives young student experience of deigning their own experiments and first-hand experience learning more about space, widening their future career horizons”

Visit thalesgroup.com/futuremartians to sign up.

About Thales Alenia Space:

Drawing on over 40 years of experience and a unique combination of skills, expertise and cultures, Thales Alenia Space delivers cost-effective solutions for telecommunications, navigation, Earth observation, environmental management, exploration, science and orbital infrastructures.

Governments and private industry alike count on Thales Alenia Space to design satellite-based systems that provide anytime, anywhere connections and positioning, monitor our planet, enhance management of its resources, and explore our Solar System and beyond. Thales Alenia Space sees space as a new horizon, helping to build a better, more sustainable life on Earth.

A joint venture between Thales (67%) and Leonardo (33%), Thales Alenia Space also teams up with Telespazio to form the parent companies’ Space Alliance, which offers a complete range of services. Thales Alenia Space posted consolidated revenues of approximately 2.2 billion euros in 2022 and has around 8,500 employees in 10 countries with 17 sites in Europe and a plant in the US.

To find out more about MARSBalloon, visit www.thalesgroup.com/en/futuremartians.

Edinburgh schools ready to celebrate 15 years of UK’s largest active travel to school challenge

Schools in Edinburgh still have time to sign up to the UK’s largest walking, scooting and cycling to school challenge.

Taking place 11-22 March 2024, the Sustrans Big Walk and Wheel inspires pupils to make active journeys to school, improving air quality in their neighbourhood and discovering how these changes benefit the world around them.

Now in its 15th year, the event sees schools across Scotland and the UK compete each day to make the most journeys by travelling actively to school.

The challenge is delivered by Sustrans, the charity that aims to make walking, wheeling and cycling easier, in partnership with City of Edinburgh Council and headline sponsors Schwalbe Tyres UK.

Dr Cecilia Oram, Head of Behaviour Change, at Sustrans said: “Millions of pupils have risen to the challenge and embraced walking, scooting and cycling throughout these past 15 years of Sustrans Big Walk and Wheel, and this time it’s going to be bigger than ever.

“Not only are pupils and their families enjoying quality time together during an active school commute, but they’re also improving traffic congestion and air quality around their schools.”

Sustrans Big Walk and Wheel is open to all primary and secondary schools in the UK, including SEN/ASN/ALN schools, with prizes to be won every day.

The prizes on offer to schools this year include Micro Scooters, Frog bikes and Cyclehoop cycle parking and infrastructure.

Free resources are available to encourage pupils to help reduce air pollution and learn about the benefits of active travel for themselves, their schools, their neighbourhoods, and the planet.

Alison McLean, Acting Headteacher at Queensferry Primary School in Edinburgh, said: “Last year, our pupils had so much fun walking and cycling to school with their friends and family.

“We noticed they arrived at school refreshed and ready to learn. We were also thrilled to come in first place in the large primary school category in Scotland.

“I would encourage more schools to sign up to the Big Walk and Wheel as it’s a great way for young people to learn more about the local environment, air quality and how it affects them.”

15 years of the Sustrans Big Walk and Wheel in Scotland

Since data collection for the challenge began in 2011, just over 1.5 million miles1 have been travelled by pupils taking almost 2.3 million active travel journeys to school in Scotland.

That equates to around 19 trips to the moon, or over 180 journeys around the Earth1, saving just under 1,200 tonnes of CO2 polluting the air on the school run, from 3.1 million car journeys had the participants been driven to and from school1.

Just over 340,000 active journeys to 340 participating schools took place in Scotland during the 2023 challenge, saving just over an estimated 240 tonnes of CO2 emissions if the journeys logged had otherwise been made by car2.

Karen McGregor, Scotland Director at Sustrans, said: “For 15 years, pupils across Scotland have enjoyed taking part in the Sustrans Big Walk and Wheel. Parents save money by not having to drive and children get to be out and about exploring their world.

“The challenge shows that a healthier, more enjoyable and sustainable journey to school is possible. We want to transform school runs across Scotland by making it easier for all families to walk, wheel or cycle to school.”

Join in

Comment and share your active journeys to school, using the hashtag #BigWalkandWheel

Find out more about registering for the Sustrans Big Walk and Wheel 2024.

Follow us on Twitter @SustransScot and on Facebook

Doctors encourage Scottish Government to take forward schools air quality monitor pilot

A proposal for air quality monitors to be trialled in Aberdeen, Dundee, Edinburgh, Glasgow and Perth

  • Doctors encourage Scottish Government to take forward schools air quality monitor pilot
  • A proposal for air quality monitors to be trialled in Aberdeen, Dundee, Edinburgh, Glasgow and Perth

The Royal College of Physicians of Edinburgh (“the College”) is urging the Scottish Government to take forward its proposal to monitor air quality around urban schools in Scotland.

The College’s costed pilot proposal would see air quality monitors placed for a year in up to three schools, within 50m of those schools, in each of five Scottish cities: Aberdeen, Dundee, Edinburgh, Glasgow and Perth. The pilot would therefore see up to 15 schools across Scottish cities taking part.

Last year, the College called for air quality monitors to be placed at all city primary schools in Scotland for a period of at least a year, in its submission of evidence to the Scottish Parliament’s Net Zero, Energy and Transport Committee.

The pilot idea was developed by the College’s Working Group on Air Pollution and Health. It has now been submitted to the Scottish Government following positive discussions with government officials last year. Members of the Working Group highlighted the lack of data on air quality around schools despite the knowledge that air pollution can pose serious health risks to children.

As part of the working group’s preparation of the pilot proposal, clinicians plotted the distances between primary and secondary schools in these five city areas and existing air quality monitors.

The group found that from the 337 primary and 94 secondary schools examined, only one primary school was within 50m of a PM (particulate matter) monitor and only 2 primary schools were within 100m of a NO2 (nitrogen dioxide) monitor.

There were no secondary schools within 100m of either type of monitor.

Professor Jill Belch, Co-lead of the College’s Working Group on Air Pollution and Health, and Professor of Vascular Medicine at the University of Dundee, said: “Science has provided robust evidence that children are significantly harmed by air pollution, with sometimes tragic results.

“Whilst lung disease in children is widely recognised as a result of breathing polluted air, less well known to the public, but equally important, are the effects of this pollution on the developing organs within a child.

“For example, exposure to polluted air in childhood has been shown to reduce brain cognitive function in a number of key ways. Further, and of concern, is that children appear to become unwell at lower levels of pollutants than do adults.

“ At present the early work conducted by the Royal College of Physicians of Edinburgh suggests that few school have air quality monitors nearby, so we do not actually know how well or otherwise, our children are protected. It is therefore imperative that we ensure air quality around schools is within regulatory levels, and the College’s proposal to the Scottish Government can start this process.”

Professor Andrew Elder, President of the Royal College of Physicians of Edinburgh and the other Co-Lead of the Working Group on Air Pollution and Health, said: “ There is overwhelming evidence that air pollution can have a wide range of detrimental health impacts on our children including problems with the lung, heart, brain and immune and hormonal systems.

“We also know that there is a correlation between areas of high deprivation and poor air quality and this can exacerbate pre-existing health inequalities in children and young people.

“ We are concerned at the lack of data on air quality around urban schools in Scotland- with the vast majority of urban air quality monitors currently sited too far away from schools-  and believe we must collect as much accurate school level data as possible so we can have an evidence base for action.

“The College hopes that the Scottish Government will consider our proposal positively and we remain committed to working constructively with it and all other stakeholders so that we can better understand the levels of air pollution around our schools and subsequently support implementing mitigation measures where these are required.”

Mike Corbett, National Official (Scotland) for the NASUWT said: “Thousands of people die each year because of occupational diseases caused by air pollution at work. Pollution arising from work and travel to work are health issues for which employers currently take little responsibility.  

“Air pollution impacts workers and their families at all stages from before birth to old age and is particularly damaging to the growth and development of babies and children. 

“ Being able to quantify the scale of the problem around our schools is the first step to cleaning up the air we and our children breathe and moving towards a heathier and safer future.  NASUWT is therefore very pleased to endorse and support this proposal for pilot air quality monitoring around schools.”

Diplomatic missions urge Israel to cease demolitions of schools

Diplomatic missions call on Israel to halt demolitions and confiscations of Palestinian houses and property in the West Bank

Representatives of Belgium, Canada, Denmark, Finland, France, Germany, Italy, Ireland, Luxembourg, the Netherlands, Spain, Sweden, the United Kingdom and the European Union  together with the Palestinian Ministry of Education call on Israel to rescind its recent decision of the Israeli Civil Administration to demolish a donor-funded school in Amera, Hebron.

Israeli authorities issued a final demolition order against the school on Education Day (24th January), leaving the school at imminent risk of demolition. Should the demolition go ahead, 39 Palestinian school children will be deprived of their basic right to education.

The nearest alternative schools are approximately 5km away. Without adequate transport, students must make the long journey by foot, exposed to settler attacks, a heavily trafficked road and inclement weather. Under these conditions, girls and children with disabilities in particular are at a high risk of dropping out.

Palestinian schools in Area C – including those funded by donors – remain vulnerable to Israeli demolitions and settler violence. Since 2022, Israeli authorities have demolished three donor-funded schools. In addition, three donor-funded schools have been vandalised by Israeli settlers and are currently not operational.

Under international law, Israel, as occupying power, has an obligation to ensure that the occupied civilian population has adequate access to basic education.  

Palestinian children’s right to an education is undermined by Israel’s planning and zoning system in Area C which prevents Palestinian development, and construction of schools in Area C.

Representatives of Belgium, Canada, Denmark, Finland, France, Germany, Italy, Ireland, Luxembourg, the Netherlands, Spain, Sweden, the United Kingdom and the European Union  call on Israel to halt demolitions and confiscations of Palestinian houses and property in accordance with its obligations as an occupying power under international humanitarian law, and to cease the policy of settlement construction and expansion, of designating land for exclusive Israeli use and of denying Palestinian development.  

Failure to do so seriously undermines a two state solution and is a major impediment to peace and security.