Tag Archives: Scottish Government

Minister comments on 2016-17 widening access statistics⤴

from @ Engage for Education

Commenting on the publication of the Scottish Funding Council’s Report on Widening Access 2016-17, Further and Higher Education Minister Shirley-Anne Somerville said:

“These figures are a stark reminder of why this Government was right to take the action we did on widening access.

“They show that in the four years up to 2016-17 nothing had changed and, on their own, universities were not making improvement in increasing the percentage of students from the 20% most deprived areas.

“The Commission on Widening Access reported in March 2016, by which time the vast majority of students had already applied for the 2016-17 academic year. So these figures provide a baseline from which to judge how successfully the Commission’s recommendations will be implemented – at a national level but also at an individual institution level.

“More recent figures from UCAS show a 13% increase in the number of Scots from disadvantaged areas getting a place to study at a Scottish university in 2017-18. So we expect to see demonstrable progress next year and beyond.”

Background

  • The Scottish Funding Council report on Widening Access 2016-17 can be viewed on the Scottish Funding Council website. http://www.sfc.ac.uk/publications-statistics/statistical-publications/statistical-publications-2018/SFCST062018.aspx
  • The data shows that, in 2016-17, 13.8% of full-time first degree entrants were from SIMD20. For all Higher Education entrants (including sub-degree and college), 17.7% are from SIMD 20.
  • The Commission on Widening Access target, accepted by the Scottish Government is, by 2030, students from the 20% most deprived backgrounds should represent 20% of entrants to higher education, with equality of access seen in both the college and university sector.
  • To drive forward progress to the 2030 goal the interim targets are:
    – 16% of full-time first degree entrants to Scottish universities from the 20% most deprived areas (SIMD20) by 2021;
    – 18% of full-time first degree entrants to Scottish universities from the 20% most deprived areas (SIMD20) by 2026;
    – By 2021, an individual institutional target for universities  of 10%.
  • The Commission’s final report was published in March 2016. The main UCAS deadline for the 2016-17 academic year was January 2016.
  • The UCAS 2017 End of Cycle report (published December/January) showed a 13% increase in the number of Scots from the most deprived communities getting places to study at a Scottish university in 2017 (4,565 in 2016 to 5,170 in 2017).

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Articulation in action⤴

from @ Engage for Education

Further and Higher Education Minister Shirley-Anne Somerville today met a former roadie who swapped life touring the world with a band to train for his dream job as an ambulance paramedic thanks to a college access course to university.

Chris Anderson, who is now studying for his BSc in Paramedic Science at Glasgow Caledonian University, was travelling and working at international music venues when he realised his true vocation.

Chris, who is 39 and originally from Bellshill, said:

“I witnessed a few injuries that happened in the large crowds that gathered for our concerts. I watched the emergency personnel that came in, taking ill or injured people out of the crowds and looking after them and work they did seemed both exciting and important. It inspired me to change direction, go to college and now I’ll be ready to apply to the ambulance service when I graduate.”

Chris was one of the students meeting Scotland’s Higher Education Minister Shirley-Anne Somerville MSP when she visited Glasgow Caledonian University to find out about the support available for more than 1,000 college students who join degree courses at the University each year.

Ms Somerville, said:

“This has been a good opportunity to see the work that Glasgow Caledonian University is taking forward to support students from a variety of backgrounds to fulfil their potential at university. Widening access is a key priority for this Government. Part of delivering this change is looking at examples of best practice to understand what works well and sharing that learning across the university sector.

“The work that Glasgow Caledonian University does to support students articulating from college is a clear demonstration of the university’s commitment to the widening access agenda. It was a privilege to meet Chris and hear his amazing story – it really brings home how important college is as a route into university and why it is imperative that we do what we can as a government and as a sector to make these opportunities more readily available.”

Paramedic Science student Chris Anderson meeting Scottish Government Higher Education minister, Shirley-Anne Somerville MSP at Glasgow Caledonian University campus

Glasgow Caledonian University welcomes more than 1,000 students from 17 colleges around Scotland each year, the second largest intake in the country. As well as access to summer schools, college applicants can also use the library, gym and computing labs to help them prepare for the move to university.

The University’s Head of Outreach, Eleanor Wilson MBE, said:

“We work closely with colleges to make Glasgow Caledonian University first choice for many students. Our admissions procedures recognise applicant’s potential with measures in place to support students from the beginning. Through our student mentors and highly-skilled staff, we aim to ease transition from college to university by creating an excellent student experience.  Their prospects are very good, because we have just recorded our best-ever figures for students completing their degrees and 97% are in work or further study six months after graduation.”

Chris Anderson says the college courses he took were a perfect preparation for university. He is now going out on placement as part of his course and he’s certain he’s made the right move.

“I get to go out observing and assisting qualified paramedics as they work. I’ve had a lot of jobs in my life, but nothing compares to that feeling of riding in the ambulance on the way to help someone who is in a life-threatening situation. To be able to be there, to be equipped and trained to help-out and maybe save a life is just amazing. It’s a lot more exciting than a tour bus.”

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Minister praises introduction of access thresholds at Abertay University⤴

from @ Engage for Education

Further and Higher Education Minister Shirley-Anne Somerville has said that Abertay University’s early introduction of access thresholds for students from disadvantaged backgrounds should be seen “as an example” for other institutions.

On a visit to Abertay University today to discuss their implementation of access thresholds, Ms Somerville said:

“This Government firmly believes that access thresholds have the potential to make a significant contribution to reducing inequalities in higher education. There is extensive evidence that universities get the best students by taking into account the social and educational background of an applicant in its admissions process, which is why access thresholds have an important role to play.

“This is a view supported by the Commission on Widening Access, who recommended that all universities introduce access thresholds by 2019.

“So I welcome the opportunity to hear from Abertay University about how they have already implemented access thresholds, in time for the 2017 academic year. The initial findings are encouraging, with the number of entrants who received an adjusted offer doubling in 2017-18.

“This sits alongside Abertay University’s approach to take into account individual student’s level of preparedness for university and ensure the right support is available for those coming through the contextualised admissions process. The speed with which Abertay University has introduced access thresholds is to be commended and should be seen as an example that many other institutions across the country can learn from.”

Professor Nigel Seaton, Principal of Abertay University, added:

“We look forward to introducing the Minister to Abertay University’s new approach to supporting students from disadvantaged backgrounds.  This involves making offers of admission at an ‘access threshold’, with a much lower academic requirement than previously.”

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One year on – what’s happened since the first annual Cabinet meeting with children & young people?⤴

from @ Engage for Education

I am delighted to publish our progress report on the actions agreed at our first annual Cabinet meeting with children and young people, which took place on 28 February 2017 at Bute House.

Representatives from the Children’s Parliament and Scottish Youth Parliament attended this meeting and raised issues that were important to them.

A short film, co-produced by the children, highlighted school and teachers, feeling safe in the community, bullying, and what children need as areas to be discussed.

On the young people’s agenda were “Lead the Way” (Scottish Youth Parliament  manifesto), children and young people’s rights, “Speak Your Mind” campaign (on mental health), and the future of Scotland’s relationship with Europe.

At the end of the meeting, Cabinet members and children and young people collectively agreed actions for the year ahead. These actions have been taken forward by relevant Scottish Government policy teams over the past year. The report sets out our progress on these actions. We have also developed a children and young people’s summary.

The purpose of the annual meeting of Cabinet members and children and young people is to support the development of a more coordinated, systematic and sustainable approach to engaging with children and young people, enabling them to lead discussions by raising issues that matter to them and to inform the government’s agenda over the coming year.

Agreed actions from the previous event will be reviewed at the meeting of Cabinet Ministers with children and young people the following year.  This demonstrates our commitment to ensuring that children and young people are at the heart of decisions that affect them,  as set out in Article 12 of the United Nations Convention on the Rights of the Child (UNCRC).

We are committed to meaningfully and credibly engaging with children and young people at a national level and ensuring they are at the heart of decisions which affect them, with the aim of improving policy development and implementation.

Access the reports here:

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Family visitor centre opened at HMP Low Moss⤴

from @ Engage for Education

Yesterday, I opened the new family visitor centre in HMP Low Moss in Bishopbriggs.

It is the fourth new centre to have opened at a prison in Scotland this year and will allow the children and families of those in custody an opportunity to relax and play before visiting their loved ones, as well as providing support, information and impartial advice relating to housing, finance and travel issues, children and health matters.

The Scottish Government is supporting these new centres, and seven existing ones, with £1.8 million in grant funding over three years as we recognise the very real benefit they offer to families.

Being a parent is the most amazing experience, but it can also be one of the most  challenging. These challenges are much greater for families living in difficult or adverse circumstances, not least those affected by imprisonment.

At a time when a child really needs additional support from non-imprisoned family members, those family members may themselves be physically, emotionally and mentally unable to offer extra support.

The children of imprisoned parents are often described as the forgotten victims of parental incarceration. Loss of income, loss of housing, shame, stigmatism, relationship breakdowns, victimisation and an array of negative impacts on children are all prevalent side effects.

Evidence tells us that by the age of 5, children from less advantaged circumstances are between 11 and 18 months behind in their vocabulary skills and between 6 and 16 months behind in their problem solving abilities than children from more advantaged circumstances. The impact of this disadvantage can be seen throughout a child’s life into adulthood. 

Our vision for our children and young people is a simple but ambitious one – we want Scotland to be the best place in the world for children and young people to grow up. Ensuring that all of our children get the best possible start in life is key to us achieving that ambition. 

I am encouraged and excited about how, on a national level, we are making the links between children and families, health and justice – by working collaboratively and delivering programmes like this one in Low Moss and across other prisons in Scotland.

 

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Respect for All anti-bullying guidance launches⤴

from @ Engage for Education

Anti-Bullying Week provides us with the opportunity to send a clear and positive message that bullying of any kind, whether it takes place face to face or online, is totally unacceptable and when it happens, we all have a responsibility to address it.

Today we are launching our refreshed anti-bullying guidance for everyone who works with children and young people – ‘Respect for All: the National Approach to Anti-Bullying for Scotland’s Children and Young People’. It’s every child’s right not to be bullied so we need to intervene early, and deal with bullying quickly, and effectively.

The main purpose of the refreshed guidance is to support all adults working with children and young people to develop environments where bullying cannot thrive. Environments that promote respect, celebrate difference and promote positive relationships and behaviour are less likely to see bullying as acceptable behaviour.

I want all children and young people to be included fully in their learning and to learn tolerance, promote respect and celebrate difference. Bullying of any kind must be challenged whenever and wherever it occurs. It should never be seen as a typical part of growing up.

‘Respect for All’ builds on the positive work which has already taken place in Scotland to address bullying and provides a framework for all adults working with children and young people.

It reflects Getting it Right for Every Child and recognises that bullying impacts on wellbeing and attainment. In order to thrive and achieve their full potential, children and young people need schools to be safe, nurturing, respectful and free from fear, abuse and discrimination.

In the seven years since our first National Approach to Anti-Bullying was published, Scotland has seen huge legislative and policy change, such as the Children and Young People (Scotland) Act 2014, Education (Scotland) Act 2016, and the UK Government Equality Act 2010, that have put greater focus on the health and wellbeing of children and young people.

We now understand more about how an individual’s confidence, resilience, participation and attainment can be affected by bullying. In particular, ‘Respect for All’ is clear about the impact of prejudice-based bullying – including homophobic, biphobic and transphobic bullying – and includes guidance to help schools, youth and sports organisations respond appropriately.

Support and training

Additional supporting guidance for schools and local authorities on recording and monitoring bullying incidents will be developed and issued in the coming months. This will streamline the process and ensure uniformity in recording and monitoring by schools and local authorities.

To support the roll out of this guidance, joint training events will be held across Scotland in the New Year led by the Scottish Government, Education Scotland and respectme,our national anti-bullying service in the delivery of anti-bullying work across Scotland.

We will continue to listen to the views of our teachers, support workers, parents, carers, children and young people to ensure that the approach in ‘Respect for All’ is working and is making a difference to the lives of children and young people in Scotland.

Director of respectme Katie Rafferty said:

“We are delighted to support the launch and implementation of Respect for All and we look forward to working with partners across Scotland to help deliver a consistent and cohesive approach to anti-bullying.

“We welcomed the opportunity to work collaboratively with the Scottish Government and others to develop this national guidance – reflecting our learning from ten years of anti-bullying work and the experiences of children and young people and the adults who play a role in their lives.

“respectme will continue to offer free training, policy support and resources that are designed to enable adults to prevent and respond to bullying effectively, and help children and young people realise their right to live free from bullying and harassment.”

You can download Respect for All: The National Approach to Anti-Bullying for Scotland’s Children and Young People here: http://www.gov.scot/RespectforAll

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Education Governance Review – Ask The DFM⤴

from @ Education Scotland's Learning Blog

small-john-swinney-ed-governanceAs you may be aware the Education Governance Review is currently underway. The Deputy First Minister is hosting a Q&A session live on Glow TV for teachers to discuss the Governance Review on Tuesday 17th November at 6pm.

The Scottish Government believe that decisions about children’s learning and schools should be taken within schools themselves supported by parents and communities. If schools are to have greater control over the decisions they take, there is a clear rational to change the allocation of resources to support this. The Scottish Government will introduce a new fair and transparent needs based funding formula to make sure that resources get to the areas that need it most.

The Scottish Government recognise that there may be some functions which are best delivered at a local, regional or national level rather than at school level and that teachers and practitioners require support to do their jobs well. They want to hear your views on how all levels of our education system can be improved to support the empowered, collaborative and flexible culture which we are seeking to develop. If you are unable to attend the live session and wish a question to be asked please send it to – governacereview@gov.scot

Register now to take part live – Education Governance Review – Ask The DFM

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

Google and Glow- Some Thoughts⤴

from @ Jim Henderson's Blog



apps_ring.jpg


Google has decided to pull out of the Glow procurement process.

Google opt out.tiff

This will come as a bit of a shock to some folk in Scottish education who have been keen for Google Apps for Education to be the basis of the next iteration of Glow. Google will instead concentrate in trying to work with individual local authorities to provide it’s Apps For Education package. Apart from the concerns this must raise about fragmentation my concerns about Google Apps and Google being involved in Scottish education continue. I have always had real concerns about Google and the privacy of an individuals data collected by Google. These concerns have grown over the last couple of months.

I always was sceptical about Google Apps in education. Although Google say’s in its privacy policy about Apps for Education that they do not track or collect personal data there is a real sense question of trust around Google. Teachers and parents want to be totally convinced. Personally I don’t trust Google as a corporation anymore.

Why?

Here are some reasons

Google’s business model – the selling of ads targeted on individual user behaviour – relies on collecting browsing information from its visitors. Before Thursday 28th of February 2012 different services did not share this information. This meant a search on, for example, YouTube, would not affect the results or advertising you would encounter on another Google site such as Gmail. The new agreement, which users cannot opt out of unless they stop using Google’s services, will mean activity on all of the company’s sites will be linked. Here are just part of the terms of use  “When you upload or otherwise submit content to our Services, you give Google (and those we work with) a worldwide license to use, host, store, reproduce, modify, create derivative works (such as those resulting from translations, adaptations or other changes we make so that your content works better with our Services), communicate, publish, publicly perform, publicly display and distribute such content,” says the new and unified privacy policy of Google, which came to effect on March 1, 2012.

This change in privacy policy has led Viviane Reding, the European commissioner of justice, to say there are ‘doubts’ over the legality of internet giant’s move as French authorities open EU-wide investigation.


Google subverted mobile Safari’s default protections to track users in ways they did not agree to be tracked,  as the Wall Street Journal reported: “The findings appeared to contradict some of Google’s own instructions to Safari users on how to avoid tracking.”

Google illegally accepted ads for Canadian pharmacies with the purpose of delivering them to American users.


Google and personal data

What about the data Google might hold on pupils and teachers?   What if I wanted to find out what information Google had collected about me then as an EU citizen under EU -wide data protection rules, anyone can send a written request for their full data and, for a small fee, the company has to ship it out, usually within 40 days. As this article recently in the Guardian points out “The company has a main US branch, Google Inc, and subsidiaries within other countries. In the UK, that’s Google UK Ltd. Here’s the catch: Google UK Ltd, which is subject to the EU rules that let you access your data, doesn’t hold it. As Google says in a statement: “Please note that Google UK Ltd does not process any personal data in relation to Google services, which are provided by Google Inc, a US-incorporated company whose address you can find in the Google privacy policy.” While we can find Google Inc’s address, that doesn’t necessarily help: a spokeswoman for the UK regulator, the ICO, confirmed that EU laws on subject access requests do not extend to the US parent company. This means there’s no real chance of getting hold of user data from Google through this route.”

Google Apps for Government Concerns.

These concerns about Google, trust and privacy are spreading. According to SafeGov.org experts Jeff Gould and Karen Evans, “Google’s recent changes to its privacy policy allowing it to combine information about users pulled from the entire range of its online products raises serious privacy concerns for Google Apps For Government (GAFG) that should not be overlooked by public sector officials who have already made the move to the cloud or who are looking to move to the cloud.”

Norwegian and German Public Sector concerns.
Norwegian public sector organisations will be banned from using Google Apps after the Norwegian data protection authorities ruled that the service could put citizens’ personal data at risk.

The data protection authority said Google Apps did not comply with Norwegian privacy laws because there was insufficient information about where data was being kept.



Given this growing concern it is probably just as well that Google decided to walk away from the national procurement for Glow. The question is will individual local authorities in Scotland want to use Google Apps in Education?