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The Herald Scotland
24-06-2025
- General
- The Herald Scotland
Ken Muir Awards recognise ‘overlooked' student achievements
Powering Futures established the Ken Muir Awards as part of the culmination of its national Schools Programme. Delivered as a SCQF Level 6 certified course, the Schools Programme tasks students with solving a real-world challenge set for them by local business leaders. More than 1,000 pupils from 86 schools in Scotland participated in the Schools Programme in 2024-2025, the fourth year of the programme. Although every participant also leaves with a qualification, a spokesperson for Powering Futures said that the new Ken Muir Award is meant to give special attention to pupils who exhibited 'less measurable, but deeply meaningful outcomes,' such as increased confidence, teamwork skills, and planning for their lives after school. An award was given to one pupil from each participating school. Recipients were nominated by their teachers in recognition of individual growth during the challenge. Many calls for reforming the Scottish education system and independent studies into qualifications, exams and the curriculum have emphasised the need to move away from traditional results-based education and instead prioritise skills and other achievements that might translate directly into the workplace. Professor Louise Hayward's 2023 Independent Review of Qualifications and Assessment recommended significant changes to the exam diet and the creation of a new diploma reflecting wider student achievements. Prof Muir's 2022 report, Putting Learners at the Centre, focussed on reforms to the qualifications system as part of a broader cultural shift in education that gave less weight to high-stakes exams and more focus on student and teacher voices. Read more Prof Muir said that the new award in his name and the Powering Futures Schools Programme are both 'symbolic' of the change he wants to see in Scottish education. 'We need a culture shift in Scotland's education system. Of course, grades are important - but so is working hard, reflecting on progress, and growing as a person. 'These Awards are symbolic of this shift. They celebrate personal development, resilience, communication, and teamwork. These are all critical attributes that help young people thrive in life and in work.' He added that giving students, teachers, and employers input into the system is critical. 'Innovation in education doesn't come from the top down. It comes from those on the ground who genuinely want to see young people achieve in every sense of the word. Powering Futures is one such innovation, and it's helping us reimagine what success looks like in Scottish schools.' Professor Ken Muir presents Rubin Allen from Alva Academy with his Powering Futures Challenge SCQF Level 6 Qualification Certificate. (Image: © Stuart Nicol Photography 2025.) Over the course of the Schools Programme, students have the chance to work directly with the business leaders who set the challenges and build relationships, which Powering Futures co-founder Jennifer Tempany said provide opportunities for students when they leave school. 'The Powering Futures Schools Programme is equipping the next generation with the skills and mindset to thrive in the jobs of the future. 'These Awards highlight the often-overlooked achievements that sit beyond academic results, but which can inspire confidence and purpose in young people as they go into the world of work. 'We are proud to play our part in helping young people see their potential, and congratulate every recipient for their well-earned achievement.' The inaugural Ken Muir Awards were hosted by SSEN Transmission in Perth. Nicky Gadsden, SSEN's Early Career Attraction and Engagement Lead, said the awards 'help signal a brighter, more sustainable future powered by their vision and ambition.' 'We're thrilled to celebrate the recipients of this year's Ken Muir Award - young people whose drive and innovation are already setting them up to make waves in their future careers, wherever it takes them.'
Yahoo
11-06-2025
- Politics
- Yahoo
FACT CHECK: Are politicians' claims about Scottish education data really true?
Today in the Scottish Parliament, education secretary Jenny Gilruth clashed with Scottish Labour education spokesperson over the state of Scottish schooling and the opportunities available to young people. Both made a number of specific claims as they 'traded statistics' and sought to defend their respective positions – but were their assertions true or false? Pam Duncan-Glancy said that 'attainment in schools is declining' and that 'the attainment gap is widening.' She then went on to give a number of specific examples to back up her claim. '…overall positive destinations are down…' True. The percentage of pupils in an initial positive destination for 2023/24 was 95.7%, down from 95.9% the previous year, confirming a decline of 0.2 percentage points. '…more pupils left school with no qualifications than ever before…' False. The number leaving with no qualifications at or above SCQF level 3 has been increasing and is now higher than almost every other year, but is still lower than the figures from 2009/10. In 2023/24 a total of 2.4% left school with no qualifications at level 3 or higher, which is up from 2.2% in both 2022/23 and in the final pre-pandemic year of 2018/19. In 2009/10 the figure was 2.8 percent. '…fewer pupils left with one pass or more at SCQF levels 5 and 6…' True. The percentage who left school last year with at least one level 5 qualification was 83.5%, which was a decline from the 84.8% recorded the previous year. The number achieving at least one level 6 qualification (which includes Highers) fell from 57.9% to 57.4%. Both figures are now at their lowest level since 2012/13. '…and the gap in attaining a pass or more at those levels is up…' True. In terms of those leaving with at least one level 5 qualification, the gap between the most affluent and most deprived pupils is now 22.7 percentage points, which is higher than at any point in the last decade. For level 6 qualifications the gap is 38.4 percentage points, which is the highest it has been since 2015/16. '…Modern Apprenticeship starts are down…' True. Between April 2023 and March 2024 a total of 25,507 Modern Apprenticeships were commended. In the previous year, the number recorded was 25,365. '…youth unemployment is up…' True. School leaver data shows that 4% were unemployed after three months, which is an increase of 0.2 percentage points on the previous year. Labour market statistics covering October 2022 to September 2023 also show that unemployment for those aged 16-24 increased by 0.7 percentage points compared to the previous year. In response to these claims, Jenny Gilruth pushed back and argued that the situation with attainment and opportunity in Scottish education is much more positive. '…the proportion of pupils achieving the expected level in literacy and numeracy across primary and secondary schools reached its highest level ever in 2023/24…' Partly true. The figures that Jenny Gilruth talks about have never been higher, but some are equal to the levels recorded in previous years. In primary schools, 74 percent of pupils met the expected standard in literacy, and this is indeed the highest level ever recorded. In numeracy, 80 percent of primary pupils reach the expected standard, which is the joint-highest level recorded alongside the figure for last year – although if we stop rounding to whole numbers, the data does show a small increase in the most recent year. In secondary school, 88 percent of S3 pupils meet the expected standard in literacy, which is the same as the level from the previous year, and just one percentage point higher than the levels recorded for 2016/17. If we look specifically at Reading levels (which are one of three components of literacy scores) we actually see that there has been a decline since 2018/19. For numeracy, the number achieving the expected level is 90 percent, which is equal to the figure for 2018/19 and higher than other years. It is important to note that the government changed the way it records this information when Nicola Sturgeon was First Minister, so when Jenny Gilruth refers to the 'highest ever' levels she is discussing data that only goes back to 2016/17. '…the poverty-related attainment gap between young people from the most and least deprived areas meeting standards in literacy has also reached record levels…' True. (It is reasonable to assume that Jenny Gilruth meant 'record lows') For primary literacy the gap is 20.2 percentage points, just beating the previous low of 20.5 percentage points; amongst secondary pupils, the literacy gap is 12.7 percentage points, which is just over half a percentage point lower than the previous record of 13.3 points. '…the gap in relation to our secondary pupils achieving third level in terms of literacy and numeracy has reached record lows too…' True. The attainment gap for secondary school literacy is 12 percentage points, while the previous low was 13.5 percentage points in 2017/18. '…the percentage of those in a positive destination three months after leaving schools is 95.7% - that's the second highest since records began…' Partly true. The percentage in a positive destination was 0.2 percentage points higher last year, but otherwise the 95.7 percent recorded for 2023/24 is higher than all previous years with the exception of 2021/22, when the figure was also 95.7 percent. '…the ACEL data tells us a much more positive story…' True. This refers to Achievement of Curriculum for Excellence Levels (ACEL), and is the source of the claims about literacy and numeracy levels in primary and secondary schools. This measurement system was introduced by the Scottish Government after Nicola Sturgeon promised to close the attainment gap and asked to be judged on her record for doing so. As part of these changes, the government scrapped the objective, national data that was previously generated by the Scottish Survey of Literacy and Numeracy and introduced a system that is much more subjective, far less precise, and much more open to manipulation. ACEL data does tell a much more positive story, but many would argue that this is because it was designed to do that very job. '…when we look for example at examinations data as well we are seeing a trajectory post-pandemic of improvement…' False. The pass rate for Highers has declined in each of the past three years and in 2024 stood at 74.9 percent. This is 0.1 percentage points up on the figure from 2019, but is significantly lower than the rates recorded in the rest of the pre-pandemic period (2016, 2017, and 2018). The overall Higher attainment gap is now larger than at any point since the new qualifications were introduced nearly a decade ago. At National 5, the overall pass rate is the lowest ever recorded and the attainment gap is higher than it has ever been. The same is true for Advanced Higher. In terms of overall examinations data, things have been getting worse in the post-pandemic period, not better. Data sources: School leaver data (positive destinations and leaver attainment of qualifications) Achievement of Curriculum for Excellence Levels (Literacy and numeracy) Modern Apprenticeships statistics Youth unemployment labour market data Examinations data
The Herald Scotland
11-06-2025
- Business
- The Herald Scotland
FACT CHECK: Is Scottish education getting better or worse?
Pam Duncan-Glancy said that 'attainment in schools is declining' and that 'the attainment gap is widening.' She then went on to give a number of specific examples to back up her claim. '…overall positive destinations are down…' True. The percentage of pupils in an initial positive destination for 2023/24 was 95.7%, down from 95.9% the previous year, confirming a decline of 0.2 percentage points. '…more pupils left school with no qualifications than ever before…' False. The number leaving with no qualifications at or above SCQF level 3 has been increasing and is now higher than almost every other year, but is still lower than the figures from 2009/10. In 2023/24 a total of 2.4% left school with no qualifications at level 3 or higher, which is up from 2.2% in both 2022/23 and in the final pre-pandemic year of 2018/19. In 2009/10 the figure was 2.8 percent. '…fewer pupils left with one pass or more at SCQF levels 5 and 6…' True. The percentage who left school last year with at least one level 5 qualification was 83.5%, which was a decline from the 84.8% recorded the previous year. The number achieving at least one level 6 qualification (which includes Highers) fell from 57.9% to 57.4%. Both figures are now at their lowest level since 2012/13. '…and the gap in attaining a pass or more at those levels is up…' True. In terms of those leaving with at least one level 5 qualification, the gap between the most affluent and most deprived pupils is now 22.7 percentage points, which is higher than at any point in the last decade. For level 6 qualifications the gap is 38.4 percentage points, which is the highest it has been since 2015/16. '…Modern Apprenticeship starts are down…' True. Between April 2023 and March 2024 a total of 25,507 Modern Apprenticeships were commended. In the previous year, the number recorded was 25,365. '…youth unemployment is up…' True. School leaver data shows that 4% were unemployed after three months, which is an increase of 0.2 percentage points on the previous year. Labour market statistics covering October 2022 to September 2023 also show that unemployment for those aged 16-24 increased by 0.7 percentage points compared to the previous year. In response to these claims, Jenny Gilruth pushed back and argued that the situation with attainment and opportunity in Scottish education is much more positive. '…the proportion of pupils achieving the expected level in literacy and numeracy across primary and secondary schools reached its highest level ever in 2023/24…' Partly true. The figures that Jenny Gilruth talks about have never been higher, but some are equal to the levels recorded in previous years. In primary schools, 74 percent of pupils met the expected standard in literacy, and this is indeed the highest level ever recorded. In numeracy, 80 percent of primary pupils reach the expected standard, which is the joint-highest level recorded alongside the figure for last year – although if we stop rounding to whole numbers, the data does show a small increase in the most recent year. In secondary school, 88 percent of S3 pupils meet the expected standard in literacy, which is the same as the level from the previous year, and just one percentage point higher than the levels recorded for 2016/17. If we look specifically at Reading levels (which are one of three components of literacy scores) we actually see that there has been a decline since 2018/19. For numeracy, the number achieving the expected level is 90 percent, which is equal to the figure for 2018/19 and higher than other years. It is important to note that the government changed the way it records this information when Nicola Sturgeon was First Minister, so when Jenny Gilruth refers to the 'highest ever' levels she is discussing data that only goes back to 2016/17. '…the poverty-related attainment gap between young people from the most and least deprived areas meeting standards in literacy has also reached record levels…' True. (It is reasonable to assume that Jenny Gilruth meant 'record lows') For primary literacy the gap is 20.2 percentage points, just beating the previous low of 20.5 percentage points; amongst secondary pupils, the literacy gap is 12.7 percentage points, which is just over half a percentage point lower than the previous record of 13.3 points. '…the gap in relation to our secondary pupils achieving third level in terms of literacy and numeracy has reached record lows too…' True. The attainment gap for secondary school literacy is 12 percentage points, while the previous low was 13.5 percentage points in 2017/18. '…the percentage of those in a positive destination three months after leaving schools is 95.7% - that's the second highest since records began…' Partly true. The percentage in a positive destination was 0.2 percentage points higher last year, but otherwise the 95.7 percent recorded for 2023/24 is higher than all previous years with the exception of 2021/22, when the figure was also 95.7 percent. '…the ACEL data tells us a much more positive story…' True. This refers to Achievement of Curriculum for Excellence Levels (ACEL), and is the source of the claims about literacy and numeracy levels in primary and secondary schools. This measurement system was introduced by the Scottish Government after Nicola Sturgeon promised to close the attainment gap and asked to be judged on her record for doing so. As part of these changes, the government scrapped the objective, national data that was previously generated by the Scottish Survey of Literacy and Numeracy and introduced a system that is much more subjective, far less precise, and much more open to manipulation. ACEL data does tell a much more positive story, but many would argue that this is because it was designed to do that very job. '…when we look for example at examinations data as well we are seeing a trajectory post-pandemic of improvement…' False. The pass rate for Highers has declined in each of the past three years and in 2024 stood at 74.9 percent. This is 0.1 percentage points up on the figure from 2019, but is significantly lower than the rates recorded in the rest of the pre-pandemic period (2016, 2017, and 2018). The overall Higher attainment gap is now larger than at any point since the new qualifications were introduced nearly a decade ago. At National 5, the overall pass rate is the lowest ever recorded and the attainment gap is higher than it has ever been. The same is true for Advanced Higher. In terms of overall examinations data, things have been getting worse in the post-pandemic period, not better. Data sources:
Daily Record
06-06-2025
- General
- Daily Record
Ayrshire school earns prestigious gold award for 'flexible learning experiences'
The school offers a wide range of flexible learning experiences. A North Ayrshire high school has been recognised for expanding its curriculum to offer pupils a wide range of flexible learning experiences. St Matthew's Academy in Saltcoats has achieved the Gold Scottish Credit and Qualifications Framework (SCQF) School Ambassador Award. The SCQF is the qualifications framework for Scotland and is used to compare and understand the country's wide range of qualifications. The accolade acknowledges that Headteacher Stephen Colligan and his team have worked hard – with the support of senior pupils as ambassadors - to ensure pupils have a variety of opportunities, in addition to the standard set of qualifications on offer, to achieve their ambitions. Mr Colligan said: 'I am very proud that we have achieved gold status in the SCQF School Ambassador Award, and it is all thanks to the hard work of our staff and the pupils' determination to weave their ambitions and interests into their education. 'Every child is different and we have made a concerted effort to ensure - where possible – they have an opportunity to get involved in things like STEM, apprenticeships, placements and volunteering. 'The programme is thoroughly embedded throughout our school, and information is provided through assemblies and classroom presentations to recruit new ambassadors for the coming academic year.' Councillor Shaun Macaulay, Cabinet member for Education and Young People, commented: 'The SCQF School Ambassador programme has been a real success at St Matthew's, shining a light on the need for peer-led support when it comes to pupils considering the path they want to take in education and training. 'Congratulations to Stephen, his teaching staff and the ambassadors who work hard in the programme to support fellow pupils through the Framework.' Pupils who are involved as Ambassadors in the school have had a very positive experience. S6 pupil Olivia, 17, said: 'I have a much better understanding of the different qualifications that can be studied', while Eileen, also an S6 pupil who is 18, added: 'I feel confident when discussing the wider qualifications and the pathways they can lead to.' Examples of the opportunities available include a May Activities Programme for pupils who are not sitting exams, external partnerships that offer pupils opportunities to develop existing skills and acquire new ones, and raising awareness with parents and carers.
Yahoo
27-05-2025
- Business
- Yahoo
What is an apprenticeship and how much are apprentices paid?
The government is scrapping funding for postgraduate apprenticeships for people aged 22 or over in England from next year. It says the move will mean money can be put towards lower levels of training instead. Minimum wages for apprentices went up in April. But, with dropout rates at about 50% and concern about low pay, there is a lot to consider when weighing up whether or not it is for you. Being an apprentice means you usually spend four days a week working, and one day studying for a qualification at work, college, university or online. You get paid and the qualification you get is free - it is paid for by the government and your employer. Since last April, the government has paid small companies the full cost of apprenticeships for people aged 21 or under to help small businesses create more apprenticeships. Any employer can hire apprentices. They are responsible for making sure you work with experienced staff and receive time off for studying. In England, Wales and Northern Ireland, the different levels of apprenticeship are: Intermediate (Level 2 - GCSE standard) Advanced (Level 3 - A-level standard) Higher (Levels 4, 5, 6 and 7 - foundation degree or above) Degree (Levels 6 and 7 - bachelor's or master's degree) In England, only 16 to 21-year-olds and existing apprentices will qualify for funding for level 7 apprenticeships from January. In Scotland, they are: Foundation (mostly SCQF Level 6 - Highers standard) Modern (mostly SCQF Levels 6 and 7 - Highers or Advanced Highers standard) Graduate (SCQF Levels 9, 10 and 11 - undergraduate or master's degree standard) If you are under 19, or if you are 19 or older but in the first year of your apprenticeship, you will be paid the apprentice rate, £7.55 per hour. Otherwise, you will earn at least the minimum wage: £10 for 19 and 20-year-olds £12.21 for those aged 21 or above. This rate is also known as the National Living Wage People often do apprenticeships if they know the career they want, or if they are already working in their chosen career but want more skills. There are no UK-wide figures for the number of apprentices, but there were 736,500 in England last year. Advanced apprenticeships - A-level standard - are the most popular, and the number of people doing higher apprenticeships has been rising. In the 2023-24 academic year, 23% of new apprentices were under 19. If you know where you want to work, you can head straight to the employer's website and apply. You can search for apprenticeship opportunities through different official websites in England, Scotland, Wales or Northern Ireland. If you are in England, you can make an account and apply to several apprenticeships in one place. The Universities and Colleges Admissions Service (Ucas) allows you to search for vacancies and plans to allow you to apply for them. You will interview for the apprenticeship before you start, and you will need to pass an assessment showing what you have learned before you can finish. The most popular apprenticeships for new starters in 2022-23 were in health, public services and care - followed by business, administration and law. Some of the biggest employers of new apprentices in England in the financial year 2023-24 were the British military, the civil service, and the pub and restaurant group Mitchells & Butlers. In England, 60.5% of apprentices completed and passed a final assessment in 2023-24. The previous Conservative government had aimed for that to reach 67% by this year. A Department for Education report in March 2022 suggested that four in 10 people who did not complete their apprenticeship cited personal reasons, including career changes, mental health issues and caring responsibilities. However, about four in 10 also said they were not given enough time for training, that the training did not meet their expectations, or that the apprenticeship was badly run. Ucas has warned that young people are being put off by a range of barriers, including: low pay lack of availability having to apply for apprenticeships individually, rather than sending off one application to several employers. In February, the government relaxed the rules for apprentices over the age of 19 by allowing businesses to decide whether a maths and English qualification should be part of the prescribed course. It also confirmed plans to reduce the minimum duration of an apprenticeship, from 12 months to eight months, from August 2025. Think hard about what the apprenticeship offers - will the qualification help you progress in the career you want? Can you picture yourself in a job in the industry? What opportunities are there to progress at the organisation itself? You will want to consider where the apprenticeship is, how much you will get paid, and how long it lasts. It is important to do your research, and ask employers for details about training in your interview. You can also read reviews of apprenticeships on sites like England Scotland Wales Northern Ireland How much does university cost and does it boost earnings? Do you need a degree to work in tech? Warning apprentices quitting over quality of schemes
