Outcome Achievement Report AY 2023-24

New College Lanarkshire (NCL) and the University of the West of Scotland (UWS) formed a unique partnership to create the first joint Undergraduate School in Scotland, providing Lanarkshire students with access to industry-focused university degree programmes within their local community.

When it was launched in September 2024, the Undergraduate School was supported by the establishment of six new degree programmes: BSc Dental Nursing, BSc Collaborative Health and Social Care, BA Social Sciences, BA Business Enterprise and Marketing, BSc Digital Development, and BEng Cyber Security. The new degrees were aligned with regional employment needs, addressing key skills gaps identified by local stakeholders. The collaboration continues to be driven by a shared commitment to expanding educational opportunities and supporting economic and social development.

The Undergraduate School’s innovative model combines the expertise and resources of both institutions, creating a supportive learning environment that blends academic rigor with practical industry experience. Students benefit from local delivery, continuity, and clear career progression pathways, enabling them to gain professional qualifications while staying close to home.

The programmes also offer flexibility to cater to diverse student needs, including part-time and full-time study options. Furthermore, the Undergraduate School benefits from the support of around 35 honorary lecturers.

Honorary lecturers are drawn from senior leaders across the public, business and charity sectors in Lanarkshire and these each provide invaluable inputs via lectures, seminars, hosted projects and visits.

With nearly 200 students attending in the first year, NCL and UWS are aiming to expand the range of degrees offered, further embedding the Undergraduate School within the local community and enhancing access to higher education. By fostering a dynamic partnership between academia and industry, the Undergraduate School represents a significant step towards building a skilled workforce in Lanarkshire, ultimately contributing to the region’s economic and social development.

Glasgow Caledonian University (GCU) welcomed the first cohort of Masters in Optometry with Independent Prescribing – or MOptom (IP) – students in September 2024.

This new programme was designed to be the most clinically advanced optometry programme in the UK and is the only Optometry programme incorporating independent prescribing. The programme provides an outstanding student experience and equips graduates with the skills to independently provide advanced levels of eye-care to patients across Scotland.

The launch of this new programme was the culmination of several years of planning and collaboration with the Scottish Government and NHS Education for Scotland, which  provides support for students throughout their placement periods. It is aligned with the Scottish Government’s policy to provide increased community-based eyecare and additional non-medical workforce within hospital eye services.

Increasing the number of IP optometrists in Scotland will be key to lessening the current burden faced by secondary care and will allow hospital eye departments to focus on complex medical or surgical interventions. To facilitate this, GCU’s Department of Vision Sciences was actively involved in defining the General Optical Council’s (GOC) revised education and training requirements, with academic staff serving as members of the GOC’s Expert Advisory Groups for both optometry and optometrist prescribing.

A key aspect of the development of GCU’s MOptom (IP) programme was therefore to realise a shared ambition of the university and the Scottish Government to integrate IP training within an undergraduate qualification in optometry. The Scottish Government has demonstrated its support for realising this ambition by committing extra funding to GCU towards both the development and delivery of the MOptom (IP) programme.

Alana Taylor

A career in psychology is a big step closer for 20-year-old Alana Taylor, after she graduated in the subject with The Open University (OU). The OU’s youngest graduate at a 2024 Glasgow degree ceremony has successfully achieved her Bachelor of Science (Honours) Psychology degree, and now has her sights set on an OU Masters.

Alana, of Hamilton, finds the university’s blend of supported distance learning ideal, allowing her to also focus on non-study priorities. She said:

“I dropped out of school at 16 as I am autistic and struggled with the school environment. I wanted to further my education and The Open University let me gain qualifications while also allowing me to focus on my mental health and my autism”.

“If studying does become too much you can always take time out and rejoin your course at a later date. This is one of the features of The Open University that I found extremely helpful and I was thankful that I could take time out to focus on my mental health without losing any of the work I had already completed.”

To anyone embarking on an OU course, Alana advises:

“Take advantage of all the resources available through the OU, such as the tutors, forums with other students, library, etc.”

Julie McElroy

When award winning disability rights campaigner and OU MBA graduate Dr Julie McElroy was confined to her home after a traumatic accident, studying with the OU gave her purpose when she needed it most.

Living with cerebral palsy, assistive technologies have enabled Julie to lead a life without limits, achieving scores of personal, academic and career goals. Passionate about the benefits of assistive technology in education and industry, Julie has dedicated her learning and career to addressing the disability assistance gap.

Julie shares how the knowledge she’s gained from the OU’s Master of Business Administration (MBA) will support her mission to create a more inclusive world.

“For me, choosing the MBA wasn’t just for personal and professional growth; it was about being a well-rounded champion of diversity, inclusivity, and accessibility in the international business world.”

“I attended additional needs primary and secondary schools and despite the challenges that education brings for individuals with disabilities, I took inspiration from my able-bodied siblings – I’ve always strived to have the same life opportunities as them,” Julie explained.

She said:

“OU study can be life changing. It offers flexibility and support, enabling you to pursue your goals no matter the challenges you face.”

Fife College is dedicated to equipping students with skills needed for successful employment and to make valuable contributions in their chosen fields. The demand for counselling and mental health support in Fife is high, leading the College to emphasise skill development for HND in Counselling students to ensure they become proficient counsellors.

The teaching team identified that stigma around qualification levels was hindering graduates in gaining employment. To address this, the team established a campus-based counselling service (The Counselling Hub) in Academic Year 2023-24 offering practical experience to students, aided by collaboration with the British Association for Counselling and Psychotherapy (BACP). By providing accessible, free counselling, this service seeks to create a supportive environment for students to address personal or academic challenges.

Currently, the counselling provision is delivered by a team of trainee counsellors, who collectively provide 35 hours of support each week. This in-house approach not only allows for greater flexibility in scheduling appointments but also ensures a more cohesive and responsive service tailored to the evolving demands of those accessing support.

The Counselling Hub has been a great success, and with demand at an all-time high, the college recently recruited 15 new trainee counsellors who will volunteer their time to support our students.

As an organisation committed to continuous improvement, a review of the service to date has highlighted ways in which the service can be further enhanced, including the introduction of evening counselling sessions to accommodate more students.

Another strategy involved creating The Counselling Network to connect students and alumni, fostering industry networking and recognition of their skills. These initiatives not only enhance practical skills and confidence but also promote networking, teamwork, and recognition in the industry.

Fife College’s initiative was highly commended for the Skills Development Award at the 2024 College Development Network Awards. As well as this, one of the College’s Counselling students was awarded the Fife College Student’ Association (FCSA) Student of the Year award, highlighting their professionalism in their role of Student Counsellor.

Feedback from users of the service:

“I think if I hadn’t come to counselling my attendance would be much lower, it’s helped me with my confidence in coming to college.”

“Very happy with the counsellor student, she has changed my life”.

“I feel really listened to and supported by my counsellor and I am glad I chose to do this”.

Young people with additional support needs in the Falkirk area – who are on the hunt to find a job – have been doing so with the help of Forth Valley College and David Forbes Nixon (DFN) Project SEARCH for the last seven years. A partnership between Forth Valley College, Falkirk Council Employment and Training Unit, Serco, NHS Forth Valley and Skills Development Scotland – the DFN Project SEARCH in Forth Valley supports young people with learning difficulties to gain skills and experience aimed at helping them move into sustainable employment. The DFN Charitable Foundation, is a UK registered charity established in 2014 with the express aim of promoting programmes such as this one. Based at Forth Valley Royal Hospital in Larbert, a group of as many as ten young interns aged between 18-24, begin their year-long work placement course in the month of August. On completion they are invited to a graduation ceremony in the hospital so they can be presented with their certificates and celebrate their achievements, which includes finding full-time employment or moving on to further study.

Throughout the year, the interns gain experience in work placements across a range of job areas, all based within the hospital, from Monday to Friday 9am-4pm. These include: housekeeping, domestic services, catering, stores, portering and mail room. The interns also complete food hygiene and manual handling certificates. On-site, the interns are assisted throughout by a College lecturer and a job coach, as well as hospital staff and supervisors. The programme helps interns to learn real job skills that will prepare them for work by rotating them through a variety of different work placement experiences. This work-based learning was then supported by classroom activities each day, as well as regular discussion and feedback from supervisors throughout the programme. Here are some Project SEARCH stats:

• 53 interns have enrolled on the DFN Project SEARCH programme at Forth Valley Royal Hospital and Serco since it started in 2018.
• Out of the 53 enrolled, 48 interns have completed the programme.
• To date, out of the 48 interns who completed the course, 37 of them have moved into employment – which is 70% of all interns on programme.
• Additionally, 34 of those 37 interns obtained work contracts of work 16+ hours, paid at a prevailing wage.

For more information visit the project webpage.

At 35 years old, Suzanne had faced significant challenges throughout her life. She had been in and out of the care system since she was 5 years old. At age 14, she became a mother, and she went on to have a further three children. In addition to being care-experienced, Suzanne had additional challenges including dyslexia, attention deficit hyperactivity disorder (ADHD), and a physical disability caused by nerve damage.

Before finding Newbattle Abbey College (NAC), Suzanne had tried to enrol on an HNC course but lacked the necessary qualifications. It wasn’t until she reached out to the Hub for Success, an organisation dedicated to supporting care-experienced individuals in higher education, that she was signposted to NAC. This marked the beginning of Suzanne’s educational transformation.

Suzanne explains why NAC was the right place for her:

“Newbattle made my heart change, made my soul change, made everything inside me light up. It’s not just the building, it’s the welcome! The cleaners, the reception, the catering team, the Senior Management Team, everybody makes the whole college a welcoming and supportive place.”

Overcoming Challenges

Like many care-experienced students, Suzanne faced numerous challenges when returning to education. Tailored support from the College following a diagnosis for ADHD and for dyslexia finally enabled Suzanne to achieve academically.

“Once support was put in place at college, then everything changed. People can thrive at Newbattle with the right support.”

For Suzanne, returning to education wasn’t just about overcoming academic challenges. It was about proving to herself and society that care-experienced people can succeed.

“I want to prove to society that everybody can achieve, no matter your background. It doesn’t matter what age you are. I want to help other young people. That’s why this case study is important to me. I want to tell the world that if you get the right support, like I did at Newbattle, then care experience shouldn’t be a barrier to anybody.”

Now as a first-year undergraduate at university, Suzanne feels equipped to face the challenges ahead, thanks to the skills and support she gained at NAC. “I’ve learned skills to take forward – I can now deal with the challenges that I’m facing at uni.”

Throughout her time at NAC, Suzanne remained closely connected to the Hub for Success. This partnership was instrumental in providing Suzanne with the support she needed both during her time at college and as she transitioned to university.

The University of Dundee is committed to widening access to university to those who have the ability and potential to benefit from a higher education, irrespective of their background or economic circumstances. The University’s Access Summer School, unique in Scotland, is a key part of how they achieve this commitment.

First established in 1993, the Summer School is funded by a combination of university funds and alumni donations. Over 3,800 students have completed the summer school in the last 31 years. Every student on the programme is given an opportunity to become fully prepared to undertake undergraduate study and make the transition to university life.

In 2024, 160 students undertook a full timetable of classes on campus, and a further 169 completed studies online, with a rigorous timetable of assessment deadlines. The five-week timetable has been designed to match the level of contact time that students will have once they start the first year of undergraduate study. Participants in the Access Summer School are considered to be like any other University of Dundee student, albeit out of semester-time. They have full access to all university support services including disability services, academic support and sports facilities. The Summer School also helps to break down barriers since university can be daunting and overwhelming for those who are unfamiliar with the HE environment – to know no one on campus and to make some new friends is a huge challenge with which the Summer School helps.

Students who undertake Summer School receive contextual (reduced tariff) offers from the University, which take into account difficult personal circumstances faced by some applicants. This way, the University is able to improve access to university for students from the most underrepresented backgrounds, such as those from SIMD20 areas.

The Enhanced Learning Tutoring Initiative (ELTI) is a high school tutoring programme set up in 2020 by Queen Margaret University (QMU) to respond to the educational challenges faced by disadvantaged and care-experienced young people during the Covid-19 school closures.

In 2020, surveyed over 1,000 of Scotland’s most disadvantaged young people about their lockdown experiences. They found that 68% had done no schoolwork during lockdown. They also found that 67% of the young people surveyed reported feeling low, anxious and stressed.

In late 2020 QMU’s Widening Participation and Outreach Team set up a high school tutoring programme, funded by the STV Children’s Appeal and an East Lothian charitable trust.

ELTI has provided tutoring sessions to eligible S4-S6 pupils in East Lothian and Midlothian, with over 300 pupils taking part each year.

Funding to support a fourth iteration of ELTI during 2023-24 ensured that the programme was delivered to 400 target pupils. In 2024-25, the programme will be delivered to three partner schools in Midlothian and focus on some 200 target pupils undertaking Nat4/5/Higher Maths assessments in Spring 2025 and 2026. This fifth iteration of ELTI is fully funded by Midlothian Council and the three partner schools.

The initiative was recognised in the Herald Awards 2024.

In 2023-24, The Royal Conservatoire of Scotland’s (RCS) Widening Access to the Creative Industries (WACI) National Projects extended its work across Scotland. Historically, the project had focused on providing activity across the West of Scotland, often in cities and post-industrial areas with high SIMD20 populations. A new National Schools Programme allowed RCS the opportunity to work across the whole of Scotland to reach more young people.

Whilst RCS recognised the importance of reaching the whole of Scotland, they started with a small-scale approach to test its effectiveness. They identified key rural areas with SIMD20/40 postcodes, anticipating that this could help them learn how to support students in more rural areas with barriers to accessing high quality performing and production arts provision.

The following activities were delivered: Introduction to Sound Design workshops to students in Oban and Tiree High Schools, Introduction to Film-making workshops in Lochaber and Oban High Schools, and students from Lionacleit School attended an Introduction to animation and storytelling skills project.

Informed by the projects above, WACI have identified two new projects: Nutureship Programme for S5-S6 students who plan to apply for a further or higher education course in the performing or production arts, and a National Schools Workshop for S5-S6 classes across Scotland which will provide students with an insight into the fully funded access programmes at RCS, further and higher education pathways, and potential career options.

Robert Gordon University’s (RGU) long-standing commitment to widen access to higher education inspired Zoe Frieslick to take a leap of faith to become the first person in her family to attend university. As a young mother, Zoe decided she wanted to improve her employment prospects with a degree in hand and in turn build a future for her and her son.

She began to realise her ambitions after attending North East Scotland College (NESCol) where she obtained a HNC in Social Sciences. RGU’s sector leading partnership with NESCol gave her the confidence to pursue a degree having participated in the Degree Link programme that provides progression pathways for learners from college to university.

“After having my son in 2016, I didn’t have many options for employment but wanted to do something with my life in order to develop my skills and employment opportunities”.

“I feel so grateful to have come this far, I never envisioned being good enough to reach a university level degree so I’m extremely proud of myself for getting to this point”.

“In so many ways, the skills I have developed are guaranteed to help me on my career journey, from researching to networking I feel confident in my ability to be the best I can be in any field I decide to go into.”

Zoe successfully transitioned from college to university with help from RGU’s student support services and student support funding from the Scottish Funding Council. As a result, she excelled in her studies and went on to win the Julian P. Bell Award for student contribution to Applied Social Sciences before graduating with a BA (Hons) in Social Sciences in July 2024.

“The staff at RGU have been such a highlight, they’ve made being here so comfortable and have really helped me excel here. I also wouldn’t have been able to complete my studies at both NESCol and RGU if it wasn’t for the funding available for childcare at these institutions.”

2023-2024 proved to be a successful year for South Lanarkshire College’s Health and Social Care provision, supported through an enhanced curriculum designed to address the skills-gap in this key Scottish Government sector.

The Health and Social Care Team work with various stakeholders to ensure delivery meets the requirements of industry. These include NHS Lanarkshire, three Scottish universities, third sector organisations, and South Lanarkshire Council.

As well as upskilling existing employees and improving their socio-economic agility, the College has ensured that courses delivered have strong progression routes to serve industry requirements.

Courses offered include:

• National Certificates in Health.
• Scottish Widening Access Provision (SWAP) in Social Work.
• SWAP in Nursing.
• Higher National Certificates in Healthcare Practice and Social Services.
• A new Diploma in Education and Social Services, introduced in August 2023, with progression onto the BA in Social Work at Strathclyde University.

The Professional Development Award PDA in Acute and Community Care (AAC) Practice is an example of how the College supports, and benefits, the Health and Social Care Sector.

NHS Lanarkshire is currently developing their Band Four Clinical Support Worker role. This will result in increased skills and responsibilities to address and support current pressures in the NHS. To practice at this level, staff are required to achieve an SCQF Level 8 qualification and are supported to do so.

To optimise opportunities whilst a Higher National Diploma (HND) is under development, it was agreed to introduce the PDA: ACC, at SCQF Level 8 which provides a steppingstone towards the HND Health Care Practice (HCP). This is an exciting professional development opportunity for experienced staff to increase progression opportunities within the NHS.

The Health Care Support Workers, studying in 2024, were all practitioners in acute or community settings. All students that completed the programme succeeded. Our delivery has supported the direct promotion of 16 practitioners in this vital sector. In continued partnership with NHS Lanarkshire, the College is continuing to deliver this programme.

The NHS partnership continues to grow, with increased interest and applications for Modern Apprenticeships (MAs) in Social Services and Healthcare, at SCQF Level 7. All the applicants are now actively studying towards their MAs and express a desire to work towards the SCQF Level 8 qualifications required to achieve a Band 4 post. The college, the students and its NHS partners hope that this model provides a sustainable pathway for NHS practitioners to thrive and develop a passion for life-long-learning and professional development.

Ayrshire College plays a pivotal leadership role in bringing partners together to ensure that the learning and skills on offer is planned on a regional basis and is aligned to the needs of employers in the Ayrshire region.

Aerospace plays a major part in the Ayrshire economy and is a regional niche sector. Prestwick is Scotland’s primary centre for the Aeronautical and Aerospace sector and has 70% of industry/ employment within the sector and employs over 4,000 people.

The College co-chairs the Workforce and Skills sub-group of the Prestwick Aerospace Operational Group (a workstream of the Ayrshire Growth Deal). The College has led the skills pathway response by increasing its school-college partnership senior phase offer and increasing its apprentice provision. The College was also successful in securing funding from the Ayrshire Skills Investment Fund to deliver two Talent for Aerospace courses aimed at developing skilled and semi-skilled employees from across a range of demographics. The College also offers a portfolio of upskilling programmes.

Ayrshire College, in partnership with industry, are developing a bespoke programme to allow students to work towards their Civil Aviation Authority (CAA) Part 66 Aircraft Maintenance License. The vision is to create a facility that will be a magnet for students to come to Prestwick to live, learn and work and addresses the need for a significant increase in Licensed Engineers working at Prestwick.

In the meantime, the College has signed a lease agreement with Glasgow Prestwick Airport and some of its Performing Engineering Operations (PEO) provision began to be delivered at the airport from August 2024. This means that students have access to an aircraft hangar environment and work practices that mirror those seen in industry. The College continues to work with South Ayrshire Council to deliver on the Ayrshire Growth Deal Aerospace and Space Technology Application Centre (ASTAC).

These developments are in line with the long-term economic ambitions of Ayrshire, as identified in the Ayrshire Growth Deal and the Ayrshire Regional Skills Investment Plan 2022-2025, to be a recognised global centre of excellence in aircraft and space technology.

A research project designed to increase the scale and value of the Scottish video games sector was delivered by Abertay University due to a collaborative approach to both funding and delivery.

The InGAME (Innovation for Games and Media Enterprise) project was part of the Creative Industries Clusters Programme funded by the UK Government’s Arts and Humanities Research Council’s (AHRC), with additional funding from the Scottish Funding Council. InGAME delivered research and support services designed to mitigate the risks of creative experimentation while enhancing scale-up capacity and driving diversification within the regional games industry. The initiative successfully upskilled over 2,200 industry professionals and supported more than 177 collaborative research and development projects.

Run in partnership with the University of Dundee, the University of St Andrews, and various local and international industry partners, InGAME began in 2018 and concluded in 2024, with an economic impact report from BiGGAR Economics showing the project had catalysed £84.7 million in Gross Value Added (GVA) for the UK economy. The report assessed InGAME’s economic and societal impacts analysis and indicated that for every £1 of public funding invested in InGAME, there is a projected return of £15.90 in GVA, alongside £2.08 of additional Research and Development investment from industry partners.

During its lifespan, InGAME emphasised the development of ‘applied games’ for non-entertainment purposes, particularly in health and education. An example of this focus is the Nesta Virtual Healthy Neighbourhood Challenge, which aimed to address the UK’s obesity crisis by leveraging AI, big data, and game design. InGAME’s broader objectives included strengthening the local video game cluster through collaborative applied research, supporting its development, and implementing innovation challenges.

Survey data indicated that 76% of companies involved with InGAME have successfully created new games, products, services, or original intellectual property, while 72% have developed new tools or technologies. Sean Taylor, Director of InGAME, said:

“InGAME has become an integral element of the Dundee cluster, addressing strategic challenges, unlocking potential, and fostering partnerships within the gaming industry and across the broader UK economy. The outcomes demonstrate the creative, cultural, and economic significance of the UK’s video games sector and reflect the importance of continued investment from the Arts and Humanities Research Council.”

The University of Strathclyde is a key partner in the Glasgow City Innovation District (GCID). In May 2024, Shared Prosperity Funding was allocated by Glasgow City Council to the GCID to design, develop and deliver Glasgow’s first Venture Studio dedicated to developing and supporting innovation-driven enterprises based within Glasgow City.

The GCID Venture Studio, launched in July 2024, consists of four pillars (Challenge, Make, Innovate and Impact) to support the city’s innovation ecosystem to develop new ideas, products, and business models for high-growth companies. Working with key partners, the GCID Venture Studio invites and empowers businesses and individuals to develop, launch, and scale their companies and products, thereby contributing to the growth of Glasgow’s tech, digital, engineering and creative ecosystem.

A showcase event highlighting the outcomes of this pilot phase was held in May 2025 as part of Glasgow Tech Week.

Challenge Pillar

Working with Scottish Enterprise’s Future Industries team, the Challenge Pillar’s first innovation programme – ‘Space Data for Industry’ was launched in July 2024, offering grants to be allocated to seven companies.

Fourteen applications were received by the deadline, with the review process currently ongoing. Successful applicants will be notified by the end of September with projects commencing in October 2024.

Make Pillar

The Make Pillar, launched in October 2024, provides a collaborative space where founders, designers and innovators are invited to apply for a place on the Make Pillar’s ‘Ideas to Product’ programme. This supports a range of founders, designers and innovators to develop a diverse group of businesses creating new products and to engage with a wider community of designers and makers from across GCID and Glasgow City.

Innovate Pillar

The Innovate Pillar, launched in October 2024, is focused on delivering a social innovation programme aligned to supporting individuals, organisations and community interest groups from across the GCID. The University of Strathclyde’s Professor of Practice in Social Innovation leads the establishment of the social innovation network, and the delivery of the innovation programmes associated with this pillar. The programmes will support purpose-driven enterprises that not only align with the values of the GCID community but also strive to make a meaningful impact.

The social innovation network brings citizens and communities into the innovation ecosystem to drive faster growth and more equitable prosperity for people and places with a particular focus on underrepresented individuals and hard to reach groups.

Impact Pillar 

Launched in August 2024, and with support from the Strathclyde Inspire team, the Impact Pillar delivers an Early-Stage High Growth Programme. The programme focusses on innovation-driven enterprises looking to scale the business and are actively working on raising finance/investment and looking to develop their model.

The Early-Stage High Growth Programme Cohort 1 received thirteen applications from businesses across Glasgow, with nine being selected to participate.

MI:RNA is a veterinary diagnostics company focused on early disease diagnosis through the combination of a revolutionary biomarker technology and an artificial intelligence platform. In receipt of numerous awards, it has attracted national and international investment and, in June 2024, secured £3.2 million in Series A funding.

Mi:RNA was successfully spun out from SRUC in 2019, after being developed by staff through SRUC’s Orchard. The Orchard is an exemplar innovation programme through which staff and students can develop innovative ideas that have the potential to be commercialised. Through its academic, commercial and consultancy activities, SRUC works at an exceptional interface where gaps in the market can be readily identified by working closely with its 18,000 clients. Running for five years, SRUC’s Orchard has worked on 70 innovation applications and developed and funded 38 projects. Training is key, and over 190 staff and students have attended bespoke IP and commercialization training. One such example is Dr. Eve Hanks, who applied to the SRUC Orchard to develop her idea and, as a consequence, founded MI:RNA.

MI:RNA aims to identify and predict diseases through cutting edge science to help pets live longer, happier lives and to improve the welfare of farmed animals, whilst reducing the environmental impact of agriculture. MI:RNA’s vision is to change the approach to disease diagnosis and to give vets everywhere the tools to improve animals’ outcomes. The merits of the MI:RNA technology are scientifically reviewed and proven, winning numerous grants and awards. Most importantly, through the potential value of the technology developed, Eve and MI:RNA have attracted funding to grow the company from local and international investors.

Funds have been raised from eight investors across three continents. The total investment raised to date is £4 million. The capital is being used to further develop and embed this disruptive and innovative diagnostic technology into both production and companion animal sectors, not only identifying disease, but understanding the stage a disease is at and its progression.

Eve Hanks, CEO and founder said:

“Following on from our successful seed funding round, Series A is an important milestone in our global growth plans, as we seek to improve health outcomes for animals through earlier disease diagnosis using revolutionary biomarker technology and protective modelling. The geographical spread of this investment round reflects the global opportunity for MI:RNA to deploy our platform for better outcomes for pets and production animals everywhere.”

An example of MI:RNA’s work in production animals with significant economic impact, is its focus on the early identification of Johne’s Disease in cattle where this information can not only help distinguish infected and non-infected animals but can also provide farmers with a critical tool to manage their herds, reduce their losses and improve welfare.

Between AY2023-24 and AY2024-25, the number of Foundation Apprentices (FAs) studying at North East Scotland College (NESCol) as part of their school timetable more than doubled. This increase was influenced by a number of actions taken by the College and partner organisations, after it was recognised that more could be done to raise awareness of FAs within Aberdeen City. An FA Working Group led by NESCol, and formed of representatives from NESCol, Aberdeen City Council, Skills Development Scotland (SDS), and Developing the Young Workforce North East (DYWNE) met every 3-4 weeks to discuss Foundation Apprenticeships in Aberdeen City.

One of the main aims of the group was to explore how partners could work together to raise awareness of FAs among three key stakeholders: pupils, parents and teachers. It allowed partners to align their messaging and identify key opportunities to promote FAs.

North East Scotland College’s Marketing Team worked on a social media campaign which had content that targeted three distinct stakeholders: pupils, parents, and employers. This campaign included posts across various social media platforms, with varied messaging for each audience. The social media campaign was able to reach both pupils in Aberdeen City and Aberdeenshire local authority areas.

The campaign aimed to raise awareness of what FAs are and their benefits. While applications for the 2024-25 courses were open, the campaign presented pupils and parents with calls to action to find out more and to speak to their guidance teacher to apply for their place, leading to a significantly expanded FA offer in the region.

The AI Accelerator is a flagship initiative which targets AI-focused entrepreneurs and businesses worldwide, with the aim of scaling up their operations. The Accelerator is part of a suite of programmes offered by the University of Edinburgh and supported through their City Deal activities and SFC Knowledge Exchange funding, which nurtures AI-driven scaleups, and is tailored towards staff and students, businesses and organisations at various stages of their entrepreneurial journeys. The AI Accelerator addresses the growing need for data-driven solutions to tackle challenges faced by industries and society as a whole.

The AI Accelerator is a comprehensive, six-month programme dedicated to enhancing data-driven scale-ups with business skills development, connections to partnerships, the key to world-class facilities, and access to a network of trainers, mentors and investors. The programme is delivered by the University’s world-leading innovation hub for Data Science and Artificial Intelligence, the Bayes Centre, on behalf of the University’s Data Driven Innovation (DDI) Hubs, and supported by Edinburgh Innovations.

Now in its fifth year, the AI Accelerator has already helped six cohorts to flourish. To date, 74 companies have been supported and previous participants have secured in excess of £30 million in combined external investment. Among the game-changing AI Accelerator alumni is Edinburgh-based naturetech company Space Intelligence, whose satellite data and AI-informed land mapping technology helps inform decisions and investments that address climate change and support a more sustainable future.

In 2024, City of Glasgow College launched a collaboration with i3 Simulations to revolutionise healthcare education via an interactive and immersive experience, tackling the escalating need to modernise emergency overdose response education.

In the last decade, overdose deaths have continued to increase in Scotland. Last year alone, there were 1,197 suspected drug deaths, over a hundred more than 2022 and representing a modern crisis across Europe. At over 300, the greatest number of suspected drug deaths is in Glasgow.

Through discussion with industry partners, City of Glasgow College recognised the limitations of current approaches to preparing learners for these unpredictable situations.

Working with i3 Simulations the College co-created customisable VR training, introducing new pedagogical approaches to fill this gap.

i3 Simulations, an immersive healthcare training provider, started in 2019 to develop proprietary platforms leveraging AI, virtual/mixed reality, and advanced technologies to recreate medical simulations.

The jointly built simulations feature drug overdose scenarios, critical response, and naloxone administration protocols, creating tailored simulated environments capable of revolutionising overdose emergency preparedness across a range of subjects.

The partnership is pioneering how industry and colleges can transform the ways healthcare, social care and childhood practice students are prepared for increasingly volatile real-life emergency situations.

Dundee and Angus (D&A) College partnered with Balhousie Care Group, Scotland’s largest independent provider of care for older persons to develop an innovative training programme that is enhancing nutrition and culinary skills across the care sector.

This bespoke training, which has been tailored to the specific needs of care home kitchen staff, is the result of a longstanding collaboration and shared commitment to improving the quality of life for care home residents.

Historically, the partnership between D&A College and Balhousie Care Group focused on front-end care qualifications. However, in response to a specific request from the care group, the focus shifted to the vital but often behind the scenes hospitality aspect of care. Recognising the importance of nutrition in resident health and wellbeing, the College’s Hospitality and Professional Cookery Team collaborated with the Balhousie Care Group to codesign a comprehensive short course, funded initially by the Flexible Workforce Development Fund.

The course equips kitchen staff with advanced skills in meal preparation, nutrition, and dietary safety. It focuses on essential topics such as the importance of good nutrition, menu planning, meal fortification, allergen management, and providing safe, nutritious meals with minimal choking hazards. A key component of the training is education about dysphagia, a swallowing disorder that can lead to significant health complications if not managed properly. This tailored approach ensures that staff are empowered to meet the specific and complex dietary needs of elderly residents effectively and safely.

Delivered onsite at Balhousie Care homes, the training was integrated seamlessly into the kitchen teams’ existing routines whilst using their resources to minimise disruption. This hands-on workplace-focused approach has proved highly effective. The feedback has been overwhelmingly positive.

The Pre-Apprenticeship Electrical Installation work programme at Glasgow Clyde College is a unique pathway that helps young people get on the first step of the ladder in what can be a lucrative and transformative career as an electrician. Delivered at SCQF Level 5, this 16-week course is designed to produce a pool of prospective ‘apprentice’ electricians ready and waiting to join the electrical contracting industry.

This programme fills a critical gap for young people, many of whom are frozen out of Modern Apprenticeship (MA) opportunities because they have insufficient maths skills, or underdeveloped soft skills, to enable them to successfully land an MA place. This pre-apprenticeship programme therefore fills any gaps in their learning whilst connecting young people, most of whom are from SIMD 10 postcodes to the employers that need them.

This pathway is delivered in partnership with numerous electrical contractors in the west of Scotland – for example, one of the programmes is sponsored by Scottish Power.

These employers then guarantee interviews to any student who successfully completes the course. Last year 80% of students from the programme gained employment,demonstrating that it is a more dependable source of good quality MA recruits than simply advertising in the open market.

Once in employment, learners can then return to Glasgow Clyde College on a day release basis as an employed ‘Apprentice Electrician’. After completing this 3-year MA programme they can sit the Final Integrated Competence Assessment (or FICA) which leads to the apprentice earning the title of ‘Electrician’.

Two years after completing FICA, they can then apply to undertake the Advanced Competence Assessment to be registered as an ‘Approved Electrician’ which thereafter opens the door to many possible destinations. They can either continue as Approved Electrician and teach apprentices whilst contributing to the local economy as an employee of a contractor, or they can become self-employed and employ their own staff. This assists the local economy through the creation of jobs, by training future apprentices as well as by purchasing materials from local suppliers.

Edinburgh Napier University is playing a critical role in helping the Scottish and wider UK construction industry become more sustainable and achieve net zero.

Hosting the Built Environment – Smarter Transformation (BE-ST) innovation centre which is funded by the Scottish Funding Council, Edinburgh Napier is driving innovation in construction materials and practices. Collaboration and partnership are at the heart of this work, bringing together academia, industry, and public stakeholders to deliver innovative and impactful solutions, with a focus on working towards a net zero carbon-built environment.

Edinburgh Napier has been leading pioneering research into industrialised timber and offsite construction solutions. Supported by Innovate UK funding and working with key industry partners Ecosystem Technologies and the University of Edinburgh, the Transforming Timber project examined the environmental impact, procurement models, performance in fire, manufacturing optimisation and commercialisation of timber production and usage in building practices.

As a result of this work, homegrown mass timber products from a material compatibility, structural performance, productivity, and cost perspectives for the UK market has been validated. This project also delivered several prototypes using Scottish timber for industry partners, the Scottish Government and the UK’s Government’s Department for Education at COP26.

Edinburgh Napier’s influence extends to innovative projects such as the construction of the first bamboo gridshell demonstrator in Europe, a sustainable structure that highlights the potential of renewable materials in construction which could be used to create large-span roofs. This is underpinned by a patent with licensing opportunities being pursued – with SFC’s University Innovation Funding supporting this work.

Edinburgh Napier’s success lies in its ability to build strategic partnerships that align research with real-world needs. By working with BE-ST, the University has strengthened Scotland’s timber industry and advanced sustainable building practices, making a lasting impact on the built environment. Edinburgh Napier demonstrates how universities can drive meaningful economic and social transformation and – by connecting research, industry, and community needs – the University continues to set a benchmark for addressing Scotland’s critical challenges.

A groundbreaking new research facility at the University of St Andrews is poised to revolutionise battery technology. Funded by the UK and Scottish Governments, the facility will drive advancements in battery prototyping and contribute to the transition to  net-zero.

Located at the Eden Campus, the Colin Vincent Centre for Battery Technology is Scotland’s first ultra-low humidity lab. This specialised atmosphere minimises moisture, enabling researchers to handle and test battery materials under optimal conditions. The focus is on developing pouch cells, which are essential components for electric vehicles and static power storage solutions.

The £4.7 million battery research lab is funded by the TayCities Region Deal, Scottish Enterprise, the Faraday Institution and the European Regional Development Fund. The University is working with Faraday to fully incorporate the Colin Vincent Centre as part of the Team UK Pipeline for batteries.

The Eden Campus exemplifies how public investment, and academic leadership can catalyse economic transformation by providing opportunities through facilities and expertise to engage effectively with industry. Derek Watson, Chief Executive Officer of St Andrews Innovation at the University of St Andrews, emphasised:

“The Eden Campus as a centre for innovation and entrepreneurship provides opportunities for academia and industry to forge dynamic new partnerships. This is crucial to achieving a sustainable, low-carbon future and the wider economic transformation of Scotland and the UK.”

The Eden Campus dry lab exemplifies how targeted investments in innovation can drive forward both sustainability and economic growth, positioning Scotland and the UK as leaders in next-generation battery technologies.

Around 30% of the world’s drinking water is lost from pipelines before it ever reaches taps. During 2020-23, University of the West of Scotland (UWS) worked with FIDO Tech – a Bicester-based global AI technology company – to develop AI that accurately detects the exact location of water leaks in underground pipes.

This internationally impactful Knowledge Transfer Partnership (KTP) project represents an industry first and is revolutionising existing practices, saving billions of litres of water from being lost from pipeline networks globally and tackling climate change and addressing the United Nations’ Sustainable Development Goals. Funded by Innovate UK, this project is the result of a strategic partnership between UWS and FIDO Tech.

The objective of the project is to significantly mitigate water loss from leaking underground pipes and create a world without water scarcity by developing AI that can pinpoint the exact location of leaks. This in turn protects fragile landscapes by eliminating “dry” digs – unsuccessful excavations which fail to pinpoint a leak. By pinpointing the exact location of hidden leaks in underground pipes, the AI developed by UWS and FIDO Tech ensures leaks are sourced quickly and can be rectified with minimal disruption, eliminating the need for unnecessary excavation.

Deployed worldwide, the technology is having a tangible impact. One example includes helping secure the water supply on Murray Island, Australia. With minimal summer rainfall and limited water storage capacity, the 450-strong population of Murray, north of Queensland, lived with severe water restrictions for more than 20 years. As one part of an integrated strategy that incorporated multiple technologies, FIDO AI helped reduce water leaks by more than 90%. Consequently, from 2022, demand was sustainable and water restrictions have been entirely lifted for the first time in over 20 years. In addition, local government gained knowledge that will aid resource prioritisation and planning in the future.

In 2023, Professor Muhammad Zeeshan Shakir, of UWS’s School of Computing, Engineering, and Physical Sciences, who led the project, said:

“This project shows the life-changing potential of AI and sensing technology and how it can be deployed to protect our natural resources, such as water, and help communities who are in need of innovative solutions. It’s exciting to see the technology making a direct impact and solving grand challenges, addressing UN SDG 6 – water security. We are delighted to be continuing to work with FIDO Tech, through our sector leading KTP program.”

For more information, see: Artificial intelligence tackling global water shortages.

The National Energy Skills Accelerator (NESA) is a non-profit collaborative initiative between the University of Aberdeen, Robert Gordon University, and North-East Scotland College supported by Skills Development Scotland and Energy Transition Zone Ltd.

NESA aims to support the changing needs of the energy sector by accelerating the up-, re- and new-skilling of both the existing and future workforce.

Scottish Funding Council Pathfinder funding has enabled NESA to develop and deliver the web based pilot tool, energycareerpathways.com, allowing individuals to identify qualifications required for specific jobs in the low-carbon energy sector where they can study for these qualifications in the North East of Scotland, thereby accelerating the pace of workforce development.

Over the 2023-24 academic year NESA has enabled hundreds of people to access green energy training, helping drive net zero in the North East of Scotland. With support from the Scottish Government’s Just Transition Fund for the North East and Moray, NESA delivered 15 new energy-transition related training courses and over 700 fully funded training places at the partner institutions. Extensive industry engagement enabled new courses to be developed to meet real industry requirements. The training courses covered SCQF levels 5-11 and were offered in full/part-time and on/off-campus formats in order to increase accessibility to green energy education opportunities.

This project has enabled more individuals to gain the knowledge and skills needed to support industry towards a just transition and created pathways for those looking to join the industry or progress their careers in green energy sectors.

Fifteen new energy-related courses were developed through this project. These courses bring long-term benefits to students, who will gain in-demand knowledge and skills which will enhance their likelihood of employment and progression, and businesses, who will have access to a workforce equipped with the skills and training needed for green energy roles.

As a collaborative initiative with three tertiary institutions working together, NESA is uniquely positioned to leverage knowledge and expertise across our partners, enabling more efficient use of funding, avoiding duplication between institutions, and maximising impact across the region.

Additionally, funded places enabled individuals who previously could not afford to study, to gain the knowledge and skills they need to re-enter the workplace, start their first job in energy, or progress their careers. A wide range of courses were delivered in order to be accessible and promote wider participation in the industry.

Ryan Duffy

Ryan Duffy, BSc Hons Engineering Design & Manufacture (Mechanical) – Ryan’s academic journey began at college including progressing through HNC and HND Mechanical Engineering qualifications. Following that, Ryan had the opportunity to begin his Engineering Design and Manufacturing Graduate Apprenticeship (GA)with Techcomp Europe, while studying at Heriot-Watt University.

Progressing through the degree while raising a young family was challenging. With the support of family, lecturers, peers and colleagues, Ryan thrived and successfully graduated with First Class Honours and won the prize for Outstanding GA student.

Since completing his degree Ryan has taken on the new role of Project Engineer, which he sees as the culmination of his academic knowledge, industry experience, and the opportunities provided by the programme. Looking back on his GA journey, he says

“The apprenticeship has transformed my career. Transitioning from fixing and maintaining components in a garage to designing and understanding how and why they work has been incredibly fulfilling. I would absolutely recommend the Graduate Apprenticeship scheme to everyone. I hope my journey shows that leaving school at 16 doesn’t make you any less capable. You can still achieve what may seem impossible.”

Lewis King

Lewis King, BSc Hons Engineering Design & Manufacture (Mechanical) recently graduated with First Class Honours in his Engineering Design and Manufacture (Mechanical) GA with Heriot-Watt University.

Having completed a four-year MA with his current employer, Leonardo, Lewis began his GA in an engineering role. During his apprenticeship, the programme’s flexible structure enabled him to balance studies with evolving responsibilities and roles as he moved into leadership positions. In the four years of his degree, Lewis transitioned from engineering into the rapidly evolving field of digital transformation and ultimately made the move into IT, where he now works as a Project Manager. The ability to learn while working was crucial in providing him with the practical knowledge and credentials to navigate his career shift, all while thriving academically.

Lewis’s GA has been both challenging and rewarding. Reflecting on his journey, he says

“The flexibility of the programme, combined with the ability to apply your learning directly to your work, makes it an ideal option for those looking to grow professionally without taking a break from their career. The support I received, both in terms of academic learning and career development, has been invaluable, and I would highly recommend the program to anyone looking to enhance their skills and accelerate their career.”