Yesterday evening saw the 21st annual Scottish Apprenticeship Awards take place as the centrepiece of this year’s Scottish Apprenticeship Week.
The awards show, co-ordinated by Skills Development Scotland, showcases apprentices from across the country and from a wide range of sectors. Categories celebrate the success of foundation, modern and graduate apprentices as well as recognising the employers, learning providers and instructors who support apprentices in their achievements.
This year’s finalists are learning skills in industries such as finance, construction, engineering and transport. There were special green awards for the efforts of both apprentices and employers to support Scotland’s climate change ambitions and target of net zero emissions by 2045.
Apprentice of the Year for 2023 was Julie-Ann Murray from Shetland whose Modern Apprenticeship job is helping her to fulfil her dream career in agriculture. This year’s winner of the SFC-sponsored category for Graduate Apprentice of the Year was Fatima Asif who studies at Heriot-Watt University and is an engineering graduate apprentice at Plexus. Harley Higgins, who studied at West College Scotland, was the winner of the award for Foundation Apprentice of the Year.
The Chair of Skills Development Scotland, Frank Mitchell, said:
“Creating a diverse and inclusive workforce through work-based learning is benefiting businesses and Scottish Apprenticeship Week is a time for employers investing in apprenticeships to showcase how apprentices are enabling them to adapt and sustain their businesses.
“The Scottish Apprenticeship Awards recognise the individual and collective impact of apprentices across sectors and shine a spotlight on the inspiring organisations and individuals who champion work-based learning.”
More information on this year’s Scottish Apprenticeship Awards winners is available on the Skills Development Scotland website.
Skills and economic transformation
The Scottish Funding Council (SFC) is working alongside key regional colleges and universities as well as skills partners to support seven innovative pilot projects now in development in two Pathfinder regions in Scotland.
SFC has invested almost £500,000 to support the development and implementation of new course provision to meet priority needs in the South of Scotland and the North-East of Scotland.
Building on existing collaborative working and rooted in local knowledge and understanding of skills needs, the Pathfinder groups in the two regions have prioritised projects which will have the most impact on securing simpler pathways and improved outcomes for learners.
Through evidence, analysis, and collaborative action, the Pathfinders are taking a ‘learning by doing’ approach to understand how SFC can make the education and skills system more responsive, integrated, and supportive of economic recovery and inclusive growth in each region.
The Pathfinder programme was a key recommendation of the SFC Review of Coherent Provision and Sustainability which was subsequently endorsed by the Scottish Government.
The pilots are currently in the development and testing phase with delivery of new course provision and pathways expected from August 2023 onwards. The regional pilots will inform potential system improvement and develop expectations, guidance and good practice for the tertiary education system around skills planning and delivery.
The latest overview of college statistics from the Scottish Funding Council (SFC) includes details of a significant increase in the uptake of part time further education opportunities.
According to the report, which was published today, part-time activity in Scotland’s colleges increased by 10.8% in 2021-22. The rise reflected an appetite to improve existing skills and learn new ones as the economy emerged from the COVID-19 pandemic.
Overall, college enrolments rose by 16% in 2021-22 compared to the 2020-21 figure, partly driven by increased enrolments in bespoke training courses and in courses introducing people to further study. This included a considerable increase in enrolments on courses lasting fewer than 10 hours, reflecting colleges’ responsiveness to upskilling and re-skilling needs.
An underlying factor behind the increases was the gradual return to on campus, face-to-face learning, meaning practical and work-based courses could re-start after the hiatus of the pandemic. This allowed students who had deferred their studies in the previous year to go back to college.
Despite these rises, college participation rates were down by 1.6 percentage points as more Scottish school leavers accepted university places. These included an additional 2,500 places funded in response to SQA’s alternative exam grading model for that year. School leaver options were further increased by the labour market recovery.
Commenting on the figures, Martin Boyle, SFC’s Director of Policy, Insight & Analytics, said:
“Today’s report presents a picture of a college sector emerging from the effects of the global pandemic. In 2021-22 colleges were still coping with the practical challenges created by the lock-downs and subsequent restrictions. At the same time, they were supporting students and staff in their return to campus.
“The resilience and flexibility of the sector are illustrated very clearly in its ability to respond to the changing needs of both employers and learners, including students who had deferred their studies the year before.
“Another finding that stands out is colleges’ continuing commitment to supporting the skills and training needs of Scotland’s care sector with almost a third of learning activity being dedicated to this important area.”
College Statistics 2021-22 is available from today.
Tertiary sector enhancement activity
The Scottish Funding Council is bringing together experts from four national education organisations to explore the best ways of learning and teaching in the digital age.
Education Scotland; QAA Scotland; sparqs (Student Partnerships in Quality Scotland); and the College Development Network will build a detailed picture of what an effective mix of learning and teaching looks like across the tertiary education system. Students and staff will work together on the project with an emphasis on the widest possible sharing of expertise.
The project – The Future of Learning and Teaching: defining and delivering an effective and inclusive digital/blended offering – will gain an initial understanding of how face-to-face teaching, online learning, and variations of blended and hybrid approaches are currently working together in tertiary education courses in Scotland and elsewhere in the world. The first phase of the project will also look at the interrelationships between strategy, practice, and the learner experience.
The project team will collect and analyse relevant data and undertake research activities, including delivering a programme of sector-wide events and engagements.
James Dunphy, SFC’s Director of Access, Learning and Outcomes, said:
“This project will bring together our national agencies to explore how digital learning is enhancing the learner experience, considering also how in-person learning combines with online to support learner needs and create excellent learning opportunities. The project is an opportunity to reflect on practice to date and to set out what will be important in this space into the future.
“The launch of this project is particularly exciting because it meets a widely expressed desire to create world-class, accessible learning opportunities in our colleges and universities.
“I am confident that this innovative bringing together of skills, knowledge and expertise will help to put Scotland at the forefront of outstanding learning and teaching delivery.”
Digital infrastructure
The Scottish Funding Council is advocating that Scottish colleges use Jisc’s digital elevation tool (DET) to achieve their digital transformation ambitions.
DET is a self-assessment tool that supports education leaders and learning providers to better understand their current digital infrastructure and build an effective digital strategy for the future. The tool focusses on five themes: leadership, governance and culture; learner experience; staff experience; curriculum development; and underpinning technologies.
DET helps colleges progress from foundation level (digital transformation must haves) to elevation level (innovation leaders) with support from Jisc’s in-house experts and the wider DET community of practice.
Erica Russell-Hensens, SFC’s deputy director of student interests, access and pathways, said:
“We know college leaders want to explore accessible learning opportunities and develop digital technology for the benefit of a wider range of learners.
“Our work with Jisc and the potential of the DET to accelerate progress will strongly support the sector’s digital ambitions.”
Jason Miles-Campbell, Jisc’s director, Scotland, and Northern Ireland said:
“Scotland’s colleges have helped many learners to improve their lives and as the world has transformed over the last three years, colleges have transformed too.
“As sponsors of the digital learning category in the Colleges Development Network awards, we’ve seen many examples of technology being put to good use.
“Innovation is a clear priority, whether it’s health and social care students using virtual reality to better understand the experiences of patients with dementia, or a ‘virtual schools’ project providing a varied, accessible, and inclusive curriculum across the highlands and islands of Scotland.
“By using DET, and with support from Jisc, Scottish colleges can make the best digital transformation choices for their teachers, learners, and communities.”
University remains an attractive proposition according to the latest data from UCAS, the universities admissions service. In a report published today, 9 February 2023, UCAS confirmed that applications to Scottish universities have increased by 2% compared with pre-pandemic levels (2,600 additional applicants).
While applications from mature students (aged 21+) have fallen, in line with trends elsewhere in the UK, demand from Scottish school leavers remains strong, with an increase of 13% compared with 2020. The application rate for 18 year-olds has also remained above pre-pandemic levels at 33.5%, an increase of 1.6pp from the January 2020 figure.
In support of efforts to widen access to higher education, the report also shows growing interest in a university education from school leavers from Scotland’s most deprived areas. Scottish domiciled applicants from SIMD quintile 1 make up 16.4% of all Scottish domiciled applicants to UK providers, while the application rate for 18 year-olds from SIMD quintile 1 has risen to 19.6%, an increase of 1.9pp since 2020.
At subject level, the report shows both a recalibration of demand following heightened interest during the pandemic but also a decline across nursing, midwifery, teacher training, and medicine and dentistry.
Scotland’s universities continue to attract students from overseas, although demand appears to be levelling off with an increase in Non-EU applicants of only 1% year on year. This could, in part, be attributed to the re-opening of the international higher education market, with particular competition coming from Australia which has re-opened its borders following COVID lockdowns. Although applicants from the EU have declined, the reduction is much smaller than last year (-11% compared with -27%), suggesting that the rate of decrease is levelling off.
Further details can be found on the UCAS website.
How we operate – Equality and diversity
Widening access – equality and diversity
The Scottish Funding Council (SFC) and the Equality and Human Rights Commission (EHRC) have come together to identify the most persistent inequalities in Scotland’s colleges and universities and to pave the way for their removal.
The joint report, published today, is the first time national equality outcomes have been agreed in partnership between a sector body and Britain’s equality regulator.
Equality outcomes are results that public bodies should aim to achieve to address inequality and discrimination and improve people’s life chances. The outcomes set out in the report target improvements to the retention, representation and success of students and staff with a range of protected characteristics, as well as the procedures, services and support that colleges and universities should offer them to address any discrimination and disadvantage.
The Scottish Funding Council and the EHRC will support Scotland’s colleges and universities to meet their responsibilities under the Public Sector Equality Duty, which provides the legal framework to make these changes happen.
In developing national equality outcomes for tertiary education, the partners involved equality experts from colleges and universities and sought advice from charities and people with real-life experiences of the effects of inequality.
Both SFC and the EHRC are keen to recognise the work already being done by colleges and universities, as well as some student associations. Today’s report will develop and support a collective response to eliminating inequalities in the sector, while helping foster good relations and identify chances to advance equality of opportunity.
Karen Watt, Chief Executive of the Scottish Funding Council, said:
“Equality, diversity and inclusion are central to SFC’s mission and values. We know that participation and success rates for students studying at college or university differ for students who share different protected characteristics.
“We will work with the sector and the EHRC to address persistent inequalities. The joint report we are publishing today incorporates the views of experts in tertiary education and beyond and sets out the hardest barriers to equality we are seeking to overcome, and what students should expect in terms of fairer opportunities and outcomes for the future.”
Marcial Boo, Chief Executive of the Equality and Human Rights Commission, said:
“Too many people still face discrimination and barriers to opportunity in higher and further education settings, whether they are students or staff.
“By acting together to address the most persistent inequalities in Scotland’s colleges and universities, we can make a lasting positive difference to people’s lives and help build a fairer country.
“This is the first time that a set of national equality outcomes have been agreed anywhere in Britain. As Britain’s authoritative equality regulator, we encourage public bodies in other sectors to look at and mirror this approach to strengthen their own compliance with the Public Sector Equality Duty.”
Khadija Mohammed, Senior Lecturer in Education at The University of The West of Scotland and Senior Fellow of the Higher Education Academy, said:
“I welcome this report from SFC and the EHRC. In Scotland, we asked our vice-chancellors, university leaders and governing bodies to demonstrate leadership and accountability for eliminating racism, consider how race is enacted in their institutions and focus on addressing it as a strategic priority.
“The development of national equality outcomes will seek to reinforce this landmark commitment to removing racism. In combination with outcomes targeting the inequalities experienced across a range of protected characteristics, it is testament to the shared agency and leadership we hoped to achieve across the sector.”
The next phase of the joint work will include agreeing a national measurement framework to help institutions report on progress. Over the next three years SFC will oversee delivery of the equality outcomes across Scotland, supporting their implementation and monitoring progress.
Tackling Persistent Inequalities Together [PDF], a joint report from the Scottish Funding Council and the Equality and Human Rights Commission, is available from today.
Photo: Edinburgh Napier University
Graduate Apprenticeships – what an opportunity!
Employers are increasingly taking on Graduate Apprentices to secure new talent and ensure they get the skills they need while creating opportunities for young people.
In the last year, the number of employers offering Graduate Apprenticeships rose to 530 – supporting 1,166 learners nationwide. The latest annual progress report for Graduate Apprenticeships, published by Skills Development Scotland and the Scottish Funding Council, also reveals rising numbers of under-25s enrolling as Graduate Apprentices.
This age group accounted for almost half of all starts in 2021-22, supporting the ambitions of the Scottish Government Young Person’s Guarantee and meeting the needs of learners. Employers supporting Graduate Apprentices can develop their workforce and fill critical skills gaps, while individuals get a job, get paid and get qualified.
In the five years since their introduction in 2017, 4,692 individuals have started a Graduate Apprenticeship job. The most recent figures show more than 60 per cent of all enrolments were in a framework related to Science, Technology, Engineering or Maths (STEM).
Graduate Apprenticeships are funded by the Scottish Funding Council (SFC) and developed and supported by Skills Development Scotland (SDS), in partnership with employers and the higher education sectors.
They are offered in key occupational growth areas and support individuals in developing the technical and person skills they need to progress.
Morgan Sindall Construction is currently recruiting Graduate Apprentices.
David Lannigan, Senior Operations Manager at the firm, said apprentices are helping address critical skills shortages across the industry.
David said:
“There is a resource problem in getting people into the industry. But apprentices bring energy to the business, and Graduate Apprenticeships give us the opportunity to mould people, using a structured learning pathway.
“We are committed to using the Graduate Apprenticeship route going forward. Like most other sectors, the demographics of the industry show a high percentage of the current management resource to be in the latter stages of their careers. We must continue to not only replace this resource but also supplement it, to start to address the skills shortages we already have or the industry will face greater challenges than it presently has.”
The Scottish Government has underlined its commitment to work-based learning and the pivotal role of apprenticeships in providing jobs through the Young Person’s Guarantee, which ensures education, training, employment or an apprenticeship for all 16 to 24-year-olds.
The report highlights the important role of Graduate Apprenticeships in supporting this and upskilling and reskilling workers across all age groups.
Jamie Hepburn, Minister for Higher Education and Further Education, Youth Employment and Training said:
“Graduate Apprenticeships are a key way for all employers to continue to invest in their workforce by providing the skills they need to thrive in the face of economic challenges both now and in the future.
“They also play a central role in our immediate priority to lead Scotland into a recovery that protects and creates jobs, while supporting the future of our young people.
“The Scottish Government will continue to work collaboratively with Skills Development Scotland, the Scottish Funding Council and other key partners to ensure that we build on this progress.”
Mike Cantlay, SFC Chair, said:
“Today’s report shows that the investment we make in Graduate Apprenticeships creates real value for both individuals and businesses.
“As the economy recovers from the COVID-19 pandemic, it’s encouraging to see more employers creating more career opportunities through Graduate Apprenticeships.
“Looking to the future, Graduate Apprenticeships are well placed to support the green skills revolution needed for Scotland’s future net zero economy.”
Frank Mitchell, SDS Chair, said:
“The evidence shows that there is ever-increasing demand from employers and learners for Graduate Apprenticeships.
“Graduate Apprenticeships are real jobs with employers that not only secure well-paid jobs, but also contribute by paying tax on their earnings and don’t incur student debt. At a time when Governments need to make difficult choices, this is clearly one that should be expanded.”
The new annual progress report for Graduate Apprenticeships [PDF], published by Skills Development Scotland and the Scottish Funding Council is now available.
Research funding
The Scottish Funding Council (SFC) is delighted to announce the injection of an additional £24.6m of funding to Scotland’s universities to protect the nation’s research base and to provide stability ahead of a final decision on the UK’s association to Horizon Europe, the EU’s key funding programme for research and innovation. This announcement comes in the wake of a UK package of support announced by the Department of Business, Energy and Industrial Strategy (BEIS) last month.
Scotland has an outstanding reputation for world-leading research as confirmed by the recent UK-wide assessment of university research, with almost 90% of Scottish university research being judged to have outstanding or very considerable impact. This global reputation is enhanced by the collaborative nature of Scotland’s research base, with Scotland’s share of the total funding awarded to UK organisations from Horizon Europe’s predecessor programme, Horizon 2020, reaching 11.3%.
Given the ongoing delay to a decision on the UK’s association to Horizon Europe, this additional funding will enable universities to target priority issues including:
- Developing, supporting and amplifying international collaborations and partnerships.
- Recruiting and retaining talent, including internationally and at all career stages.
- Promoting positive research cultures, research careers and the diversity of people involved in the research process.
- Pursuing long-term research strategies, capacity building and strategic investment in research priorities.
- Seeding or piloting cross-disciplinary activities within an institution and/or between institutions.
- Supporting fundamental research and research into novel ideas that provides the foundation for later breakthroughs and impact.
- Mitigating shortfalls in research income due to uncertainty over European Union (EU) research grants.
- Providing overheads or additional investment that support funding from other sources.
Included within this additional funding is £5.2m to support capital investment in the physical infrastructure for research, enabling universities to invest in essential research equipment and sustain their excellent research base.
Commenting on this additional funding, Helen Cross, SFC Director of Research and Innovation, said:
“While association to Horizon Europe remains the sector’s ambition, we welcome this much-needed investment in Scotland’s research base which will help our universities sustain their outstanding reputation for world-leading research and their strong track record of working in collaboration with European partners.”
Minister for Higher Education, Further Education, Youth Employment and Training Jamie Hepburn said:
“This allocation reflects Scotland’s previous track record of success and influential position in the prestigious and highly competitive Horizon research programme.
“The package of support being provided is much needed but focus must not be lost on achieving a long-term solution. Maximising participation in Horizon Europe is the best outcome for Scotland. Full association with Horizon is the best option to achieve this.
“We continue to urge the UK Government to work together with the European Commission to limit the damage caused by Brexit. Finding a mutually beneficial solution for our research and innovation communities remains of pressing importance.”
Professor Dame Sally Mapstone, Principal of University of St Andrews and Convener of Universities Scotland:
“On behalf of universities in Scotland, I welcome this vital injection of additional funds to support research excellence across the nation. We are hopeful that agreement can be found to ensure our universities can continue to be a part of Horizon.”
The funding will be distributed through allocations calculated by formula.
See full details on allocation of the funds.
Statistical publication schedule
A record high proportion of college leavers have progressed to positive destinations according to the latest College Leaver Destination report from the Scottish Funding Council.
The report, which looks at students completing their qualifications in 2020-21, has found that 91% of sector leavers moved into work, training or further study between 3 and 6 months after leaving college. This is an increase of 6.6 percentage points (pp) on the previous academic year, although the 2019-20 figures were suppressed by the effects of the COVID-19 pandemic. The previous highest proportion was in 2017-18 when 89.1% of qualifiers progressed to a positive destination.
The authors of the report emphasise that college leavers in 2020-21 were entering a very different job market than that experienced by their counterparts from the year before. Leavers from 2019-20 faced the uncertainty of the second half of 2020 when the vaccination programme was yet to be rolled out. The uncertainty continued into the first half of 2021 when the country remained mainly in lockdown.
Those leaving college in 2020-21 experienced a job market that was quickly recovering from the pandemic. According to today’s figures, this resulted in a reduction in the number of leavers entering unemployment or being unable to work. At the same time, progressing to further study at university remained an attractive option for those not entering the workforce after completing their college qualifications.
The report also includes 95 qualifiers who were forced to defer their studies from 2019-20 as a result of the pandemic. Three quarters of these students with confirmed destinations continued in college and 17% went on to find a job.
Martin Boyle, Director of Policy, Insight and Analytics at the Scottish Funding Council, said:
“These latest figures reflect a return to a more normal set of choices for college leavers after the disruptions of the COVID-19 pandemic. Only 9% of college leavers were unemployed or unavailable for work compared with the 15.6% we reported last year.
“Against the positive backdrop of a recovering jobs market we also saw evidence of a continuing appetite for further study with 34% of college leavers with HE level qualifications going on to study at university.
“The report shows the value of the work done by Scotland’s colleges and the importance of the pathways that exist between colleges, universities and employers in Scotland.”
The statistics also show that sectors of the economy such as engineering and tourism have seen a strong recovery as employment destinations for college leavers.
College Leaver Destinations 2020-21 is available from today.
Universities and Higher Education institutions we fund
Colleges we fund
The contributions of Scotland’s colleges and universities to rebuilding the economy and supporting communities in their recovery from the COVID-19 pandemic are illustrated in a new report published by the Scottish Funding Council (SFC).
Featuring over 80 case studies from across every region of the country, the report highlights the fundamental impact of colleges and universities on the life of the nation. Amongst the areas covered by the case studies are mental health, equality, medical research, the climate emergency and support for business and industry.
The report demonstrates how colleges have adapted to the demands of the pandemic in terms of combatting the ongoing effects on learners. One set of case studies shows how colleges used £3.4 million of special funding from SFC to address digital poverty. They also demonstrate the continuing benefits of £5 million of capital funding provided by SFC to support digital connectivity.
The report also provides examples of the response of university research departments to COVID-19 and describes new work to combat the threat of further pandemics. One such example is the Pandemic Science Hub at the University of Edinburgh which will develop and test new treatments for lung infections.
The effect of the pandemic on student’s mental health is shown by reference to a survey carried out at New College Lanarkshire in 2021. The report praises the part that Students Associations played, and continue to play, in responding to the challenges of mental health and wellbeing. It also gives examples of measures being taken to promote positive mental health such as the Man Cave project at West Lothian College, and the Student Mental Health Agreement introduced by the University of Aberdeen.
Commenting on the report James Dunphy, SFC’s Director of Access, Learning and Outcomes, said:
“We continue to work through unprecedented and uncertain times – something that creates both challenge and opportunity.
“This report shows Scotland’s colleges and universities are able to respond quickly and decisively to events in ways that both overcome the challenges and make the most of any opportunities. The benefits of this extend far beyond college and university campuses and into the economy, public services and everyday lives.”
Delivering Economic and Social Benefit through Tertiary Education and Research – College and University Case Studies 2021-22 [PDF] is now available.
Funding bodies launch consultation on future research assessment exercise
The findings of three reports initiated as part of the Future Research Assessment Programme (FRAP) have been published today.
Together the reports caution against moving to a fully metricised system for the next UK research assessment exercise. The reports do suggest ways in which metrics, AI or machine learning might be used to support or inform low-risk areas of the exercise, from allocating outputs to enabling post-assessment analysis. The four UK higher education funding bodies, who jointly oversee the Future Research Assessment Programme (FRAP), commissioned the reports as part of their broader evidence gathering process, including sector-wide consultation to inform decisions on the future of research assessment in the UK.
The three reports are:
The Metric Tide Revisited
A review of the role of metrics in research management and assessment, led by Professor Stephen Curry, Dr Elizabeth Gadd and Professor James Wilsdon. The report plots the development of the responsible research assessment agenda since the 2015 Metric Tide report. It revisits the potential use of indicators in any future REF exercise, proposing an increased use of ‘data for good’, and considers opportunities to further support the roll-out of responsible research assessment practice across the UK HE sector.
Responsible Use of Technology in Research Assessment
In early 2022, the four UK higher education funding bodies commissioned the Statistical Cybermetrics and Research Evaluation Group at the University of Wolverhampton. They were asked to investigate possible approaches to using technologies such as artificial intelligence and machine learning to support or streamline research assessment in future exercises. Overall, the study finds that such technologies could only be employed in future exercises in relatively low-risk areas of the assessment, such as allocation of research outputs to reviewers ahead of assessment, or for analytical purposes.
REF outputs analysis: Maximising the use of REF data
This report investigates how insights generated by the REF (or by future research assessment exercises) can be maximised to better understand the health of UK research. A series of analytical ‘experiments’ explore the feasibility of more granular analysis of research assessment data to gain insight into disciplinary and interdisciplinary strengths. The report finds that future exercises could incorporate some automation in post-assessment data analysis, but that such approaches should be complemented by peer review to validate any conclusions.
The reports are available online.
The Scottish Funding Council (SFC) is delighted to be supporting the National Energy Skills Accelerator (NESA) as it works with energy sector employers and employees in responding to energy transition opportunities through reskilling and upskilling of the existing and future workforce.
With funding from the SFC Northeast Regional Pathfinder, NESA has today launched a pilot to develop an Energy Transition Skills Interactive Pathway Tool which will enable individuals to identify qualifications needed for specific jobs in the low-carbon energy sector by streamlining and outlining available options to undertake these qualifications in the region.
Skills demands are developing as a result of energy transition, creating a complex landscape for people looking to join, transfer to, or progress within the energy industry. By communicating clear routes by which students can follow a rewarding career in the renewable energy sector, the interactive pathway tool aims to promote opportunities for employees to reskill and upskill, as well as for people to enter the sector. The clarification of the varied options to gain qualifications with each of the regional providers will help learners build up a portfolio of qualifications and receive recognition of their chosen skills pathway. In addition to enhancing understanding of and routes to qualifications for individuals, the pilot will also help inform careers advisors and employers of available provision and pathways.
James Dunphy, SFC Director for Access, Learning and Outcomes said:
“We are delighted to be supporting NESA in the development of the Interactive Pathfinder Tool. As we strive to achieve the transition to net zero, colleges and universities will play a vital role in the reskilling and upskilling of today’s workforce and the workforce of the future.”
Prof John Underhill, NESA Chair and University of Aberdeen’s Director of Energy Transition, said:
“NESA seeks to inspire people to take up careers in the renewable energy sector. The Interactive Pathfinder Tool NESA is developing will map out clear educational pathways for individuals wishing to pursue careers in the renewables sector to aid the energy transition. NESA is thrilled to have received the Scottish Funding Council’s support through the Pathfinder initiative, which further emphasises the importance of our work.”
The Pathfinder initiatives are designed to explore, in practical ways, what further needs to be done to make the education and skills system responsive, integrated, and supportive of economic recovery and inclusive growth in each region.
NESA is a collaborative initiative between world-renowned institutions Robert Gordon University, the University of Aberdeen and North East Scotland College and is supported by key partners Skills Development Scotland and Energy Transition Zone Ltd. Supporting the changing needs of energy sector employers and the workforce as they respond to energy transition opportunities, NESA aims to accelerate the up-, re- and new-skilling of both the existing and future workforce.
The Scottish Funding Council’s strategic plan actively supports the role of Scotland’s colleges and universities in creating social, economic and environmental wellbeing and prosperity. It also recognises their importance in developing skills and their ability to accelerate innovation and discovery.
Central to the plan is an understanding of the challenges created by the uncertain fiscal environment forecast for the years ahead. In a joint foreword, Scottish Funding Council) Chair, Mike Cantlay and Chief Executive, Karen Watt, describe the need to weather uncertainty and to secure sustainable institutions that continue to provide the best opportunities for their students.
The new strategy also focuses on Scotland’s transition to a fairer and greener world and how to develop the technologies, skills and lifelong training to support it. The plan responds to other drivers of change including advances in digital learning, demographic shifts and the effects of reduced inward migration.
SFC Chief Executive, Karen Watt, said:
“These are challenging times, and it is vital that we create a funding environment in which colleges and universities can respond to the changing needs of employers and learners.
“That means working closely with colleges, universities and the full range of organisations involved in tertiary education, skills, research and innovation to secure effective outcomes and the best value for the public purse.
“We also want our investments to be fair and inclusive, enabling people, irrespective of their background, to learn and flourish at the right time and in the right place for them.”
The Gaelic language version of the Scottish Funding Council’s Strategic Plan 2022-2027 is now available on the SFC website.
Cumaidh am plana seo taic ri colaistean is oilthighean na h-Alba nan dleastanas airson sunnd is soirbheas sòisealta, eaconamach ’s àrainneachdail a dhealbhadh. Cuideachd, tha e ag aithneachadh gu bheil iad cudromach airson sgilean a leasachadh ’s comasach air ùr-ghnàthachas is nuadh-lorgadh a luathachadh.
Aig bun a’ phlana, tuigear gum bi dùbhlain ann ri linn àrainneachd fiosgail mì-chinnteach a tha, a rèir ro-aithris, gu bhith romhainn sna bliadhnaichean ri teachd. San ro-ràdh aca, mhìnich an Cathraiche, Mike Cantlay agus an t-Àrd-oifigear, Karen Watt, gum feumte stiùireadh tron mhì-chinnt seo agus institiuidean seasmhach a ghleidheadh air chor ’s gun lean iad orra a’ tabhann nan cothroman as fheàrr do na h-oileanaich aca.
Tha an ro-innleachd ùr a’ cur prosbaig air gluasad na h-Alba a dh’ionnsaigh saoghal nas cothromaiche, uaine agus air an dòigh san tèid teicneòlasan, sgilean is trèanadh fad-bheatha a leasachadh mar chùl-taic dhi. Gheibhear freagairtean sa phlana do chùisean-atharrachaidh eile, leithid adhartas ann an ionnsachadh didseatach, atharrachaidhean deamografach agus a’ bhuaidh a bhios aig nas lugha de dh’in-imrichean.
Thuirt Àrd-oifigear SFC, Karen Watt:
“’S e àm deuchainneach a tha seo, agus ’s èiginn dhuinn àrainneachd maoineachaidh a dhealbhadh san urrainn do cholaistean ’s oilthighean freagairt a thoirt do na feuman caochlaideach aig luchd-fastaidh ’s luchd-ionnsachaidh.
“Mar sin, feumaidh sinn obrachadh gu dlùth còmhla ri colaistean, oilthighean ’s ris na buidhnean uile a tha an sàs ann am foghlam, sgilean, rannsachadh ’s ùr-ghnàthachadh aig an treàs-ìre airson builean èifeachdach ’s luach an airgid fhaighinn don sporan phoblach.
“A chòrr air sin, tha sinn ag iarraidh a bhith cothromach nar tabhartasan, gus an toir sinn comas do dhaoine, ge b’ e cò leis iad, a bhith ag ionnsachadh ’s a’ soirbheachadh aig an àm agus anns an àite a tha ceart dhaibhsan.”
Tha lethbhreac Gàidhlig de Phlana Ro-innleachdail Comhairle Maoineachaidh na h-Alba 2022-2027 ri fhaighinn air làrach-lìn SFC.
Participants in the Scottish Funding Council’s Saltire Emerging Researcher Scheme have had a chance to share their experiences and celebrate their achievements in a special day of events held in Edinburgh.
Under the SFC scheme, administered by nine research consortia based across Scottish universities, Scottish and European-based post-graduate and early career researchers undertook exchanges between Scotland and 21 European countries. The participants recorded the results of their exchanges in reports, blogs and presentations. As part of the day of events they were also invited to produce additional showcase material.
The day began at the John McIntyre Conference Centre with a programme of speeches and masterclasses which included a keynote address from Education Minister, Jamie Hepburn. After a change of venue to the National Museum of Scotland, the delegates reconvened for an evening of special awards. Amongst the accolades were prizes for research exchanges in the fields of climate change, health and culture.
Amongst the winners was Tobias Mensak from the Bergische University, Wuppertal in Germany who won the Climate, Energy and Mobility category. Tobias undertook his exchange through the ScotCHEM research pool. Other winners were from Saltire Emerging Researcher exchange programmes run by graduate schools and research pools from across Scotland. Reflecting the academic scope of the exchanges, their projects included cultural collaboration, the impacts of ocean warming, drug discovery and electric motor design.
The winner of the People’s Choice award was Dr Hailey Austin whose placement was in the Department of Computer and Systems Science at Stockholm University. Hailey’s project explored Stockholm’s unique female-led videogame and comics culture.
Speaking at the event, SFC Chair, Mike Cantlay, said:
“Internationally, research is a highly competitive environment, and we need to create even stronger links between our universities here in Scotland and universities elsewhere in the world. This is what the Saltire Emerging Researcher Scheme set out to do, and it has achieved it brilliantly.
“I would like to congratulate all the participants for their willingness to adventure out and make academic and personal connections that will help cement the international research collaborations of the future.”
The SFC Emerging Researcher Scheme is part of a wider Scottish Government programme to maintain and strengthen Scottish-European research collaboration.
The scheme has already led to the establishment of formal partnerships and new opportunities such as the SULSA fund that is now catalysing new research collaborations between Scotland and the Rheinland-Pfalz region of Germany.
The Scottish Funding Council (SFC) has worked with the college sector to map out a national approach for developing a plan to guide future investments in college buildings and infrastructure.
The approach is laid out in a new strategy published today. Recognising the urgent need for significant investment, the strategy expresses an ambition for a high quality, technologically advanced and sustainable learning environment for college students. It describes a set of guiding principles which include equitable access to digital learning, collaboration with other education providers, and the need to create a positive experience for students.
The strategy responds to changes in the way colleges now operate, including the accelerated uptake of digital and hybrid learning opportunities brought about by the pandemic. It cites other changes in the environment for college education such as long-term projections for the decline in the proportion of young people in the population. In line with the Scottish Funding Council’s recently published Net Zero and Sustainability Framework, the strategy also takes account of the need to respond to the climate emergency.
Today’s publication paves the way for the development of an infrastructure investment plan which will include a revised process for allocating capital funding as well as detailing required investment on a college by college basis.
The Scottish Funding Council’s Director of Funding, Richard Maconachie, said:
“Alongside universities, colleges are fundamental to the social, economic and environmental wellbeing of our country, and we need to ensure they are able to fulfil that role in a well-managed and sustainable way.”
“This is a significant milestone in a programme designed to provide us collectively with an investment plan that is transparent, well thought out and able to respond to the future needs of Scotland’s college sector.”
SFC’s College Infrastructure Strategy: The approach to delivering Scotland’s College Infrastructure Plan is available from today.
The Scottish Funding Council (SFC) has set out a series of actions for achieving net zero greenhouse emissions by 2045 or earlier.
Published today, SFC’s Net Zero and Sustainability Framework will support Scotland’s colleges and universities in leading the way to a just transition to net zero. Focussed on system change and long-term climate resilience, the framework recognises the vital role of tertiary education and research in the green skills revolution and in creating new market opportunities.
In setting out its plans, SFC emphasises the need to build a green economy in a way that leaves no one and no place behind. It also highlights the importance of collaborating to create the greatest impact for public investment and strong leadership in developing future opportunities.
Speaking during a visit to the University of St Andrews’ Eden Campus, a hub for green innovation, SFC Chair, Mike Cantlay said:
“The new Framework supports our own progress and the progress of Scotland’s colleges and universities towards net zero. It also confirms our support for cutting edge climate research and innovation and the development of workplace skills for a new green economy.
“The publication of this Framework underlines our determination to meet the challenges of the Paris agreement, the challenges yet to come, and to safeguard the future of the planet.”
SFC’s Net Zero and Sustainability Framework is available from today.
Guidance for Capital funding and projects
Learning Places Scotland 2022 will be held in Glasgow on Tuesday and Wednesday this week. Held in partnership with the Scottish Government, the event is an annual gathering of the education community with a focus on the funding, design, maintenance and management of buildings for learning.
The Scottish Funding Council (SFC) will be attending the conference and exhibition alongside partners from the Scottish Futures Trust and the Scottish Government. Together with JISC and the University of the Highlands and Islands, SFC will also be contributing to a discussion about future infrastructure on the conference’s Digital and Technology Stage.
Also part of the event is an awards ceremony celebrating innovation in building design and technology. Amongst the finalists in the 2022 awards are the universities of Glasgow, Strathclyde and Stirling which are shortlisted alongside Heriot-Watt University and Fife College.
More information on Learning Places Scotland 2022 is available on the event’s website.
Fifteen Scottish entries were amongst the 84 finalists at the 2022 Green Gown Awards ceremony which took place yesterday evening at Loughborough University.
Now in its eighteenth year, the Green Gown Awards bring together the most inspirational environmental projects from colleges and universities across the UK and Ireland. The awards celebrate every aspect of activity including research, leadership, engagement and diversity.
Amongst the four winning projects from Scotland was a climate action project from Borders College. Our Sustainable Journey is an ambitious and wide-ranging programme which the judges praised for being well thought out and outstanding for a small institution. They believed it was capable of being replicated in any tertiary education setting.
The Research with Impact category was won by the University of Aberdeen’s Cool Farm Tool project. The Cool Farm Tool is a free app that makes it easy for farmers to accurately calculate their carbon footprint and environmental impact. The judges described it as ‘compelling research, distilled into an accessible tool’.
The University of Strathclyde’s Climate Education Kick-Off initiative is the first of its kind in the UK and won the award for Student Engagement. It involves students in exercising their ‘systems and critical thinking’ competencies to understand the climate emergency and has already benefitted around 650 students. The panel of judges thought the approach should be used in all taught programmes.
The students’ award in the Research with Impact category went to University of Edinburgh student Jiacheng Sun . His research centres at the use of fuels made from seaweed and microscopic marine organisms as an environmental-friendly alternative to fossil fuels. The judges thought Jiacheng Sun’s work had exciting potential for the future.
Scottish institutions also came away from last night’s event with three highly commended awards. Glasgow Caledonian University’s gender and mental health programme was highly commended in the Diversity, Equity and Inclusion category and a local action project from the University of Edinburgh was recognised under Money for Good. The University of Aberdeen’s Lighthouse Field Station project was highly commended by the judges in the Research with Impact category.
Full details of all last night’s winners, highly commended and finalists are available of the Green Gown Awards website.
The latest strategic plan from the Scottish Funding Council lays out the organisation’s priorities for tertiary education between now and 2027.
The plan actively supports the role of Scotland’s colleges and universities in creating social, economic and environmental wellbeing and prosperity. It also recognises their importance in developing skills and their ability to accelerate innovation and discovery.
Central to the plan is an understanding of the challenges created by the uncertain fiscal environment forecast for the years ahead. In a joint foreword, SFC Chair, Mike Cantlay and Chief Executive, Karen Watt, describe the need to weather uncertainty and to secure sustainable institutions that continue to provide the best opportunities for their students.
The new strategy also focuses on Scotland’s transition to a fairer and greener world and how to develop the technologies, skills and lifelong training to support it. The plan responds to other drivers of change including advances in digital learning, demographic shifts and the effects of reduced inward migration.
Speaking as the plan was launched, SFC Chief Executive, Karen Watt, said:
“These are challenging times, and it is vital that we create a funding environment in which colleges and universities can respond to the changing needs of employers and learners.
“That means working closely with colleges, universities and the full range of organisations involved in tertiary education, skills, research and innovation to secure effective outcomes and the best value for the public purse.
“We also want our investments to be fair and inclusive, enabling people, irrespective of their background, to learn and flourish at the right time and in the right place for them.”
Minister for Higher Education, Further Education, Youth Employment and Training, Jamie Hepburn said:
“Our universities and colleges are at the heart of our ambition to build on Scotland’s world-class tertiary education and research system.
“We continue to make significant investment of £1.9bn in our Higher and Further Educational institutions through the Scottish Funding Council.
“This strategic plan will ensure a robust future for our tertiary education sector, focussed on outcomes for learners.”
The Scottish Funding Council’s Strategic Plan 2022-2027 – Building a connected, agile, sustainable tertiary education and research system for Scotland is now available.