
ScotGov urged to back expansion of ASN college model
Under the existing funding arrangements, Corseford College has capacity for forty students, with all places currently allocated. Speaking to The Herald, Head of College Liz McConnachie explained that each year she has to turn down around as many applications as she accepts, and warns that there is little if any alternative provision for those who cannot be accommodated.
Ms McConnachie also highlighted geographical constraints, noting that people in most of Scotland are unable to access Corseford College, making the lack of similar centres in other parts of the country an especially pressing concern.
Graduate Lauren Wishart with Capability Scotland Chief Executive Brian Logan (Image: Gordon Terris)
The inaugural graduation ceremony recognised thirteen students who have completed their programmes. It also saw three individuals honoured with further recognition: an Honorary Graduate Prize was given to Jamie Thomson and Olivia Turner, and a Maria Brownlie Award, given in honour of a former student who passed away last year, went to Ali Chaudhry.
READ MORE
Parents say lack of inclusive further education must change
Families still have to fight the system for pupils with ASN
Speaking after the graduation event, Capability Scotland Chief Executive Brian Logan said that parents and staff are very proud of the young people involved, and that the day had been a 'real celebration of everything that they've achieved.'
He went on to explain that Corseford's unique model had been developed and made successful thanks to the 'perseverance' of staff, and called for everyone who needs it in Scotland to have the right to the same type of support.
'That transition – to move from childhood into adulthood – is really challenging and at the moment, with the exception of Corseford College, there's no real opportunity for people to continue their educational journey. That right should be there for everyone. It's about equity and about inclusion, and without the type of provision that we have that opportunity to learn and grow.'
'We have demonstrated that this model is successful, we know that there is demand for this type of provision right across the country, we get applications from other parts of Scotland which we – at the moment – can't service. We know the demand is there. We know the model is successful. Our ask is that this is replicated across the country so that everyone has this opportunity, and that we put the funding on a much more sustainable footing.
'It's unfair that there are people across the country being denied this opportunity. We think we can set up satellites based on the Corseford model across the rest of Scotland. We want to do that and we want to work in partnership with the government to make sure that it is delivered.'
Despite being opened by a Scottish Government minister (Jamie Hepburn MSP), Corseford had been facing the threat of closure when pilot funding ran out this year. However, the recent budget deal between the SNP, Scottish Greens and Scottish Liberal Democrats secured a further £700,000 to keep the facility operational.
Some of the 2025 graduates of Corseford College. L-R: Sophie James-Rae, Darren Fitzpatrick, Fraser McAlpine, Jamie Thomson, Ali Chaudhry, and Bryan Brownlie. (Image: Gordon Terris)
During a recent session of the Scottish Parliament's Education, Children and Young People Committee, Minister for Further Education Graeme Dey revealed that the government has received a report that has reached 'broadly positive conclusions as to the impact' of Corseford's model. He added:
'I would be optimistic that we will have something very positive to say about this fairly quickly.'
Asked whether ministers are planning to fund the establishment of more specialist colleges like Corseford, a spokesperson for the Scottish Government said:
'The Scottish Government has received the independent evaluation report for Corseford College and we are currently considering its content. As the Further Education Minister has indicated, there will be further detail provided on this shortly.'
Hashtags

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


Scotsman
a day ago
- Scotsman
Exams Scotland: Does surge in vocational subjects mark an end to Highers as the 'gold standard' of education?
Sign up to our daily newsletter – Regular news stories and round-ups from around Scotland direct to your inbox Sign up Thank you for signing up! Did you know with a Digital Subscription to The Scotsman, you can get unlimited access to the website including our premium content, as well as benefiting from fewer ads, loyalty rewards and much more. Learn More Sorry, there seem to be some issues. Please try again later. Submitting... It has long been repeated the Scottish Government's 'gold standard' of educational achievement was securing five Highers. This year's Scottish Qualifications Authority (SQA) results were hailed as a 'landmark' year for Scotland's schools - but not for the number of pupils attaining this so-called gold standard. Advertisement Hide Ad Advertisement Hide Ad Pupils pose after receiving exam results at Kings Park Secondary School in Glasgow. Picture: Jeff| Getty Images Instead, success in vocational subjects - such as National Progression Awards (NPA) - was one of the stand-out stories of results day. For the first time, more than 100,000 vocational awards were handed out to Scotland's school pupils, with one council area reporting an 'upsurge' in pupils opting for vocational courses. While this is being hailed as a success by education bosses, others raise concerns about the risk of a 'two-tier' system where less academically able pupils are pushed away from Highers and into practical courses. In Edinburgh, 70 NPA courses are offered across 23 secondary schools - and the council is emphatic these have parity of esteem with more traditional academic qualifications. Advertisement Hide Ad Advertisement Hide Ad City of Edinburgh's education convener James Dalgleish said pupils were increasingly looking towards what jobs they might do and the best way to get into the world of work. In 2023, the Scottish capital's schools had 941 NPA passes and this year that's up to 1700. 'It's also about supporting young people in their passion and not fitting them into boxes or pushing them down a certain path,' Mr Dalgleish said. Construction and stone masonry are of particular interest in Edinburgh, a city rapidly expanding and where building skills are going to be vital. Mr Dalgleish added: 'We're going to need a lot of new young people coming out of school moving into the construction sector. Otherwise, we're not going to get the homes that we want to build. Advertisement Hide Ad Advertisement Hide Ad 'We live in a really beautiful, old, historic city. We were struggling to get talented, well-qualified young people to be able to maintain these beautiful buildings that people from across the world want to see.' A view of Victorian tenement housing in the West End of Edinburgh, Morningside. Picture: Getty Images Some young people look ahead to a barista qualification to help them gain a job working while they study at university. One example given is a pupil who wanted to take a construction course to give him practical experience of working a lathe before going to study engineering at university. Some schools have facilities for vocational courses while for others, pupils will travel to Edinburgh College. As part of the city's net zero ambitions, it wants to cut the number of young people commuting and so two new schools being built will have space to work with industry partners on training. The experiences on offer are described as 'life changing', but the council is keen to emphasise there is no 'two-tier system'. Advertisement Hide Ad Advertisement Hide Ad While there are schemes, such as a roofing course offered by Castlebrae Secondary, to encourage disengaged young people back to school, the council is emphatically against any suggestion vocational courses are for pupils who aren't coping at school. The words 'dignity' and 'parity of esteem' are frequently used. Mr Dalgleish said: 'These qualifications are not nice to have - they are essential to have. They are a fundamental part of what we offer our young people and we have had a resulting dramatic increase in those choosing to take them.' In Glasgow, the council introduced vocational subjects 22 years ago. Nicola McKenzie is the EVIP development officer for the council. She joined EVIP, which stands for Enhanced Vocational Inclusion Programme, on a six-month secondment. That was 19 years ago and Mrs McKenzie is still passionate about her role. Advertisement Hide Ad Advertisement Hide Ad 'You're like a teacher, you're like a social worker, you're like an auntie - it's wonderful chaos every day of my life,' she said. 'Their stories can be really traumatic and when I started, I literally cried for about a month because I grew up in the east end of Glasgow and I thought I was gallus. 'I've unfortunately had young people that I work with who are no longer with us. But I've also worked with young people who are now [undergone a] 360 [degree] transformation and they're working in our children's house estate or they've went to university or they work for global hairdressing organisations. And their lives have changed.' At that time, the vocational options were construction or hospitality, prompted by skills shortages in those sectors. Advertisement Hide Ad Advertisement Hide Ad Mrs McKenzie said: 'Also there was a recognition that the 'chalk and talk' style of learning didn't suit the changes in society.' The city offers a wide range of senior phase programmes with three regional Glasgow colleges with courses from psychology to hairdressing to computer game development and barista skills. Young people stay at school, but have the chance to try college simultaneously for some courses. It is, Mrs McKenzie said, a 'real cross-section' of pupils who opt for vocational courses - some with an eye on the future world of work and some who struggle with traditional learning. There is a definite culture shift in how theses courses are viewed. Advertisement Hide Ad Advertisement Hide Ad 'I've been in education for 25 years now and that's the first time they've had a non-academic young person celebrated on results day,' Mrs McKenzie said. 'And that was really remarkable for me.' The young person in question is also remarkable. Jason Singh was invited to King's Park High School in Glasgow on results day on Tuesday, alongside the Higher results success stories to meet Education Secretary Jenny Gilruth. The 16-year-old has been studying at Glasgow Clyde for SQA awards at National 4 level in automotive skills, as well as linking back in with the school to attain English and maths. He had support from an MCR Pathways mentor, Peter, who helped him to 'speak about things that I would never have spoken about - my feelings, my emotions, how to deal with my anger', Jason said. He felt college was a better place for him because they were treated as young adults. Advertisement Hide Ad Advertisement Hide Ad 'In school if you're having a bad day you get kept in as a punishment,' he said. 'College doesn't cage you up like animals. It's ten times better than school.' Jason is going to study painting and decorating after the summer holidays and has big ambitions. He wants to own his own business or, better yet, two. 'I've got more to learn,' he added. 'I'm happy I've got here in the end, but I'm moving on to do bigger and better things, earn money then retire and do what I want.' EVIP, which is unique to Glasgow and was originally led by social work, is designed for pupils who are not coping with mainstream education. It started as a scheme for young people in children's houses whose attainment was lower than the city average. Advertisement Hide Ad Advertisement Hide Ad Now it's a project for children with multiple risk factors who, say, may be young carers or have been sexually exploited. Mrs McKenzie's young people are better suited to college where there are no ringing bells every 50 minutes, there are no multiple transitions in a day and a wide variety of changing faces to deal with. The teenager's EVIP worker will phone them to get them up for school or college in the morning and give them constant support. For some young people, they are the only person in their household getting up and keeping to a routine. Their EVIP worker may be the one good adult in their life. Mrs McKenzie said: 'From the backgrounds our young people come from, Highers are not achievable at this time in their life. 'It may be achievable at a later stage, but we are about supporting young people to achieve and celebrating those achievements.' Advertisement Hide Ad Advertisement Hide Ad Mrs McKenzie was quick to push against any notion of a two-tier system. She said: 'It is not the case that it's 'oh, you're a bad boy so you'll go and do construction' or 'you're a girl who's not coping well so you can do hairdressing'.' The pandemic has also had an impact in terms of preventing young people from having experience of natural transitions through school. Literacy and numeracy levels have suffered and more teenagers need support. 'But that learning doesn't need to be in a classroom setting,' Mrs McKenzie said. In construction, she gives as an example, pupils are learning numeracy skills while measuring timber or looking up price sheets. Donna Stewart, the SQA's chief examiner, said: 'We have to look at the overall picture,. Seeing the number of learners increase within our technical and vocational courses, I think it's really important to think about that broad picture in terms of that landmark there. Advertisement Hide Ad Advertisement Hide Ad 'Our national certificates, NPAs, skills for work - it's important that we recognise that totality of what we're celebrating this year as well.' Ms Gilruth was asked by The Scotsman about whether she sees a need to re-frame the concept of achievement away from purely Higher success. PA She said: 'One of the things I think is interesting is we still see extensive variation across local authorities in terms of performance. When we're talking about closing the poverty-related attainment gap, that is where we will see the biggest progress, working with local authorities who really need to move at pace to narrow that gap.' Other local authorities, she said, are consistently 'high attainers' year after year. Advertisement Hide Ad Advertisement Hide Ad 'Part of that's linked to poverty, part of that's linked to affluence, but we need to reflect that in how we fund our schools and give them that support, and in terms of that wider offering, that's something that we're looking at in terms of our measurements,' she said. Officials are working on a model of funding that would reflect varying needs of schools in different socio-economic brackets. Ms Gilruth added: 'I'd like to talk about modern apprenticeships, about the variety of qualifications, about the fact we've got more poorer young people going on to university than ever before.
-Jamie-McDermaid-Scottish-Seabird-Centre.jpeg%3Fwidth%3D1200%26auto%3Dwebp%26quality%3D75%26trim%3D221%2C249%2C73%2C189%26crop%3D&w=3840&q=100)

Scotsman
4 days ago
- Scotsman
Why massive Berwick Bank windfarm can and must be stopped
Sign up to our daily newsletter – Regular news stories and round-ups from around Scotland direct to your inbox Sign up Thank you for signing up! Did you know with a Digital Subscription to The Scotsman, you can get unlimited access to the website including our premium content, as well as benefiting from fewer ads, loyalty rewards and much more. Learn More Sorry, there seem to be some issues. Please try again later. Submitting... The Scottish Government has given approval for an offshore windfarm that is predicted to kill up to 260 gannets, 2,808 guillemots, 814 kittiwakes, 65 puffins, and 154 razorbills every year. Berwick Bank is set to be one of the world's largest offshore windfarms. Located around 40km off the East Lothian coast in the outer Firth of Forth, and close to iconic natural wonders like Bass Rock and the Isle of May, it will be built on prime foraging ground for seabirds. These predicted casualty numbers are in addition to the many thousands of birds that are expected to be displaced by the development, forced to find alternative places to fish. Advertisement Hide Ad Advertisement Hide Ad There are many, many better places for offshore windfarms around Scotland and we have a responsibility to protect the internationally important seabirds breeding around our coastlines. Yet these facts failed to sway the decision. A guillemot flying past St Abb's Head, with a windfarm in the distance (Picture: Jamie McDermaid) | Scottish Seabird Centre Nature loses out again In the face of promises of investment and growth, ministers' commitments to tackling the nature emergency and reversing the calamitous declines in biodiversity once again crumbled. If this story feels familiar, that's because it's one that keeps on repeating itself. In 2008, the SNP government agreed to Donald Trump's proposal to build two new golf courses on the Aberdeenshire coast, overruling advice from conservation charities like the RSPB and the government's own nature adviser, NatureScot (then Scottish Natural Heritage). A decade later, NatureScot confirmed that the damage to the dune network caused by the development was so great that it had 'destroyed the dynamic nature of the site' and the area no longer merited being a protected area as a result. Advertisement Hide Ad Advertisement Hide Ad Yet decision-makers everywhere appear unable to learn from sad stories like this one. For example, the UK Government has this year been promising to dispense with environmental protections to unlock economic growth, with the Chancellor lashing out at bats, newts and even snails for blocking development. The argument that nature is a barrier to growth, and that government's role is to overcome that barrier, is as tired as it is false. Our prosperity and wellbeing is built upon a healthy natural environment. In 2021, the UK Government published a major independent review of the economics of biodiversity by the economist Sir Partha Dasgupta. It concluded that nature 'is our greatest asset', upon which our economies, livelihoods and wellbeing depend. But governments north and south of the Border consistently fail to account for this asset in their decision-making. A kittiwake with its chick (Picture: Emily Burton) | Scottish Seabird Centre 'Compensation' plan not credible In the case of Berwick Bank, the Scottish Government will argue that they have accounted for nature by requiring the developer to have a 'seabird compensation plan' that must be agreed before work can start. This plan will have to set out how the developer will, for example, fund projects that create an additional 260 new gannets a year to compensate for the 260 that may be killed by the windfarm. In smaller numbers, this approach might be feasible. Compensation provides a realistic route for lower-impact windfarms to be built while ensuring there is no net negative impact on our natural environment. But the sheer scale of the challenge for Berwick Bank, which would require compensation for tens of thousands of dead seabirds over its lifetime, is simply not credible. Advertisement Hide Ad Advertisement Hide Ad It is simply the wrong place to build a windfarm. Many other offshore windfarms are being proposed in places where the impact on nature will be a fraction of that of Berwick Bank. Many of these are employing floating wind technology, which has rapidly advanced in recent years, rather than turbines that are fixed to the seabed. This allows development further offshore, in deeper sea that is less important to seabirds and other wildlife. A good example of this is Ossian, a similar sized windfarm to Berwick Bank that also counts SSE Renewables among its backers. In contrast, however, Ossian will use floating turbines and is set to be developed in deeper waters around 80km off the east coast of Scotland, resulting in far fewer risks to wildlife. Better places Offshore wind, and indeed other renewable energy technologies, are not incompatible with nature. It's poor planning and decision-making that fails to value nature which is at the root of conflicts such as this one. A strategic approach to developing Scotland's offshore wind industry would seek to guide development to these lower impact sites, screening out the most sensitive areas of our seas from the outset. This approach would minimise environmental impacts, and it gives developers greater certainty, reducing the risk of conflict and delays. Advertisement Hide Ad Advertisement Hide Ad Ultimately, the offshore wind sector enjoys public support because it promises a greener future. Betray that promise, and its license to operate will inevitably come under ever greater public scrutiny. But Berwick Bank proceeding also threatens lower impact windfarms in other ways. No project is without impact, and many of these windfarms will be required to invest in compensation too. However, there are only so many credible means of delivering compensation for killing seabirds, and the scale of Berwick Bank's requirements threatens to hoover them up and leave little left over for other projects. Similarly, there is only so much government support available for windfarms, and Berwick Bank will require a considerable slice of the pie. All of this is why we and so many others from the nature conservation community are not giving up. Berwick Bank, as it is currently proposed, can and must be stopped. Both to protect nature, and to build a thriving, clean, green offshore renewables industry in Scotland.


Daily Record
4 days ago
- Daily Record
When do Scottish schools go back after the summer holidays? Full list by council area
We've listed every Scottish council and when pupils go back to school at each one. It's been a long six weeks with the kids at home, but the end of the summer holidays is just around the corner. Whether you've made some cherished memories or suffered through endless tantrums this year, Scottish schools are about to start the new term, with some institutions going back as early as next week. But with 32 councils in Scotland, who each have different holidays, it can be difficult to know exactly when your wee ones are due back in the classroom. With this in mind, we've listed all Scottish councils alphabetically and the dates that school pupils return in a bid to avoid confusion (and accidental truancy). So, when exactly do the kids go back? We've gathered all the information in one place so you won't have to fish through the Scottish Government website to find your council and its term dates. Here's everything you need to know to be as organised as possible for 'Back To School' season. When do Scottish schools go back? Full list by council area Aberdeen City Council- Tuesday, August 19 Aberdeenshire Council- Wednesday, August 20 Angus Council- Tuesday, August 19 Argyll and Bute Council- Thursday, August 14 Clackmannanshire Council- Wednesday, August 13 Comhairle nan Eilaen Siar- Thursday, August 14 Dumfries and Galloway Council- Thursday, August 21 Dundee City Council- Tuesday, August 19 East Ayrshire Council- Wednesday, August 20 East Dunbartonshire Council- Thursday, August 14 East Lothian Council- Wednesday, August 13 East Renfrewshire Council- Wednesday, August 13 Edinburgh City Council- Wednesday, August 13 Falkirk Council- Wednesday, August 13 Fife Council- Wednesday, August 20 Glasgow City Council- Thursday, August 14 Highland Council- Tuesday, August 19 Inverclyde Council- Tuesday, August 19 Midlothian Council- Wednesday, August 13 Moray Council- Wednesday, August 20 North Ayrshire Council- Wednesday, August 20 (including Arran) North Lanarkshire Council- Thursday, August 14 Orkney Islands Council- Tuesday, August 19 Perth and Kinross Council- Tuesday, August 19 Renfrewshire Council- Monday, August 18 Scottish Borders Council- Wednesday, August 20 Shetland Islands Council- Wednesday, August 20 South Ayrshire Council- Tuesday, August 20 South Lanarkshire Council- Thursday, August 14 Stirling Council- Wednesday, August 13 West Dunbartonshire Council- Friday, August 15 West Lothian Council- Wednesday, August 13 In other school holiday news, kids in England are to see one of their half-term breaks extended- but will Scotland follow in their footsteps? Some schools south of the border are giving pupils an extra week off in the autumn half-term to allow parents to take advantage of "cheaper holidays". The break is being extended from one week to two in a bid to make holidays more affordable for parents. To compensate, the length of school days will be slightly increased throughout the year. Schools leading the change include North Walsham High School and Long Stratton High School, both managed by the same trust in Norfolk. The Enrich Learning Trust operates North Walsham and Long Stratton high schools. It said: "Having consulted with their school communities, they are planning a pilot of a two-week half-term in October 2025, with the aim of improving attendance in the second half of the autumn term, having had a slightly longer break." But while England is being granted some extra time off, there are currently no plans to change Scotland's school holidays, and there have been little changes in recent times. Even during Covid, in December 2020, proposals to extend the Christmas school holidays were scrapped. So it seems that Scots won't be seeing longer half-term breaks anytime soon. Join the Daily Record WhatsApp community! Get the latest news sent straight to your messages by joining our WhatsApp community today. You'll receive daily updates on breaking news as well as the top headlines across Scotland. No one will be able to see who is signed up and no one can send messages except the Daily Record team. All you have to do is click here if you're on mobile, select 'Join Community' and you're in! If you're on a desktop, simply scan the QR code above with your phone and click 'Join Community'. We also treat our community members to special offers, promotions, and adverts from us and our partners. If you don't like our community, you can check out any time you like. To leave our community click on the name at the top of your screen and choose 'exit group'.