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Education

“For me, it’s the best job in the world” – celebrating World Teachers’ Day

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ON World Teachers’ Day (October 5), the Welsh Government has highlighted the many ways people can begin a career in teaching — with salaries now starting at £33,700 and rising to £146,300 for headteachers.

Teaching remains one of the most rewarding professions, with high demand across Wales, particularly for secondary school teachers in key subjects such as biology, chemistry, design and technology, ICT, mathematics, modern foreign languages, physics and Welsh.

Routes into teaching

To encourage more people into the profession, the Cabinet Secretary for Education, Lynne Neagle, has confirmed a package of incentives for 2026. These include the Priority Subject Incentive, Minority Ethnic Incentive, and the Welsh-language incentive Iaith Athrawon Yfory.
Postgraduate incentives of up to £25,000 are available for those taking the non-salaried route.

A popular alternative is the salaried route, introduced by the Welsh Government in 2020 and delivered by the Open University Initial Teacher Education partnership. The two-year PGCE allows trainees to qualify while working in a school and earning a salary, with their training fees paid by the government.

Since its launch, 505 graduates have qualified through the scheme, with over 60% aged over 30. The route is open for both primary and secondary teaching, covering subjects such as science, maths, Welsh, English (including drama and media), design and technology, modern foreign languages and computing.

Earning while learning

One of those to benefit is Michael Rees, who began as a science technician at Ysgol Gyfun Rhydywaun before completing his PGCE on the salaried route. Now six years into his teaching career, he also mentors new PGCE students.

Mr Rees said: “Every day that I teach feels like a privilege. To be part of a young person’s learning journey and see their interest in science grow is incredibly rewarding.

“For me, it is the best job in the world, and I’m grateful to have had the chance to earn while qualifying. Teaching lets me use both my science and Welsh language skills every day. I’d encourage anyone thinking about it to explore the options and go for it.”

“Vital to attract new talent”

Lisa Williams, headteacher at Ysgol Gyfun Gymraeg Rhydywaun, said flexible routes such as the salaried PGCE are vital for Welsh schools.

She said: “Recruitment, especially in Welsh-medium schools, can be challenging. These pathways open doors for talented people who might not otherwise have entered the profession. They enrich schools with a wider range of experience and skills, strengthening the future of Welsh education.”

Government praise for teachers

Cabinet Secretary Lynne Neagle said the salaried route has transformed access to the profession.

She said: “It’s fantastic that more than 500 people have already trained through the salaried route. As it reaches its five-year milestone, this option continues to change lives and benefit schools across Wales.

“On World Teachers’ Day, I want to thank all our teachers and recognise the incredible work they do in shaping the next generation.”

Dr Sarah Stewart, Director of the Open University in Wales PGCE programme, added: “Five years ago our first salaried students joined us, and since then over 500 people have become qualified teachers. The two-year model allows people to keep earning and brings valuable life experience into the classroom.”

More ways to qualify

Other options include full-time or part-time PGCEs for primary and secondary levels, and a three-year undergraduate degree route for primary teaching. Financial support and maintenance grants may be available.

For more information about teaching routes and incentives, visit the Welsh Government website.

 

Education

Tenby students compete in UK robotics challenge

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STUDENTS from Ysgol Greenhill in Tenby have taken part in the FIRST Tech Challenge UK & Ireland competition, showcasing their engineering and computing skills at a national robotics event.

The Tenby Techno Team travelled to the University of Wales Trinity Saint David’s School of Applied Computingwhere teams from across the UK and Ireland gathered to compete in the international robotics programme.

The competition challenges students to design, build and programme robots capable of completing tasks on a specialist arena, testing both technical ability and teamwork.

The Tenby team said they were proud to be competing and were supported during the event by former computing students Issac, Ieuan and Finley, who returned to help the team as volunteers.

Organisers of the programme say the FIRST Tech Challenge aims to inspire young people to pursue careers in science, technology, engineering and mathematics while building practical problem-solving skills.

The team also thanked Valero Pembroke Refinery and Tenby Round Table for sponsoring the project, along with Marc Ingram, who provided advice and guidance during the build and preparation stages.

More updates from the competition are expected as the event progresses.

 

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Education

Port joins careers event for Pembrokeshire pupils

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THE PORT OF MILFORD HAVEN joined students from schools across Pembrokeshire for a careers event aimed at inspiring the next generation of workers in the region.

The event, organised by the SPARC Alliance, took place at the Canolfan Arloesedd y Bont / Bridge Innovation Centre. Pupils were given the opportunity to learn about a range of career opportunities available at the port and the wider maritime sector.

Representing the Port of Milford Haven were Pilot Jamie Furlong, Project Manager Claire Lawrence, Environmental & Sustainability Assistant Bethan Davie, HR Director Vidette Swales and Stakeholder Engagement Executive Emily Jones.

Students spoke directly with the team about different roles within the organisation and the skills needed to work in areas such as shipping operations, project management, environmental work and stakeholder engagement.

The Port thanked the SPARC Alliance for hosting the event and said supporting initiatives that connect young people with employers and highlight opportunities in Pembrokeshire is something it is proud to be part of.

 

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Education

Influencers amplify misinformation and online toxicity, study finds

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SOCIAL media influencers can significantly increase the spread and toxicity of misinformation online, according to new research led by academics at Cardiff Business School.

The study, published in the journal Psychology & Marketing, analysed brand-related misinformation and associated user comments across forty-seven brands in nine industries over a three-year period. Researchers say it is the first study to measure how online toxicity differs when misinformation comes from influencers rather than ordinary users.

Brands increasingly rely on social media influencers to reach audiences, with spending on influencer marketing hitting a record $33bn in 2025. While influencers can drive engagement and sales, the communities built around them can also amplify inaccurate claims and direct hostility towards brands.

The research found that regular social media users who spread misinformation are often challenged or criticised by other users. As a result, discussions tend to become more civil over time as inaccuracies are corrected.

Influencers, however, face the opposite incentive. Their visibility, engagement and profits often increase when posts generate controversy or strong emotional reactions.

The analysis found that online toxicity was particularly high when influencers discussed socio-political issues, where public emotions and stakes are greater.

Lead author Dr Giandomenico Di Domenico said: “Social media influencers often have huge followings that are extremely valuable for brands seeking to increase sales.

“But our research shows the negative consequences when influencers endorse or amplify misinformation. Under the same conditions that increase their visibility and influence, influencers also generate significantly more toxic engagement than regular users.”

He explained that the close relationships influencers cultivate with their followers play a key role.

“Unlike regular users, influencers form parasocial bonds with their communities. These relationships make followers far more likely to support or defend claims without critically questioning them.

“This means misinformation introduced within these networks does not simply attract attention — it can transform scattered reactions into collective, belief-driven antagonism.”

The researchers identified two key mechanisms that strengthen misinformation when it comes from influencers.

The first is “legitimation”, where the influencer’s endorsement lends credibility to a claim. The second is “community enmeshment”, where followers rally around the influencer and reinforce the narrative.

When combined, these factors can create what researchers describe as “toxic echo chambers”, producing a self-reinforcing cycle in which toxicity increases engagement — and engagement encourages further inflammatory content.

The study highlights how these dynamics played out in early 2025 when several TikTok influencers posted viral videos claiming luxury brands including Hermès, Louis Vuitton and Chanel secretly manufactured products in Chinese factories while marketing them as “Made in France” or “Made in Italy”.

The videos presented the claims as exposés of industry deception but offered no verifiable evidence. Despite this, they generated millions of views and fuelled widespread online debate about authenticity, ethics and transparency in the luxury industry.

Dr Di Domenico said the example illustrates a growing tension within influencer culture.

“Despite the positive impact influencers can have on marketing outcomes, their prominence also introduces new risks,” he said.

“When misleading or controversial claims are amplified by influencers, the resulting backlash can create highly toxic environments that damage brands and distort public understanding.”

The research paper, titled Don’t You Know That You’re Toxic? How Influencer-Driven Misinformation Fuels Online Toxicity, is published in Psychology & Marketing.

 

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