Fully funded research opportunity aims to widen access for disadvantaged students

SWANSEA UNIVERSITY has been selected to host a prestigious artificial intelligence research programme supported by Google DeepMind, offering fully funded opportunities to undergraduate students from disadvantaged backgrounds.

The Research Ready AI Programme will run from June 8 to July 31, 2026, providing participants with hands-on experience in areas including machine learning, robotics, natural language processing and data science.

Students will also benefit from industry engagement, mentoring from leading researchers, and the opportunity to present their work at a final research conference.

The initiative is designed to widen participation in the rapidly growing AI sector by supporting students who may not otherwise have access to research opportunities.

Participants will receive a weekly stipend, free accommodation and travel costs, ensuring financial barriers do not prevent involvement.

Training will include sessions delivered by a Turing Fellow alongside academic experts, giving students insight into cutting-edge research and career pathways in artificial intelligence.

An online information webinar will take place on Tuesday (Feb 25), with applications closing on March 15.

Organisers say the programme aims to build confidence, skills and networks among students who are traditionally under-represented in AI and technology careers.

Swansea University was chosen to host the programme following a competitive selection process, reflecting its growing reputation in computational research and innovation.

ESTYN’S Chief Inspector has praised examples of strong practice across Wales’ education system but warned that weaknesses in literacy, teaching quality and leadership are still holding too many learners back.

The findings are set out in the education watchdog’s Annual Report, published today, which draws on inspection evidence from schools, colleges, training providers and wider education services during the 2024–2025 academic year.

While the report highlights encouraging developments — including improvements linked to curriculum reform and new national education bodies — it concludes that the system has not yet worked cohesively enough to ensure consistently high-quality teaching and learning across Wales.

Inspectors identified positive examples, including schools adopting structured approaches to reading, providers building strong professional learning cultures, and local authorities expanding Welsh-medium specialist provision.

However, long-standing challenges remain. These include inconsistencies in leadership and self-evaluation, recruitment difficulties, uneven access to high-quality professional development for teachers, and weaknesses in core skills such as reading, mathematics and digital competence.

Owen Evans, Chief Inspector, said: “This year’s report certainly points to grounds for optimism. Ongoing reform to the curriculum, the new School Improvement Programme, the establishment of Adnodd and Dysgu, and the first fully operational year of Medr provide opportunities to strengthen coherence across the system.

“We are, however, acutely aware of the increasing pressures on providers, including financial constraints, growing numbers of learners educated other than at school and rising demand for specialist provision. Concerns around literacy levels and teaching quality across Wales remain and without a sharper and more sustained focus in these areas, too many learners will continue to fall short of their potential.”

The report reviews inspection and thematic findings from the past academic year across eighteen sectors, including schools, non-maintained nursery settings, further education colleges, apprenticeships, initial teacher education, Welsh-language immersion provision and youth work.

It also examines how well education providers are addressing key challenges facing learners in Wales. Priority themes this year include developing humanities teaching, supporting pupils from Gypsy, Roma and Traveller communities, strengthening independent thinking skills, improving literacy and numeracy across the curriculum, and the impact of leadership on teaching quality.

Mr Evans added: “I would like to thank all settings, providers, staff and learners who continue to demonstrate dedication and commitment despite significant pressures. Estyn remains committed to providing rigorous, constructive and fair independent scrutiny.

“I’m proud to include the innovation and strong practice we have seen across Wales and am optimistic that we can build on these strong foundations. However, decisive action is needed to address systemic weaknesses. We will continue to play our part by highlighting best practice, challenging underperformance and supporting improvement — for learners, for Wales.”

Alongside best-practice case studies, this year’s report is accompanied by a series of podcasts featuring education professionals and learners discussing themes such as apprenticeships and developing independent thinking.

AN INNOVATIVE Pembrokeshire scheme improving asthma care for primary school children has been recognised at an event held at the Senedd on Monday (Jan 27).

The Pembrokeshire Schools Respiratory Project, which has been running since 2023 across North and South Pembrokeshire school clusters, delivers in-school respiratory reviews and education sessions for pupils, parents and teaching staff. It is believed to be the first programme of its kind in Wales.

Samuel Kurtz met with project lead, Narberth-based pharmacist Dave Edwards, along with representatives from Asthma + Lung UK to mark the project’s success.

Mr Edwards said respiratory conditions place a significant burden on children and their families, as well as on the wider healthcare system.

“Our aim is to confirm diagnoses, educate pupils and parents about their condition, emphasise adherence and inhaler technique, and ensure every child has a personalised treatment plan that gives them good control,” he said. “This project demonstrates how local health initiatives can make a real difference.”

As part of the scheme, Year 5 and Year 6 pupils received sessions on the dangers of smoking and vaping, highlighting the impact of these habits on respiratory health. Parents and school staff were offered training aligned with the National Review of Asthma Deaths recommendations and delivered through the ‘Asthma Fit’ programme.

The sessions covered common childhood respiratory illnesses, recognising asthma symptoms, correct inhaler technique, the features of good asthma control, and the importance of having clear action plans for worsening symptoms.

Schools participating in the ‘Asthma Fit’ programme have introduced strengthened asthma policies, including appointing a designated asthma lead, maintaining an up-to-date inhaler register, implementing individual asthma action plans, and ensuring staff are trained to respond quickly and appropriately to attacks.

The project also aligns with national guidance, including the RCP’s National Review of Asthma Deaths report, NHS England’s National Bundle of Care for Children and Young People with Asthma, and the All Wales Paediatric Asthma Guidelines.

To date, 583 children have been reviewed, with more than 65% showing improved asthma control scores. Treatment has been optimised for 65% of pupils, contributing to fewer hospital and out-of-hours visits. The project has also delivered environmental benefits, with carbon savings estimated to be equivalent to more than 70,000 car miles.

In the Autumn Term 2025 alone, 75 pupils received reviews, personalised action plans and inhaler education.

Mr Kurtz said: “I am delighted to celebrate the success of this Pembrokeshire project in the Senedd. It has helped children, parents and schools manage asthma better, easing the burden on GPs and emergency care. Behind every statistic is a real child seeing real improvement.

“I am extremely proud that a Pembrokeshire-based project is leading the way in asthma management and acting as a flagship for other areas across the UK. I am also pleased to hear that plans are already in place to expand the initiative to more schools over the next two years — it thoroughly deserves continued support.”