Scottish Government Blogs

May 25, 2016
by Ruth Allen
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Scottish Natural Heritage – May 2016 e-newsletter

The latest edition of the Scottish Natural Heritage (SNH) e-newsletter is now available online.

This edition has articles on Pentland Action, the 10th anniversary for Glasgow Green Network and exciting opportunities for students and graduates who will be based across various National Nature Reserves managed by SNH.

Further Information

May 24, 2016
by planningarchitecture
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SEA HRA Forum

Scotland’s first combined SEA and HRA Forum was held at Atlantic Quay in Glasgow on 28th April.

The forum provided an opportunity for both SEA and HRA practitioners to get together and share experiences, knowledge, good practice and ideas.

Over 90 delegates attended the forum chaired by Professor Thomas Fischer from the University of Liverpool, contributing through plenary and discussion sessions, and a programme of SEA and HRA workshops.

   

The presentations and workshops were given by the Scottish Government, EPA Ireland, SNH, SEPA, Historic Environment Scotland, and Stirling, Falkirk, Clackmannanshire and South Lanarkshire Councils.
The workshops were a mix of HRA and SEA topics, including discussion on raising the profile of SEA, the lost art of post adoption statements, proportionality in the HRA process and supporting HRA on the Firth of Forth, amongst others.

If you have any further feedback or suggested topics to be covered at the next forum, please let us know at SEA.Gateway@gov.scot.

All of our SEA HRA forum presentations are online.

A big thank you to all those that attended, contributed and presented on the day. The feedback received on the day was overwhelmingly positive.

May 24, 2016
by Katrina Coutts
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Maths. It’s time we appreciated it

Technology expert Chris van der Kuyl, the developer behind Minecraft Xbox 360, the fastest selling Xbox Live game in history, believes everyone can – and must – get to grip with numbers.

To me, maths is something fundamental to everyday life – but I don’t think people have enough of an appreciation of it.

I don’t know anyone who doesn’t use maths in daily life. Often, you are not thinking about it. But when you have that understanding of it, you can step back and think about whether there’s a better way to do something – a more efficient way.

Image of Chris van der Kuyl

Chris van der Kuyl says maths skills are number one in his field

In my world, there’s no life of a software engineer or artist in computer games without maths. It’s the number one skill over everything. Maths first, physics second and then understanding technology comes a distant third. If you don’t have the fundamental maths knowledge then you can’t programme a computer.

A maths engine

 

I have a constant stream of kids coming to me saying they want to get into this field. I say “you do realise that means you need to get as far in maths as you can”. Dealing with 3D graphics is nothing other than maths. Take away the fancy lights on a computer game and it’s just a maths engine behind it. It makes a lot of them realise they can’t avoid it.

I feel I’m one of the lucky ones. I always found maths quite interesting and could see the applications from it at a pretty early age in programming and graphics.

Fundamental building block

 
I started programming computers when I was about nine years old. Back then, especially, you really had to have a good grasp of maths to be able to programme. It’s different in many ways now but in many ways it’s not. Maths is still the fundamental building block of everything within technology.

Binary maths is the foundation of every computer ever built. People glaze over and say, “I couldn’t possibly understand that”. But the binary system is the easiest thing in the world as it’s either 0 or 1. If you can understand how to count with ten numbers you can count with two.

Understanding the applications

 

Image of a Minecraft version of the Forth Road Bridge

Minecraft allows young people to create all kinds of designs

Conceptually, some areas of maths are a bit tricky and not normal, but as soon as you understand how to apply it the fog begins to clear. To me that’s one of the big problems with how I see maths taught. But I’m sure that’s changing. Give young people a practical reason to solve a maths problem and they’ll solve it.

Take Minecraft for example. You can use that to teach the fundamentals of maths. Kids absorb it instantly. We’re seeing six, seven, eight-year-olds building incredibly complex geometric patterns.

It’s complete nonsense that some people just aren’t able to do maths. It’s fair to say there are some incredibly complex forms of maths, as with literature, that are very deep. 99% of the population doesn’t need to be able to delve into Fermat’s Last Theorem.

But that really hard ‘Beautiful Mind’ type stuff isn’t maths in its entirety. That’s one bit of very niche maths. On the journey to that there’s a whole world of maths with thousands of applications which are very accessible.

Developing a deeper understanding

 

There are challenges there. I don’t think people have enough time on the basic understanding. People, in my view, who were taught abstract concepts and couldn’t get their head around it just didn’t move on. That, in many ways, is the problem for the maths world.

If people do have a slightly deeper understanding it becomes really easy to learn new things and adapt to new systems and processes. I think that’s the difference between someone implementing something and someone really understanding something.

You need five, six and seven-year-olds to get excited about maths, but a lot of primary teachers possibly don’t have maths at the top of their agenda.

Curriculum for Excellence is a step forward but I think we can still do better. I still think there’s not enough of a focus on taking maths in to other subject areas, because that’s where it becomes real.

For example, in code-breaking you can combine maths with literacy, looking at formulas in words and word patterns. Art is another obvious one – it’s full of maths, such as the rule of thirds. Bring that out and that big cohort of brilliant visual people who said they couldn’t do maths suddenly can. And music, one of my passions, is all about mathematical patterns. Even down to the level where you look at the maths that governs the frequencies we hear. It’s a fantastic tool to teach maths.

Role of business

 

Business has a huge part to play in engaging with education. We need to see sponsors from industry saying this is what maths means to us every day of the week. After all, if people are leaving education to enter the workplace and don’t have the skills we need, that’s a problem. I’ve had pretty serious conversations with universities to say, unless you go to this level of maths there’s no way we’d even interview people. I’ve been pretty successful with that so far but we need to keep on top of it.

Chris van der Kuyl is Chair of 4J Studios in Dundee and Visiting Professor of Digital Entertainment at University of Abertay Dundee.

 
A shortened version of this article appeared the The Herald’s Agenda column on Monday 23 May.

May 23, 2016
by Ruth Allen
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SEWeb – A vote for LIFE

Since 2005, the Best LIFE Environment projects have been recognised at an annual award ceremony and for the second year running, you have the chance to choose your favourite project!

A total of 25 projects have been shortlisted for the LIFE Citizens’ Award – 24 Best LIFE Environment projects, plus one LIFE Information & Communication project with an environmental theme – and these have been meticulously selected by environmental experts according to rigorous criteria.

The one with the most votes will be presented with the LIFE Citizens’ Award for environment at EU Green Week in Brussels on 31 May 2016 and this is where we need your help! Vote for the SEWeb project!

For the past five years, the Scottish Environment Protection Agency (SEPA) has worked with key partners, including Marine Scotland, to create a valuable source of information and data that informs, educates and helps people to understand their environment. The project has been recognised as an example of best practice in sharing open data and partnership working, and changed the way people access and use environmental data.

The public voting for the LIFE Citizens’ Award is now open to everyone!

Voting will end on Monday 30/05/2016.

More Information

May 23, 2016
by Elizabeth Sloan
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Tackling Female Genital Mutilation: The Ruby Project

The Ruby Project

by Hanna Jedh

In February, the Cabinet Secretary for Social Justice, Alex Neil visited Glasgow Rape Crisis Centre to launch Scotland’s National Action Plan to Prevent and Eradicate Female Genital Mutilation 2016-2020. For the Ruby Project and the women we work with, this had special significance, showing that FGM was on the Scottish government’s agenda and that violence against women in ethnic minority communities was being taken seriously.

The Ruby Project is part of Glasgow Rape Crisis Centre and supports female survivors from black and ethnic minority (BME) backgrounds. We specialise in supporting women affected by specific cultural practices that include honour-based violence, forced marriage and FGM – in addition to non-culturally specific issues like rape, sexual violence and child sexual abuse. I work solely with asylum-seeking and refugee women, and the majority of women supported by the Ruby Project are not born in Scotland.

In 2015, the Ruby Project worked with women from 14 different countries where FGM is prevalent. Some of these survivors needed support specifically for trauma as a result of FGM, while many others disclosed recovering from multiple traumas of which FGM was only one part. Several women were fighting to stay in the UK in order to protect their daughters from FGM. Almost every survivor from these countries knew of a girl who had died as a result of an FGM procedure.

One of the emphases of the National Action Plan is prevention of FGM. Prevention work often focuses on young people, education and legislation. It may not be obvious how the Ruby Project’s support work of adults who have already experienced FGM fits into the preventative model. However, research shows that when we support a woman around her own trauma, she is more likely to actively oppose FGM of her own children, making it more likely that the cycle stops with her. As an organisation, we are satisfied that the Action Plan recognises the range of components and agents needed to be able to put an end to FGM, including support for survivors. Thanks to funding from the Scottish government, we play our part by offering FGM survivors advocacy, and group and one-to-one therapeutic support.

In a sense the issue is of FGM is simple: it is human-inflicted violence on women that is a breach of their human rights. But when it comes to engaging with its prevention, the discussion becomes more problematic. Cultural relativism can portray it as a practice misunderstood by outsiders, whose intervention is misplaced and unnecessary.  Also complicating the issue is the reality that instigators of FGM are family members, and perpetrators are female. FGM does not always fit into stereotypical gender-based violence scenarios. But our approach at the Ruby Project is to listen to women actually living with FGM, who are the experts of their own situations. The reactions of survivors of FGM are as varied as any group of traumatised people. There is often sadness, frustration, feelings of dissociation from their own bodies, and anger towards their own culture or themselves. Sometimes there is a sense of matter-of-factness: ‘This happens – I don’t like it, but I don’t see how it could change.’

The significance of FGM within a woman’s life is not as a single event – it is an ongoing trauma with lifelong impacts. FGM survivors experience similar symptoms to rape survivors, such as PTSD, depression, flashbacks and nightmares. Beyond this, there are serious long-term physiological effects specific to FGM that have negative impacts on family relationships, education and social abilities.  FGM prevents girls from reaching their full potential both as individuals and within society.

 It is important to understand that the practice of FGM does not happen in isolation. FGM is connected to other forms of oppression and how women’s autonomy is sanctioned within a culture. Women we meet have often come from situations where violence against women and gender inequality is accepted, systematic and rife. We often meet survivors for whom FGM is only one part of their traumatic life story, which may also include child sexual abuse, physical and psychological violence, forced marriage, rape, trafficking and sexual exploitation.

The women we work with are well-aware of the negative effects of FGM and are opposed to cutting their own children. They talk about how they have felt powerless to argue their cases to husbands, extended families or elders in their communities – and these feelings of powerlessness can persist in their new home country. They need support to stand up for themselves and their daughters.

It is crucial that governments including our own openly tackle the issue of FGM in order to demonstrate support for women in such situations. Women and their communities need to be consulted in the development of policy and legislation. As with other forms of gender-based violence, legislation is helpful, but just as important are opportunities for women to speak out, greater community engagement, and training for frontline staff to respond to FGM. As the Action Plan states, there is a need for professional frontline staff to receive training and feel able to speak to women about their rights in Scotland and laws and policies on FGM.

At the Centre, we hear both good and bad stories of how services in Scotland treat survivors of FGM. We hear about sympathetic midwives who explain Scottish law to newly arrived and isolated women, setting them on the road to recovery. Due to a conversation like this, a survivor might feel trust enough to speak about her gynaecological problems and disclose her experiences, or understand that she can seek asylum to protect her own child, or feel able to challenge people in her community when they speak about the necessity of FGM. I hope the action plan will create more of these positive and empowering meetings, leading to more survivors feeling supported by and a part of Scottish society.

It is important to remember that being cut is only one aspect of many women’s lives – it does not define who they are. Every woman we see at the centre has her own individual story, her own aspirations and abilities. For all survivors, it can be difficult to see personal experiences as part of a wider context. It is particularly difficult for FGM survivors, as they often come from communities in which FGM was an integral component of being a woman, while at the same time they live in a country where FGM is not openly discussed and is therefore either invisible or alien.

As we have seen with recent institutional sexual abuse scandals, it is difficult for survivors to speak out when they think no one will listen to or understand them. Similarly, FGM survivors often assume that no one will listen or understand. Just as we cannot turn a blind eye to child sexual abuse even though it is complex to prevent and eradicate, we cannot ignore FGM in Scotland’s newer communities. These women’s lives matter as much as anybody else’s in Scotland.

By Hanna Jedh, Independent Sexual Violence Advocate, The Ruby Project

May 23, 2016
by Scott McLear
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Our new approach to Benefits Realisation

This is a post by Scott McLear, our Digital Communications and Engagement Manager

A measurement and benefit framework was established in 2012 to show the positive impact of the strategy Scotland’s Digital Future: Delivery of Public Services.

Methodology used to help capture evidence of benefits was heavily based on survey feedback from Citizens and Public Sector organisations. Since the survey was compiled, the Digital Directorate have developed new National Level Action programmes to support delivery of the strategy. This meant that we couldn’t easily adapt the survey to include them.Going forward

We recognise and accept that we made mistakes previously when we collected information from public sector organisations, but working with colleagues in the User Research team, a review and redesign of the Digital Public Services measurement and benefits framework has been undertaken.

We will use the Scottish Approach to Service Design – ensuring our project is led by user focussed service thinking. This approach will help us understand the current landscape of users, define the problems with the current framework and identify opportunities for development. This work will inform the development, prototyping and testing of a new framework that meets the needs of the wide range of people involved in contributing to and managing the benefits realisation of the Digital Public Services strategy.

This work will help us implement: 

  • a flexible system that can be adapted to capture new initiatives
  • a standard and consistent approach to benefits realisation across the DPS Portfolio that has added value for everyone
  • measurement of value at the outset of programmes, projects and initiatives
  • benefit realisation and baseline positions in initial business cases
  • regular benefit reporting from programmes, projects and initiatives to the Portfolio Management Office.  This will allow the PMO to provide comprehensive reporting on the Portfolio benefits of the strategy to wide ranging audiences
  • Programme and Project Managers have a credible and robust evidence reporting process for benefits to wide ranging audiences
  • clear and direct links of programmes, projects and initiatives to the strategy

Discovery Sessions

We aim to work closely and in partnership with public sector organisations to put user needs at the forefront of service delivery and design, so we have planned workshops over the next couple of months to include Citizens and Public Sector organisations in the development of our new approach.Attending these sessions will help us build a picture of the current complexity and challenges, and understand the positive and negative aspects of the current framework (including process, objectives, and activities).

It will also help us understand how stakeholders/users use the data created by the framework, and their perception of the measurement and benefits framework.

If you would like to attend any of the workshops please get in touch with the team by emailing dps@gov.scot 

Get in touch 

We’ll be sharing updates on this, and much more on social, so follow the team via @digitalscots for more updates. Want to comment? Get in touch below!

May 20, 2016
by Katrina Coutts
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Maths anxiety – a self-fulfilling prophecy we need to tackle

Mike Ellicock, Chief Executive of UK charity National Numeracy, explains how developing a growth mindset could be the antidote to the maths anxiety experienced by millions in the UK.

However maths makes you feel, you’re not alone

Imagine the scenario…

Image of Mike Ellicock

Mike Ellicock believes we need to develop a growth mindset

You are faced with a task that involves numbers. This might be a stock take at work, hunting for the best multi-buys in the supermarket, desperately trying to resolve the bill with friends in a restaurant, or helping the kids with their homework. Wherever you are, the rising panic starts from your belly and works its way up. Your heart starts pounding, your palms are sweaty. Your mind feels blank. You might try and hide the way you feel. You might have flashbacks to how maths lessons made you feel at school. You might even blurt out ‘I’m rubbish at maths’ to try and ease the tension.

These are symptoms of maths anxiety.

According to Sian Beilock, professor of psychology at the University of Chicago, ‘for someone who has math anxiety, the anticipation of doing math prompts a similar brain reaction as when they experience pain — say, burning one’s hand on a hot stove.’(1)

The impact of a mind blank

 
These feelings are common amongst millions of adults in the UK. The impact of having a mind blank like this can significantly affect not only individuals’ life chances, but also the UK economy and international competitiveness.(2)

Yet for a problem which affects so many of us, we very seldom talk about it. At National Numeracy, we are trying to change that. We are a charity that helps people in the UK to improve their everyday maths skills. We don’t believe there is a maths gene allowing the lucky few to be good at maths. With belief and effort, anyone can improve.

Image for 'maths anxiety'

Millions in the UK can find their mind goes blank when faced with numbers

Can we cure maths anxiety?

 
Our ideas about where educational ability comes from have a strong effect on how we react to problems involving numbers. We’re much less likely to feel stressed by a maths problem if we believe we can improve with practice.(3)

This belief that you can learn anything if you’re willing to try, persevere and attempt different approaches is a characteristic of a growth mind-set – the antidote to maths anxiety.

Stanford University Professor Jo Boaler has proven the connection between struggle and brain growth. She has used the growth mind-set approach with hundreds of maths teachers, encouraging them to celebrate mistakes and recognise that to struggle is valuable.(4)

But what can we do to harness this power?

 
Through the National Numeracy Challenge (an interactive website which anyone can use to confidentially assess and improve their everyday maths skills), we asked around 12,000 people a few questions.
These included:

• When you get stuck with maths, can you think of different ways to keep trying?
• Do you think that everyone struggles with maths sometimes?
• Does your mind go blank when you need to do maths?

The links between people’s answers to these questions and how their numeracy levels improved are fascinating:

1) People who agreed that maths makes their mind go blank were much less likely to improve using the Challenge ‘check-up’ tool.
2) Those who agreed that they could think of different ways to keep trying were more likely to improve.
3) People who believe that everyone struggles with maths sometimes were more likely to improve their numeracy levels.

What blew us away was the significance of these findings (5) which powerfully support the idea of a growth mind-set. This suggests that ‘I can’t do maths’ is a self-fulfilling prophecy rather than a genetic or hereditary position.

We are continuing to grow this work and to look for ways to help people feel less anxious about maths. You can help us by spreading the message that anyone can improve if they try. Thousands of people are already doing so through the National Numeracy Challenge.

Developing confidence

 
And for those who face the pounding heart and sweating palms of maths anxiety, we’d like to see these people develop the confidence to take a deep breath, slow down and remember that they don’t have to solve this instantly. It might mean writing it down or drawing it out, grabbing a phone to use the calculator, or asking a colleague, bank advisor, or whoever has presented the information.

But most importantly, we want people to know that it’s ok (and perfectly normal) to struggle. That’s how we learn.

Read more on attitudes to maths in the National Numeracy think piece here or visit the Essentials of Numeracy to see how the components of being numerate relate to everyday life.

Mike Ellicock is Chief Executive of National Numeracy, an independent charity established in 2012 to help raise low levels of numeracy among both adults and children and to promote the importance of everyday maths skills.

 

Footnotes

1 http://news.uchicago.edu/article/2012/10/31/when-people-worry-about-math-brain-feels-pain
2 http://www.nationalnumeracy.org.uk/why-numeracy-important
3 Dweck, Carol. 2008. “Mindset and Math/Science Achievement “. Teaching & Leadership: Managing for Effective Teachers and Leaders.
4 http://www.youcubed.org/wp-content/uploads/Positive-Classroom-Norms2.pdf
5 Statistically significant with Chi-squared test results of X2 (3, N = 12583) ≥ 32.33, p < 0.001 for all three questions

May 20, 2016
by Lyndsay Cruickshank
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Alba na Mara: Survey 0916A Programme

Duration: 19 May – 07 June 2016

Fishing Gear: Scallop dredges

Project: 20 days, SU02NS

Objectives:

  1. To carry out a survey of scallop stocks on the East Coast;
  2. To age, measure and assess shell damage on all scallops caught;
  3. To collect information on by-catch of other commercial fish and shellfish species;
  4. To identify and quantify numbers of starfish species in all dredge tows;
  5. To collect flesh samples for genetic/parasite and toxin analysis back at the laboratory;
  6. Arrange collection of live scallops for return to the lab during the survey; and
  7. Collect clapper shells during survey which will be aged, measured and damage assessed.

Procedure:

The survey will depart from Fraserburgh on 19 May.  After drills, the vessel will head for the first station, the location of which will be decided by the Scientist-in-Charge, in conjunction with the captain.

Scallop dredge hauls will be made at sites used on previous surveys as shown Figure 1.  Hauls will be of 30 minutes duration.  From each haul all of the scallops will be measured to the half centimetre below and aged.  Numbers and size distribution of commercial fish and shellfish species will be recorded along with scallop shell damage and starfish numbers and species.  Tissue samples will also be collected from selected sites and frozen for toxin analysis back at the laboratory.  Scallops will be collected for genetic analysis and some will also be returned live back to the lab for parasite analysis.

Data will be collected on the number of “clappers”.  These are empty scallop shells with both valves still attached at the hinge.  The ratio of “clappers” to live scallops can be used as an estimate of recent mortality.

The survey will end in Fraserburgh on 7 June where all equipment and staff will then return to the laboratory.

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Further Information:

Figure 1

Figure 1 Alba na Mara survey 0916A

May 19, 2016
by Ruth Allen
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European Maritime Day: Part Two – the SIMCelt project

The 18th and 19th May celebrate European Maritime Day (EMD) - the annual meeting point for Europe’s maritime community to network, discuss, and agree joint action on work connected to the marine environment.

EMD 2016 has been organised in cooperation with the City of Turku and the Finnish government and focuses on the theme of “Investing in competitive blue growth – smart and sustainable solutions”.  More specifically it will focus on identifying and highlighting the practical steps needed to drive blue growth investments, as well as innovation and change in the blue economy.

In celebration of this, over the next two days we’re going to blog about two new projects that Marine Scotland has been involved with – the NorthSEE project and SIMCelt project.

Scotland’s National Marine Plan, published in March 2015, provides a single framework for sustainable management of Scotland’s seas. It has been designed to support the development of future regional marine plans and also ensures that the Scottish Government meets EU Regulations around planning, especially where sea boundaries are shared. For the first time, sea areas who are managed by different organisations – including Marine Scotland – will participate in two European Commission funded projects in the Celtic and North Sea. As partners on both projects, the Scottish Government will be sharing resources, joining up activities where possible and sharing lessons learned.

The SIMCelt Project

The Supporting Implementation of Maritime Spatial Planning in the Celtic Seas (SIMCelt) project has secured funding from the European Commission to run a Marine Spatial Planning project in the Celtic Seas.

Over the next two years in Scotland, the project will support regional marine planning by testing new stakeholder engagement tools in the Clyde Marine Region and it will explore the challenges of cross-border spatial planning in the Solway Marine Region. The project brings together a number of partners – research organisations, marine planning authorities and marine management bodies – who have extensive experience with regard to marine planning, policy and management.

SIMCelt Partners:

  • University College Cork – National University of Ireland (Lead Partner)
  • Scottish Government
  • Service Hydrographique et Océanographique de la Marine (France)
  • The University of Liverpool (UK)
  • Agence des Aires Marines Protégées (France)
  • Marine Institute (Ireland)
  • Department of the Environment (Northern Ireland)

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Written by

Andronikos Kafas  and Lynsay Ross, Marine Scotland.

Further Information

May 18, 2016
by Ruth Allen
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European Maritime Day: Part One – the NorthSEE project

European Maritime Day logo

The 18th and 19th May celebrate European Maritime Day (EMD) - the annual meeting point for Europe’s maritime community to network, discuss, and agree joint action on work connected to the marine environment.

EMD 2016 has been organised in cooperation with the City of Turku and the Finnish government and focuses on the theme of “Investing in competitive blue growth – smart and sustainable solutions”.  More specifically it will focus on identifying and highlighting the practical steps needed to drive blue growth investments, as well as innovation and change in the blue economy.

In celebration of this, over the next two days we’re going to blog about two new projects that Marine Scotland has been involved with – the NorthSEE project and SIMCelt project.

Scotland’s National Marine Plan, published in March 2015, provides a single framework for sustainable management of Scotland’s seas. It has been designed to support the development of future regional marine plans and also ensures that the Scottish Government meets EU Regulations around planning, especially where sea boundaries are shared. For the first time, sea areas who are managed by different organisations – including Marine Scotland – will participate in two European Commission funded projects in the Celtic and North Sea. As partners on both projects, the Scottish Government will be sharing resources, joining up activities where possible and sharing lessons learned.

The NorthSEE Project

The North Sea Perspective on Shipping, Energy and Environment Aspects in Marine Spatial Planning (NorthSEE) project has secured funding for a three-year programme of work through the European Territorial Cooperation fund.

The project will look to increase the effectiveness of marine spatial planning by co-ordinating all of the Marine Spatial Plans in the North Sea Region. The project aims to find solutions and approaches to trans-boundary planning by working together to identify synergies and mis-matches of planning processes.

The NorthSEE Partners are a combination of National and Regional Public Authorities as well as Higher Education and Research facilities:

National Public Authority project partners:

  • German Federal Maritime and Hydrographic Agency (Lead Partner)
  • Scottish Government
  • Dutch Ministry of Infrastructure and the Environment
  • Belgian Ministry of Environment
  • Belgian Federal Government Service for Mobility
  • Director General Maritime Transport)
  • Norwegian Ministry of Climate and Environment
  • Swedish Agency for Marine and Water Management
  • Danish Ministry of Environment (Aalborg University)

Higher education and research project partners:

  • Aalborg University (Denmark)
  • Carl von Ossietzky
  • University of Oldenburg (Germany)
  • World Maritime University (Sweden)
  •  NHTV University of Applied Sciences (Netherlands)
  • Institute of Marine Research (Norway)
  • Norwegian Environment Agency (Norway)
  • University of Aberdeen (Scotland)

Regional public authority project partners:

  • Province of Noord-Holland (Netherlands)

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Written by

Andronikos Kafas  and Lynsay Ross, Marine Scotland.

Further Information