A country should judge the effectiveness of its public services through the experiences of those who fare least well. In Scotland, where many acknowledge the education system to be progressive, children from the Scottish Gypsy/Traveller community have been educationally disadvantaged for generations. Frequently, the children receive no schooling or they opt out at an early age. Scottish Gypsy/Travellers are from a tradition of nomadic communities across the UK, which also includes Romani Gypsies, Welsh Travellers and Irish Travellers. A key concern for communities is sustaining their culture. Most believe that schools fail in preparing their children for Gypsy/Traveller lives. Boys often leave at age 11 to take up opportunities offered through family businesses. Girls leave to be trained in domestic skills by mothers. Recent research findings (STEP, 2023) showed that the involvement of women was key to developing culturally relevant school experiences. However, the modest knowledge that women had of the modern education system was largely based on their own past experiences, which included an inflexible curriculum and frequently involved racism and discrimination from fellow pupils and staff. The women in the study were unaware of the changes to the system over the past 10 years. For example, while pre-school nursery is encouraged and places are free in Scotland, few mothers took up the offer—to do so would be a failure in their maternal duties. The research recommended that educators collaborate with communities to increase women’s knowledge of the system, to empower them to make decisions about their own, and their families’ education in line with SDG5. Communities’ members and educators collaborated with STEP to create STEP Starter Sacks, a culturally relevant play-based programme targetting pre-school-aged children and their mothers. A series of Sacks contained materials that encouraged women to participate in learning activities at home to prepare children for school. More strategically, the sacks also encouraged connections between mothers and nursery / school educators. Through these relationships, we hoped, mothers would gain trust and discover the value of education for all their children not to mention themselves. Moreover, staff at participating centres received training about Gypsy/Traveller culture and using appropriate ways to encourage parental participation. Each sack was colour coded for its contents: , literacy (red), science (yellow) and health and wellbeing (green), each designed to address some known barriers, including: Social rules and routines, helping children’s familiarity and confidence before starting school Mitigating barriers presented through low adult literacy, activity cards with QR codes directed mothers to video content on the STEP website To encourage a sense of ownership and belonging, Gypsy/Traveller culture was explicitly represented in the curriculum materials. To encourage sustained engagement, new Sacks were introduced at four-monthly intervals. The programme has been running for three years. Over 400 women continue to be involved. Their knowledge and understanding of the current education system has increased and we have evidence of changes in decision-making, expectations and aspirations around their children’s education, particularly for girls. “Obviously, education is important for anybody but, like years ago, what it was like for Travellers—you'd get married, you'd cook and you'd clean. You'd have kids. That was the women's life. But I don't want that for my girls. I want them to get an education and enjoy their life a little bit. They don't need a man to provide for them. They can do it themself. Obviously, eventually get married, yes. I just don't want that to be their life plan.” Female, 17-40 The programme has had significant impact on the uptake of nursery places as well as school attendance in older children. For the women, they have reported increased confidence in supporting their children’s learning at home. Most importantly, some described an increased understanding of their own agency. They have collaborated with staff, reaching shared understandings of their cultural needs and expectations. We have also extended the programme, opening local opportunities for women to develop their own literacy. These women now have enhanced capacity (resources, skills, social capital and connections), which we hope will lead to future benefits. BIOGRAPHY Maureen began her career as an artist and a teacher in Scotland. She has worked in schools and galleries throughout the UK using the visual arts to inspire new forms of participation and inclusion in education. She has undertaken research and evaluation for national bodies including The Arts Council of England, NESTA, Scottish Book Trust and The Scottish Government. She is currently Director of STEP, a Knowledge Exchange Centre at the University of Edinburgh, which supports sustainable education for traditionally nomadic communities. Maureen’s doctoral research was in digital participative research methods.

“How wonderful it is that nobody need wait a single moment before starting to improve the world,” wrote a young Anne Frank, at just 14 years old, during one of the darkest periods in modern history. Her words, penned during war, persecution and loss, continue to resonate today, reminding us that even in times of despair, we possess the power to bring about change—both within ourselves and the world around us. As I reflect on the state of the world today, Anne’s message of hope and determination feels more urgent than ever. It is a call to action, a reminder that no matter the challenges, the possibility for change is always within reach. But what does this have to do with the right to education? In my view—everything. Since it was founded in 2009 to honour Steve Sinnott’s legacy and lifetime of commitment to education for all, The Steve Sinnott Foundation has remained steadfast in its mission to advocate for the right to education for every child, everywhere. Through diverse global initiatives, the Foundation has provided access to quality learning in myriad forms. But at its heart lies a powerful belief: education is much more than simply acquiring literacy and numeracy. It is a lifelong process that fosters creativity, critical thinking, and a deep commitment to justice and equality. No child should ever be denied that opportunity. Over the past two decades, significant progress has been made towards expanding access to education. The Millennium Development Goals (MDGs) and their successor, the Sustainable Development Goals (SDGs), have focused on increasing global enrolment and completion rates in primary and secondary education. Encouragingly, data shows these indicators are improving, signaling a positive trend. Numerous innovative initiatives are breaking down barriers to education, and it’s increasingly recognised that achieving one development goal cannot be done in isolation from others. In my work in the field of reproductive health and rights, the interconnectedness of these challenges is evident. In Sub Saharan Africa, for example, a lack of access to contraception remains a major barrier to girls’ education. Each year, around 4 million girls drop out of school due to pregnancy. Without reproductive health services, many young women are forced to leave the classroom, setting off a cycle of lost opportunities that impacts not only their futures but also those of their communities. Inadequate access to safe and clean sanitation facilities, including menstrual hygiene resources, means girls often miss school regularly. Global crises such as climate change and conflict have displaced millions of children, further disrupting their access to consistent education. The scope of these challenges is vast, but so are the efforts to address them. A growing number of inspirational individuals, organisations, and governments are coming together, recognising that complex problems cannot be solved in isolation. Education, health, gender equality, and access to technology are deeply intertwined, and collaborative solutions are needed, ones that reflect the complexity of lived experiences and ensure that no one is left behind. This brings me back to where I began. The barriers to education must be broken because access to learning has the power to transform lives. It changes hearts and minds, creating spaces for dialogue, reconciliation, and collaboration. There are millions of children and young people who could make this world a better place if only they had the opportunity to realise their potential. Education is the cornerstone of a just and equal society. It enables the formation of ideas, empowers individuals to question the status quo, and equips them with the tools to improve the world. Whether in classrooms or communities, the true power of education lies not just in the transmission of knowledge but in its ability to foster change. It creates ripples of positive transformation that extend far beyond the individual, reaching entire societies. In a world too often marked by division and uncertainty, education holds the key to a brighter, more equitable future. And as Anne so beautifully reminded us, we need not wait a single moment to begin. BIOGRAPHY Sam Tiwari is a dynamic leader in global philanthropy and the non-profit sector, with over 20 years of experience advancing human rights and social justice across diverse regions. Her journey began with community organisations in North India, where she gained firsthand insight into the structural and societal barriers faced by women and girls in social, economic and political participation. Sam has since worked across diverse sectors such as women’s cooperatives, education, health and humanitarian response, connecting resources to causes that are tackling some of the biggest challenges facing people and planet. Currently, Sam leads the Philanthropy team at MSI Reproductive Choices, a global organisation championing reproductive rights and bodily autonomy. She also serves on the boards of the Steve Sinnott Foundation and Dignity Alliance International.