Presents new evidence on the causal impact of education on crime, by considering a large expansion of the UK post-compulsory education system that occurred in the late 1980s and early 1990s.
This good practice guide is based on research conducted in 2008 to explore the extent of service user and carer involvement in the higher and further education sectors in west and southeast Scotland.
Review of the evidence on whether educational attainment can be raised by focusing interventions on changing attitudes of parents and children.
This article provides evidence that, in the field of education, Gypsy, Roma and Traveller communities suffer manifestly unequal outcomes. Drawing particularly on the authors’ first hand experience of working to advance educational equality for these communities in one area of London, the article explores some of the reasons why this is the case, highlighting the day-to-day experiences of Gypsy, Roma and Traveller families.
Educational performance appears to be one of the main barriers which stop people moving out of poverty. Yet studies indicate that poorer children are still failing to achieve their educational potential.
This briefing paper looks at the importance of education for social mobility.
Study that sets out to consider some of these issues, exploring three of the most common and easily accessible measures used in England for identifying the quality of centre-based early years settings.
Policy report that considers how, despite significant improvements in legislation and statutory guidance, culture and practice across the care system does not consistently support high levels of achievement in education for young people in and from care.
Open Doors, Open Minds was a project run by The Who Cares? Trust in 2011/12 which explored the barriers that prevent young people in and from care pursuing and completing courses of study in further and higher education.
Paper that helps documenting the importance of the association between poor mental health, educational attainment and subsequent dropping-out behaviour.
It suggests (but does not prove) that there could be a causal mechanism. Thus, programmes aimed at improving the mental health of adolescents may be very important for improving educational attainment and reducing the number of young people who are 'NEET' (not in education, employment or training).
The free entitlement to education is the Department’s primary financial intervention in children’s early education. All three- and four-year-olds are entitled to 15 hours per week of free education, starting the term after a child’s third birthday. The scope of the entitlement has evolved since it was introduced in 1998 for all four-year-olds.