The Report of the Working Group on Expanding Access to Published Research Findings (2012) – which has become known as the Finch Report - was based upon balancing the three criteria in its title: accessibility, sustainability and excellence. In this new report (2013), the same group reviews progress in implementing our recommendations one year after the publication of the 2012 Report. This report thus fulfils the Group’s final responsibility.
A digital archive of all documents published electronically by government and related bodies in the area of education. The IOE library has always collected this material in both print and electronic format. Its aim is the permanent preservation of all electronic publications on education.
The National Practitioner Conference was held at the Carnegie Conference Centre in Dunfermline on 8 September.
The keynote speeches were recorded by IRISS and some speakers have shared their slide presentations.
A key part of the Government’s alcohol harm reduction strategy is to monitor changes in drinking habits over time and to identify what factors are potentially contributing to the rising levels of consumption. This study is a systematic review of research relevant to trends in alcohol consumption over the last 20 to 30 years in the UK.
The Growing Up in Scotland study (GUS) is an important longitudinal research project aimed at tracking the lives of a cohort of Scottish children from the early years, through childhood and beyond.
The study is funded by the Scottish Government and carried out by the Scottish Centre for Social Research (ScotCen). Its principal aim is to provide information to support policy-making, but it is also intended to be a broader resource that can be drawn on by academics, voluntary sector organisations and other interested parties.
This research looks at older people’s attitudes to the principle of automating parts of the Pension Credit awards process. Three key advantages to automation are highlighted: its capacity to raise awareness of entitlement, its ability to reduce perceptions of stigma, and its convenience. Although the study also reveals concerns about automation, such as privacy, these were rarely felt to be insurmountable and the advantages were generally thought to outweigh them.
This report provides a summary of the ‘Review of Developments in Inclusive Schooling’, commissioned by the Scottish Executive Education Department. The aims of the review are to: report research on significant developments related to inclusive schools or inclusive schooling; summarize emerging issues and trends; and identify areas which could benefit from further research.
An introduction gives the history of how in most European countries for many decades large institutions dominated provision for people with severe and chronic disabilities, including those with mental health problems, and how this changed. Trends in the balance of care, changes in provision, and policies to develop community care and the allocation of resources are described, challenges listed and opportunities outlined, ending with a conclusion that research on progress in this area in Europe has been limited.
Policy document that sets out the Scottish Government's action plan for building on existing work to improve mental wellbeing in Scotland up until 2011 by identifying strategic priorities for action and putting in place the infrastructure support and coordination necessary to facilitate implementation and support delivery. The government is committed making sure adequate services are in plance and to working through social policy and health improvement activity to reduce the burden of mental health problems and mental illness and to promote good mental wellbeing.
This report aims to highlight characteristics of good practice, raise issues and suggest further ways of improving the overall performance of pupils. As well as revealing some good practice, the findings highlight a number of issues including a lack of consistency and clarity across Scotland in identifying, measuring, and tackling underachievement for the lowest-attaining pupils.