community development

Systematic review of the impact of citizenship education on the provision of schooling

The policy framework for citizenship education identifies three broad educational aims: the moral and social development of students, political literacy and community involvement. The review aims to inform the way in which citizenship education is implemented in schools, particularly in relation to curriculum content, pedagogy, leadership and management, school ethos and community relations. This systematic review was published by EPPI-Centre in 2004.

Digital Fife

Website which offers access to online learning resources for community groups in Fife. It is an initiative of Fife Council in partnership with the voluntary sector.

Joining the dots: a better start for Scotland's children

This report is about children’s early years - why they matter and how they can be improved. It is also about the kind of Scotland people are living in and the kind of society they want it to be - what matters to people as human beings and what they can do to support each other, as individuals, as well as through our public services and professionals.

It is also about government, politics, public policy and public services, and how, with increasing pressures on the public purse people can try and do the right things and do them well.

The potential of migrant and refugee community organisations to influence policy

A report on a partnership set up to test how migrant and refugee community organisations could change policies and practices that are crucial to the lives of their communities. 'Change from Experience' addresses the ways in which migrant and community groups can use their own history and experience to develop the skills to bring about change. It challenges ideas about these organisations as ‘comfort zones’ and places them at the centre of debates about identity, gender, migration and cohesion.

Child trends fact sheet: neighbourhood support and children’s connectedness

This fact sheets provides information as to whether children’s outcomes are better if they live in environments that are supportive in terms of family, peers, and community.

Results indicate that children from supportive neighbourhoods are more likely to have stronger connections compared to their counterparts from less supportive neighbourhoods.