Paper assessing and discussing the position of adult skills training in England in the context of the creation of the Department for Children, Schools and Families (DCSF), the Department for Innovation, Universities and Skills (DIUS) and the continuation of the Department for Work and Pensions (DWP). It argues that giving responsibility for funding adult skills training to the DIUS risks adult skills being left behind by higher education.
This resource is an introduction to developing reflective practice and explores how reflective practice can support and aid learning.
Study looking at the state and complexities of linguistic access to education for deaf pupils and students in Scotland. It describes work which aims to improve linguistic access in education and makes recommendations to improve linguistic access throughout all education sectors.
Report commissioned by Scottish ministers to enable reporting on progress being made towards equality of opportunity between disabled people and other people across the Education and Lifelong Learning ministerial portfolio.
Report assessing the threats and opportunities technology holds for universities. It argues that technology is making universities just one source among many of knowledge and ideas but that, through their institutional capital, universities can also harness technology to offer more flexible provision and open up more avenues into higher education.
This report presents findings from the second study of the income, expenditure and debt of students studying higher education (HE) and further education (FE) in Scotland in 2007-08.
Guide intended to bridge the gap between school and further and higher education by providing those who work in the area with information about the support available for disabled students in further and higher education in England.
Paper providing an overview of examples of effective and innovative practice in provision for disabled students at various higher education institutions. The purpose is to help other institutions develop their policies and practice in relation to disabled students.