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Showing 981 to 990 of 37,094 results for inclusive education
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4. Reporting duties of listed authorities
This guidance is aimed at those with responsibilities within listed public authorities for implementing and delivering on the provisions of the UNCRC Act. It includes annexes with suggested reporting formats, information on inclusive communication
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Chapter 6: Inclusive Growth and Equity
This report sets out the actions being undertaken in Scotland in support of the delivery of the Europe 2020 ambitions.
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2. Executive Summary
Detailed examination of progress made on commitments contained within the Race Equality Framework (2016-2030) and the Immediate Priorities Plan (2021-2023).
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3. National Model Of Delivery: Underpinning A Universal Entitlement To Career, Information Advice And Guidance
Strategy highlighting the role that career education, information, advice and guidance (CIAG) services in Scotland can play in helping to address future skills demands and deliver inclusive growth.
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1.0 Introduction
Final report of the National Discussion on Education.
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Section 10: Justice
We are committed to protecting, respecting and championing the rights of people with learning disabilities and neurodivergent people. This consultation on proposals for a Learning Disabilities, Autism and Neurodivergence Bill seeks the views of
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What can Scotland learn from the approach to work-based learning or upskilling and retraining elsewhere?
A literature review on adult lifetime skills.
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4 Enabling success: Ensuring effective strategy implementation
The National Litter and Flytipping Strategy sets out a refreshed approach to tackling litter and flytipping in order to protect and enhance Scotland’s environment; ensure safer and cleaner communities and contribute to a thriving circular economy
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Adult learning strategy: equality impact assessment
Equality impact assessment (EQIA) for the adult learning strategy.
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Reviewing design methods to make them more sensitive to gender
This report summarises key findings from a desk research and presents ideas that can help design practitioners involve women and girls from a variety of backgrounds in their work. This allows the seldom heard voices of women and girls to inform good
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