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Showing 1,291 to 1,300 of 37,083 results for inclusive education
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European Structural Funds 2014-2020
An overview of the 2007-2013 programmes and an introduction to the 2014-2020 programmes with case studies from both the European Social Fund and European Regional Development Fund.
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Building Capacity
The Promise implementation plan sets out our actions and commitments to Keep the Promise for care experienced children, young people and their families. It contributes to our ambition for every child in Scotland to grow up loved, safe and respected
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Other actions
Annual report on the progress made on the Fairer Scotland Action Plan and Shifting the Curve reports, published in 2016, and the Life Chances of Young People in Scotland report, published in 2017.
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5. Defining Success and Ensuring Progress
Scotland’s Labour Market Strategy provides a framework for our approach to the labour market.
- Part of:
- Scotland's Labour Market Strategy
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Planning and Managing Services
Scottish Diabetes Framework
- Part of:
- Scottish Diabetes Framework
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Foreword from Councillor Stephen McCabe, COSLA Education, Children and Young People Spokesperson
The fourth annual progress report of the Developing the Young Workforce (DYW) programme.
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Rural and Islands Housing Action Plan: Fairer Scotland Duty Summary Report
Fairer Scotland Duty Summary Report for the Rural and Islands Housing Action Plan.
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An approach to benefit all learners
This is an independent report by The Lines Between. It was commissioned by Scottish Government on behalf of Professor Louise Hayward as part of the independent Review of Qualifications and Assessment. The report contains an analysis of the responses
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Children and young people
Considers the impact of the extended school holiday period by a week, and the introduction of remote learning from January 2021 in light of COVID-19 on children and young people, parents and carers, and the education workforce.
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5. Next Steps
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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