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Chapter 9 Education and Lifelong Learning
Scottish Spending Review 2011 and Draft Budget 2012-13
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References
This report reviews literature regarding five types of policy level impact assessments (environment, equity, health, regulatory, rural) in five countries (Ireland, Netherlands, New Zealand, Sweden & Wales). It was commissioned by the Scottish
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The Standards Council for Community Learning and Development in Scotland
An information leaflet showing the main functions of the Standards Council for Community Learning and Development and how these are being explored by the interim council.
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Introduction
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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Footnotes
A study to consider how stories and case studies can provide insight into the nature of social connections and places in Scotland.
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Education
Guidance to help improve the experiences of disabled children, young people, and their families.
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Chapter III Gaelic and the National Performance Framework
Third iteration of our Gaelic language plan - produced under the Gaelic Language (Scotland) Act 2005. It outlines the steps we are taking to support Gaelic and Gaelic speakers within our internal operations.
- Part of:
- Gaelic language plan 2022 to 2027
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Annex: Summary of Actions
Sets out our vision for the health and social care workforce. Supports our tripartite ambition of recovery, growth and transformation of our workforce and the actions we will take to achieve our vision and ambition.
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Chapter 4: Putting recommendations into practice
Co-produced with the Scottish Cities Alliance, this report sets out the specific impact of the COVID-19 pandemic on city centres, and identifies the immediate priorities to support city centre recovery.
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8. Planning And Architecture
Report detailing how the Scottish Government furthered the conservation of biodiversity when exercising its functions, during the period 2018 to 2020 inclusive.
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