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Showing 35,921 to 35,930 of 37,047 results for inclusive education
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Supporting documents
This report explains how the Scottish Government is responding to the UN Committee on the Rights of the Child’s Concluding Observations. These were published in 2023. This document will tell you about some of the things we are doing to make things
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Supporting documents
Guidance to support professionals who work with children and young people to identify, prevent and mitigate harm caused by children and young people who display harmful sexual behaviour
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Supporting documents
This report summarises the work of the Children and Young People’s Mental Health and Wellbeing Joint Delivery Board which was co-chaired by COSLA and Scottish Government. The Board oversaw reform across areas that impact on the mental health and
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Supporting documents
Progress update on delivery of the Scottish Government's programme of education reform.
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Supporting documents
Equality Impact Assessment (EQIA) results for changes to the residency eligibility criteria for access to tuition fee and living cost support for those considered to have a relevant connection to Scotland.
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Supporting documents
Equality Impact Assessment (EQIA) summary relating to the application of the relevant date provision to the student eligibility criteria for Ukrainian nationals resettled in the UK.
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Supporting documents
This report outlines the key findings from the ‘listening phase’ of the National Discussion on Scottish Education which took place between September and December 2022.
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Supporting documents
This interim report on the impact of the COVID-19 pandemic on fair access to higher education considers both the direct impact of the public health measures that have had to be taken and indirect impact of actions taken by colleges and universities
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Supporting documents
Getting it right for every child (GIRFEC) resources relating to wellbeing.
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Supporting documents
We are seeking views on the British Sign Language National Plan 2023 to 2029 to inform the final publication in autumn 2023.
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