Search Results
Showing 1,191 to 1,200 of 37,028 results for inclusive education
-
Supporting transgender young people at school: steps for good practice
Guidance for schools on supporting transgender young people
-
4. Summary of where IPP actions are contained within this report and their progress status (for full text of IPP actions see: Race equality: immediate priorities plan)
Detailed examination of progress made on commitments contained within the Race Equality Framework (2016-2030) and the Immediate Priorities Plan (2021-2023).
-
Flexible Workforce Development Fund (FWDF): evaluation
Independent evaluation of the Flexible Workforce Development Fund.
-
Adaptations and Housing Solutions
New draft guidance providing guidance to health boards, local authorities and their partners on the provision of equipment and home adaptations to aid daily living.
-
Section 1: Strategic Aims Priorities and Partnership
Public sector pay strategy for the year 2023 to 2024 which applies to staff in the Scottish Government and its associated departments, agencies, non-departmental public bodies (NDPBs) and public corporations.
-
Appendix 8: Copy of Fair Trade Campaigner survey
Explores Scotland’s potential to achieve inclusive growth through the delivery of increased sales and awareness of Fair Trade.
- Part of:
- Fair Trade in Scotland: review
-
Fairer Working Lives
Fifty actions to help tackle poverty, reduce inequality and build a fairer and more inclusive Scotland.
- Part of:
- Fairer Scotland Action Plan
-
Council of Economic Advisers minutes: May 2019
Minutes from the eighth meeting of the Council of Economic Advisers that took place on 2 May 2019.
- Part of:
- Council of Economic Advisers
-
2. Strategic Priority 1 – Prevention and Protection
The fire and rescue framework for Scotland 2022 sets out Scottish Ministers’ expectations of the Scottish Fire and Rescue Service.
- Part of:
- Fire and rescue framework 2022
-
6. Resources
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
There is a problem
Thanks for your feedback