August 2020 – Policy Scotland

Would a basic income be the best response to the COVID-19 crisis?

Community Resilience and Addressing Disadvantage, Dr Marcia Gibson, Welfare & social securityBy Social Sciences Communications August 28, 2020

The COVID-19 crisis has led to calls for a temporary UBI. The crisis has highlighted the failings of the UK social security system but is UBI the most effective response?

Priorities for the ‘New Normal’: Lessons in lockdown research

Community Resilience and Addressing Disadvantage, Dr Sarah Weakley, Evaluation Support Scotland, Scotland’s Third Sector Research Forum, Third sector, WorkshopBy Social Sciences Communications August 26, 2020

Report and recommendations from a seminar hosted by focused on new evidence from third sector and academic research from the COVID-19 lockdown period in the UK.

More Different Futures Housing Network: expert videos, topic reviews and network activity

Australia, Canada, Dr Sarah Weakley, Housing and Infrastructure, More Different Futures Network, Professor Duncan Maclennan, UKBy Social Sciences Communications August 21, 2020 3 Comments

See the expert videos and topic reviews from the work of the collaborative More Different Futures Network, exploring issues and possibilities for housing systems and policies in response to COVID-19.

Inclusive growth under a COVID-19 recovery

City economies, Coronavirus / COVID-19, Dr David Waite, Dr Richard Crisp, Inclusive growth, Think pieceBy Social Sciences Communications August 20, 2020

The case for a policy reset oriented around inclusive growth is compelling and provides the basis for “building back better”.

The COVID-19 cohort and the ‘mess’ of public exams: reconsidering the roles and responsibilities

attainment, Education, Children and Families, Network for Social and Educational Equity, Professor Chris Chapman, Professor Melanie EhrenBy Social Sciences Communications August 13, 2020

Reflections on fundamental questions on the roles and purposes of public exams and how these were not taken adequately into account when deciding on alternative grading arrangements.

COVID-19 and Mental Health Deterioration among BAME Groups in the UK

Adam Smith Business School, Commentary, Community Resilience and Addressing Disadvantage, Health, Professor Climent Quintana-Domeque, Professor Eugenio ProtoBy Social Sciences Communications August 11, 2020

BAME men experienced a much greater deterioration in their mental health during the COVID-19 lockdown than their white British counterparts, but ethnicity had no impact on women’s declining mental health, a new study suggests.

Economic Impacts of COVID-19 in the South of Scotland: Emerging evidence and future prospects

City economies, Coronavirus / COVID-19, David Clelland, Economy, Rural, Think pieceBy Social Sciences Communications August 5, 2020

Evidence for how the pandemic has affected the South of Scotland and for the region’s economic prospects as the country emerges from the initial response phase into the potential recovery phase.

CNS: Early Insights into the COVID-19 Response – 30 July 2020 – refugee and migrant families

Alison Dreever, Children's Neighbourhoods Scotland, CNS Emerging Insights, Dr Maureen McBride, Education, Children and Families, Elaine Feeney, Immigration, Inequalities, Network for Social and Educational Equity, Professor Chris ChapmanBy Social Sciences Communications August 5, 2020

Briefing based on research with frontline practitioners working with refugee and migrant families in Glasgow about the impact of COVID-19.

New Policy Scotland paper: COVID-19: do we need to re-imagine the purpose of school inspections?

Crisis Response in Education Network, Education, Children and Families, International Congress for School Effectiveness and Improvement (ICSEI), Professor Carmen Montecinos, Professor Chris Chapman, Professor Melanie Ehren, Research report, Think pieceBy Social Sciences Communications August 4, 2020 2 Comments

As regular school inspections have stopped in many countries, and its not ‘business as usual’, this paper asks should we ‘inspect’ schools, and if so, for what purpose?