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?
Why we need a developing participatory research agenda for the community economy and societal resilience given ongoing and emerging social and ecological crises – inequalities, climate change, democratic deficits and pandemic(s).
How leaders of voluntary, community and social enterprise organisations are planning in the midst of the COVID-19 crisis and a very insecure future.
How can existing policies meet the needs of children most adversely by impact of COVID-19, including widening gaps in attainment?
Policy Scotland has been supporting national and local decision-making regarding the re-opening of school education in Scotland.
A new report on sustainable debt restructuring with investment and non-elite participation from UNESCO’s Inclusive Policy Lab.
How an education authority in rural Chile dealt with the lack of access to the internet and digital platforms to allow students to keep learning and social vulnerability in the COVID-19 pandemic.
New evidence on two issues of continuing relevance in the coming months: food insecurity and the challenges of learning loss amongst children from low income families.
If the benefits of innovation are to bring greater employment, wealth and wellbeing, R&D innovation has to join up with understanding of what is preventing scaleup within the UK.
Children’s Neighbourhoods Scotland (CNS) has published its Annual Report, providing an update and overview of the programme as well as a look at the next steps.