Schools in Scotland and Chile are in a unique collaboration, using the approach developed by CNS to amplify children’s voices in the climate change discussion.
The Network for Social and Educational Equity is building research and development collaborations with schools and their partners to close the poverty-related achievement gap. NSEE is a collaborative, enquiry-based sustainable approach to professional learning and leadership development that builds capacity and impacts on student outcomes.
Researchers at the Robert Owen Centre for Educational Change call on politicians to enable schools to work together more effectively to break the link between disadvantage and educational attainment.
The Network for Social and Educational Equity has worked with educational practitioners to find out more about their experiences of working through the second school buildings lockdown.
The Scottish Government’s equity audit examines the impact of COVID-19 on children from disadvantaged backgrounds, focusing particularly on the closure of the school buildings.
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.
Briefing based on research with frontline practitioners working with refugee and migrant families in Glasgow about the impact of COVID-19.
This CNS briefing focuses on the lessons learned from the ‘hubs’ for vulnerable pupils and children from key worker families, in the context of re-opening schools in August 2020.
Policy Scotland and the Network for Social and Educational Equity are convening a new international network focussing on Crisis Response in Education.
Part of a series that shares regular insights emerging from research in high poverty settings across Scotland. It focuses on the third sector and the collaborative response to supporting families.
A distillation of the current available school guidance from Norwegian authorities regarding the reopening of kindergartens and schools and a concentration on operational examples, which might inform decision-making within the Scottish education system.