DOCSLIB.ORG

Education in England: Annual Report 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education in England: Annual Report 2020 1 About the authors Mary Reader is Senior Researcher for Social Mobility and Vulnerable Learners at the Education Policy Institute. Alongside her role at EPI she is a Research Officer at the Centre for Analysis of Social Exclusion (CASE) at the London School of Economics, having previously worked in Parliament for an MP and at the Institute for Public Policy Research (IPPR). Mary graduated from the LSE with a Master of Public Administration (MPA) in Public and Social Policy in 2019 and the University of Oxford with a BA in Philosophy, Politics and Economics in 2016. Jo Hutchinson is Director for Social Mobility and Vulnerable Learners at the Education Policy Institute. Jo’s previous publications include ‘School inspection in England: Is there room to improve?’ and ‘Divergent pathways: the disadvantage gap, accountability and the pupil premium’. Jo was a co- author of ‘Closing the gap? Trends in educational attainment and disadvantage’, ‘Grammar schools and social mobility’ and ‘Educational Outcomes of Children with English as an Additional Language’. Prior to joining EPI, Jo spent ten years as a statistician at the Department for Education. Avinash Akhal is a Researcher for Early Years at the Education Policy Institute. Avinash’s previous publications include ‘Education in England: Annual report 2019’ and ‘The early years workforce: A comparison with retail workers’ and ‘The impact of recent government policies on early years provision’. In 2018, he completed an International Citizen Service placement with Challenges Worldwide, working as a Business Support Associate in Rwanda. Before joining EPI, he graduated with a BA in Economics and International Development from the University of Sussex in 2017. Acknowledgements Sam Tuckett is a Senior Researcher for Post-16 and Skills at the Education Policy Institute. Sid Bixer is on secondment at the Education Policy Institute from the Government Statistical Service. Natalie Perera is Executive Director and Head of Research at the Education Policy Institute. Jon Andrews is Director for School System and Performance, and Deputy Head of Research at the Education Policy Institute. We are grateful to Tom Clarke, Head of Data Science at the Office of the Children’s Commissioner, for running some of our looked after children and children in need code for the latest years of data. This report has been produced in partnership with the Fair Education Alliance (FEA) and Unbound Philanthropy. The Fair Education Alliance is a coalition of approximately 200 of the UK’s leading organisations from business, education and the third sector. The aim of the Alliance is to create a fair and equitable education system, ending the persistent achievement gap between young people from the poorest communities and their wealthier peers through collaboration and by influencing policy. 2 Unbound Philanthropy is an independent private grantmaking foundation that invests in leaders and organizations in the US and UK working to build a vibrant, welcoming society and just immigration system. 3 About the Education Policy Institute The Education Policy Institute is an independent, impartial and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities. As well as having a positive impact on the individual, good quality education and child wellbeing also promotes economic productivity and a cohesive society. Through our research, we provide insight, commentary, and a constructive critique of education policy in England – shedding light on what is working and where further progress needs to be made. Our research and analysis spans a young person's journey from the early years through to entry to the labour market. Our core research areas include: ▪ Benchmarking English Education ▪ School Performance, Admissions, and Capacity ▪ Early Years Development ▪ Social Mobility and Vulnerable Learners ▪ Accountability, Assessment, and Inspection ▪ Curriculum and Qualifications ▪ Teacher Supply and Quality ▪ Education Funding ▪ Higher Education, Further Education, and Skills Our experienced and dedicated team works closely with academics, think tanks, and other research foundations and charities to shape the policy agenda. 4 This publication includes analysis of the National Pupil Database (NPD) https://www.gov.uk/government/collections/national-pupil-database The Department for Education is responsible for the collation and management of the NPD and is the Data Controller of NPD data. Any inferences or conclusions derived from the NPD in this publication are the responsibility of the Education Policy Institute and not the Department for Education. This work was produced using statistical data from ONS. The use of the ONS statistical data in this work does not imply the endorsement of the ONS in relation to the interpretation or analysis of the statistical data. This work uses research datasets which may not exactly reproduce National Statistics aggregates. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. For more information, visit: creativecommons.org 5 Contents Contents .................................................................................................................................................. 6 Foreword: Education Policy Institute ...................................................................................................... 7 Foreword: The Fair Education Alliance ................................................................................................... 8 Summary of findings ............................................................................................................................... 9 1. In 2019, average attainment at secondary school was slightly higher than in 2018, while it remained unchanged in the early years and primary school ............................................................. 9 2. The disadvantage gap has stopped closing over the last five years and there are several indications that it has begun to widen ............................................................................................... 9 3. Since 2011, there has been less progress in closing the gap for persistently disadvantaged pupils. More recently, increases in persistent poverty among disadvantaged pupils have contributed to the halt in progress for the wider disadvantaged group .......................................... 14 4. The ethnicity gap for pupils from Black backgrounds and pupils arriving late in secondary school with English as an Additional Language (EAL) has widened significantly over the last decade ....... 18 5. Progress in reducing gaps for Special Educational Needs and Disabilities (SEND) pupils has been slow, particularly for pupils with greater needs, and particularly since the SEND reforms in 2014 21 6. Pupils who are in the care system, have a social worker, or are on a child protection plan are significantly behind their peers by end of secondary school............................................................ 23 7. Regional variation in the disadvantage gap is partly explained by different levels of persistent poverty between regions .................................................................................................................. 26 Conclusion ............................................................................................................................................. 32 Annex A: Regional Analysis of the Disadvantage Gap .......................................................................... 33 The gap in the early years and primary school ................................................................................. 33 The gap in secondary school ............................................................................................................. 35 Gap change since 2012 ..................................................................................................................... 37 Progress in opportunity areas ........................................................................................................... 39 Annex B: Post-16 Segregation Index ..................................................................................................... 42 References ............................................................................................................................................ 44 6 Foreword: Education Policy Institute High attaining pupils in England generally perform very well by international norms – reaching ‘world class’ standards. Our big challenge in English education consists in the long tail of low performance, which is highly correlated with poverty, special education needs, some aspects of ethnicity, and other characteristics of vulnerability. At the Education Policy Institute, our work is heavily focused on helping policy-makers and practitioners to use research evidence to identify effective strategies for closing these gaps. As part of our mission, we regularly publish an Annual Report, which seeks to measure the learning gaps, for different pupil groups, for different phases of education, and in different parts of the country. This helps us to understand what progress is, or is not, being
Load more

Recommended publications
  • Elementary and Grammar Education in Late Medieval France
    KNOWLEDGE COMMUNITIES Lynch Education in Late Medieval France Elementary and Grammar Sarah B. Lynch Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Elementary and Grammar Education in Late Medieval France Knowledge Communities This series focuses on innovative scholarship in the areas of intellectual history and the history of ideas, particularly as they relate to the communication of knowledge within and among diverse scholarly, literary, religious, and social communities across Western Europe. Interdisciplinary in nature, the series especially encourages new methodological outlooks that draw on the disciplines of philosophy, theology, musicology, anthropology, paleography, and codicology. Knowledge Communities addresses the myriad ways in which knowledge was expressed and inculcated, not only focusing upon scholarly texts from the period but also emphasizing the importance of emotions, ritual, performance, images, and gestures as modalities that communicate and acculturate ideas. The series publishes cutting-edge work that explores the nexus between ideas, communities and individuals in medieval and early modern Europe. Series Editor Clare Monagle, Macquarie University Editorial Board Mette Bruun, University of Copenhagen Babette Hellemans, University of Groningen Severin Kitanov, Salem State University Alex Novikoff, Fordham University Willemien Otten, University of Chicago Divinity School Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Sarah B. Lynch Amsterdam University Press Cover illustration: Aristotle Teaching in Aristotle’s Politiques, Poitiers, 1480-90. Paris, BnF, ms fr 22500, f. 248 r. Cover design: Coördesign, Leiden Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 986 7 e-isbn 978 90 4852 902 5 (pdf) doi 10.5117/9789089649867 nur 684 © Sarah B.
    [Show full text]
  • Case Study of the English Early Childhood Education and Care System
    e Early h l Case Studies na of E A atio ar Trn ly d te Ch In il dh v o o d a E d u n c a t io t n a a n d g C a r e e S y s t e m s EvolvingResponsive a HarmonizedIntegrated Policymaking and Hybrid andUniversal Implementation:System of ECEC: Maintaining the Reform Momentum RespectingEarlyAFrom Careful Childhood Equality Children Balancing to Services:and Equity ActFamilies Using Data for Improvement HongSingaporeAustraliaEnglandFinland Kong Integrated and Universal Early Childhood Services: Using Data for Improvement A Case Study of the English Early Childhood Education and Care System Professor Kathy Sylva, Grace Murkett, and Beatriz Melendro October 5, 2018 CopyrightÓ 2018 Teachers College All rights reserved International Case Studies of Innovative Early Childhood Systems: England Contents Executive Summary 1 Part 1 Introduction 11 Chapter 1: Study Overview .......................................................................................................... 12 Rationale and Goals ................................................................................................................... 12 Study Architecture ..................................................................................................................... 14 Methodology ............................................................................................................................... 20 Data Collection, Analysis, and Validation................................................................................ 24 Definitions and Abbreviations
    [Show full text]
  • Female Education in the Late Sixteenth and Early Seventeenth Centuries in England and Wales: a Study of Attitudes and Practi Ce
    FEMALE EDUCATION IN THE LATE SIXTEENTH AND EARLY SEVENTEENTH CENTURIES IN ENGLAND AND WALES: A STUDY OF ATTITUDES AND PRACTI CE Thesis submitted for the degree of Doctor of Philosophy: January 1996 Caroline Mary Kynaston Bowden Institute of Education, University of London \ 2 ABSTRACT OF THESIS This thesis provides a study of attitudes and practice in respect of female education in England and Wales in the late sixteenth and early seventeenth centuries. It begins with a review of primary and secondary sources, and throughout draws substantially upon personal documents consulted in collections of family papers covering a wide geographical area. These documents, it is argued are broadly representative of gentry families. Chapter Two examines the education of daughters; Chapter Three the role of women in marriage; Chapter Four motherhood. Each of these chapters examines the links between education and the roles girls and women fulfilled. Throughout these three chapters, contrasts and comparisons are drawn between prescriptive advice and practice. Chapter Five considers the difficult issue of standards in the education of girls and women, while the final chapter examines some of the outcomes of education in terms of women as intermediaries in informal power networks, estate and farm managers and educational benefactors and founders. The thesis draws conclusions in respect of the importance of education in permitting the developing role of women in both private and public spheres and examines the reasons for such changes. It also challenges existing theories regarding the differences between Catholic and Protestant attitudes to girls' education. A substantial appendix listing some 870 educated and literate women of the period is provided, both to demonstrate the major sources for this study and to provide a basis for future research.
    [Show full text]
  • Education System in the Uk
    EDUCATION SYSTEM IN THE UK Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-time students, takes place in universities and other HEIs and colleges. Early Years Education In England since September 2010, all three and four year olds are entitled to 15 hours of free nursery education for 38 weeks of the year. Early Years education takes place in a variety of settings including state nursery schools, nursery classes and reception classes within primary schools, as well as settings outside the state sector such as voluntary pre-schools, privately run nurseries or childminders. In recent years there has been a major expansion of Early Years education and childcare. The Foundation Stage which was first introduced in September 2000, and covered children’s education from the age of 3 to the end of the reception year, when children are aged 5. The Early Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5. The EYFS Profile (EYFSP) is the statutory assessment of each child’s development and learning achievements at the end of the academic year in which they turn 5.
    [Show full text]
  • Higher Education Funding Reforms: a Comprehensive Analysis of Educational and Labor Market Outcomes in England
    DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Stefania Simion OCTOBER 2017 DISCUSSION PAPER SERIES IZA DP No. 11083 Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England Ghazala Azmat Sciences Po, CEP (LSE) and IZA Stefania Simion University of Edinburgh and CEP (LSE) OCTOBER 2017 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11083 OCTOBER 2017 ABSTRACT Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labor Market Outcomes in England This paper investigates the impact of changes in the funding of higher education in England on students’ choices and outcomes.
    [Show full text]
  • The Right to Education in England
    The Right to Education in England Alternative Report to the Committee on Economic, Social and Cultural Rights September 2008 CONTENTS Foreword…………………………………………………………………………….2 Executive Summary………………………………………………………………...................3 Introduction………………………………………………………………………..11 Availability of education…………………………………………………………………………..13 No right to education for children held in custody………………………13 Children in immigration detention………………………………………...17 Lack of provision for children with special educational needs and disabilities…………………………………………………………………...19 Alternative provision for children not in school………………………….21 Access to education……………………………………………………………..26 Discrimination in access to education and educational outcomes for particular groups of children………………………………………….26 High rates of exclusion……………………………………………………37 Wide-spread bullying in schools…………………………………………40 Acceptability of education………………………………………………………44 Lack of participation of children in education…………………………...44 Content of education………………………………………………………47 Adaptability of education……………………………………………………….50 Inclusion: children with SEN in mainstream schools………………….50 Conclusion…………………………………………………………………………52 FOREWORD This report was prepared by the Children’s Legal Centre – an independent national charity aimed at promoting children’s rights in the UK and worldwide. The Children’s Legal Centre has particular expertise in the area of education law, being one of the leading providers of education law advice and casework in England. Owing to the Centre’s particular expertise
    [Show full text]
  • SCHOOL SYSTEM in the UK England Education in England May Differ from the System Used Elsewhere in the United Kingdom . Basicall
    SCHOOL SYSTEM IN THE UK England Education in England may differ from the system used elsewhere in the United Kingdom . Basically, there are two systems: one covering England, Wales and Northern Ireland and one covering Scotland. The two education systems have different emphases. Traditionally the English, Welsh and Northern Irish system has emphasised depth of education whereas the Scottish system has emphasised breadth. Thus English, Welsh and Northern Irish students tend to sit a small number of more advanced examinations and Scottish students tend to sit a larger number of less advanced examinations. It should be noted that local English practice can vary from this general picture although Scottish practice is well nigh universal. Education in Wales Nowadays education in Wales differs slightly from the system used in England. The statutory national key stage tests in Wales were, until 2000, the same as in England and were managed by the School Curriculum and Assessment Authority (SCAA). In 2000, the National Assembly for Wales took responsibility for these tests in Wales, at which point they were developed by test agencies on behalf of the Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru (ACCAC), whilst the tests in England were developed for the Qualifications and Curriculum Authority (QCA). In 2002, the Welsh Assembly decided to cease the tests at Key Stage One. Instead, optional teacher assessment materials were provided to schools in 2003 for use in English, mathematics and Welsh . These had been adapted from materials that had originally been developed by the National Foundation for Educational Research (NFER) and the other test agencies to be used as statutory assessment materials for 2003.
    [Show full text]
  • Regional Differences in Attainment in the Early Years Research Report August 2018 Allison Dunatchik, Robert Wishart, Javiera Cartagena-Farias and Neil Smith
    Regional differences in attainment in the early years Research Report August 2018 Allison Dunatchik, Robert Wishart, Javiera Cartagena-Farias and Neil Smith NatCen Social Research Contents 1 Executive Summary 5 Background 5 Methodology 6 Are there regional differences in attainment and development by age 5? 7 Do regional differences in attainment and development vary across the early years? 8 How important are a region’s characteristics in explaining regional differences in attainment and development? 8 What factors explain regional differences in attainment and development? 9 2 Introduction 11 2.1 Background 11 2.2 Aims 12 2.3 Objectives 13 2.4 Research report structure 13 3 Methodology 15 3.2 Data linkage (regional/local area characteristics) 18 3.3 Analysis 19 4 Are there regional differences in attainment and development in the early years? 22 4.1 Regional differences in attainment over time across Government Office Regions (GORs) – evidence from the NPD 22 4.2 Regional differences in attainment over time across ONS neighbourhood clusters 24 4.3 Attainment and deprivation 26 2 4.4 Regional variation in ethnic inequalities in attainment at age 5 36 4.5 Regional variation in improvement between ages 5 and 7 38 4.6 Summary 39 5 Regional differences in attainment and development across the early years 41 5.1 Regional changes in attainment and development by age 41 5.2 Regional stability in attainment and development by age 42 5.3 Widening of the cognitive attainment gap at age 5 42 5.4 Summary 43 6 Drivers of regional differences in early
    [Show full text]
  • History of Education in England Part 1
    ITT MFL on-line support for teacher education in languages A Recent History of Primary and Secondary Education in England part 1: 1944 to 1985 Sui-Mee Chan and Pat East with Sabia Ali and Maria Neophytou adapted and updated by Keith Faulkner ITT MFL booklet: A RecentWorking History of Primary andwith Secondary yourEducation in Englandtrainees: 1 Native speakers’ specific training needs CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR www.cilt.org.uk in association with the Training and Development Agency for Schools (TDA) Publishing imprint: ITT MFL Series: Working with your Trainees: Native speakers’ specific training needs Based on booklet 10th Edition 2004 This booklet first published on-line 2008 ITT MFL print ref: on-line WwyT NS 01a © Sui-Mee Chan, Pat East, Sabia Ali and Maria Neophytou, 2004, Keith Faulkner 2008 The moral right of Sui-Mee Chan, Pat East, Sabia Ali, Maria Neophytou and Keith Faulkner to be identified as the joint authors of this on-line book is hereby asserted. Citation must be accompanied by due acknowledgement to all authors and the published source. This on-line book has been approved for publication by the ITT MFL Editorial Board ITT MFL booklet: A Recent History of Primary and Secondary Education in England 2 Contents Introduction 4 1 1944 and post-war reform: the dawn of the modern era: 8 2 The 1950s and 1960s: adapting to a changing society 10 3 The 1970s and 1980s: equal opportunities initiatives 15 Glossary of terms & abbreviation 24 ITT MFL booklet: A Recent History of Primary and Secondary Education in England 3 Introduction The introduction will give you an idea of the aim of the booklet and its content, and, more importantly, how to use it.
    [Show full text]
  • Henley Review of Cultural Education in England
    CULTURAL EDUCATION IN ENGLAND An independent review by Darren Henley for the Department for Culture, Media and Sport and the Department for Education Contents 1.0 INTRODUCTION page 3 2.0 THE CULTURAL EDUCATION LANDSCAPE page 8 3.0 THE CASE FOR CULTURAL EDUCATION page 12 4.0 A VISION FOR CULTURAL EDUCATION page 22 5.0 A NEW STRATEGY page 29 6.0 LOCAL CULTURAL EDUCATION PARTNERSHIPS page 37 7.0 CULTURAL EDUCATION IN THE CURRICULUM page 41 8.0 THE WORKFORCE page 47 9.0 SUPPORTING TALENTED YOUNG PEOPLE page 52 10.0 RECOGNISING SUCCESS page 54 11.0 SUMMARY OF RECOMMENDATIONS page 56 ANNEXE 1 TERMS OF REFERENCE page 62 ANNEXE 2 CALL FOR EVIDENCE page 64 ANNEXE 3 LIST OF INDIVIDUALS MET DURING REVIEW page 68 ANNEXE 4 LIST OF WRITTEN RESPONDENTS TO REVIEW page 70 ANNEXE 5 LIST OF ATTENDEES AT ROUNDTABLES page 79 ANNEXE 6 BIOGRAPHY OF DARREN HENLEY page 83 2 1.0 INTRODUCTION 1.1 This independent review of Cultural Education in England follows on from the independent review of Music Education in England, which I undertook towards the end of 2010, at the request of the Secretary of State for Education and the Minister for Culture, Communications and Creative Industries. 1.2 Once again, I start my Review with a strong declaration of interest. I believe that all children can and should benefit from receiving a wide-ranging, adventurous and creative Cultural Education. For many young people, cultural activities form a vital part of their everyday lives. These activities are academically, physically and socially enriching, whether they take place in- school or out-of-school.
    [Show full text]
  • Education Policy and Governance in England Under the Coalition Government (2010–15): Academies, the Pupil Premium, and Free Early Education Anne West*
    London Review of Education Volume 13, Number 2, September 2015 Education policy and governance in England under the Coalition Government (2010–15): Academies, the pupil premium, and free early education Anne West* London School of Economics and Political Science This paper explores the governance of school-based and early education in England under the Conservative–Liberal Democrat Coalition Government (2010–15). It draws on three prominent Coalition policy areas – the academies programme, the pupil premium, and free part-time early education – and focuses on changes to the role played by central government in governance; in so doing, it also makes contrasts with Wales and Scotland. An analysis of the funding and regulatory framework reveals that the role of central government in England increased under the Coalition Government and that of local government declined. These changes to governance have served to centralize power on the one hand, and to facilitate and sustain markets in school-based and free early education on the other; the same cannot be said of governance in either Scotland or Wales, where democratically elected local government continues to play a highly significant role. Key words: academies, pupil premium, early education, governance, funding, regulation Introduction During the Conservative–Liberal Democrat Coalition Government’s term of office (2010– 15), the number of academies – independent, publicly-funded schools owned by non-profit making trusts – increased significantly; a new funding stream, targeted explicitly at children from disadvantaged backgrounds, was introduced and across the UK, free part-time early education was extended to disadvantaged 2-year-old children. These policy developments – and those that preceded them – provide insights into the governance of school-based and early education.
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]