NSEE’s principal investigator Professor Chris Chapman and Dr Sarah Weakley, Policy Scotland’s research and impact acceleration officer, based at the University of Glasgow, recently blogged about schools reopening on the International Public Policy Observatory (IPPO) website. The IPPO aims to mobilise global knowledge to address the social impacts of COVID-19. Writing about schools returning, ProfessorContinue reading “Reopening schools safely”
Category Archives: COVID-19
Advisory sub-group publishes evidence on phased returns to schools
The Scottish Government’s advisory sub-group on education and children’s issues has published its official guidance on the phased return to in-person learning in schools and early learning and childcare (ELC) settings. School and ELC buildings in Scotland have been closed since 4 January 2021 for most pupils, except for vulnerable children and the children ofContinue reading “Advisory sub-group publishes evidence on phased returns to schools”
Widening the gap
By Stuart Hall and Kevin Lowden As part of the response to the COVID-19 pandemic the Scottish Government closed school buildings in Scotland toward the end of February 2020 for three months. Most local authorities kept some schools open to provide day care for the children of keyworkers and for other families with additionalContinue reading “Widening the gap”
The impact of Covid-19 on families in rural areas
In collaboration with Policy Scotland and Children’s Neighbourhoods Scotland, the Network for Social and Educational Equity is undertaking a programme of research and intelligence gathering in high poverty settings across Scotland that seeks to understand how local responses are working in the current rapidly changing context and provide insights that can support the next phaseContinue reading “The impact of Covid-19 on families in rural areas”
Fieldwork in the Covid-19 era
By Dr Jo Neary As with many organisations and their employees, the NSEE team has been working from home since March this year. While much of our work has carried on as normal, some things have changed. A lot of the work we do involves visiting schools and conducting face to face training or providingContinue reading “Fieldwork in the Covid-19 era”
WANTED – international investigators to join research lab investigating the impact of COVID-19 on education networks
The NSEE team is seeking international educational researchers to join a research lab investigating the impact of Covid-19 on education networks.
The COVID-19 cohort and the ‘mess’ of public exams: reconsidering roles and responsibilities
By Professors Melanie Ehren, University College London Institute of Education and Vrije Universiteit Amsterdam & Christopher Chapman, University of Glasgow On 18 March, the Secretary of State for Education told Parliament that, in response to the Coronavirus pandemic, schools and colleges in England would shut to all but the children of critical workers and vulnerableContinue reading “The COVID-19 cohort and the ‘mess’ of public exams: reconsidering roles and responsibilities”
International perspectives on re-opening schools
By Dr Jo Neary Introduction By 18 March 2020, 107 countries implemented national school closures in response to the corona virus pandemic. Much of the knowledge regarding the utility of school closure in pandemics comes from previous modelling of influenza pandemics. A rapid review of evidence1 described two such pieces of evidence: the UK Department of Health’s commissionedContinue reading “International perspectives on re-opening schools”
Lessons from the hubs – accelerated change and collaboration
Picture credit: epictop10.com To slow the spread of COVID-19, the Scottish Government declared all local authority early learning, childcare and schools closed from 20th March 2020, except for critical provision for vulnerable pupils and the children of key workers. These ‘hubs’ are strategically placed within each local authority to serve local primary and secondary schools.Continue reading “Lessons from the hubs – accelerated change and collaboration”