Category:
Policy

Should we leave the classroom behind? The Guardian explores the ‘new normal’ in education in this skim of the topic, drawing on the work of Zhao, Wattertson and Laurillard.

Coronakrisen har ført til en kraftig stigning i skolens afhængighed af digitale teknologier og platforme. Det kræver et bevidst lederskab hos den enkelte lærer, i klasseteams, i PLC og ikke mindst hos skolens ledelse. Bliv klogere på, hvordan et år med Corona får indflydelse på distribueret ledelse i skolen og...

Presented in 23 European languages, the School Education Gateway is an online platform for teachers, school leaders, researchers, teacher educators, policymakers and other professionals working in school education – including Early Childhood Education and Care (ECEC) and Vocational Education and Training (VET). Teachers from across Europe can join the community...

The COVID-19 measures are having a huge impact on education systems throughout Europe. This ongoing series of articles from the EU STEM Coalition focuses on how STEM platforms are redesigning their programmes to ensure continuous and high quality STEM learning experiences for all. The EU STEM Coalition is an EU-wide...

Secondary, policy, theory .This report, helpfully broken down into specific subject areas, looks at challenges face in the delivery of the curriculum and reviews the approaches taken or planned by schools to address these. The Education and Training Inspectorate (ETI) was commissioned by the Northern Irish Department of Education as...

This report focuses on how schools in Scotland are supporting the engagement, participation and motivation of learners, and highlights examples of practice which illustrate what is working well in schools within five local authorities. It features short case studies and interviews with senior leaders. This is part of Scotland’s national...

This report captures examples of innovative practice from learners, parents and educators in Scotland during the period March to August 2020 and features one hundred stories from practitioners, local authorities, establishments, leaders, parents, learners, partners, volunteers and others were collected. The information was analysed and categorised into six themes: These...