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The authors discusses the education in Great Britain. It raised on the public opinion if education in Scotland can survive alone or Great Britain can survive without Scotland during the Scottish independence referendum debate on September 2014. The authors explores the distinctive history, principle, and current policies of each country based on the papers they are written.

This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK. [ABSTRACT FROM AUTHOR]

Recognition that the United Kingdom has increasingly become a multi-cultural and multi-faith society has raised questions about the place of church schools or schools with a religious character within the state-maintained sector. The issue was given particular focus by the Runnymede Trusts report Right to divide? Faith schools and community cohesion published in 2008. In response to this challenge, the present study examines attitudes toward religious diversity among 1,012 students attending Catholic schools and 1,518 students attending schools without a religious foundation in Scotland (13- to 15-years of age). Employing a multilevel linear model to allow for the fact that students were nested within schools and after controlling for individual differences in personality and religiosity, the data demonstrated that students attending Catholic schools held a more positive attitude toward religious diversity, compared with students attending schools without a religious foundation. [ABSTRACT FROM AUTHOR]