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The article focuses on publications of several policy papers. Topics include considered that the Departments published International Education Strategy as global potential, global growth in 2019, the global context has changed and the effects of the coronavirus pandemic which has posed significant challenges for the education sector.

The article looks at "FE White Paper 2021: Ideas into Action" which contains the insights, expertise and experiences of a range of practitioners from leadership teams through to curriculum specialists and policy experts. It mentions employer-college relationship, which sits at the heart of the FE White Paper, needs to be viewed as a two-way street in which colleges. It also mentions COVID-19 pandemic has led to a transformation in the way that learning is delivered across the country.

The article lists the latest COVID-19-related guidance on education issued by the British government as of September 2020, including the support to studies who defer their studies, the transmission risk in children, and COVID research investments.

The article offers information on the United Kingdom-based organisation Scientific Advisory Group for Emergencies (SAGE). It mentions it is an organisation established long before COVID to deal with emergencies, came together and pooled their knowledge and experience, and mentions it is time to create an educational version of SAGE for schools.

The article reports that spread of Covid-19 which has led to disruptions in schooling across the world with increased interest among policy makers. Topics discussed include disruption to education on global scale which has been noted by organisations other than Organisation for Economic Co-operation and Development (OECD), level of proficiency in basic skills and closure of schools and guidelines to stay inside home.

The article focuses on demand for higher technical education after the Covid-19 pandemic that will be vital to driving productivity and supporting social mobility. Topics include considered that researchers liaised with providers, employers and local stakeholders in two local areas as to explore the barriers to boosting demand for and provision of higher technical education.

The article examines that the government launched a review of post-18 education and funding with the aim of ensuring that post-18 education which give everyone a genuine choice between high quality technical and academic routes. Topics include reports that the Government focus on the response to the coronavirus pandemic means that now is not the right time to conclude the review in full.

The article presents a report by the Education Policy Institute (EPI) on the initial scope and funding implications of education recovery from the COVID-19 pandemic in Great Britain. Other topics include the lost learning during the pandemic, the pandemic's economic cost, the education recovery funding package for England, and the learning losses in subjects like reading and math.

The article presents the IFS report, "COVID-related Spending on Education in England". Topics of discussion includes it presents the range and level of COVID-related spending on education in England. The statistics around Budget documentation, National Audit Office analysis of the total costs of different policies is also presented. These figures offer a benchmark for spending.

The article reports that the existing vaccines will protect everyone from emerging Viruses of Concern (VOC). Topics include examines that considerable pressure on the Conservative back benches, as there has been throughout the pandemic is to open up the economy as fast as possible; and considered that appointment of Sir Kevan Collins as the Government's Education Recovery Commissioner is a good opening move.

The article reports that the COVID-19 Education Recovery Group (CERG) has updated its COVID-19 advice to schools and colleges in Scotland. The Group is involved in advising the Scottish government, and the advice was reviewed on the request from the government in the wake of the increasing transmission of the virus. It mentions the government's policy to keep schools safe, open, and welcoming.

The article presents some advice from the British government about the COVID-19 pandemic as of July 2020. Also cited are the physical education (PE) and sport premium funding in England, the removal of the majority of children in the shielded patient list, and the guidelines on the temporary changes to the special educational needs and disability laws during the pandemic.

The article discusses a case study in which the obstacles experienced by Hackney Council and public health team in supporting COVID-19 testing, as well as some of the local responses implemented to overcome these challenges. It mentions in an effort to support disadvantaged communities, Hackney Council has established a close cooperation with voluntary and community services, and lack of understanding of COVID-19 transmission and the benefits of testing is one of the difficulties.

The article reflects on the comments of Geoff Barton, General Secretary of the Association of School and College Leaders on the latest pupil attendance statistics from the Great Britain Department for Education. It mentions pupil attendance in the academic year 2022 has increased as the 2021 academic year had been heavily impacted by COVID-19 rates.

The article informs on a report which considered the impact of the pandemic from the perspective of its members, children and young people, and parents. It mentions that while education, community and health settings were vital sources of support for infant, children and young people's mental health, the findings had highlighted the many shortcomings the settings continued to face, despite recent policy initiatives and investment to increase the availability of support.

The article discusses the budget of Great Britain's Department for Education (DfE) in 2020-2021, which will be reviewed by the House of Commons. Also cited are the DfE's Resource Departmental Expenditure Limit, the budget for schools, further education, and Education and Skills Funding Agency, as well as the possible effects of the coronavirus pandemic to university finances.

The article reports on the consultation launched by Great Britain's Office of Qualifications and Examinations Regulation (Ofqual) for its proposals for the 2021 general qualification assessment and the vocational and technical criteria. Also cited are the measures implemented by the Department for Education to support schools and colleges amidst the COVID-19 pandemic, as well as the focus of the proposals on General Certificate of Secondary Education (GCSE) and Advanced levels.

The article discusses about the Government allocation of funds for education recovery from COVID. The topics of discussion includes the review of the Children Recovery Plan from Labour Party and leaked Collins plan which is a leak of a draft of a presentation of a report by Sir Kevan Collins, the Education Recovery Commissioner, written in April, and presented to the Department for Education.

In the article, the author discusses how the education sector in Great Britain and other countries can build back better post-COVID-19 pandemic. Topics include the expected lifting of legal restrictions on life in Great Britain by June 2021, the educational issues in the country like the inequality in the education system, and some plans by various institutions on the opening of in-person classes like the Education Policy Institute's study on education recovery.