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The article list all government policy papers relevant to education, training and children's services. It mentions that it includes policy papers published by various government departments, policy and briefing papers from the libraries of the two Houses of Parliament. It mentions topics such as debate on the mental health of children and young adults and off-rolling in English schools.

The article offers insight to the policy papers on education published in Great Britain. Topics discussed include "Further Education Reclassification: Government response;" "School (Reform of Pupil Selection) Bill [HL];" and "Student Loan Statistics," and "Independent Review of Children's Social Care."

The article presents various published policy papers as of November 2022. It includes response to a report on hotels for housing unaccompanied asylum-seeking children, March to May 2022; Schools Bill: Regulation of Academies and Trusts by Heather Evennett; and Student Support for Undergraduates Across the United Kingdom by Joe Lewis and all.

The article offers insight to policy papers published in Great Britain. Topics include "The Post-18 Education and Funding Review: Government conclusions;" "Skills and Post-16 Education Bill [HL]: Progress of the Bill;" and "Higher Education (Freedom of Speech) Bill: Progress of the Bill," and "Constituency Casework: Schools in England."

The article offers information on policy papers published over the last week as of June 2, 2020, related to education system in Great Britain. It further discusses House of Commons Library briefing on the different types of financial assistance available to postgraduate students in England; impact of the Coronavirus outbreak on separated families, maintenance arrangements and access to children; and effects of the COVID-19 pandemic on education while closing schools.

The article informs that in the schools White Paper, "Opportunity for All: Strong schools with great teachers for your child" the United Kingdom Government outlined its plans for all schools to become academies and part of a "strong" multi academy trust (MAT). It mentions at the same time, as an annex to the White Paper, it also published "The Case for a Fully Trust-led System."

The article discusses education policy papers in Great Britain from House of Commons Library and Organisation for Economic Cooperation and Development (OECD). It mentions student support systems for undergraduate higher education students in England, Wales, and Scotland; and also mentions triennial international programme of student assessment of 15-year olds.

The author comments on the British government's ambition to create an education system that offers all children, whatever their background, with schooling that will aid them attain their potential. He says that the intention that selective schools should sponsor a non-selective school, or that an independent school would give greater benefit to ordinary families by setting up a free school is not probably to expand the number of good school places available to all families.

The article reports that the launch of the Green Paper, "Schools That Work for Everyone," yesterday resulted in more British parliamentary debates on grammar schools as the Secretary of State for Education made a statement in the House of Commons which was reiterated in the House of Lords by the Parliamentary Under-Secretary, Lord John Nash on 12 September 2016.

The article focuses on the views of the British Secretary of State for Education, Nicky Morgan who made a statement on all schools becoming academies. She discussed the Government's White Paper, Educational Excellence Everywhere. The minister stressed that while the Government sill wanted every school to become an academy by 2022, it had always intended to be a six-year process in which good schools should be able to take their own decisions about their future as academies.

The article reports that the White Paper 'Higher Standards, Better Schools for All' has left too much to the market forces. The Socialist Educational Association, the only educational association affiliated to the Labor Party, which was not consulted on the White Paper agree with many of its proposals including policies on extended schools, personalized learning and renewing the tuition of excluded pupils after their sixth day. But, on the basis of some proposals of the White paper, it appears that the Government want to leave it open to the new barbarism which sees education as one area of public service ripe for exploitation by market forces.

The article offers details on the General Data Protection Regulation, implemented on 25 May 2018 that poses significant challenges for schools, whether it be from a management or financial perspective and notes that GDPR has now been incorporated into the Data Protection Act 2018 (DPA).

The article presents information on the failure of the White Paper, "Higher Standards, Better Schools for All," to complement the Childcare Bill, "Every Child Matters." The White Paper does not make any reference to Every Child Matters. The paper has made clear that, within the British DfES, this document was generated in the "schools silo" with no apparent account taken of the thinking going on in the "children's silo." The White Paper militates against the thrust of the Every Child Matters agenda in general and in a number of specifics.

The article presents information on the author's opinion on the success of the White Paper, "Higher Standards, Better Schools for All," in producing higher educational standards in Great Britain. The New Labour party, which came to power in 1997, failed to close the achievement gap between affluent and disadvantaged pupils in it's first eight years. The focus of the White Paper is primarily on structures--on reducing the role of local authorities, encouraging new providers to enter the market and suggesting that state schools might be run by self-governing trusts with external sponsors.

Reports on developments with regard to education in Great Britain as of January 2002. Privatization of schools in Surrey and Essex; Under-performing inner city black boys; Shadow Education secretary Damian Green's work in a comprehensive in London.

The article reports on the Association of School and College Leaders' (ASCL) proposals for grading general certificate of secondary education and A-levels amid the COVID-19 pandemic, as of February 2021. Topics covered include ASCL's warning that plans for assessing grades must not become exams by another name, the idea of exam boards providing a range of papers or banks of questions that teachers could use to assess their students and how schools and colleges should submit grades.

The article reports that Great Britain government is planning to introduce Phonics Screening Check in 2021 for Year 1 children for undertaking testing in current circumstances during the COVID 19 pandemic. It mentions that results on the check have come to be treated as a measure of a school's success in teaching children to read by Department of Education and by Office for Standards in Education when inspecting schools.

The article reports that the Association of Professionals in Education and Children's Trust (ASPECT) has led a debate on the schools White Paper at the House of Commons in Great Britain. John Chowcat, general secretary of ASPECT, said that admission policies were important, but the White Paper was fundamentally about a wider separation between schools and local authorities.

Presents a list of research papers from academic journals on education in Great Britain in 2002. Key issues relevant to education that were discussed by the papers; Impact on schools and students; Policy implications on education.

The article discusses the steps his department was taking to attract science, technology, engineering and mathematics teachers to disadvantaged areas in schools of United Kingdom. Topics include the steps taken by the government of United Kingdom to overcome the problems associated with the teachers; upgradation of the further education estate , and assessment he had made of the adequacy of the variety of literature taught in schools.

The article informs on the United Kingdom government's levelling up plans which promise of placing skills, schools and families at the heart of reform. It mentions the Government has also announced its intention to target investment and support at so-called Education Investment Areas, helping those from the most deprived backgrounds and areas access high-quality education.

The article presents suggestions from minority of the non-pharmaceutical interventions in Great Britain which are directly relevant to education. Topics discussed include impact of opening of schools on COVID-19 related hospitalisations and intensive care bed usage; advice to work from home for all those that can; and influence of associated costs in terms of health and wellbeing on the poorest members of society to a greater extent.

The article highlights the conference of school officials entitled "Improving Outcomes for Children: Making Data Count" in Great Britain. The conference played host to several other speakers, including Deputy Leader LB Islington and Vice-Chair LGA Children and Young People's Board, Cllr James Kempton, and Director of Children's Services, LB Islington, Paul Curran.

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 offers advice to schools on the transition into to trust in the light of the news that all schools in England to aim for academy status by 2030. It mentions the Department for Education has now put forward a clear overarching framework designed to secure a unified schools system made up of multi academy trusts (MATs) with all children being taught in a school that is either part of, or in the process of joining, a strong MAT by 2030.

The article comments on Great Britain government's White Paper on higher education. It discussed the Government's priorities across the whole of education one year into this Conservative government. It is opined that in this age of globalisation, national policies have to exist in the context of global competition and with both schools and higher education the country has also seen announcements that illuminate this.

The article focuses on the reaction of local and school authorities on the Education Bill in Great Britain. Local authorities would continue to play a vigorous role in boosting standards and intervening decisively where there is failure or poor performance in schools and would be there to respond to the views of citizens to address problems and to pre-empt difficulties.

The article informs that there are many schools around the world taking advantage of the offer by the Financial Times, Britain's business paper. It mentions pupils, teachers and the library get free access to the on-line edition, and offers free digital access to FT.com to students aged 16-19, their teachers and schools.

Discusses the "Educational Reconstruction," a White Paper published in 1943, which comments on British primary education to see how far progress was subsequently made in tackling the issues it identified. Outline of the Government's intention to recast the education service in terms of stages; Observation that some of the issues of concern then are still present in 2003.

The article reports that the School Standards Minister in England made a plea to enter evidence-based literacy policies. It discusses government policy on literacy learning, costs and commercialism. It is noted that Masters' level teacher profession and free continued professional development should be mandatory in Great Britain.

The article discusses the impact of the COVID-19 Pandemic on British education and offers two reports on the effect of COVID-19 on education including, "The Impact of the COVID-19 Pandemic on Children's Socioemotional Wellbeing and Attainment During the Reception Year". It offers another report, "The Impact of COVID-19 on Learning: A review of the evidence" that observes that schools have experienced unprecedented disruptions due to the coronavirus (COVID-19) pandemic.

The article offers the author's comments on the British government's new White Paper, "New Opportunities children and the OECD". He opines that the government is correct in placing children at the centre of policy. But the policy needs to be evidence based, which with schools it has not always been. He says that it will help to transform the children agenda or the services for children in the country. Also he says that it will help every child to reach their maximum potential.

The article highlights the conference of ConfEd entitled "The Many and the Few" in Great Britain. The incoming president of ConfEd, Robert Garnett, said that the choice of theme for the conference was a deliberate reference to the rhetoric they once had from government leaders about governing on behalf of the many not the few. Garnett questioned the creation of trust schools which will diminish parental representation on governing bodies.

The article informs that according to figures, obtained by NAHT through a Freedom of Information request, increasing numbers of school leaders were leaving their roles after less than 5 years in post in the United Kingdom. It revealed that five-year retention rates had become worse in every category of school leadership.

The article informs on Great Britain governments School Supplementary Grants (SSGs), designed to ease the financial burden of the Health and Social Care levy, guaranteeing all new teachers a salary and simultaneously safeguarding other areas of school budgets. It mentions the Department for Education advised schools to discuss with their local authority any increases as part of the top-up funding paid from local authorities' high needs budget.

Comments on key issues relevant to education policy in Great Britain. Difficulties of the government over spin and the dissemination of information on education; School dropout rates; Policy implications on education.

The article reports on the impact of mass school closures on COVID-19 pandemic. Topics include the role of children in transmission is likely to be smaller; the role of social distancing and safety measures such as the use of sanitizers for infection prevention; and the reduction of burden on health care and social workers.

The article offers insight to written questions and their answers in Great Britain House of Commons. Topics include Review of Post-18 Education and Funding; encourage awareness, and uptake of apprenticeships, supported internships and traineeships among young disabled school-leavers; and campaigns to encourage better ventilation in schools to tackle COVID-19.

The article focuses on Department for Education has commissioned Renaissance Learning, and their subcontractor the Education Policy Institute, to collect data from a sample of schools to provide a baseline assessment of education lost and catch-up needs for pupils in schools in England. It mentions impacts of the COVID-19 outbreak, including how they are tackling the issue of lost education.

The article discusses the study presented at the conference of the British Educational Leadership Management and Administration Society (BELMAS) in Scotland. It proposes that schools in England must fall in one of the four categories including confident, cautious, and concerned. It notes that 22 percent of the total schools in the confident category were positive in school autonomy, and confident on engaging new policy opportunities.

The article reflects on the statement of Chancellor of the Exchequer, Philip Hammond on school budgets and the future of education colleges or local authority children's services in Great Britain. Topics include school funding crisis in the country; government policy of providing free sanitary products in schools and colleges; and offering of technical and vocational skills in the country.

In the article, the author discusses developments in the education sector in Great Britain as of January 2017. Also cited are the industrial strategy green paper issued by the government that contains plans like reforming the country's technical education, the focus on skills and financing non-university learning, and the report by the National Audit Office hinting of a looming 8% cut in the schools' budgets.

The article focuses on a research published in the Journal of Youth Studies which reveals one in five young people lack sleep to check messages on social media. The reports mentions that lack of sleep results in stress and tiredness during school time. It also presents views of Professor Sally Power, Co-Director at the Wales Institute for Social & Economic Research, Data & Methods, for the same.

The author discusses aspects on a report concerning the different aspects of children's services at schools in Great Britain. The author is critical on the estimated number of children who diagnosable mental health condition referred to mental health services in England in 2015. Also investigated is the needed collaboration between education, health and social sectors to address the gap in provision and mental health difficulties.

The article discusses the traditional definition of medieval history more correctly begins with the fall of the Western Roman Empire in 476 AD and goes up to the Renaissance and the age of discovery in United Kingdom. There were no public schools, and those who had the privilege of getting an education usually either learned at home with a tutor or from a school run by the church. Because of this, religion informed every subject that students learned.

The article offers information on two consultations published in Great Britain on October 15 and 21, 2015. One is about the federal government's proposed framework amendments to pediatric first aid. Another is about the Department for Education's functions in respect of failing, underperforming and coasting schools.

The article reports that according to paper published in Research Papers in Education: Policy and Practice good teachers or higher qualified new teachers are attracted towards challenging schools in Great Britain.

The article offers information on the advice of Great Britain Government to schools in England on COVID-19 pandemic. It further discusses documents of advice to education settings in England, Great Britain; information for parents and carers about the wider opening of nurseries, schools & colleges, transport, attendance, free school meals and remote education; and guidance for Tier 4 sponsors, migrants and short-term students on temporary concessions in response to the outbreak of coronavirus.

The article offers insight to a survey conducted by Great Britain Association of School and College Leaders, according to which secondary schools in England and Wales have reported a rising tide of pupil poverty. It informs that survey which was completed by headteachers who represented 11 percent of state-funded secondary schools reveled issues of poverty, sanitary products, and food banks in schools.