| Description | This report summarises practice in flexible learning and support packages for groups requiring more choices and more chances. |
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| ISBN | (Web Only) |
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| Official Print Publication Date | |
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| Website Publication Date | May 06, 2009 |
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Kevin Lowden, Alison Devlin, Stuart Hall, George Head, Jon Lewin
The SCRE Centre, Faculty of Education, University of Glasgow
ISBN 978 0 7559 7516 7 (Web only publication)
This full report is also accompanied by research findings 47/2009.
This document is also available in pdf format (392k)
CONTENTS
Executive summary
1 Introduction
1.1 Policy context
1.2 Research aims
1.3 Research approach
1.4 Structure of the report
2 The Provision of Flexible Learning and Support Packages Aimed at young people needing more choices and more chances
2.1 Characteristics of good practice
2.2 Models of provision
2.3 Views on the outcomes of tailored provision
2.4 Factors influencing success
2.5 Sustaining good practice
The Case Studies:
1 Falkirk Council: Innovative council-wide multi-agency approach
2 Kibble Centre and Reid Kerr College
3 Lochend Community High School and college partners Glasgow
4 MPS Training Ltd, Johnstone and Clydebank
5 YMCA/Scottish Borders
3Conclusions
References
Appendix 1 Overview of evidence and case studies
The views expressed in the report are those of the author(s) and do not necessarily reflect those of the Scottish Government or any other organisation(s) by which the author(s) is/are employed.
The Scottish Government is making this research report available on-line in order to provide access to its contents for those interested in the subject. The Scottish Government commissioned the research but has not exercised editorial control over the report. Both documents are published by Education Analytical Services, Scottish Government, Victoria Quay, Edinburgh, EH6 6QQ. If you have any enquiries about these reports please contact the Dissemination Officer on 0131-244-0894; by e-mail on recs.admin@scotland.gsi.gov.uk or visit our website www.scotland.gov.uk/insight . |
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