This project was intended to a) support a group of young people from across the UK to complete their own youth-led research and b) pilot and co-design a suite of resources to enable any practitioner and any young person to complete youth-led research or YPAR with minimal expense and inconvenience. Phase one was . . .
Project-based education was first introduced to the education system of Sri Lanka through the “Handessa” scheme of 1932. Subsequently projects were included in the General Certificate of Education Advanced Level curriculum by the educational reforms introduced in 1972, 1997 and 2007. In the 1997 reform, all . . .
The outbreak of Covid-19 globally led to a national lockdown in England from March to July 2020 and November to December 2020. Key workers in front line health care, food production or delivery services were allowed to continue working, but all other workers, including family centre leaders, had to go home and work from home where possible. Family centres provide wrap around multi-professional support for families with pre-school children. The centres provide a huge range of support . . .
The history and future of our struggles regarding grassroots organizations in Hungary during the pandemic: Preview
The original goal of our team was to find out what we can learn from Hungarian social movements after the regime change in 1989/1990 and explore how contemporary struggles can benefit from this knowledge. However, the outbreak of the coronavirus pandemic brought many challenges for our group and we had to make some decisions regarding our . . .
It is widely documented that white working-class children are underperforming academically compared to peers from ethnic minority backgrounds. Consequently, opportunities for higher education and well-regarded careers are often foreclosed for these young people. There is a perception, albeit contested, that this . . .
The creation of a virtual classroom for special education students, as a result of physical school closures due to the COVID-19 virus, offered many challenges including the need to create temporary educational plans and to learn the mechanics of online service delivery. Unexpected and positive outcomes of the virtual classroom . . .