In September 2025, 18 percent of people in the UK thought that the Labour Party would be the best at handling education, compared with 13 percent who believed that the Conservatives would be the best and 10 percent who thought Reform UK would handle the issue best.

This study forms part of the teams Reform Area B workstream that focusses on decentralisation and district innovations through four specially selected innovative districts that will be used as "learning laboratories" to generate findings. In each district, the team studies a particular system innovation and its impact on learning outcomes. Some of these innovations are co-designed with the district government.

Further information about the study may be found on the COVID Social Mobility and Opportunities Study (COSMO) webpage.

COSMO Wave 2, 2022-2023
All young people who took part in Wave 1 (see SN 9000) were invited to the second Wave of the study, along with their parents (whether or not they took part in Wave 1).

Data collection in Wave 2 was carried out between October 2022 and April 2023 where young people and parents/guardians were first invited to a web survey. In addition to online reminders, some non-respondents were followed up via face-to-face visits or telephone calls over the winter and throughout spring. Online ‘mop-up’ fieldwork was also carried out to invite all non-respondents into the survey one last time before the end of fieldwork.

Latest edition information:
For the second edition (April 2024), a standalone dataset from the Keeping in Touch (KIT) exercise carried out after the completion of Wave 2, late 2023 have been deposited. This entailed a very short questionnaire for updating contact details and brief updates on young people's lives. A longitudinal parents dataset has also been deposited, to help data users find core background information from parents who took part in either Wave 1 or Wave 2 in one place. Finally, the young people's dataset has been updated (version 1.1) with additional codes added from some open-ended questions. The COSMO Wave 1 Data User Guide Version 1.1 explains these updates in detail. A technical report and accompanying appendices has also been deposited.

Further information about the study may be found on the COSMO website.

The file consists of three spreadsheets. This first one is the dataset. It contains information extracted from primary studies that were part of the quantitative synthesis of a systematic review of school randomised admissions. The second tab is the codebook, including a brief description of each variable extracted or assessed from the primary studies, and its corresponding values. The third sheet shows the APA bibliographic reference and access link for each of the primary studies included in the meta-analysis.These data were used for one of the research chapters of the author's PhD thesis, available here https://discovery.ucl.ac.uk/id/eprint/10096351

The folder contains datasets of teacher surveys, including teachers of primary school grade 3 and grade 4, and teachers of lower secondary school grade 9. The data was collected in Vietnam in 2020.

The folder contains datasets of parent surveys, including parents of primary school grade 4 students and parents of lower secondary school grade 9 students. The data was collected in Vietnam in 2020.

The main objective of this research was to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK through a home-international comparison.

The motivation for the study was the need to understand the great differences in the rates of permanent school exclusions and suspensions in different parts of the UK. with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales.

The research was undertaken by the multi-disciplinary (criminology, economics, education, law, psychology, psychiatry, sociology) and multi-site (the universities of Oxford, Cardiff, Edinburgh, Queen’s Belfast, and the LSE) Excluded Lives Research Team. The research was organised into two work strands: A. Landscapes of Exclusion; and B. Experiences of Exclusion. In Strand A work packages examined: the ways in which policies and legal frameworks shape interventions designed to prevent exclusions; the financial costs associated with exclusion; and patterns and characteristics of exclusion. Strand B work packages focussed on families’, pupils’ and professionals’ experiences of the risks and consequences of exclusion.

The data were collected from representative local educational authorities (4 in England, 2 in both Scotland and Wales) and across NI. Our sampling strategy for schools used modelled data, whereby we calculated the rates of exclusions for schools after controlling for pupil characteristics to estimate whether schools had above or below expected levels of exclusion based on their pupil characteristics. For the purposes of sampling, we used the number of temporary exclusions officially recorded over a five-to-seven-year period (depending on the availability of national data in each of the UK jurisdictions). School and local authority staff were selected on the basis of their roles. This data set comprises of interviews from across the UK with Headteachers, Alternative Provision providers in England and Scotland, and national policymakers in Scotland.

The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales. For example, in the last available figures (2016/7) there were 7,720 permanent exclusions in England compared to just five in Scotland. However, these figures do not account for many informal and illegal forms of exclusion. In this research, home international comparisons of historical and current policy, practice and legal frameworks relating to school exclusion will be conducted for the first time. Previous research and official statistics show that school exclusions are far more likely to affect pupils with special needs, from low income families, and particular ethnic backgrounds. Exclusions have long and short term consequences in terms of academic achievement, well-being, mental health, and future economic and employment prospects. PolESE is designed to highlight ways in which fairer and more productive outcomes can be achieved for pupils, their families, and professionals by comparing the ways in which policy and practice around exclusions differ in the four jurisdictions.

PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives.

The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).

Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.

The folder contains the datasets from student surveys, including primary school grade 2 and lower secondary school grade 7 students. The data was collected in Vietnam in 2018.

The aims of the survey are:
to identify key variables associated with school exclusions;
to identify local authorities displaying a range of exclusion rates associated with key variables;
to examine in depth the policies and practices of four local education authorities and three schools displaying a range of exclusion rates in each LEA;
to explore the experience of a small number of excluded children, their parent(s)/guardian(s) and key actors in the process of exclusion;
to inform the development of alternatives to exclusions, such as counselling programmes and support structures for schools.

The extent of sites safeguarded for Further and Higher Education, Research and Development, and Information & Communication Technology facilities within Nottingham City.

This is a list of URLs for UK Higher Education institutions' Research Data Management policies and Research Data services (where available) conducted as part of a survey of RDM in UK HE in October 2013. The survey was carried out by Loughborough University as part of its Research Data Management project. For further information please contact Martin Hamilton or Sue Manuel.

Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides;the current geocoded location,contact address, roll numbers, teacher numbers, denominationUntil 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachers, proportion minority background, and proportion 20% most deprived data (published 19th March 2024).

IntroductionAutistic people may have different educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special education policies with the goal of scoping the level of fulfilment of the right to education of autistic people.MethodsFour EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of education, special education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created.Results and discussionEach country created policies where the right to free education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal—inclusive education for autistic children that leads to the development of their full potential.ConclusionPolicy-making across Europe in the field of education has been changing through the years in favour of autistic people. Today their rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability rights in Central and Eastern Europe.

From 1 April 2015 all central government departments, including their Executive Agencies and Non Departmental Public Bodies, must publish the percentage of their invoices paid within 5 days and within 30 days, on a quarterly basis. More details can be found here: https://www.gov.uk/government/publications/procurement-policy-note-0515-prompt-payment-and-performance-reporting.

This study contains the datasets for the exercises of the textbook: Layard, R. and De Neve, J-E. (2023) 'Wellbeing: Science and Policy', Cambridge: Cambridge University Press. ISBN 9781009298926.

The datasets are extracted from SN 6614 Understanding Society: Waves 1-11, 2009-2020 and Harmonised BHPS: Waves 1-18, 1991-2009.

Should any queries arise in regard to these teaching datasets, they should be directed to the authors of the book. These datasets are not maintained by the Institute for Social and Economic Research (ISER), the producer of the main Understanding Society study.

As the statistical branch of the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Institute for Statistics (UIS) produces cross-nationally comparable statistics on education, science and technology, culture, and communication for more than 200 countries and territories.

The UNESCO Education Statistics dataset includes data from 1970 onwards. From pre-primary school enrolment to tertiary graduation rates, it covers all education levels and addresses key policy issues such as gender parity, teachers and education financing.

This dataset is published as Open Data and replaces any previously published dataset.Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides the current geocoded location, contact address, roll numbers, teacher numbers, denomination, and proportion of pupils from minority and ethnic groups for each primary, secondary and special school in Scotland. Until 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachershttps://www.data.gov.uk/dataset/9a6f9d86-9698-4a5d-a2c8-89f3b212c52c/scottish-school-roll-and-locations