Education




Civic engagement in Russia

Posted on 24 May 2017 by WISERD

Professor Grigori Kliucharev recently presented as part of the WISERD Civil Society seminar series. His presentation, ‘Social and political participation in building democracy in Russia: The role of literacy programmes and educational reforms’, is based on research data on literacy, and social and political participation in Russia. This was conducted in 2014-2016 by Professor Grigori
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School sign

School allocations – an illusion of choice?

Posted on 2 March 2017 by WISERD

Thousands of families across Wales will shortly be learning which primary and secondary schools their children will be attending in September. For many, this will be their local catchment school, however for a sizeable minority, the outcome will not be what they wanted. Many will find themselves without a place for their child or have
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Just how much of a problem is cyberbullying in Wales?

Posted on 13 January 2017 by WISERD

Young peoples’ social media usage on the rise Amongst young people social media has been consistently growing in popularity over the past ten years. EU Kids Online’s research on young people’s use of digital media across 25 European countries suggests that from 2005 to 2010 internet use increased from 70 to 93 per cent amongst
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Schooling and the Rights of Young People in Wales

Posted on 6 May 2016 by WISERD

The United Nations Convention on the Rights of the Child (UNCRC) is intended to address the political, civil, economic, social and cultural rights of children everywhere in the world. In 1989, this Convention was widely adopted by governments worldwide in recognition of children’s rights and in making a political promise to acknowledge those rights in
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Flexible Pre-School Education Pilots – Separating the Impactful from the Impractical

Posted on 13 October 2015 by Natalie Richards

Children in Wales are required to begin school at age 5. Although parents have no legal obligation to put their children into forms of education before this age, it is widely accepted that pre-school education has a positive impact on children’s cognitive and social development. Pre-school education is therefore universally popular and local authorities in
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