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Policy documents

The majority of key policy documents around personal motivation and engagement of learners can be obtained from four key websites. DCSF, Every child matters, Ofsted, and Teachernet


DCSF (2008) 21st Century Schools: A World-Class Education for Every Child DCSF-01044-2008

Schools rightly see their central purpose as preparing children and young people for life. An excellent 21st century school will be driven by the determination to do the best for every child and deliver excellent personalised education and development. This document describes how the entire school system will need to change, and how individual schools will need to look beyond traditional boundaries, be outwards facing and work in close partnership with young people, parents, other schools, colleges, universities and with other children’s services.

 


DfES, 2005; Youth matters (cm6629)

This document outlines a number of key proposals and opportunities for young people.

 


DfES, 2006; Youth matters: next steps (0260)

This is the Government’s response to the Youth Green Paper published in July 2005. It sets out a vision to transform the lives of every young person through a radical reshaping of provision.


HM Treasury/DCSF (2007) Aiming high for young people: a ten-year strategy for positive activities (PU216)

This document considers how the Government can help all young people, particularly those in deprived areas, to take part in enjoyable and purposeful activities in their free time which can help them develop new skills and raise their aspirations.

DCSF (2007) The Children’s Plan: Building Brighter Futures

The Children’s Plan sets out government plans for the next ten years. It is based on five principles:
•    government does not bring up children – parents do – so government needs to do more to back parents and families;
•    all children have the potential to succeed and should go as far as their talents can take them;
•    children and young people need to enjoy their childhood as well as grow up prepared for adult life;
•    services need to be shaped by and responsive to children, young people and families, not designed around professional boundaries; and
•    it is always better to prevent failure than tackle a crisis later.
A progress report The Children’s Plan: One Year On can be found here.

 

 

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