Thesis

The educationally rich environment : an examination of issues affecting the educational experience of looked after and accommodated children and young people in the Scottish context

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Awarding institution
  • University of Strathclyde
Date of award
  • 2005
Thesis identifier
  • T11543
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This thesis examines issues which affect the educational experience and attainment of children and young people who are “looked after” by local authorities and is set within a broader context of social welfare policy development in Scotland. The thesis records a process of enquiry using the “action research” approach to develop self-evaluation indicators which can be used by residential child care settings to help them to become more “educationally rich” environments. The use of the indicators within residential children’s homes is discussed, concluding, for example, that they can contribute to the identification of clear objectives for education in unit development plans. However, the work shows that managers and carers require considerable additional support and direct assistance to implement the indicators and to institute the consequent changes to unit policy and practice. The review of the literature tells a mainly depressing story of deficits and barriers in relation to the aspirations and attainment of children and young people in public care, but also shows the emergence of more encouraging messages in recent research. Analyses of official statistics on attainment and exclusion from school show the variation in achievement in different local authorities and the apparent higher achievement of children looked after in foster care settings and in residential schools. The study also identifies a number of avenues for further research, including the need to look more directly at the day-to-day educational experience of children and young people in public care, focussing closely on educational and care planning and review, as well as educational and cultural activities, and the relative contributions of particular educational support arrangements, including home-link teachers, private tutors, mentors and university summer schools.
Advisor / supervisor
  • Chakrabarti, Mono
Resource Type
DOI
EThOS ID
  • 428367

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