STORRE Collection: Electronic copies of Faculty of Social Sciences reports and discussion papers.
http://hdl.handle.net/1893/28720
Electronic copies of Faculty of Social Sciences reports and discussion papers.2024-03-28T11:19:55ZTowards a typology of curriculum policy approaches
http://hdl.handle.net/1893/35169
Title: Towards a typology of curriculum policy approaches
Author(s): Priestley, Mark; Angier, Corinne; Schuler, Barbara; Smith, Joseph
Abstract: This report identifies global trends in curriculum policy, drawing from analysis of curriculum frameworks from 64 jurisdictions – countries and states within federal countries. It does not provide a fully comprehensive picture of global curriculum policy, although we believe that it is broadly indicative of global trends. The research was constrained by the variation in information available in the public domain and in English from each jurisdiction. We also note that representations of national policy (e.g., on official websites) can quickly become out-of-date, due continually shifting policy patterns and changes to publicly available information. We are grateful to the UNESCO regional experts and international curriculum scholars who provided feedback on our draft, in some cases identifying areas where national policy had changed between our analysis of public documentation and the drafting of the report. It is clear that, given the frequent and rapid changes in curriculum policy, any approach to curriculum policy analysis based on static typologies can become obsolete. In this report, we thus suggest an alternative approach based on dynamic typologies which capture the direction of travel in curriculum policy, rather than trying to capture policy at a fixed point in time. We identify a number of common trends across the globe including: • Similar discourses and terminology between contexts. • A shared emphasis on education as a response to global and local challenges. • A belief that education is the means through which individuals become equipped to contribute to society. • The co-existence of multiple curriculum ideologies within the same policy, making it difficult to apply theoretical typologies to real-world policy. Key distinctions across the globe include: • Different understandings of shared concepts such as ‘competency curriculum’. • Different core values and ethical stances underpinning curricula. Empirical research is necessary to discern the complex relationship between curriculum policy and its enactment in any given setting.2023-05-01T00:00:00ZEvaluation of the 'Connecting Residents in Scotland's Care Homes' Programme
http://hdl.handle.net/1893/35009
Title: Evaluation of the 'Connecting Residents in Scotland's Care Homes' Programme
Author(s): Gibson, Grant; Pavlopoulou, Ismini; Wilson-Nash, Carolyn; McCabe, Louise
Abstract: This report details the findings from the ‘Connecting Residents in Scotland’s Care Homes’ (hereafter CRSCH) programme evaluation. The evaluation was commissioned by the Scottish Government Technology Enabled Care programme in conjunction with the Digital Health and Care Innovation Centre (DHI). The project looked to evaluate the programme from the perspectives of all stakeholders, including residents, care staff, managers, family and friends of residents, and policymakers. Our goal was to find how far the programme is meeting its goals, the issues influencing its effectiveness, and the individual and organisational factors that will influence its continued scale up and sustainability over the longer term. The evaluation was conducted between December 2021 and July 2022 by a research team from the Faculty of Social Sciences and the Stirling Management School at the University of Stirling.2022-07-01T00:00:00ZWritten evidence submission to the Scottish Parliament Criminal Justice Committee on Bail and Release from Custody (Scotland) Bill
http://hdl.handle.net/1893/34963
Title: Written evidence submission to the Scottish Parliament Criminal Justice Committee on Bail and Release from Custody (Scotland) Bill
Author(s): Graham, Hannah; McNeill, Fergus
Abstract: In response to the Scottish Parliament Criminal Justice Committee Call for Views, this evidence submission is co-written in an individual capacity as criminologists working in academia, whose research interests, publications, teaching, policy and public engagement are relevant to issues considered in this Bill. Overall, the general approach taken in the Bill is sensible and constructive. We welcome the fact that bail reform and release and reintegration supports are featuring on the Parliamentary legislative agenda. This view does not preclude the need for thoughtful scrutiny of details of what the Bill proposes, nor does it imply there is no scope for making amendments/additions to further improve the Bill. Proposals in the Bill span multiple areas of Scottish Justice and, as such, our submission raises some relevant wider issues, for context.2022-09-22T00:00:00ZStained Bodies - Prisoners’ perceptions of the DNA database for criminal investigation purposes and their perspectives of social reintegration
http://hdl.handle.net/1893/34437
Title: Stained Bodies - Prisoners’ perceptions of the DNA database for criminal investigation purposes and their perspectives of social reintegration
Author(s): Machado, Helena; Cunha, Manuela Ivone; Miranda, Diana; Santos, Filipe
Abstract: First paragraph: Following international trends regarding the use of genetics for criminal investigation purposes and strategies for the identification, prevention and deterrence of criminal activities, a DNA database was created in Portugal for criminal and civil identification purposes, in accordance with Law 5/2008 of 12 February.2011-01-01T00:00:00Z