Not exact matches
14 science centres / museums created mini-networks involving schools, pupils, teachers associations,
research laboratories,
educational authorities, education and science communication specialists to run «pilot projects»
on new ways to conduct science teaching.
The
research involved surveying 1,100 school leaders, the results of which suggested that 82 per cent of mainstream schools in England do not have sufficient funding to adequately provide for pupils with SEND; 89 per cent of school leaders believe cuts to local
authority services have had a detrimental impact
on the support their school receives for pupils with SEND; three - quarters of schools have pupils who have been waiting longer than expected for assessment of special
educational needs or an education, health and care plan; and 88 per cent of school leaders think initial teacher training does not adequately prepare teachers to support pupils with SEND.
According to
research by Chris Vieler - Porter, who is studying for a doctorate at the University of Birmingham
on the underrepresentation of black and ethnic minority people in
educational leadership roles, just 37 % of local
authorities monitor the number of applications for such roles by gender, ethnicity and disability.
There are a number of partners involved in this project including the International
Research Institute for Climate and Society (IRI), IGAD (Intergovernmental
Authority on Development) Climate Prediction Applications Centre (ICPAC), the meteorological services of Ethiopia, Kenya, Tanzania and Uganda,
educational institutions and end users of seasonal forecasting information in the region and from the four countries.