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Family and Children

Evaluation of the implementation and impact of Diplomas

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Evaluation of the implementation and impact of Diplomas

The introduction of Diplomas for 14-19 year olds, at three levels and across 14 or more ‘lines’ of learning, represents a major innovation in educational opportunity for young people in England. The Diploma consists of: • ‘generic learning’ (functional skills in English, mathematics and information and communication technology (ICT), a project, and development of personal, learning and thinking skills) • ‘principal learning’ (sector-related knowledge and underpinning skills needed to progress in relevant sectors) • ‘additional/specialist’ learning (a selection of options can be chosen from a range of qualifications). Diplomas also include learning


By NFER, UK.


Family and Children Policy Resource.


Misguided efficiency focus 'trading' the futures of the UK's most vulnerable children,

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Misguided efficiency focus 'trading' the futures of the UK's most vulnerable children, says nef analyis

nef's research suggests that the Government and some local authorities are claiming to endorse a 'Child-Centred' approach while making cuts that betray a lack of understanding of what young people in care really need and value. And as nef's research shows, this lack of understanding will inevitably lead to long-term social and economic costs. Behind the dramatic headlines about failing care homes and delinquent young people, good providers of residential care services face being pushed out in the drive to cut costs.


By NEFUK.


Family and Children Policy Resource.


The Effect of Expansions in Maternity Leave Coverage on Children’s Long-Term Outcomes

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The Effect of Expansions in Maternity Leave Coverage on Children’s Long-Term Outcomes

This paper evaluates the impact of three major expansions in leave coverage in Germany on the longrun education and labor market outcomes of children. Evaluation of three policy reforms as opposed to a single reform enables us to analyze whether the impact of paid leave differs from that of unpaid leave, and whether an expansion of a relatively short leave period is more beneficial to child development than an expansion of an already long leave period. Our empirical analysis combines two large administrative data sources on wages, unemployment, and school outcomes. We identify the causal impact of the reforms by comparing outcomes of children born shortly before and shortly after a change in maternity leave legislation, and therefore require substantially weaker assumptions for identification than existing studies.


By AGF, UK and Germany..


Family and Children Policy Resource.