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Learning through disruption 1: why school plans for recovery from COVID must be locally led

Moss, G; Bradbury, A; Braun, A; Duncan, S; Levy, R; (2021) Learning through disruption 1: why school plans for recovery from COVID must be locally led. (Policy Briefing 1: Learning Through Disruption ). UCL Institute of Education: London, UK. Green open access

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Abstract

COVID has disrupted children’s education in multiple ways. Schools are best placed to assess the precise effects of disruption on their pupils and their communities. To aid recovery, the most immediate priority is a national recovery fund that schools can draw on and tailor to meet local needs.

Type: Working / discussion paper
Title: Learning through disruption 1: why school plans for recovery from COVID must be locally led
Dates: 07 October 2021 - 07 October 2021
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.ucl.ac.uk/ioe/departments-and-centres/c...
Language: English
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10136054
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