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ERIC Number: ED545665
Record Type: Non-Journal
Publication Date: 2013-May
Pages: 35
Abstractor: As Provided
Reference Count: 34
Education in a Devolved Scotland: A Quantitative Analysis. Report to the Economic and Social Research Council. CEP Special Paper No. 30
Machin, Stephen; McNally, Sandra; Wyness, Gill
Centre for Economic Performance
Education is an area that is highly devolved in the UK, and the fact that all four constituent countries have pursued very different policies in the recent past provides a good testing ground to undertake a comparative review of the merits or otherwise of the education reforms that have taken place. There is, of course, an important policy context to such an analysis. Examining the performance of children educated in the devolved Scottish system in comparison to those educated in England, Wales and Northern Ireland has potential to offer a unique and valuable insight into the impact of Scottish devolution in a high profile area of public policy. When deciding whether or not to seek independence from the UK, the Scottish electorate will need to consider how a devolved Scotland has fared in educating its nation under its own terms--and hence how they might fare when taking ownership of other policy areas. In examining the key differences in attainment bearing in mind these differences, this report will help answer this question.
Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail:; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: London School of Economics and Political Science (England), Centre for Economic Performance (CEP)
Identifiers - Location: United Kingdom; United Kingdom (Scotland)
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study