This dissertation has used a historical timeline of Governmental changes to policies and laws as a background to describe the evolving importance of looked after children and education. This framework was chosen because of the amount of changes to policy and law and to clarify in more detail how they connected to corresponding law and policy.
Prior to the mid 1980’s very little research was conducted surrounding looked after children and education (Jackson and Martin, 2002). Essen, Lambert and Head (1976) found that looked after children performed poorly in comparison with the rest of the population DATA. Over the last twenty years, various Government’s have focused on the importance for looked after children and their education, and a need to ensure its priority within assessment, schools and the wider environment.
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The aim of this literature review is to discover why the majority of looked after children still do not access tertiary education, even though their deficit in this area has been well known for many years. The dissertation will focus on specific areas for example:
Looked after children and education
Looked after children and access to tertiary education
The role of the social worker with respect to looked after children and their progression through education
Does the nature/ or experience of placement for looked after children have an effect on their likeliness to progress to tertiary education?
Finally what social work can do to actively promote education for looked after children.
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