Here at Children's Neighbourhoods Scotland, we're using a capabilities approach to help young people articulate their goals and aspirations - and to help them recognise the barriers and enablers to achieving these aims. Public services can be key enablers, but it's really important that new ideas are incorporated into their development - otherwise they can… Continue reading 4 inspiring ways young people have changed public services across the globe
During a recent work trip to Manchester, members of the Children’s Neighbourhood Scotland team took the opportunity to visit Manchester Communications Academy (MCA), a creative, innovative and inspiring secondary school which has the whole community right at the heart of everything they do. Opened in 2010, and with the words “with you... for you... about… Continue reading The school with a heart for community
How and why Children’s Neighbourhoods Scotland (CNS) proposes to use a Capabilities Approach in our research.
Asking local children what is most important to them is crucial to Children's Neighbourhoods Scotland. Many of our local children would tell you that is playing is important!
Most people use “place” and “space” to mean the same thing but for some researchers there is an important difference between these two words. Find out more.
Starting out in Bridgeton and Dalmarnock we have been learning from other children's neighbourhood approaches, where there is a lot of emphasis on the role of the 'backbone organisation'. What does this mean?
This workshop of local partners in Bridgeton and Dalmarnock improved and developed the CNS Theory of Change.
How Children’s Neighbourhoods Scotland's approach and ways of working are underpinned by the idea of ‘collective impact’.
When reviewing literature from other Children’s Communities we noticed that many of them used a Theory of Change, taking into account local recent context, available assets, and key outcomes for communities. This form of planning is often used successfully to promote social change in complex settings.