DOCSLIB.ORG

Team Leader/Supervisor Apprenticeship What You Need to Know

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Team Leader/Supervisor Apprenticeship What You Need to Know Team Leader/ Supervisor Apprenticeship What you need to know 1 Level 3 Team Leader/Supervisor Apprenticeship What you need to know About ILM and Management ILM – your ultimate Management Apprenticeship Standards 01 Apprenticeship partner Understanding the Team Leader/ Supervisor Apprenticeship 02 ILM is the UK’s leading specialist employers who are looking to engage provider of leadership and management with reformed apprenticeships. With our Delivery 03 apprenticeships – last year, we qualified expert team of assessors, we are ideally over 14,000 management apprentices placed to offer End Point Assessment. Assessment 06 – seven times more than any other No organisation is better qualified management body. Combined with to provide you with the end-to-end Funding 08 our expertise in the development of services required to deliver world-class apprenticeship standards, this makes us apprenticeships in leadership and Apprenticeship Standard 09 the first choice for training providers and management. New Management Apprenticeship Standards Currently there are two types of The Level 3 Team Leader/Supervisor apprenticeships in England – Apprenticeship is one of these new ‘frameworks’ and ‘standards’. Framework Trailblazer standards and has been apprenticeships are being phased out designed by a group of employers, and replaced with employer-designed including Serco, Co-Op and the BBC. Apprenticeship Standards, which are ILM has worked alongside these sometimes referred to as ‘Trailblazers’. employers to advise on the development of the Standard and associated Assessment Plan. Standards and assessment plans Employer groups are required to The Assessment Plan describes the produce two key documents which must features of the End Point Assessment be approved by the Department for which apprentices must successfully Education (DfE) before a Management complete in order to be awarded their apprenticeship standard can go live: apprenticeship certificate. The Standard is a two-page document The Standard and Assessment which outlines the occupation and Plan for this apprenticeship can be the knowledge, skills and behaviours downloaded from the ILM website. required for competence. 2 01 Level 3 Team Leader/Supervisor Apprenticeship What you need to know The Team Leader/ Supervisor Apprenticeship Delivery Who is it for? There are three key stages to the One of the key features of the The Team Leader/Supervisor Key facts delivery of the apprenticeship: Management Apprenticeships apprenticeship is suitable for l On Programme standards is flexibility. Providers and individuals who are working in a first line Level l Gateway employers now have more choice in management role. This is a Level 3 apprenticeship. l End Point Assessment how they deliver the On Programme component of the apprenticeship. A Key responsibilities may include: Duration On Programme blend of qualifications, resources and l Supporting, managing and developing The recommended duration of the This is the substantive part of the employer/provider-designed support team members apprenticeship is 12-18 months. apprenticeship and includes both materials can be used to deliver l Managing projects Apprentices cannot undertake End on-the job and off-the-job training and bespoke apprenticeship programmes l Planning and monitoring workloads Point Assessment until they have assessment. Throughout this stage, that meet the needs of every type of and resources been on programme for a minimum the apprentice will develop the skills, employer. Please speak to ILM about l Delivering operational plans of 12 months. knowledge and behaviours outlined in building a package that works for you. Resolving problems the two-page Standard. It is important l Building relationships internally and Entry Requirements that quality checks are built in to ensure externally The entry requirement for this full coverage of the Standard. apprenticeship will be decided by Occupations may include: each employer, but may typically be While it is not mandatory to deliver l Supervisor five GCSEs at Grade C or higher. a qualification as part of the l Team Leader apprenticeship, it is recommended that l Project Officer Maths and English you do so. The employer group which l Shift Supervisor Apprentices will need to achieve designed the Standard recommends l Foreperson Level 2 in English and Maths prior to a Level 3 Management qualification l Shift Manager taking their End Point Assessment. equating to a minimum of 37 credits Additional funding is available or 370 hours total qualification time ILM for the delivery of these subjects, (TQT). We have mapped the ILM Level which is available as part of ILM's 3 Diploma in Management, selecting Resources Management Apprenticeship appropriate units to ensure 100% Standard packages. coverage of the skills and knowledge Writing management apprenticeship within the Standard. programmes to the new standards? Bring apprenticeship learning to Mapping documents are available life with ILM’s innovative new digital as part of the ILM Management learning and assessment platform - Apprenticeship Standards toolkit. SOLAR 02 03 Level 3 Team Leader/Supervisor Apprenticeship What you need to know Gateway End Point Assessment The Gateway is the opportunity for l Has the apprentice been on The End Point Assessment (EPA) for the the provider and employer to sit programme for a minimum of Team Leader/Supervisor apprenticeship down and agree whether or not the 12 months? is made up of four components: apprentice is ready to take their end- l Has the apprentice completed their point assessment. The structure for the Level 2 English and l Knowledge Test using scenarios Gateway Assessment is not defined Maths qualifications? and questions within the Assessment Plan, so it’s l Has the apprentice been assessed l Structured competency important that you agree how this will against all of the knowledge, skills based interview look. We advise that you do this at the and behaviours? l Assessment of portfolio of evidence start of the apprenticeship, so that you l Has the apprentice had the l Professional discussion relating to have clearly defined measures on how opportunity to take mock tests, CPD activity to determine readiness. Things you practice interviews? should consider are: l Has the apprentice completed their The EPA can only be carried out by an Level 3 Diploma in Management independent Apprentice Assessment (if applicable)? Organisation (AAO). Organisations that wish to be an AAO need to apply to the Skills Funding Agency to carry out the role. They must apply separately Fully funded for each apprenticeship standard they wish to assess. The AAO cannot be the The DfE has confirmed that the Provider or the employer, and cannot funding they provide can be used have been directly involved in the towards the cost of delivering ILM delivery of the apprenticeship. qualifications and resources as part of this apprenticeship. The tendering process to offer EPA for the Team Leader/Supervisor standard opened in September 2016 and ILM has applied to be an AAO for this. As we have been approved in the past, we are confident that we will be met with approval. We will provide a separate guide to ILM End Point Assessment once this is confirmed. Each AAO will develop their own assessment materials and guidance, however they must assess the standard in accordance with the guidance set out in the Assessment Plan. The following table, taken from the Assessment Plan, describe each of the assessment components in more detail. It also provides guidance on how grading will be applied to the assessment. 04 05 Level 3 Team Leader/Supervisor Apprenticeship What you need to know Assessment Assessment Grade Total Mark Assessment Method Area Assessed Weighting Knowledge Test using Knowledge of leading people, managing people, building relationships, 30% Distinction 70+ scenarios and questions communication, operational management, project management, finance Merit 60+ Structured competency Knowledge and application of learning relating to leading people, 30% based interview managing people, building relationships, communication, operational Pass 50+ management, project management, finance Assessment of portfolio Application of knowledge and demonstration of skills and behaviours 20% Fail Less than 50 of evidence relating to leading people, managing people, building relationships, communication, operational management, project management, finance, self-awareness, management of self and decision making, taking responsibility, inclusivity, being agile, professionalism Professional discussion Evidence of CPD, training and personal development activities and how 20% relating to CPD activity learning was applied to the role and workplace EPA Evidence Weighting Maximum Mark Minimum Mark* Knowledge test 30% 30 15 Structured Competency-based interview 30% 30 15 Submission of portfolio 20% 20 10 Professional discussion of CPD activity 20% 20 10 *Apprentices will need to achieve at least 50% within each part of the End Point Assessment to be able to pass the apprenticeship. The marks, which already include the weighting for each component, will then be combined to give the final grading: 06 07 Level 3 Team Leader/Supervisor Apprenticeship What you need to know Funding Apprenticeship Standard The Team Leader/Supervisor standard For the latest information on Occupation team members, managing projects, has been awarded a funding cap apprenticeship funding, please visit A Team Leader/Supervisor is a first line planning and monitoring workloads
Load more

Recommended publications
  • Uncivil Supervisors and Perceived Work Ability: the Joint Moderating Roles of Job Involvement and Grit
    J Bus Ethics (2019) 156:971–985 DOI 10.1007/s10551-017-3604-5 ORIGINAL PAPER Uncivil Supervisors and Perceived Work Ability: The Joint Moderating Roles of Job Involvement and Grit 1 2 3 Dana Kabat-Farr • Benjamin M. Walsh • Alyssa K. McGonagle Received: 28 June 2016 / Accepted: 8 June 2017 / Published online: 20 June 2017 Ó Springer Science+Business Media B.V. 2017 Abstract Uncivil behavior by leaders may be viewed as an grit, there was no significant relation between supervisor effective way to motivate employees. However, supervisor incivility and PWA, regardless of employee job involve- incivility, as a form of unethical supervision, may be ment. However, we found some evidence that for those low undercutting employees’ ability to do their jobs. We in grit, having high job involvement was associated with a investigate linkages between workplace incivility and stronger relationship between supervisor incivility and perceived work ability (PWA), a variable that captures PWA. Findings attest to the importance of unethical employees’ appraisals of their ability to continue working supervisor behavior, showing the potential for supervisor in their jobs. We draw upon the appraisal theory of stress incivility to erode PWA, as well as the importance of grit and social identity theory to examine incivility from as a potential buffer. supervisors as an antecedent to PWA, and to investigate job involvement and grit as joint moderators of this associa- Keywords Workplace incivility Á Perceived work ability Á tion. Results from data collected in two samples of working Grit Á Job involvement Á Unethical supervision adults provided evidence for three-way interactions in relation to PWA.
    [Show full text]
  • (CAPS) Desktop Pay Setting Guide Revised February 2021
    Commerce Alternative Personnel System (CAPS) Desktop Pay Setting Guide Revised February 2021 INTRODUCTION: The key element of the Commerce Alternative Personnel System (CAPS) is a pay system that improves the Department’s ability to both attract and retain quality employees. This is done through a variety of avenues: flexible pay setting for new hires; promotions and competitive reassignments; supervisory performance pay; pay for performance, which provides for pay progression within broad pay bands; and basic pay and locality increases. The authority to exercise these flexibilities is delegated from the Office of Personnel Management, to the CAPS Board, to the Operating Personnel Management Boards (OPMBs), to the supervisors with appropriate oversight as necessary.1 PURPOSE/SCOPE: To provide a Desktop Pay Setting Guide for employees, supervisors/ managers, and human resources (HR) professionals on basic pay setting flexibilities in CAPS. This Guide is not a comprehensive pay setting policy, and does not replace the pay setting policy in the Federal Register Notice of 1997 or the CAPS Operating Procedures Manual.2 POLICY: In addition to the pay setting policy authorized in Federal Register Notice Vol. 62, No. 247, Wednesday, December 24, 1997, and explained in the CAPS Operating Procedures Manual, as well as this Desktop Guide; it is the policy of the Department of Commerce when setting pay for any reason (new hire, promotion, competitive reassignment, reinstatement, transfer etc.) that supervisors/managers must consider the applicant’s level of experience and overall qualifications for the position as well as the salary that is being or has been offered for similar positions in the bureau or operating unit (OU).
    [Show full text]
  • A Guide to the Supervision of Apprentices and Trainees
    A GUIDE TO THE SUPERVISION OF APPRENTICES AND TRAINEES Supervision is a key element of the Training Contract* between an employer and their apprentice/trainee. Supervision in the workplace is critical to enabling the apprentice/trainee to become competent within a safe work environment. Levels of supervision vary according to the working conditions and progress in the apprentice’s/trainee’s confidence and abilities. This guide aims to assist employers to provide supervision arrangements that are not only sufficient for their apprentice or trainee at any particular time but that also meet legislative (legal) requirements. * Under the terms of the Training Contract, an employer must provide the appropriate facilities and experienced persons to facilitate the training and supervise the apprentice/trainee while at work, in accordance with the Training Plan. See the end of this guide for definitions of terms such as Training Contract and Training Plan. Supervision staff Staff member Supervisory responsibilities The employer Assessing whether the workplace is an appropriate environment for the apprentice/trainee. Deciding what level of supervision should apply at various stages of the apprenticeship/traineeship. The Workplace Ensuring that the apprentice/trainee is given opportunities Supervisor** to learn and practice skills in structured training and on-the- job. The Workplace A more ‘hands on’ role, teaching, training, mentoring and Coach** monitoring progress on a daily basis. ** In some workplaces, both the supervisor and coach will be the same person. In all cases, supervision staff must be appropriately qualified to undertake that role. Supervising progress The competency of an apprentice or trainee depends on successful demonstration of: • Task skills Being able to competently carry out a given task or a specific piece of work.
    [Show full text]
  • Occupational Health Psychology
    Leka 9781405191159_1_pretoc Final Proof page 3 5.2.2010 5:42pm Occupational Health Psychology Edited by Stavroula Leka and Jonathan Houdmont A John Wiley & Sons, Ltd., Publication Leka 9781405191159_1_pretoc Final Proof page 2 5.2.2010 5:42pm Leka 9781405191159_1_pretoc Final Proof page 1 5.2.2010 5:42pm Occupational Health Psychology Leka 9781405191159_1_pretoc Final Proof page 2 5.2.2010 5:42pm Leka 9781405191159_1_pretoc Final Proof page 3 5.2.2010 5:42pm Occupational Health Psychology Edited by Stavroula Leka and Jonathan Houdmont A John Wiley & Sons, Ltd., Publication Leka 9781405191159_1_pretoc Final Proof page 4 5.2.2010 5:42pm This edition first published 2010 © 2010 Blackwell Publishing Ltd Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley-Blackwell. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The right of Stavroula Leka and Jonathan Houdmont to be identified as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved.
    [Show full text]
  • The Living Wage – Information Pack for Members of the Overview and Scrutiny Management Committee 25 September 2013
    THE LIVING WAGE – INFORMATION PACK FOR MEMBERS OF THE OVERVIEW AND SCRUTINY MANAGEMENT COMMITTEE 25 SEPTEMBER 2013 1.0 INTRODUCTION AND BACKGROUND 1.1 What is the Living Wage? • The Living Wage is an hourly rate set independently and updated annually (in November). The UK Living Wage (outside of London) is currently £7.45 per hour. This figure is set by the Centre for Research in Social Policy at Loughborough University. In 2012, the Living Wage was increased from £7.20 to £7.45 (an increase of 3.4%). • The National Minimum Wage (NMW) is £6.19 for anyone who is 21 years and over (rising to £6.31 on 1 October 2013). Unlike the National Minimum Wage, the Living Wage is not a statutory requirement but a voluntary undertaking. Apprentices are excluded. • Based on a full-time employee working 37 hours per week, the Living Wage would be £14,372 per annum for Gloucestershire County Council employees. 1.2 A brief history of the Living Wage • Citizens UK launched the modern Living Wage campaign in the UK in 2001 with parents in East London. Today it is a national movement. The Living Wage Foundation, which is part of Citizens UK, is responsible for promoting, supporting and administering the formal accreditation of Living Wage Employers. Once accredited, organisations can display and use the Living Wage Employer’s Mark. 1.3 How is the Living Wage calculated? • The Living Wage calculation (Appendix1) takes into account the Joseph Rowntree Foundation Minimum Income Standard (MIS) research in which members of the public identify what is needed for a minimum standard of living.
    [Show full text]
  • Probation Unit Supervisor
    PROBATION UNIT SUPERVISOR DEFINITION Under direction, performs responsible supervisory work in overseeing a unit of Probation Officers. DISTINGUISHING CHARACTERISTICS This is the supervisor level in the Probation Officer series. Incumbents of this class supervise a unit of Probation Officers and perform related administrative and technical work. This class is distinguished from Probation Officer III in that incumbents of the latter class perform intensive casework or special functions, may supervise paraprofessional staff or act as lead worker over other Probation Officers, but would not supervise a unit of several Probation Officers as major job assignment. REPORTS TO Chief Probation Officer and/or Deputy Chief Probation Officer CLASSIFICATIONS SUPERVISED Deputy Probation Officers I, II, III and Probation Aides EXAMPLES OF DUTIES Plans, assigns, supervises and evaluates the work of subordinate Probation Officers and other staff; reviews case histories and approves recommendations on juvenile and adult referrals; advises officers on difficult or unusual circumstances. Trains new officers in court procedures, interviewing techniques and other aspects of probation work; interprets and explains departmental policies and procedures to subordinate staff. Attends court sessions to observe and evaluate performance, and to ensure that court orders are carried out; may present cases or provide additional information. Identifies staffing and other budget needs; may prepare budget requests for review by management. Confers with department management;
    [Show full text]
  • Job Profile Duties and Responsibilities of Various
    JOB PROFILE DUTIES AND RESPONSIBILITIES OF VARIOUS POSTS IN IRRIGATION AND PUBLIC HEALTH DEPARTMENT HIMACHAL PRADESH CONTENTS S. NO NAME OF CATEGORY PAGE TECHNICAL WING 1. ENGINEER-IN-CHIEF 01 2. CHIEF ENGINEER (ZONAL OFFICE) 01 3. CHIEF ENGINEER (DESIGN & MONITORING) 02 4. SUPERINTENDING ENGINEER 02-03 5. EXECUTIVE ENGINEER 03-04 6. ASSISTANT ENGINEER 04-06 7. JUNIOR ENGINEER 06-07 8. SENIOR TECHNICAL ASSISTANT 07-08 9. SENIOR HYDROGEOLOGIST 08 10. JUNIOR GEOPHYSICIST 08 11. JUNIOR GEOLOGIST 09 12. JUNIOR HYDROGEOLOGIST 09 13 AGRICULTURAL DEVELOPMENT OFFICER. 09-10 ACCOUNTD WING 14. JOINT CONTROLLER (F&A). 10 15. ASSISTANT CONTROLLER (F&A). 10-11 16. DIVISIONAL ACCOUNTANT. 11 LEGAL WING 17. DEPUTY DIRECTOR (LAW). 12 18. LAW OFFICER. 12 DRAWING WING 19. PLANNING ASSISTANT. 12-13 20. CIRCLE HEAD DRAUGHTSMAN. 13 21. DIVISIONAL HEAD DRAUGHTSMAN. 13-14 22. DRAUGHTSMAN. 14 23. JUNIOR DRAUGHTSMAN. 14 . MINISTERIAL WING 24. REGISTRAR. 14-15 25. SUPERINTENDENT GR.-I. 15 26. SUPERINTENDENT GR.-II. 15-16 27. SENIOR ASSISTANT. 16 28. JUNIOR ASSISTANT/CLERK. 16 PERSONAL STAFF 29. PRIVATE SECRETARY. 17 30. PERSONAL ASSISTANT. 17 31. SENIOR SCALE STENOGRAPHER. 17 32. STENO-TYPIST. 17 MISCELLANEOUS WING 33. DRIVER. 18 34. RESTORER. 18 CLASS-IV WING 35. DAFTRI. 18 36. GESTETNER OPERATOR/ PHOTOSTAT MACHINE OPERATOR. 18 37. JAMADAR. 18-19 38. PEON. 19 39. CHOWKIDAR. 19 40. SWEEPER. 19 REVENUE WING 41. ZILADAR. 19-20 42. NAIB TEHSILDAR. 20 43. KANUNGO. 21 INDUSTRIAL AND NON INDUSTRIAL INDUSTRIAL CLASS-III 1. PUMP OPERATOR 22 2. DRIVER, TRUCK, JEEP & CAR 22 3. FITTER. 22 4. MASON. 23 5.
    [Show full text]
  • Jobs in Retail a Toolkit
    GOOD JOBS IN RETAIL A TOOLKIT How to move to a Living Wage and maximise the benefits Acknowledgments Introduction his toolkit was written and The Living Wage Foundation t is often assumed that higher In an era where customer Tdeveloped by Tess Lanning would like to thank Emma Iwages in labour-intensive service service is increasingly important, and Luke Murphy for the Living Morton, David Shears, Robin sectors are ‘bad for business’. many retailers are looking at Wage Foundation, with support Winstanley, Rose Stott, Rona But the decision by leading retail how to best invest in and engage from EE, IKEA, BrewDog, Cook, Anna Parfitt, Jacqueline and hospitality employers to go their employees. Hobbs, Paperchase and KPMG. Rouse, Rachel Bowman, Simon beyond statutory requirements to Luscombe, Paul Jamieson, Peter pay their staff the Living Wage has This Good Jobs Toolkit provides a It is kindly supported by Scraton and Sam Dodds for their confounded the traditional view of practical ‘how-to’ guide, drawing the Department for Work advice and input. We would also how to succeed in these sectors. out lessons from leading Living and Pensions and the UK like to thank Professor Zeynep Wage employers and other global Commission for Employment Ton for enabling us to draw on From fast-growing UK-born retailers about how to provide and Skills as part of the UK her ground-breaking research on companies such as the brewery value for customers and investors, Futures Programme – a series of the operational strategies that and bar chain BrewDog, to the while also creating jobs that are productivity challenges testing underpin a ‘Good Jobs Strategy’ global low-cost furniture giant better paid, more stable and more innovative solutions with in retail and for her invaluable IKEA, accredited Living Wage meaningful for employees.
    [Show full text]
  • National Modern Slavery Helpline Supervisor
    National Modern Slavery Helpline Supervisor Location Biggleswade, Bedfordshire Reports to Helpline Manager Purpose Unseen directly supports men, women and child survivors of modern slavery. In March 2016, Unseen was selected to establish and operate an enhanced national modern slavery helpline for child and adult victims of all forms of slavery, with the goal of advancing the UK’s fight against modern slavery. The helpline will serve as a safe, confidential, 24-hour, multi-lingual contact point for victims to access services and support across the UK and for community groups and the public to report suspected incidents of modern slavery. The helpline will also act as a central data hub and resource centre for stakeholders in the anti-slavery field to access training, tools, and good practice. The supervisor role provides critical support to the Helpline Manager and has direct line management responsibility for the team of helpline advisers. The role is key in maintaining a helpline that delivers a 24/7 service which is of a consistently high quality, professional, and victim- centered in its response. The Helpline Supervisor role will be based at Unseen’s new premises in Biggleswade, Bedfordshire. The Helpline Supervisor role will focus on: 1. Leading frontline operations on the helpline ensuring that daily tasks are prioritised effectively and information protocols are deployed appropriately. 2. Building and maintaining excellent relations with a diverse range of stakeholders. 3. Directly line managing a team of 5-8 helpline advisers, ensuring that calls are managed promptly, professionally, and sensitively by quality assuring the response provided to a diverse range of callers.
    [Show full text]
  • STUDENT WORKER SUPERVISOR RESPONSIBILITIES the Role of The
    STUDENT WORKER SUPERVISOR RESPONSIBILITIES The role of the supervisor is vital to the success of any student worker program, and in order to be effective the supervisor must perform a wide range of activities. As a supervisor, you are responsible for the development of the work environment. This process begins when you interview and select student workers with the skills and attributes necessary to support the operations of your department. You must communicate departmental goals, provide job descriptions, organize assignments and establish expectations for your students. You will also be responsible for training, motivating, communicating with, guiding, evaluating and relating to the students you hire. You should serve as a model for the development of good work habits, such as punctuality, dependability, cooperation, honesty and efficiency. A supervisor’s primary responsibility is providing student employees with adequate guidance, training and support. You are responsible for the work that your student employees do. Many students have a great deal of potential but very little work experience. Your patience and support can help them develop that potential and become a valuable asset to the department as they gain important work experience. Although it may be difficult to establish a formal training program for student employees, good personnel practices requires that every new student worker or regular employee be oriented to the organization of the specific workplace and be trained to perform necessary tasks. If you supervise student workers at Antelope Valley College you have the following responsibilities: 1. Submit a complete job description of responsibilities and duties for each student work position to the Job Placement Center.
    [Show full text]
  • HIDDEN SLAVES: FORCED LABOR in the UNITED STATES Victims of Forced Labor Often Suffer Psychological Assaults Designed to Keep Them Submissive
    HIDDEN SLAVES FORCED LABOR IN THE UNITED STATES FREE THE SLAVES & SEPTEMBER 2004 HUMAN RIGHTS CENTER, UNIVERSITY OF CALIFORNIA, BERKELEY FREE THE SLAVES,WASHINGTON,D.C. Free the Slaves is a non-profit, non-partisan organization dedicated to ending slavery worldwide. Founded in 2000, Free the Slaves works to empower grassroots anti-slavery organizations, educate the public about the existence of slavery, eliminate slave-made goods from product supply chains, encourage governments to enact and enforce anti-slavery laws, and conduct social science-based research on slav- ery and human trafficking. Free the Slaves seeks to: create an inclusive and diverse movement, respect- ing the dignity and views of all people involved in eradicating slavery; base all our strategies on accurate research; support sustainable solutions, preventing adverse repercussions for those we aim to assist; and seek guidance and ideas from agencies around the world that are carrying out local and regional anti-slav- ery programs. THE HUMAN RIGHTS CENTER,UNIVERSITY OF CALIFORNIA,BERKELEY Founded in 1994 with the assistance of The Sandler Family Supporting Foundation, the Human Rights Center (HRC) is a unique interdisciplinary research and teaching enterprise that reaches across academ- ic disciplines and professions to conduct research in emerging issues in international human rights and humanitarian law. The HRC complements and supports the work of nongovernmental human rights orga- nizations by drawing upon the creativity and expertise of researchers from several diverse university pro- grams and departments including anthropology, demography, ethnic studies, geography, journalism, law, political science, and public health. The HRC collaborates closely with the International Human Rights Law Clinic and the Berkeley War Crimes Study Center at the University of California, Berkeley.
    [Show full text]
  • THE ALA, PUBLIC LIBRARIES and the GREAT DEPRESSION by Brendan Luyt Nanyang Technological University, Singapore
    Library History, Vol. 23, June 2007 THE ALA, PUBLIC LIBRARIES AND THE GREAT DEPRESSION By Brendan Luyt Nanyang Technological University, Singapore During the Great Depression of the 1930s, the American Library Association (ALA) became active in an alliance of public administrators, bank executives and teachers defending public spending from powerful populist anti-tax coalitions seeking drastic tax cuts as a solution to economic stagnation. Librarians were encouraged by the ALA to join the fight for ‘constructive economy’ that would reform and strengthen the role of public institutions. On the surface, this appears to be another example of the cyclical calls for library action that Michael Harris identified as characteristic of the profession’s history. But in this case, the threat was real and the campaign produced significant long- term change. Librarians and their institutions became part of a much broader set of social forces that served to re-establish the hegemony of the American state at a time when it was particularly vulnerable to attack. In fact, the ALA’s calls for ‘constructive economy’ foreshadowed and made possible the post-war Fordist compromise between monopoly capital, the state and organized labour. This article examines the role the ALA hoped libraries would play in the campaign against the anti-taxation groups and, using the work of social theorists Antonio Gramsci and Nicos Poulantzas, situates these efforts within the wider political economy of the time. Introduction The Great Depression left an indelible mark on the world. In the United States it lasted for a decade and shaped a generation’s attitude towards the state, society and culture.
    [Show full text]