Youth Work in the Commonwealth
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Constitution of the Irish Free State (Saorstát Eireann) Act, 1922
Constitution of the Irish Free State (Saorstát Eireann) Act, 1922 CONSTITUTION OF THE IRISH FREE STATE (SAORSTÁT EIREANN) ACT, 1922. AN ACT TO ENACT A CONSTITUTION FOR THE IRISH FREE STATE (SAORSTÁT EIREANN) AND FOR IMPLEMENTING THE TREATY BETWEEN GREAT BRITAIN AND IRELAND SIGNED AT LONDON ON THE 6TH DAY OF DECEMBER, 1921. DÁIL EIREANN sitting as a Constituent Assembly in this Provisional Parliament, acknowledging that all lawful authority comes from God to the people and in the confidence that the National life and unity of Ireland shall thus be restored, hereby proclaims the establishment of The Irish Free State (otherwise called Saorstát Eireann) and in the exercise of undoubted right, decrees and enacts as follows:— 1. The Constitution set forth in the First Schedule hereto annexed shall be the Constitution of The Irish Free State (Saorstát Eireann). 2. The said Constitution shall be construed with reference to the Articles of Agreement for a Treaty between Great Britain and Ireland set forth in the Second Schedule hereto annexed (hereinafter referred to as “the Scheduled Treaty”) which are hereby given the force of law, and if any provision of the said Constitution or of any amendment thereof or of any law made thereunder is in any respect repugnant to any of the provisions of the Scheduled Treaty, it shall, to the extent only of such repugnancy, be absolutely void and inoperative and the Parliament and the Executive Council of the Irish Free State (Saorstát Eireann) shall respectively pass such further legislation and do all such other things as may be necessary to implement the Scheduled Treaty. -
1 Antony Bounds Is in the Final Year of a Phd in History at the University of Warwick on the West Indies Federation and British
1 Antony Bounds is in the final year of a PhD in History at the University of Warwick on the West Indies Federation and British Decolonisation in the Caribbean. ___________________________________________________________________________ The Society for Caribbean Studies Annual Conference Papers edited by Sandra Courtman Copyright remains with the author Vol. 10 2009 ISSN 1471-2024 http://www.caribbeanstudies.org The Conception of the West Indies Federation and the Realities of an Imperial Legacy Antony Bounds The short-lived West Indies Federation (1958-1962) represented an attempt by British and West Indian leaders to create an entity that would provide the peoples of the region with a stable economic and political future once they had achieved independence from colonial rule. It provided Britain with an opportunity to relinquish the financial burden of the region while ensuring that it created a favourable view of its more than 300 years of imperial control. One of the central drivers of British policy in the West Indies was to ensure a successful federation, which would cement Britain’s imperial legacy in the Caribbean. This was not to be the case. By 1962 the West Indies Federation had collapsed due to arguments around finance and freedom of movement. Its two largest members, Jamaica and Trinidad, had been granted their independence as separate nation states and members of the Commonwealth. The idea of federation, for almost three decades seen as synonymous with achieving independence, had by 1962 become unviable. The aim of this paper is to explore the early motives and actions of Britain and the West Indian islands in their attempt to create a successful federation for the region. -
The Impact of Youth Work in Europe: a Study of Five European Countries
The Impact of Youth Work in Europe: A Study of Five European Countries Edited by Jon Ord with Marc Carletti, Susan Cooper, Christophe Dansac, Daniele Morciano, Lasse Siurala and Marti Taru The Impact of Youth Work in Europe: A Study of Five European Countries ISBN 978-952-456-301-7 (printed) ISBN 978-952-456-302-4 (online) ISSN 2343-0664 (printed) ISSN 2343-0672 (online) Humak University of Applied Sciences Publications, 56. © 2018 Authors Jon Ord with Marc Carletti, Susan Cooper, Christophe Dansac, Daniele Morciano, Lasse Siurala and Marti Taru Layout Emilia Reponen Cover Clayton Thomas Printing house Juvenes Print - Suomen yliopistopaino Oy Printing place Helsinki Dedicated to all the young people who shared their stories Contents Acknowledgements ............................................. 10 Notes on Contributors ......................................... 11 Jon Ord Introduction ......................................................... 13 Section One: The Context of Youth Work Manfred Zentner and Jon Ord Chapter 1: European Youth Work Policy Context ...17 Jon Ord and Bernard Davies Chapter 2: Youth Work in the UK (England) .......... 32 Lasse Siurala Chapter 3: Youth Work in Finland ........................ 49 Marti Taru Chapter 4: Youth Work in Estonia ........................ 63 Daniele Morciano Chapter 5: Youth Work in Italy ............................. 74 Marc Carletti and Christophe Dansac Chapter 6: Youth Work in France ......................... 86 Susan Cooper Chapter 7: Methodology of Transformative Evaluation .................................... 100 Section Two: The Impact of Youth Work Jon Ord Background to the Research and Analysis of Findings ...................................... 112 Susan Cooper Chapter 8: Impact of Youth Work in the UK (England) .............................................. 116 Lasse Siurala and Eeva Sinisalo-Juha Chapter 9: Impact of Youth Work in Finland ......... 138 Marti Taru and Kaur Kötsi Chapter 10: Impact of Youth Work in Estonia ...... -
Youth Work,Social Education,Democratic Practice and the Challenge of Difference: a Contribution to Debate
Prepublication copy of: Batsleer J. (2013) ‘Youth Work, Social Education, Democratic Practice and the challenge of difference: A contribution to debate’ Oxford Review of Education 39, 3, 287-306 DOI: DOI:10.1080/03054985.2013.803960 Youth Work,Social Education,Democratic Practice and the challenge of difference: A contribution to debate. Youth work in the UK has sometimes been recognised as having a significant contribution to make to education, whilst at other times being valued more for its supposed contribution to social order and the avoidance of riot. Most recently it was recognised as a part of education provision in the Nuffield Review (Pring,2009). This paper presents a case for youth work as a potential contributor to networks of learning which are radical democratic and prefigurative of an education practiced otherwise than primarily through individualism, credentialisation and competition (Fielding and Moss, 2011). It argues for the significance of feminist insights to radical democratic practice, in order to redress the systematic marginalisation of girls and the attribution of a social pathology to working-class boys and other entrenched divisions which occur in much social education as well as to open up the whole terrain of difference as a source of transformation. As the purpose here is to contribute to a theoretical debate, empirical examples of youth work 1 practice are briefly indicated and referenced rather than discussed in depth. However the paper begins by contextualising the theoretical debate in the history of policy as it has framed and constrained youth work. Youth work has been variously understood as a process of social and political education ( Smith,1980; Ord, 2007), community education(Coburn and Wallace, 2011) and as informal learning (Batsleer,2008). -
Youth Policies in Spain
Youth Wiki national description Youth policies in Spain 2017 The Youth Wiki is Europe's online encyclopaedia in the area of national youth policies. The platform is a comprehensive database of national structures, policies and actions supporting young people. For the updated version of this national description, please visit https://eacea.ec.europa.eu/national-policies/en/youthwiki Youth Youth policies in Spain – 2017 Youth Wiki SPAIN Overview ............................................................................................................ 7 1. Youth Policy Governance ................................................................................ 8 1.1 Target population of youth policy.................................................................................. 8 1.2 National youth law ...................................................................................................... 9 1.3 National youth strategy .............................................................................................. 10 1.4 Youth policy decision-making ...................................................................................... 15 1.5 Cross-sectoral approach with other ministries ............................................................... 17 1.6 Evidence-based youth policy ....................................................................................... 19 1.7 Funding youth policy .................................................................................................. 22 1.8 Cross-border cooperation -
Principles and Practice of Informal Education
Principles and Practice of Informal Education Informal educators work with individuals and groups in the community to promote their learning. They work in ordinary places, rather than formal classrooms, and use informal methods of teaching and learning such as conversation and shared activities. Focusing on ways of working with people, this book builds on the essentially human abilities to query, adapt, rethink, understand or be confused. The book argues that people learn from each other, in social exchanges which rarely involve a professional educator; so any community can be a setting for learning. Principles and Practice of Informal Education provides a much-needed, and accessible, exploration of learning beyond the classroom. Written by practitioners across a wide range of professional fields, this book will be topical and valuable to anyone working in youth and community work, as well as those in health education, careers guidance and social work. Linda Deer Richardson is a freelance educator for the Open University and YMCA George Williams College in London. Mary Wolfe is a tutor in informal and community education at the YMCA George Williams College. Principles and Practice of Informal Education Learning through life Edited by Linda Deer Richardson and Mary Wolfe LONDON AND NEW YORK First published 2001 by RoutledgeFalmer 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the USA and Canada by RoutledgeFalmer 270 Madison Ave, New York, NY 10016 RoutledgeFalmer is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to http://www.ebookstore.tandf.co.uk/. -
Youth Policy in Jordan
EuroMed Youth III Programme STUDIES ON YOUTH POLICIES IN THE MEDITERRANEAN PARTNER COUNTRIES JORDAN Prepared by Katarzyna GÓRAK-SOSNOWSKA This programme is funded by the European Union This publication has been produced with the assistance of the European Union. The content of this publication is the sole responsibility of the Euromed Youth Technical Assistance Unit and can in no way be taken to reflect the views of the EU. The third phase of the Euromed Youth Programme* (Euro-Med Youth III), funded by the Eu- ropean Commission (DG EuropeAid) and launched in October 2005, is a regional Programme set up within the framework of the third chapter of the Barcelona Process ‘Partnership on Social, Cultural and Human Affairs’. The overall objectives of the Euro-Med Youth Programme are to pro- mote intercultural dialogue among young people within the Euro-Mediterranean region, motivate active citizenship as well as to contribute to the development of youth policy. The overall aim of the studies undertaken in Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia and Turkey on Youth Policies, was to be a reference tool which would give all stakeholders in the field of youth, as well as youth project organisers, an over- view of the situation of young people and of provisions available for them in the 10 partner coun- tries. The objectives were to identify whether there was a Youth Policy, legislation or any other national strategy addressing the needs of youth and what kind of provision was made through non-formal education and youth work in the relevant partner countries. -
Small States and the Challenge of Sovereignty
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository Small States and the Challenge of Sovereignty: Commonwealth Caribbean Offshore Financial Centers and Tax Competition William B. Vlcek Thesis submitted for the degree of Doctor of Philosophy in International Relations The London School of Economics and Political Science University of London 2006 ABSTRACT The dynamics of inter-state relations and state sovereignty have been disturbed by late-20th century globalisation. Yet the literature on the international system, globalisation and international political economy gives scant attention to the most vulnerable sovereign entities, the small and micro states. One significant exception has been the Commonwealth, with its many small state members. Another is the area of financial crime, and the role of the offshore financial centre (OFC) within global finance. This thesis analyses the efforts of several small Commonwealth states from the Caribbean to maintain their OFCs in the face of an OECD-directed campaign against tax competition. It demonstrates both the contribution made to economic development by an OFC and the successful assertion of sovereignty achieved by these small states. The case study focuses on Caribbean OFCs and the OECD campaign against harmful tax competition during 1998 - 2003. First, the argument that tax competition is a global problem is deconstructed. Three main points from the small states’ response to the OECD position are explored, along with the OECD’s rebuttal. Because the small states are individually at a disadvantage, the thesis provides an exposition of the collective response facilitated by the Commonwealth. -
A History of Youth Work
youthwork.book Page 3 Wednesday, May 7, 2008 2:43 PM A century of youth work policy youthwork.book Page 4 Wednesday, May 7, 2008 2:43 PM youthwork.book Page 5 Wednesday, May 7, 2008 2:43 PM A century of youth work policy Filip COUSSÉE youthwork.book Page 6 Wednesday, May 7, 2008 2:43 PM © Academia Press Eekhout 2 9000 Gent Tel. 09/233 80 88 Fax 09/233 14 09 [email protected] www.academiapress.be J. Story-Scientia bvba Wetenschappelijke Boekhandel Sint-Kwintensberg 87 B-9000 Gent Tel. 09/225 57 57 Fax 09/233 14 09 [email protected] www.story.be Filip Coussée A century of youth work policy Gent, Academia Press, 2008, ### pp. Opmaak: proxess.be ISBN 978 90 382 #### # D/2008/4804/### NUR ### U #### Niets uit deze uitgave mag worden verveelvoudigd en/of vermenigvuldigd door middel van druk, fotokopie, microfilm of op welke andere wijze dan ook, zonder voorafgaande schriftelijke toestemming van de uitgever. youthwork.book Page 1 Wednesday, May 7, 2008 2:43 PM Table of Contents Chapter 1. The youth work paradox . 3 1.1. The identity crisis of youth work. 3 1.2. An international perspective . 8 1.3. A historical perspective. 13 1.4. An empirical perspective . 15 Chapter 2. That is youth work! . 17 2.1. New paths to social integration . 17 2.2. Emancipation of young people . 23 2.3. The youth movement becomes a youth work method. 28 2.4. Youth Movement incorporated by the Catholic Action. 37 2.5. From differentiated to inaccessible youth work . -
The Commonwealth of Nations
The Commonwealth of Nations : From Empire Management to International and Transnational Cooperation Virginie Roiron, maître de conférences en en civilisation britannique et du Commonwealth Summary : This course enquires into the evolution of the Commonwealth of Nations from an association within the British Empire and imperial management tool into an independent international organisation. The Commonwealth of Nations, first called the British Commonwealth, was a key instrument in the British decolonisation process. After the decolonisation of Africa at the beginning of the 1960s, the Commonwealth had to work out objectives for itself and find a new role on the international scene. From 1990 on, in addition to its economic commitments, the Commonwealth has focused on the promotion of common political values (democracy, human rights, good governance). The Commonwealth of Nations is an international association of 53 states but it would be better defined as a network, as it has always put non-state actors and informal proceedings at the heart of its particular identity. With both an international and a transnational dimension, the Commonwealth offers an opportunity to reflect on the legacy of former imperial links in today’s international relations, on multilateralism and the circulation of ideas, values, standards in a globalised world, and on the evolution of international relations in the 21st century, and particularly the intervention of new agencies and different forms of diplomacy. Bibliography : Brown J.M., Louis W.R. (ed.), The Oxford -
The Role and Future of the Commonwealth
House of Commons Foreign Affairs Committee The role and future of the Commonwealth Fourth Report of Session 2012–13 Ordered by the House of Commons to be printed 1 November 2012 HC 114 [Incorporating HC 1810-i, -ii and -iii, Session 2010-12] Published on 15 November 2012 by authority of the House of Commons London: The Stationery Office Limited £23.00 The Foreign Affairs Committee The Foreign Affairs Committee is appointed by the House of Commons to examine the expenditure, administration, and policy of the Foreign and Commonwealth Office and its associated agencies. Current membership Richard Ottaway (Conservative, Croydon South) (Chair) Rt Hon Bob Ainsworth (Labour, Coventry North East) Mr John Baron (Conservative, Basildon and Billericay) Rt Hon Sir Menzies Campbell (Liberal Democrat, North East Fife) Rt Hon Ann Clwyd (Labour, Cynon Valley) Mike Gapes (Labour/Co-op, Ilford South) Mark Hendrick (Labour/Co-op, Preston) Andrew Rosindell (Conservative, Romford) Mr Frank Roy (Labour, Motherwell and Wishaw) Rt Hon Sir John Stanley (Conservative, Tonbridge and Malling) Rory Stewart (Conservative, Penrith and The Border) The following Members were also members of the Committee during the parliament: Emma Reynolds (Labour, Wolverhampton North East) Mr Dave Watts (Labour, St Helens North) Powers The Committee is one of the departmental select committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152. These are available on the Internet via www.parliament.uk. Publication The Reports and evidence of the Committee are published by The Stationery Office by Order of the House. All publications of the Committee (including news items) are on the internet at www.parliament.uk/facom. -
Youth, Employment and Migration - MDG-F Thematic Study
MDG-F Thematic Studies Youth, Employment and Migration Review of MDG-F Joint Programmes Key Findings and Achievements. Copyright © MDG Achievement Fund 2013. All rights reserved. Youth, Employment and Migration - MDG-F Thematic Study Youth, Employment and Migration MDG-F Thematic Study: Review of Key Findings and Achievements All rights reserved. No part of this publication may be reproduced, stored or transmitted in any forms or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission. This independent study is a publication prepared by the consultant Carmela Salzano and commissioned by the MDG Achievement Fund. The analysis and policy recommendations of the report do not necessarily reflect the views of the MDG Achievement Fund or the United Nations Development Programme. Youth, Employment and Migration - MDG-F Thematic Study Page 1 TABLE OF CONTENTS Acronyms and Abbreviations 5 I. Executive Summary 8 II. Background 14 II.1 The youth, employment and migration challenge II.2 The international response II.3 Millennium Development Goals Fund (MDG-F) II.4 The Youth, Employment and Migration window (MDG-F YEM) II.5 Relationship between the YEM Window and the MDGs II.6 Overview of the approach to technical assistance II.7 Brief overview of main intervention areas II.8 Overview of beneficiary groups and rights holders III. Achievements and results 25 III.1 Heightened awareness on youth employment and migration issues 27 III.1.1 Advocacy among policymakers, stakeholders and partners III.1.2 Outreach