National Citizen Service Trust
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Network Partner Ceos
Network Partner CEOs ARGENTINA to unlock their full potential through an excellent education. Larisa Oscar Ghillione considers her return to Armenia an opportunity to systemically impact CEO educational outcomes, and to provide an opportunity for outstanding Enseñá por Argentina graduates from Armenia and her diaspora to contribute to significant, meaningful development in their homeland. In February 2009, Oscar Ghillione, along with Prior to launching Teach For Armenia, Larisa had a diverse career a group of young people concerned about in marketing and consulting in the United States, Russia, and Armenia. the state of education in their country, began Larisa graduated with honors from St. Norbert College, with a BA in developing the plan to adapt and implement International Business & Language Area Studies, and received an MA the Teach For America model in Argentina. In March, 2011, with the in Special Education from Arizona State University. Larisa is an avid support of the Teach For All team, Enseñá por Argentina placed its first traveler, occasional recording artist, and a rookie oenology enthusiast. cohort of participants in schools. Oscar holds a degree in Business Administration from the Universidad Argentina de la Empresa. In 2005, he completed his MBA at Universidad AUSTRALIA del CEMA in Buenos Aires. In 2006, he was granted a scholarship by the Melodie Potts Rosevear Fundación Carolina to take a postgraduate course in business in Spain. CEO At present, he is a master’s degree candidate in Educational Policy at the Teach For Australia Universidad Torcuato Di Tella. Oscar has extensive experience in both the private and the social Melodie Potts Rosevear has been involved sectors. -
Hilary Term 2013
THE TERMLY E-NEWSLETTER FOR EXONIANS HILARY TERM 2013 Welcome... to the latest edition of Exeter Matters, the termly electronic newsletter for Exonians. RECTOR’S NEWS It must be spring: only last week, the Classicists coming back from Mods were being showered with celebratory buckets of water – hardly necessary, given the downpour. And a crocus is blooming in a corner of the front quad, protected by the President of the JCR who has asked that the grass be left uncut while it flowers. FRANCES CAIRNCROSS But it has been a grey and rainy term, with the Thames in flood and Torpids nearly cancelled. We have cheered ourselves up in a number of ways this term. Our rowers did not do brilliantly but our rugby team won the Cuppers Plate. After some debate, we marked our commitment to equality and diversity by flying the Rainbow Flag at the end of February. The Ken Colyer New Orleans Legacy Jazz Band led the annual march around the three Turl Street quads as part of a wonderfully successful Turl Street Arts Festival, and then blew their horns for a Prohibition themed party in Hall, under the stern gaze of Rector Farnell, who once said that such jazz “comes from the devil”. As part of our build-up to next year’s 700th anniversary celebrations, Sir Paul Nurse gave a memorable lecture on “Great ideas of biology, both historical and looking THE WINNING RUGBY forward” to an audience of students, alumni and friends of the College. It was as TEAM riveting for non-scientists as it was for scientists. -
The Conservative Party's Credibility Deficit Updated Tax and Spending
The Conservative Party’s credibility deficit Updated tax and spending commitments April 2010 2 Contents Page Introduction 5 Summary 7 Methodology 8 Tables 10 Broken promises 13 45,000 new single rooms in the NHS 15 5,000 new prison places 19 Reducing taxes on savings 22 More places for science courses, training and apprenticeships 24 Maternity nurses for all 25 Reinstate the Defence Export Services Organisation (DESO) 28 National Loan Guarantee Scheme 30 Tax cuts 33 Corporation tax and investment allowance changes 35 Freeze council tax for two years 38 Reduce employers’ NICs for some small companies 41 Tax cuts for married couples 43 Inheritance tax cuts 50 Reverse impact of abolition of dividend tax credit 53 Tax reversals 57 Raise National Insurance Contributions thresholds 59 Oppose Broadband levy 61 Oppose cider duty increase 63 Tax increases 65 Non-domicile levy 67 Spending reductions 73 Cut Government “waste” 75 Savings on employment and skills programmes 78 Reduce spending on Building Schools for the Future 83 Reduce eligibility for tax credits 85 Reduce eligibility for Child Trust Funds 88 Reduce government spending on consultants and advertising 90 Reduce “bureaucracy” spending by a third 92 Welfare savings 95 Scrap ContactPoint 98 NHS IT Programme 100 Freeze pay and cap pensions for public sector workers 103 Reduce spending on Sure Start outreach workers 105 3 Scrap some Regional Development Agencies 107 Scrap regional assemblies 109 Scrap identity cards 110 “Cutting the cost of politics” 112 Scrap the Trade Union Modernisation -
Building a World Leading Education System That Is Fair a Collection of Essays from Members of the Fair Education Alliance
Building a World Leading Education System that is Fair A collection of essays from members of the Fair Education Alliance Foreword by Sir Richard Lambert Founding Corporate Supporter & Lead Sponsors: OUR VISION The Fair Education Alliance is working towards a world where our education system is fair – where children’s educational success is not limited by their socio-economic background. This is a world where disadvantage no longer determines literacy and numeracy rates at primary school, GCSE attainment at secondary school, the emotional wellbeing and resilience of young people, participation in further education or employment based training and university graduation. OUR MISSION To use our collective voice and influence to create change by helping a wide range of stakeholders to close the gap between the most disadvantaged children and their wealthier peers. Acknowledgements: Sir Richard Lambert, FEA Chair Dame Julia Cleverdon, FEA Vice Chair Lewis Iwu, FEA Director & Commissioning Editor Alex Turner, FEA Coordinator Claire Read, Save the Children Dr Catherine Knowles, Achievement for All Harriet McCann, National Literacy Trust Brett Wigdortz, Teach First Jess Tanner and Miranda Dobson, Family Links Katy Neep, Business in the Community Mary Curnock Cook, UCAS The views and recommendations expressed within these essays do not necessarily reflect the view of the FEA membership as a whole. Contents Foreword by Sir Richard Lambert ........................................................................................................................ -
As a Dispositif: Towards a Critical Ontology of Policy and Power
"Tea~h First" as a Dispositif: Towards a critical ontology of policy and power Patrick L.J. Bailey veL Institute of Education, London PhD Thesis June 2015 . 1 Declaration I, Patrick Bailey, hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word Count 99,854 words Copyright The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the proper acknowledgement of the author. 2 Abstract This thesis is a study of power. More specifically, it is a study of some of the myriad forms and operations of power which animate and condition the present, and which can be observed in the governing of education policy. A material post-structural approach to policy sociology is developed and then deployed in exploring the ontology of the education state and the teacher. The thesis puts to work the 'methods' and 'sensibilities' of Foucauldian genealogy and critical ethnography, and in doing so attends to some of the history of power and its insinuations in the governing and administering of education. Drawing on Michel Foucault's methodological and analytical concept of the dispositif, education policy is conceptualised as an historical and contingent formation of material objects, discourses and practices - a policy dispositij. At the same time, dispositifis applied as an analytical device for investigating the 'micro-physics' and 'immanence' of power, or the different ways in which power operates in minute and molecular ways in individual and heterogeneous encounters. Dispositifis also applied as a critical tool for exposing the ways in which the present is conditioned and fabricated within, and by, multiple forces of enablement and constraint. -
National Citizens Service Bill
Dods Monitoring: National Citizens Service Bill November 2016 Background The National Citizen Service (NCS) was first announced in 2010 by the prime minister as part of the coali- tion’s Big Society initiative with the aim of encouraging 16 and 17-year-olds to take part in community pro- jects. Running in England since 2011 and piloted in Wales in 2014, the NCS was highlighted in the Con- servatives’ 2015 manifesto, which committed to expanding the scheme. Speaking on the scheme in the summer, David Cameron, former Prime Minister said “NCS is a fantastic op- portunity for young people from different backgrounds to come together to gain life skills and give some- thing back to their local community” and urged the Welsh Government to consider offering the scheme across Wales. In the 2015 Autumn Statement, former Chancellor George Osborne confirmed the NCS would be expanded with funding provided for 300,000 places “to help all our children make the transition to adulthood—and learn about not just their rights, but their responsibilities”. Minister for Civil Society, Rob Wilson echoed these remarks more recently when the Bill was introduced to Parliament in October. He said “We want to make NCS a rite of passage for the young people of this coun- try, uniting communities.” dodsmonitoring.com Bill Explained The aim of the Bill is to: Support the manifesto commitment to expand National Citizen Service by encouraging thousands more young people to take advantage of the skills building programmes offered . Put the National Citizen Service (NCS) on a statutory footing. Strengthen links between young people and schools, local governments and central governments to promote participation in the programme. -
National Citizen Service Bill [HL] (HL Bill 64 of 2016–17)
Library Note National Citizen Service Bill [HL] (HL Bill 64 of 2016–17) The National Citizen Service (NCS) was set up in 2011 under the Coalition Government and is currently open to all 16- and 17-year olds in England. The NCS consists of courses which comprise a mixture of activities—adventures, life skills and social action—which encourage the participants to engage with their community and develop for the future. On 18 May 2016, the Queen’s Speech announced that the National Citizen Service would be placed on a permanent statutory footing. The Cabinet Office briefing notes to the Queen’s Speech explained that a National Citizen Service Bill would “expand National Citizen Service by encouraging thousands more young people to take advantage of the skills building programmes offered” and that the NCS would “benefit from a £1.2 billion cash injection”. The National Citizen Service Bill [HL] was introduced in the House of Lords on 11 October 2016. A draft royal charter was published alongside the Bill, as a command paper, to allow both Houses of Parliament the opportunity to scrutinise its provisions in connection with the Bill. The Bill applies to England only. The Explanatory Notes to the Bill explain that the Bill aims to help fulfil the Government’s objectives in two ways. First, the Bill, in combination with the Charter, would reform the legal framework for the NCS. In particular the combination of the Bill and Charter: Incorporates the new NCS Trust as a Charter body and creates a legislative mechanism to transfer the business of the Company to the new Trust. -
National Citizen Service Wales Pilot 2014 Specification
Annex A NATIONAL CITIZEN SERVICE WALES PILOT 2014 SPECIFICATION NOTICE: The amount of total funding set aside for the National Citizen Service Pilot in Wales is a maximum of £300,000. Interested parties should note when considering their bids that they will need to ensure that all of the requirements set out in this specification will need to be met from within this amount. As a guide only, this will include: All staff costs (including management, recruitment and remuneration of staff) Publicity Course materials Residential placement and associated activities Welsh language provision Methods of ensuring commitment and take-up of spaces on courses which MUST NOT include charges to participants. Potential Applicants must suggest the number of participants they expect to be able to complete the course within the amount offered. The minimum cost per participant has been notionally set at £1,000. As a guide the successful Applicant should expect to provide no less than 200-300 participants. It is essential that Applicants are able to demonstrate a sound knowledge of the socio- economic characteristics of Wales, the youth sector, educational and volunteering landscape of Wales and be able to demonstrate a strong partnership approach, making use of, and working with public, private and Third Sector organisations in Wales to deliver the desired programme. Applicants will be expected to forge strong links with the Welsh Government programmes including Communities First, GwirVol and the Welsh Baccalaureate. The active involvement of a number of Communities First Clusters in the development and delivery of NCS in Wales is considered particularly important. 1 Applicants should also be aware that it is expected that, owing to time constraints, it is likely that most or all of the Pilot will be delivered through an Autumn tranche of the programme rather than a full programme (normally in three separate tranches in spring summer and autumn). -
Disrupting the Habitus? Media Representations and Participant Experience of Teach First: an Exploratory Case Study in Wales
This is an Accepted Manuscript of an article published by Taylor & Francis in Teachers and Teaching on [5 Feb 2018], available online: http://www.tandfonline.com/ 10.1080/13540602.2018.1435526 Disrupting the Habitus? Media representations and participant experience of Teach First: an exploratory case study in Wales. Alex Southern Faculty of Education and Communities, University of Wales Trinity Saint David, Cardiff, Wales The Registry King Edward VII Avenue Cardiff CF10 3NS [email protected] 029 2037 5055 This is an Accepted Manuscript of an article published by Taylor & Francis in Teachers and Teaching on [5 Feb 2018], available online: http://www.tandfonline.com/ 10.1080/13540602.2018.1435526 Disrupting the Habitus? Media representations and participant experience of Teach First: an exploratory case study in Wales. Abstract Teach First is a schools-based route into teaching, where graduates are able to train while employed by ‘disadvantaged’ schools. Established in 2002, the charity works in partnership with teacher training providers around England and Wales. The first Teach First Cymru cohort began in 2013, at the University of Wales Trinity Saint David (UWTSD). Drawing on the work of Bourdieu, this paper will discuss the potential impact of Teach First Cymru on the teaching habitus, through public and personal articulations of the profession, set within the context of critical debate surrounding the programme. In order to do so, the paper will explore media representations of Teach First and data generated from focus groups and interviews with Teach First Cymru participants and trainees on the Graduate Teacher Programme (GTP) at the same university. -
BLUEPRINT January 2013 Research Round-Up
blueprint Staff magazine for the University of Oxford | January 2013 Great inspirations Electronic eyes Art meets neuroscience News in brief u A consultation is underway on the draft for £2.2m and the Bodleian hopes to raise University Strategic Plan 2013–18. The plan, the remaining funds by the end of February. which has been developed by a steering group chaired by the Pro-Vice-Chancellor u Student support is the focus of the for Education and comprising members from 2012–13 Annual Fund mailing, which Council, the divisions and the colleges, can has been sent to 177,000 alumni. Three be viewed at https://www1.admin.ox.ac.uk/ versions have been produced: the first pras/strategicplan. Responses are invited from describes the current financial situation for individuals and bodies across the University undergraduate students; the second sets the and should be submitted by 16 March 2013. current situation for undergraduates within A Congregation Discussion on the draft Plan the context of changes to higher education Ashmolean Museum will take place on 19 February. Details at funding over the last 50 years; while the www.ox.ac.uk/congregation-meeting. third examines the financial challenges facing those who want to pursue graduate studies. u The University’s Annual Review 2011/12, The mailing aims to encourage more alumni available at www.ox.ac.uk/annual-review, to make a gift to the collegiate University. profiles examples of the huge range of Find out more at www.campaign.ox.ac.uk/ research carried out at Oxford, from the support_a_student.html. -
HOUSE of LORDS Parliamentary Debates
15 Volume Index to the HOUSE OF LORDS Parliamentary Debates SESSION 2010–12 28th November, 2011—21st December, 2011 (VOLUME 733) £00·00 Obtainable on standing order only - © Parliamentary Copyright House of Lords 2012, this publication may be reproduced under the terms of the Parliamentary Click-Use Licence, available online through The National Archives website at www.nationalarchives.gov.uk/information-management/our-services/parliamentary-licence-information.htm Enquiries to The National Archives, Kew, Richmond, Surrey, TW9 4DU; email: [email protected] ISBN XXXXXXX INDEX TO THE PARLIAMENTARY DEBATES OFFICIAL REPORT INDEX FOR SESSION 2010–12, Volume 733 28th November, 2011—21st December, 2011 EXPLANATION OF ARRANGEMENT AND ABBREVIATIONS Dates of proceedings are indicated by numerals in brackets. Volume numbers are shown in square brackets. Bills: Read First, Second or Third Time = 1R, 2R, 3R. Column numbers in italics refer to Written Answers. - - - Abdul Baset Al Megrahi: Aerospace Industry: Alcohol: Statement, [733] (5.12.11) WS37. Question, [733] (5.12.11) 505. Question, [733] (28.11.11) WA1; (5.12.11) WA103; (12.12.11) Aberdare, Lord: Afghanistan: WA206. Health, Cancer, Questions, [733] Questions, [733] (13.12.11) WA227. (13.12.11) 1159-60; (20.12.11) Statement, [733] (8.12.11) WS71; Alderdice, Lord: WA357-8. (19.12.11) WS171. Digital Technology, Question for Short Debate, [733] (5.12.11) Abortion: Agriculture: 578-9. Question, [733] (28.11.11) WA1. Animal Feed, Question for Short ETA, Ceasefire, Question, [733] Abusive Language: Debate, [733] (6.12.11) 697-712. (28.11.11) 2. Dairy Farms, Question, [733] Eurozone Crisis, Considered in Grand Question, [733] (6.12.11) WA139. -
The Big Society and the Third Sector
Welfare beyond the state The Big Society and the third sector Pete Alcock, University of Birmingham [email protected] Introduction – The Big Society discourse ery; and where he referred to the Big Society as The Big Society was a central feature of Conserv- his ‘great passion’. ative Party policy planning in the run up to the 2010 election, and in particular was promoted by Although it was, and has remained, closely asso- David Cameron himself, who first mentioned it ciated with David Cameron, the Big Society has in his Hugo Young speech in 2009, and repeated had a range of other proponents and support- it in an election speech in 2010. In practice the ers both inside and outside Government. For idea received a mixed reception in the election instance, Nick Hurd was appointed as Minister campaign itself and it was not the centre piece for Civil Society within the Cabinet Office; and, of the Party’s campaigning. Nevertheless, shortly shortly after the 2010 election, Cameron ele- after the election and the formation of the new vated Nat Wei to the House of Lords to be an Coalition Government, Cameron again took the unpaid advisor on the Big Society. Conservative lead in launching the Big Society as a policy ini- MP Jesse Norman lent his support publishing a tiative in the garden of No.10 Downing Street book on the subject, which sought to trace the in May 2010, with the Deputy Prime Minister idea back through traditional Conservative think- Nick Clegg. Here Cameron confirmed that the ing over two centuries (Norman, 2010).