DOCSLIB.ORG

Network Partner Ceos

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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. Before developing Enseñá por Argentina, he worked for 12 with Teach For Australia since its earliest years in the administration and finance departments of international conception. Originally from North Carolina, companies. Simultaneously, he has been a board member for Fundación Melodie came to Australia to serve as a Grupo San Felipe for the last five years, an NGO that he co-founded founding staff member and Think Tank Coordinator at the Cape York with friends that works on education projects in the poorest areas of Institute for Policy and Leadership, an indigenous policy ‘action tank’ Argentina. His work with this foundation gained recognition in both the championing welfare reforms and other social policy changes designed to private and public sectors. help remote indigenous communities to develop. Oscar has a passion for sports, particularly soccer. He resides in The seeds of Teach For Australia were planted as Melodie worked with Buenos Aires with his wife Luz and his little son, Oscar Jr. these communities and became further convinced of the urgent role education must play in improving the life chances of young people in the most disadvantaged areas of Australia. ARMENIA Melodie wrote the original business plan for the organization while Larisa Ryan completing her Masters studies at Harvard and travelling back and forth CEO between Boston and Australia. Teach For Australia was launched in late Teach For Armenia 2008 and received over 750 applications. The first cohort of over 40 Teach For Australia Associates began teaching in January 2010. Larisa Ryan was born in Yerevan, Armenia to Previously, Melodie was a management consultant with the Boston an Armenian mother and an Irish-American Consulting Group in Atlanta, Georgia, where she worked on a variety father. Her father’s work took her family of corporate and social sector projects, including an achievement gap to Russia—first to the Far East and then to reduction and school reconfiguration initiative for an urban school district. Moscow. This is where Larisa spent the next ten years of her life, prior Melodie has a Bachelors degree with highest distinction in to moving to the United States for university. Economics and Public Policy from the University of North Carolina at Larisa joined Teach For America in 2010 to teach special education Chapel Hill and received her Masters in Public Policy degree from the in Phoenix, Arizona, where she taught students with moderate learning Harvard Kennedy School of Government, concentrating on social policy differences in an underserved public school. Inspired by her experiences and non-profit management. leading her classroom, Larisa repatriated to Armenia in 2013 with She now lives in Melbourne, Australia with her Australian husband. a vision to start a program that will provide all children in Armenia, She enjoys playing sports, including Aussie Rules Football, and drinking regardless of their socio-economic circumstances, with the opportunity fine wines in good company. 1 Network Partner CEOs AUSTRIA BELGIUM Walter Emberger Pierre Pirard CEO CEO Teach For Austria Teach For Belgium Walter has been working to establish Teach For Pierre Pirard is the founder and CEO of Teach Austria ever since he was inspired by an article For Belgium. A former manager with strong about Teach First in the Economist in 2009. business experience (in such multinational After conducting a feasibility study and having firms as P&G , Reckitt Benckiser, and Stanley been convinced that the model was the key to addressing educational Tools), Pierre left management consulting and a position as CEO of an disadvantage in Austria, he decided to launch Teach For Austria. In international direct marketing firm for the classroom and taught for more September 2012, the first cohort of 24 highly motivated Fellows entered than four years at a high-need high school in Belgium. high need schools in Vienna and Salzburg. He recently published “Vous n’êtes pas des élèves de merde!” a book Walter has a master’s and doctoral degree from Vienna University of on his teaching experience and the discovery he made of the potential of Business and Economics, and an MBA from INSEAD, Fontainebleau, those young students, most of whom were born in North Africa. France. He initially worked as a banker and as a consultant in Austria Pierre attended the Université Libre de Bruxelles where he studied and Switzerland. However, Walter also built up seven years of extensive law, has an MBA from the Solvay Brussels School of Economics and experience in the educational sector as head of the business faculty of Management, and graduated as a certified teacher in June 2013. He is Salzburg University of Applied Science, and most recently as the Vice married and the happy father of three children. Dean and Professor at the University of Seeburg in the city of Salzburg. Walter loves outdoor sports, including hiking, biking, and ski mountaineering. He lives in Salzburg, with his wife and daughter, and has BRAZIL a son in college in the United States. Erica Butow CEO Ensina Brasil BANGLADESH Maimuna Ahmad Erica is the CEO and Founder of Ensina Brasil. CEO Prior her current role, she was the Innovation Teach For Bangladesh Manager at Mind Lab, an educational company focused on the development of Maimuna is the founder and CEO of Teach For 21st century skills that serves more than 300,000 students in Brazil. Bangladesh. As a 2009 Teach For America Erica’s professional experiences also include Marketing at Procter & corps member, Maimuna taught secondary Gamble and Strategic Planning at Whirlpool in Latin America. Erica’s school math at a public charter school in passion for education led her to become an Education Pioneers Fellow southeast Washington, D.C. Prior to starting Teach For Bangladesh, at Harlem Village Schools in New York as an MBA intern, and to develop she worked at a human rights organization in Dhaka, leading research volunteer programs at an education non-profit in favelas in Brazil, where projects on children’s and indigenous women’s rights in Bangladesh. she coordinated ESL courses for disadvantaged students. She holds an Maimuna holds a BA in International Relations from Mount Holyoke MBA from UC Berkeley’s Haas School of Business and a BA in Business College and an MA in Teaching from American University. Administration from the Universidade de Sao Paulo. 2 Network Partner CEOs BULGARIA He immediately contacted other friends from Chile who had similar ideas for Evgenia Peeva improving education, and together they met Kopp in November of 2006 to CEO discuss their vision for starting a program similar to Teach For America in Chile. Teach For Bulgaria After a lengthy process of launching a feasibility study, in 2008 Tomás assumed the responsibility for directing the launch of Enseña Chile. He was Before joining Teach For Bulgaria in 2010, granted the Raymond Vernon Award from the Harvard Kennedy School, an Evgenia Peeva worked as a management award given to the student who best exemplifies the values of the Master’s in consultant at McKinsey and Company, Public Administration/International Development program, for commitment where she advised leading companies across to international development, academic achievement, citizenship, and industries ranging from technology and pharmaceuticals to industrial potential future leadership. Upon completing his degree, Tomás returned to electronics to non-profits on core business issues related to strategy, Chile in July of 2008. Within six months, Enseña Chile secured public and growth and expansion, marketing, and sales. In 2010, Evgenia was private support, and funds to be applied over a three year period. In light approached by America for Bulgaria Foundation, which provided a of Enseña Chile’s first two years of success, Tomás Recart was named the generous start-up grant for the launch of Teach For Bulgaria and is 2010 Schwab Foundation Social Entrepreneur of the year in Chile and a still its major supporter, to return back to her country and take on the Young Global Leader by the World Economic Forum in 2011. challenge to set up the organization. Tomás loves music and sports, especially mountaineering, a passion that he Evgenia is co-founder and president of the non-profit Step for Bulgaria shares with his wife, Fernanda.
Load more

Recommended publications
  • 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 ........................................................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism
    Teach First's Theory of Teacher Education for Social Justice: Distributive Justice and the Politics of Progressive Neoliberalism Author: Randall Lahann Persistent link: http://hdl.handle.net/2345/2929 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2010 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Program of Curriculum and Instruction TEACH FIRST’S THEORY OF TEACHER EDUCATION FOR SOCIAL JUSTICE: DISTRIBUTIVE JUSTICE AND THE POLITICS OF PROGESSIVE NEOLIBERALISM Dissertation By RANDALL PATRICK LAHANN Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy September 2010 i © copyright by RANDALL LAHANN 2010 ii ABSTRACT In this critical ethnography I examined Teach First, the U.K. teacher education program modeled after Teach For America (TFA). Teach First described itself as ―a unique business-led programme dedicated to addressing educational disadvantage by placing elite graduates in the schools that need them most‖ (Teach First, 2010). Teach First was thus problematically positioned at the crossroads of both neoliberal and progressive ideologies. My research addressed this problem by uncovering Teach First‘s theory of teacher education for social justice by applying a framework developed by Marilyn Cochran-Smith (2010) to interviews, observations, and artifacts that I collected at the 2008 Teach First Summer Institute. I then critiqued this theory using the tools of ―Policy Sociology,‖ a British research tradition that examines the political, ideological, and economic assumptions that drive education policy.
    [Show full text]
  • Millions Learning: Scaling up Quality Education in Developing Countries Summary Summary Executive the Developing World
    MILLIONS LEARNING SCALING UP QUALITY EDUCATION IN DEVELOPING COUNTRIES Jenny Perlman Robinson and Rebecca Winthrop with Eileen McGivney 1 MILLIONS LEARNING SCALING UP QUALITY EDUCATION IN DEVELOPING COUNTRIES Jenny Perlman Robinson and Rebecca Winthrop with Eileen McGivney Table of contents EXECUTIVE SUMMARY 8 FILIPE’S STORY: BRAZIL’S NEW APPROACH TO SCHOOLING IN THE 14 I This report was written by Jenny Perlman Robinson and Rebecca Winthrop with Eileen AMAZON JUNGLE McGivney, along with research support from Jenny Alexander and Priyanka Varma, as well as invaluable assistance over the past few years from the Millions Learning team at the Brookings II ACCELERATED EDUCATION PROGRESS IS URGENTLY NEEDED 20 Institution’s Center for Universal Education, particularly: Lulwah Ayyoub, Mia Blakstad, Zoe Global goals place a premium on learning for all 22 Norris, Priya Shankar, and Samantha Spilka. Where education has failed: The scope and scale of challenges 24 Why focus on learning? 27 Sincere gratitude and appreciation to our Millions Learning consultants who have been equally instrumental in the report: Priscila Cruz, Shushmita Chatterji Dutt, Flavia Goulart, III SCALING SO MILLIONS LEARN: DEFINING A GLOBAL PRIORITY 30 Mayyada Abu Jaber, Haeyeon Jung, Christina Kwauk, Alessia Lefebure, Divya Mansukhani, A focus on scaling 33 Maria May, Jessica Moore, Ainan Nuran, Daniela Petrova, Martin Roeck, Marijke Schouten, Sheikh Islam Tanjeb, Judith-Ann Walker, and Jillian Yoerges. Addressing an evidence gap 33 Defining scaling 35 We are thankful for
    [Show full text]
  • Millions Learning Scaling up Quality Education in Developing Countries
    MILLIONS LEARNING SCALING UP QUALITY EDUCATION IN DEVELOPING COUNTRIES Jenny Perlman Robinson and Rebecca Winthrop with Eileen McGivney 1 MILLIONS LEARNING SCALING UP QUALITY EDUCATION IN DEVELOPING COUNTRIES Jenny Perlman Robinson and Rebecca Winthrop with Eileen McGivney Table of contents EXECUTIVE SUMMARY 8 FILIPE’S STORY: BRAZIL’S NEW APPROACH TO SCHOOLING IN THE 14 I This report was written by Jenny Perlman Robinson and Rebecca Winthrop with Eileen AMAZON JUNGLE McGivney, along with research support from Jenny Alexander and Priyanka Varma, as well as invaluable assistance over the past few years from the Millions Learning team at the Brookings II ACCELERATED EDUCATION PROGRESS IS URGENTLY NEEDED 20 Institution’s Center for Universal Education, particularly: Lulwah Ayyoub, Mia Blakstad, Zoe Global goals place a premium on learning for all 22 Norris, Priya Shankar, and Samantha Spilka. Where education has failed: The scope and scale of challenges 24 Why focus on learning? 27 Sincere gratitude and appreciation to our Millions Learning consultants who have been equally instrumental in the report: Priscila Cruz, Shushmita Chatterji Dutt, Flavia Goulart, III SCALING SO MILLIONS LEARN: DEFINING A GLOBAL PRIORITY 30 Mayyada Abu Jaber, Haeyeon Jung, Christina Kwauk, Alessia Lefebure, Divya Mansukhani, A focus on scaling 33 Maria May, Jessica Moore, Ainan Nuran, Daniela Petrova, Martin Roeck, Marijke Schouten, Sheikh Islam Tanjeb, Judith-Ann Walker, and Jillian Yoerges. Addressing an evidence gap 33 Defining scaling 35 We are thankful for
    [Show full text]
  • PDF Download
    Panel 1 Panel 1 define what is educationally allowable within a nation, the educational systems beyond one’s national bound- EERING OVER THE EDGE P H : aries suggest what is educationally possible”. HOW DO THE NEIGHBOURS Rather than comparing any given country to just one DO IT? other country, we should look at a whole sample of countries to see whether countries with certain poli- cies perform systematically differently – rather than LUDGER WOESSMANN being exceptions to the rule. This report is thus based Professor of Economics, University of Munich; Head on such systematic econometric cross-country of the Human Capital and Innovation Department, research.1 Ifo Institute Educational achievement is the key to economic With once cheap-labour countries such as China, prosperity India and others moving rapidly up the value chain, the only way for Europe to secure its prosperity is to Empirical research clearly shows that the cognitive remain innovative. Therefore, it comes as no surprise skills of the population, measured by international that businesses are clamouring for top-notch educa- student achievement tests such as TIMSS, PISA and tion and training systems that can tap, foster, cultivate their predecessors, are indeed leading predictors of and stimulate knowledge and talent. But Europe’s countries’ long-run growth in GDP per capita (see educational outcomes are still quite uneven. How can Figure 1). Because of this crucial role of basic skills, we identify the best approaches for improving the the following analysis concentrates on educational education system? policies at the school level. Figure 1 Learning from cross-country EDUCATIONAL ACHIEVEMENT AND ECONOMIC GROWTH analyses conditional growth 7 Singapore Countries differ widely in their 6 Switzerland Taiwan education policies and outcomes.
    [Show full text]
  • China's Minorities-The Case of Xinjiang and the Uyghur
    Distr. RESTRICTED E/CN.4/Sub.2/AC.5/2003/WP.16 5 May 2003 ENGLISH ONLY COMMISSION ON HUMAN RIGHTS Sub-Commission on Promotion and Protection of Human Rights Working Group on Minorities Ninth session 12-16 May 2003 CHINA’S MINORITIES: THE CASE OF XINJIANG AND THE UYGHUR PEOPLE (Paper prepared by Dru C. Gladney, Professor, University of Hawaii)* * The views expressed in this paper are those of the author and do not necessarily reflect the views of the members of the Working Group or the United Nations GE.03-14169 TABLE OF CONTENTS 1. INTRODUCTION 2. HISTORY AND POLITICS OF THE UYGHUR 3. MINORITY NATIONALITIES POLICY 4. THE UYGHUR INTERNATIONAL RESPONSE: RESISTANCE AND ACCOMODATION TO CHINESE RULE 5. GLOBAL DIMENSIONS 6. FUTURE PROSPECTS 7. BIBLIOGRAPHY 1 1. Introduction1 Although the history of China’s minority policy in Xinjiang is rather unique, it illustrates many of the challenges facing China’s internal integration since the events of September 11, 2001 and the fall of the former USSR in 1991. As such, the situation in Xinjiang and the particular case of the Uyghur provide and excellent introduction into China’s minority situation and the challenges it faces in this new millennium. In the summer of 2002, both the United States and the United Nations supported China’s claim that an organization known as the East Turkestan Islamic Movement (ETIM) should be recognized as an international terrorist organization.1 It is important to note, however, that China makes little distinction between separatists, terrorists, and civil rights activists – whether they are Uyghurs, Tibetans, Taiwanese, or Falun Gong Buddhists.
    [Show full text]
  • Tackling Educational Disadvantage in England's
    REPORT EXCELLENCE AND EOUITY Tackling educational disadvantage in England’s secondary schools Contributions by Brett Wigdortz \ Jonathan Clifton \ Will Cook Rebecca Allen \ Simon Burgess \ Dylan Wiliam James Toop \ Tim Brighouse \ Christine Harrison David Price \ Alan Dyson \ Kirstin Kerr Chris Wellings \ Ann Hodgson \ Ken Spours Edited by Jonathan Clifton June 2013 © IPPR 2013 Institute for Public Policy Research EXCELLENCE AND EQUITY Tackling educational disadvantage in England’s secondary schools Edited by Jonathan Clifton 2013 IPPR | Excellence and equity: Tackling educational disadvantage in England’s secondary schools i ABOUT THE EDITOR Jonathan Clifton is a senior research fellow at IPPR. ACKNOWLEDGMENTS The editor would like to thank the seven teachers who helped to review earlier drafts of the chapters, as well as Graeme Cooke, Nick Pearce and Rick Muir at IPPR for their advice and comments. This project was generously funded by the Paul Hamlyn Foundation. ABOUT IPPR IPPR, the Institute for Public Policy Research, is the UK’s leading progressive thinktank. We are an independent charitable organisation with more than 40 staff members, paid interns and visiting fellows. Our main office is in London, with IPPR North, IPPR’s dedicated thinktank for the North of England, operating out of offices in Newcastle and Manchester. The purpose of our work is to assist all those who want to create a society where every citizen lives a decent and fulfilled life, in reciprocal relationships with the people they care about. We believe that a society of this sort cannot be legislated for or guaranteed by the state. And it certainly won’t be achieved by markets alone.
    [Show full text]
  • East-West Center Alumni News
    Update Contact Alumni Website EWC Website Information Oct. 2018 LETTER FROM EWCA PRESIDENT AMANDA ELLIS In this Issue: I am delighted to be your new EWCA President and credit the Center for my international career • Letter from at the OECD, World Bank, as Deputy Secretary EWCA President in the NZ Ministry of Foreign Affairs and Ambassador to the United Nations. It is always • 2018 uplifting to reconnect with fellow alumni and EWC/EWCA hear your perspectives on how we can continue International to support EWC’s transformational work. Conference in Seoul What a wonderful EWCA conference in South Korea! A huge thank you to the Seoul chapter for excellent organization and hosting, setting the • EWCA Summer scene for deepening friendships, fellowship, and scholarship. For the Travel Grants first time in 18 years, the Asia Pacific Leadership Program launched at an alumni conference, giving the new cohort of 25 fellows from 20 • 2018 EWC countries across the region a great opportunity to begin collaboration International and networking with the EWC ‘ohana. Media Conference in Singapore It was especially enlightening to learn from EWCA chapter best practices and to see the range of activities we can learn from—more • Alumni soon! Please start planning to attend the 60th anniversary here in Achievements Honolulu in July 2020 (date to be determined). It will be a great opportunity for all EWC alumni to come together to celebrate 60 years • In Memoriam of contribution to the Center’s mission and the outcomes that are making such a positive difference in our region. • Chapter News The Center welcomed a talented and enthusiastic new group of graduate students and affiliates in early August.
    [Show full text]
  • Beyond the Plateau
    REPORT BEYOND THE PLATEAU THE CASE FOR AN INSTITUTE FOR ADVANCED TEACHING Matthew Hood Edited by Jonathan Clifton July 2016 © IPPR 2016 Institute for Public Policy Research ABOUT IPPR IPPR, the Institute for Public Policy Research, is the UK’s leading progressive thinktank. We are an independent charitable organisation with more than 40 staff members, paid interns and visiting fellows. Our main office is in London, with IPPR North, IPPR’s dedicated thinktank for the North of England, operating out of offices in Manchester and Newcastle, and IPPR Scotland, our dedicated thinktank for Scotland, based in Edinburgh. Our purpose is to conduct and promote research into, and the education of the public in, the economic, social and political sciences, science and technology, the voluntary sector and social enterprise, public services, and industry and commerce. IPPR 4th Floor 14 Buckingham Street London WC2N 6DF T: +44 (0)20 7470 6100 E: [email protected] www.ippr.org Registered charity no: 800065 (England and Wales), SC046557 (Scotland). This paper was first published in July 2016. © 2016 The contents and opinions in this paper are the author(s) only. IDEAS to CHANGE LIVES CONTENTS Summary ............................................................................................................3 Foreword ............................................................................................................6 1. Introduction ....................................................................................................7 The challenge .......................................................................................................
    [Show full text]
  • National Citizen Service Trust
    NATIONAL CITIZEN SERVICE TRUST Annual Report 2019/2020 HC 1313 NATIONAL CITIZEN SERVICE TRUST Annual Report 2019/2020 Presented to Parliament pursuant to section 6 of the National Citizen Service Act 2017 Ordered by the House of Commons to be printed on 24 March 2021 HC 1313 © Crown copyright 2021 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government- licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned This publication is available at www.gov.uk/official-documents Any enquiries regarding this publication should be sent to us at: [email protected] ISBN 978-1-5286-2493-0 CCS0321195380 Printed on paper containing 75% recycled fibre content minimum Printed in the UK by the APS Group on behalf of the Controller of Her Majesty’s Stationery Office Contents Performance Report 4 Overview 4 Financial Performance 9 Performance Analysis 9 Accountability Report 15 Corporate Governance 15 Directors’ Report 15 Governance Statement 25 Statement of Accounting Officer’s Responsibilities 29 Remuneration and Staff Report 30 Remuneration Report 30 Staff Report 35 Parliamentary Accountability Report 40 The Certificate and Report of the Comptroller and Auditor General to the Houses 41 of Parliament Financial Statements and Notes 46 Glossary and Definitions 63 3 Performance Report Overview The National Citizen Service Trust is a youth programme that runs across England, focused on 16- 17 year olds poised on the cusp of adulthood.
    [Show full text]