The summary provides an overview of the Citizenship PGCE course at Sheffield Hallam University, highlighting its strengths and flexibility.
The Citizenship PGCE at Sheffield Hallam is the only fully flexible route to teacher qualification in the country. This flexibility enables students from diverse backgrounds and locations to complete the program. The course attracts highly able and committed students and has strong partnerships with schools. It provides enriching experiences for both students and schools.
Routes Into Construction - Closure ReportPaul Taylor
This report summarizes the Routes Into Construction project run by the Construction Youth Trust from April 2015 to June 2016. The project aimed to provide work experience placements and routes into employment for unemployed young people aged 16-24 in the construction industry. Key achievements included over 40 young people gaining work placements with 18 employers, and 11 young people obtaining jobs. However, targets for placements, employers involved, and young people entering employment/education were not fully met due to challenges in engaging employers and keeping young participants committed. Lessons learned centered around placing young people quickly, setting clear expectations, focusing on employers with obligations to hire locally, and recruiting directly from the Trust's training courses. Major partners included Willmott-Dixon, Brookfield
Presentation from the Black Country Partnership for Learning Conference
14-19 Education & The Wolf Report
25th November 2011 Hawthorns Conference Centre, West Bromwich
The document outlines 50 potential solutions for V, a 23-year old woman studying welding, to share her experiences and help others. The solutions range from having V speak at local schools, mentoring other welding students, and developing alternative education programs. The summarizer identifies the most practical solution as V creating a video sharing her story, the most disruptive as transforming communities into passion-driven learning environments, and their favorite solution as expanding mentoring into alternative school and business programs.
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
Leonardo challenges, the possibilties a EU programme offerSiegfried WIllems
This document discusses challenges and opportunities related to vocational education and training (VET) in Europe. It addresses three key concepts: 1) Anticipating skills gaps to ensure educational and training institutions meet future employer needs, 2) Adopting a lifelong learning approach that encompasses continuous professional development as well as personal growth, and 3) Providing lifelong guidance to help individuals anticipate skills needs and make career choices. The document argues these concepts must be addressed through projects supported by the European Lifelong Learning Programme to help adapt VET systems and promote international mobility, partnerships, and innovation.
Importance of teaching (HELPS IN THE ENHANCEMENT OF TEACHING AND LECTURING, MAKES THE TEACHER TO BE MORE ADVANCED IN HIS OR HER METHOD OF TEACHING THE STUDENTS.
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
Routes Into Construction - Closure ReportPaul Taylor
This report summarizes the Routes Into Construction project run by the Construction Youth Trust from April 2015 to June 2016. The project aimed to provide work experience placements and routes into employment for unemployed young people aged 16-24 in the construction industry. Key achievements included over 40 young people gaining work placements with 18 employers, and 11 young people obtaining jobs. However, targets for placements, employers involved, and young people entering employment/education were not fully met due to challenges in engaging employers and keeping young participants committed. Lessons learned centered around placing young people quickly, setting clear expectations, focusing on employers with obligations to hire locally, and recruiting directly from the Trust's training courses. Major partners included Willmott-Dixon, Brookfield
Presentation from the Black Country Partnership for Learning Conference
14-19 Education & The Wolf Report
25th November 2011 Hawthorns Conference Centre, West Bromwich
The document outlines 50 potential solutions for V, a 23-year old woman studying welding, to share her experiences and help others. The solutions range from having V speak at local schools, mentoring other welding students, and developing alternative education programs. The summarizer identifies the most practical solution as V creating a video sharing her story, the most disruptive as transforming communities into passion-driven learning environments, and their favorite solution as expanding mentoring into alternative school and business programs.
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
Leonardo challenges, the possibilties a EU programme offerSiegfried WIllems
This document discusses challenges and opportunities related to vocational education and training (VET) in Europe. It addresses three key concepts: 1) Anticipating skills gaps to ensure educational and training institutions meet future employer needs, 2) Adopting a lifelong learning approach that encompasses continuous professional development as well as personal growth, and 3) Providing lifelong guidance to help individuals anticipate skills needs and make career choices. The document argues these concepts must be addressed through projects supported by the European Lifelong Learning Programme to help adapt VET systems and promote international mobility, partnerships, and innovation.
Importance of teaching (HELPS IN THE ENHANCEMENT OF TEACHING AND LECTURING, MAKES THE TEACHER TO BE MORE ADVANCED IN HIS OR HER METHOD OF TEACHING THE STUDENTS.
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses youth unemployment in Europe and initiatives to address it. It notes that over 5 million young people in the EU are unemployed, with rates as high as 40% in some countries. While unemployment is high, many jobs remain unfilled due to skills mismatches. The European Commission has identified factors contributing to youth unemployment like early school leaving, lack of skills/experience, and limited training programs. It outlines several EU initiatives to help young people improve employment prospects such as Erasmus+, which funds education/training abroad, and Youth on the Move, which aims to better equip youth for jobs.
Create jobs - inspire a generation (overview)pesec
1) The document outlines the CREATE Jobs mission to create hundreds of work opportunities for 14-25 year olds in the creative industries across Olympic host boroughs in London.
2) It notes high youth unemployment across the UK and especially in these London boroughs, and the need for employment and training opportunities.
3) However, the creative and cultural sectors are growing rapidly in London and expected to provide many new jobs.
4) CREATE Jobs engages employers to provide jobs, apprenticeships, traineeships and mentoring to connect local youth to opportunities in these growing sectors. To date over 300 students attended careers events and 99 secured traineeships through the program.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
Creative & Cultural Skills is an organization that works to improve opportunities for young people to work in the creative industries in the UK. They lead the National Skills Academy for Creative & Cultural, a network of creative businesses and training providers committed to high-quality creative education. The creative industries contribute significantly to the UK economy, generating over £70,000 per minute, but there are still skills gaps and high youth unemployment. The document argues that greater career guidance, work experience opportunities, vocational training like apprenticeships, and business incubation are needed to help young people develop skills and find jobs in the growing creative sector.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
The document is an 8 page bulletin from the Association of Colleges (AoC) London Region providing updates on various events and meetings. The main topics covered are:
- A recent London Regional WorldSkills Champions meeting focused on increasing participation in skills competitions.
- An update on the WorldSkills UK competitions and the search for training managers for Team UK at WorldSkills Leipzig 2013.
- Deadlines for applications to participate in events at The Skills Show in November.
- Information on upcoming AoC seminars and the deadline for entries to the National Training Awards.
- An update on a Hackney Community College student who will carry the Olympic torch, recognizing his
Lln national forum newsletter february 2008Gregory Borne
The document discusses the work and achievements of Lifelong Learning Networks (LLNs) over the past three years. It notes that LLNs have faced challenging responsibilities in a short timeframe but have made considerable progress. It highlights that LLNs are increasingly seen as important partnership platforms for skills development and employer engagement beyond just vocational progression. The document indicates that LLN directors will play a key role in capturing how LLNs are making a difference in their regions and identifying how they can contribute to new policy agendas. It concludes that LLNs starting to be recognized by the government is an opportunity for the LLN community to demonstrate what they have achieved and what more they can offer.
The document summarizes a pilot activity in the Czech Republic that aimed to introduce entrepreneurship education through an e-learning program for career counselors and teachers. 10 schools participated in focus groups, an e-learning program, and mentoring sessions introducing concepts like entrepreneurship, creativity, and career management skills. Student and teacher feedback found the program increased understanding of entrepreneurship and improved students' skills like creative thinking, presentation skills, and teamwork. The program was found to be most impactful when supplemented by meetings with real entrepreneurs.
The document discusses recent developments in education in the UK. It notes that while diploma qualifications were initially hailed as important reforms, the Education Secretary Alan Johnson has warned they risk becoming like the old secondary modern qualifications and going "horribly wrong". It also discusses the International Baccalaureate failing to succeed at one school, rising exam fees, efforts to reduce gaming addiction, and new standards for assessing development in nursery-aged children.
The document provides updates from a meeting with the Mayor's advisor on culture and youth, Munira Mirza. It discusses the proposed FE Guide, London Enterprise Panel, youth unemployment patterns, and the Mayor's role in pre-16 education. It also announces upcoming events, honors for college staff, and information on apprenticeships and the work programme.
This document provides information about an enrichment day focused on mobile apps. The learning objectives are to understand how apps have become important, learn about app safety, and understand the app development process. The document discusses what apps are, provides examples like Find My Phone and Google Maps to guess, discusses app safety and CEOP, and outlines the process for designing an app including example ideas. Students will present their app designs and the class will vote on the best one. Evaluations will be completed at the end of the session.
This presentation was shown at workshops on August 18 and 22, 2016.
http://www.countyplanning.us/services/grant-programs/clean-ohio-conservation-greenspace-program/
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The article explores the growing global movement towards greater social responsibility in higher education. This is an extract from the 2013 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have helped promote creative learning, education systems still largely prepare students for past economic models rather than the current creative economy. The document calls for education to better develop students' skills for a changing job market, promote social and work-related learning, and integrate creativity across subjects rather than marginalizing it. Going forward, it suggests education should become more personalized, collaborative, and connected to real-world experiences through partnerships with businesses and social enterprises.
The latest EU programme for higher education, Erasmus+, exhibits some new and innovative features designed to ensure Europe’s competitiveness in the years ahead. Here we provide an insider’s guide to what’s changed in this fundamental new EU programme. This is an extract from the 2014 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
This document discusses youth unemployment in Europe and initiatives to address it. It notes that over 5 million young people in the EU are unemployed, with rates as high as 40% in some countries. While unemployment is high, many jobs remain unfilled due to skills mismatches. The European Commission has identified factors contributing to youth unemployment like early school leaving, lack of skills/experience, and limited training programs. It outlines several EU initiatives to help young people improve employment prospects such as Erasmus+, which funds education/training abroad, and Youth on the Move, which aims to better equip youth for jobs.
Create jobs - inspire a generation (overview)pesec
1) The document outlines the CREATE Jobs mission to create hundreds of work opportunities for 14-25 year olds in the creative industries across Olympic host boroughs in London.
2) It notes high youth unemployment across the UK and especially in these London boroughs, and the need for employment and training opportunities.
3) However, the creative and cultural sectors are growing rapidly in London and expected to provide many new jobs.
4) CREATE Jobs engages employers to provide jobs, apprenticeships, traineeships and mentoring to connect local youth to opportunities in these growing sectors. To date over 300 students attended careers events and 99 secured traineeships through the program.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
Creative & Cultural Skills is an organization that works to improve opportunities for young people to work in the creative industries in the UK. They lead the National Skills Academy for Creative & Cultural, a network of creative businesses and training providers committed to high-quality creative education. The creative industries contribute significantly to the UK economy, generating over £70,000 per minute, but there are still skills gaps and high youth unemployment. The document argues that greater career guidance, work experience opportunities, vocational training like apprenticeships, and business incubation are needed to help young people develop skills and find jobs in the growing creative sector.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
The document is an 8 page bulletin from the Association of Colleges (AoC) London Region providing updates on various events and meetings. The main topics covered are:
- A recent London Regional WorldSkills Champions meeting focused on increasing participation in skills competitions.
- An update on the WorldSkills UK competitions and the search for training managers for Team UK at WorldSkills Leipzig 2013.
- Deadlines for applications to participate in events at The Skills Show in November.
- Information on upcoming AoC seminars and the deadline for entries to the National Training Awards.
- An update on a Hackney Community College student who will carry the Olympic torch, recognizing his
Lln national forum newsletter february 2008Gregory Borne
The document discusses the work and achievements of Lifelong Learning Networks (LLNs) over the past three years. It notes that LLNs have faced challenging responsibilities in a short timeframe but have made considerable progress. It highlights that LLNs are increasingly seen as important partnership platforms for skills development and employer engagement beyond just vocational progression. The document indicates that LLN directors will play a key role in capturing how LLNs are making a difference in their regions and identifying how they can contribute to new policy agendas. It concludes that LLNs starting to be recognized by the government is an opportunity for the LLN community to demonstrate what they have achieved and what more they can offer.
The document summarizes a pilot activity in the Czech Republic that aimed to introduce entrepreneurship education through an e-learning program for career counselors and teachers. 10 schools participated in focus groups, an e-learning program, and mentoring sessions introducing concepts like entrepreneurship, creativity, and career management skills. Student and teacher feedback found the program increased understanding of entrepreneurship and improved students' skills like creative thinking, presentation skills, and teamwork. The program was found to be most impactful when supplemented by meetings with real entrepreneurs.
The document discusses recent developments in education in the UK. It notes that while diploma qualifications were initially hailed as important reforms, the Education Secretary Alan Johnson has warned they risk becoming like the old secondary modern qualifications and going "horribly wrong". It also discusses the International Baccalaureate failing to succeed at one school, rising exam fees, efforts to reduce gaming addiction, and new standards for assessing development in nursery-aged children.
The document provides updates from a meeting with the Mayor's advisor on culture and youth, Munira Mirza. It discusses the proposed FE Guide, London Enterprise Panel, youth unemployment patterns, and the Mayor's role in pre-16 education. It also announces upcoming events, honors for college staff, and information on apprenticeships and the work programme.
This document provides information about an enrichment day focused on mobile apps. The learning objectives are to understand how apps have become important, learn about app safety, and understand the app development process. The document discusses what apps are, provides examples like Find My Phone and Google Maps to guess, discusses app safety and CEOP, and outlines the process for designing an app including example ideas. Students will present their app designs and the class will vote on the best one. Evaluations will be completed at the end of the session.
This presentation was shown at workshops on August 18 and 22, 2016.
http://www.countyplanning.us/services/grant-programs/clean-ohio-conservation-greenspace-program/
The document summarizes the Municipal Energy Program (MEP) funded by the American Recovery and Reinvestment Act. The MEP aims to improve energy efficiency in municipal buildings through energy audits and conservation projects. Cuyahoga County was awarded $5.7 million and set aside $3 million for the MEP. Eligible municipalities can apply for 100% grants for energy audits or up to 80% matching grants for conservation projects.
This document provides information about an upcoming workshop on applying for funding from the Clean Ohio Conservation Program in Cuyahoga County, Ohio. The workshop agenda includes overviews of the statewide Clean Ohio program, the local Cuyahoga County Conservation Program, and requirements for the upcoming Round 8 applications. Additional details are provided on Clean Ohio funding sources and policies, example project types, eligible applicants, and the application review process. The goal of the workshop is to help potential applicants understand the programs and apply successfully for funding to preserve open spaces and natural areas in Cuyahoga County.
This document discusses how to configure document management in Dynamics AX, including creating document types, document data sources, and using the Office add-in to create Word templates. It provides steps to create a document type for notes and files, configure forms to use specific document types, and create a document data source using a predefined query to populate Word templates for debt collection letters.
This document provides information for applicants seeking funding from the District One Public Works Integrating Committee (DOPWIC) for the 2012 program year. It outlines the application process and evaluation criteria. Key points include: the August 24 application workshop; a September 30 application deadline; project evaluation criteria covering infrastructure condition and needs, public health and safety benefits, and economic impacts; and a December 15 meeting for project selection. The supplemental application and capital improvement reports are required to provide details to be evaluated against the criteria.
Education System of the UsNameInstitute.docxjack60216
Education System of the Us
Name
Institute
Education System of the UK.
In UK, the responsibility for Education is vested with (DCSF), which is an abbreviation for Department for Children, Schools and Families (DCSF) in conjunction with Department for Business, Innovation and Skills (BIS). DCSF oversees the planning and control of education and ensures that schools provide an integrated service to children. On top of this, it combines polices that relate to children and people who are young. On the other hand, BIS is charged with the responsibility for coordinating educational matters pertaining to science and development, aptitudes, further and higher education and enterprise.
Current Issues Regarding Teachers & Standards
Teachers make the training of their students their first concern, and are responsible for attaining to the best standards in work and behavior. They act with genuineness and honesty; have solid subject knowledge , keep their insight and skills as instructors progressive and are self critical; create positive expert connections; and work with folks to the greatest advantage of their students. Teachers' Standards are utilized to evaluate all trainees working towards QTS, as well as those finishing their statutory impelling period. They are likewise used to evaluate the execution of all educators with QTS who are liable to The Education (School Teachers' Appraisal) (England) Regulations 2012, and might moreover be used to survey the performance of teachers who are liable to these regulations and who hold qualified educator learning and abilities (QTLS) status.
Current Issues Regarding High-Stakes Assessments
Current Issues Regarding Curriculum & Instruction
It is indeed the creation of the national curriculum, probably considered the most important fact that may help us achieve a better understanding of today’s system. The author Denis Haye who wrote ‘Primary Education: the Key Concepts’, claims that in the 20th century, just after the introduction of the national curriculum, children were obligated to study in school from 5 to 11 years old and this ‘primary stage’ was followed by a specific education which would end at the age of 16. It is because of the national curriculum that today’s pupils go to school at the age of 5 and leave when they turn 11. The author also claims that there is a minor quantity of educational centres which accept children from the age of 8 to 12 called ‘deemed middle’ in his words, while others referred to as ‘first’ accept 5-8 or 9 year-old pupils.
Current Issues Regarding Methodology
A successful methodology
The British teaching methodology is recognised worldwide but the truth is that not many people outside the UK can explain the key elements of this educational method. Student discipline is probably the most well-known characteristic of British schools, but there are many other key elements in this type of education.
Here is what makes our school methodology successfu ...
Hackney Community College offers study programmes for learners with learning difficulties and/or disabilities. These programmes are highly personalized based on four key areas: work, living, health, and social activity. Students can spend time experiencing and gradually integrating into the world of young adulthood through a wide range of activities at the college and with community partners. Tutorials focus on self-advocacy, and programmes include enterprise projects, taster courses, evening community activities, work skills training, and potentially apprenticeships or residential life skills learning. The goal is to support students' transition to adulthood through targeted learning and agreed life goals in each of the four areas.
Portsmouth College has significantly increased its engagement with local schools and the wider community over the past 5 years through various partnership and outreach initiatives led by the Principal. These efforts have contributed to rising achievement levels in the city and higher rates of student progression to further education. The initiatives include curriculum links between college and school staff, joint professional development programs, and international exchanges. As a result of this work, more students in the city are aspiring to higher education and fewer young people are not in employment, education or training.
This document provides context and details about a pilot program called CENTRES that aimed to teach creative entrepreneurship skills to secondary school students in London. The program was structured around the Social Enterprise Qualification and involved 5 schools. Students learned about entrepreneurship through research, setting up their own creative social enterprises, and meeting mentors from creative industries. The goal was to give students real experience in entrepreneurship and skills sought by employers.
The document discusses Dr. Gregory Borne presenting his research on the needs of town and parish councils in Devon and Cornwall regarding sustainable development to the United Nations Environment Programme in New York. The research is the first of its kind in the UK to examine the often neglected role of town and parish councils in sustainable development. It received positive feedback and suggestions for taking the project forward from UNEP. As a result of this meeting and other engagements, details of the project have now been distributed within the UN system and to other international organizations.
The University of Ottawa's Centre for Global and Community Engagement (CGCE) launched two new initiatives in 2014 to increase student volunteering - Days of Service and the Community Engagement Residence Initiative. These initiatives were informed by data from the 2010 Canadian Survey on Giving, Volunteering and Participation which showed a drop in student volunteering after high school. The data also provided insights into student motivations and barriers. The CGCE collaborates with the e=mc2 project, which aims to improve community engagement. Through its initiatives, the CGCE seeks to develop students' lifelong commitment to volunteering and community participation.
The document provides an overview of a futures project exploring student living and learning in the UK in 2034. It identifies 10 trends that may shape higher education such as a shift in the global economy, continued changes to public funding, technological changes, and climate change. It then outlines 7 possible missions that UK universities may take on in 2034 based on these trends, from global elite institutions to specialized vocational universities. The rest of the document details scenarios for student life in 2034 and invites further discussion on the ideas presented.
The document discusses the London Education Partnership Awards Winners 2010. It begins by introducing Professor David Woods, who chaired the judging panel for the awards. It explains that the awards were established to address the issue of high-achieving London students and adults not pursuing higher education.
It then highlights two award winners: IntoUniversity, which provides study support and mentoring to disadvantaged youth, and Eastbrook School, which improved dramatically with support from partnerships.
It concludes by congratulating all of the finalists and their accomplishments in improving access to higher education and making London a top city for learning.
The document discusses Hull College's approach to study programs for students aged 16-18. Key aspects include:
1) Study programs will operate from 540-600 hours annually and include a vocational qualification, English/maths courses, and a student development program covering work experience, enterprise, enrichment, and personal development.
2) Students have an entitlement to 100 hours of English/maths instruction to achieve a GCSE A*-C, with qualifications offered from entry level to GCSE.
3) The college has also developed supported internship programs which provide work experience placements for students with disabilities or learning difficulties.
Middlesbrough College is located in Middlesbrough, England and serves the Tees Valley area. It offers academic and vocational courses for students aged 16-18 and adults. The college aims to equip students with the skills needed for employment or further education through its "Skills 21" program, which includes activities like presentations, work experience, and entrepreneurship. A team of facilitators deliver over 200 Skills 21 sessions per week focused on developing students' professionalism, creativity, and resilience. The college also operates programs like work experience and "MC BUILD" to provide students realistic work opportunities in the community.
This document provides examples of interventions to support student transitions at various stages of their undergraduate degree in geography, earth, and environmental science (GEES) disciplines.
It describes an extended induction approach used at the University of Manchester that reconceptualizes induction as an ongoing process from when students accept their place through their first year. It includes early welcome materials, pre-registration fieldwork, peer mentoring, and embedded academic support.
It also discusses an extended induction and peer mentoring program at Newcastle University that runs from freshers' week through a first-year field trip. It details how second- and third-year student mentors were recruited and trained to support first-year tutorial sessions on study skills. The
The document proposes an inaugural "Alumni Week" at Plymouth University in April 2016 to raise awareness of alumni engagement and showcase how alumni can support the university. Activities will include launching a digital campaign to reconnect with lost alumni, an alumni portrait exhibition, events in key cities, and initiatives to promote student mentoring and employability. The goal is to increase alumni engagement by updating alumni records, recruiting mentors and volunteers, collecting alumni stories, and growing social media followers. The Alumni Advisory Board is asked to provide feedback on the proposed approach.
Dudley College is a further education college located in the Black Country region of England. It has over 12,000 students studying a wide range of vocational and academic courses. The college emphasizes developing students' employability skills through enrichment activities and work experience as part of its 16-19 study programmes. Students receive additional support in English and maths to help them achieve functional skills qualifications. The college works closely with local employers and organizations to provide students with real-world projects and experiences.
The Plymouth University Alumni Engagement team leads a university-wide program to engage alumni and attract their support. The team manages alumni data and communications, facilitates staff and student engagement with alumni, and benchmarks performance against peer institutions. Key projects include developing an online alumni community, conducting an alumni survey, and collaborating with other departments on student recruitment, employability, fundraising, and enhancing the student experience. Challenges include limited staffing and improving internal visibility and data integration across the university.
Middlesbrough College is located in Middlesbrough, England and serves the Tees Valley area. It offers academic and vocational courses for students aged 16-18 and adults. The college aims to equip students with the skills needed for employment or further education through its "Skills 21" program, which focuses on developing professional, personal, and citizenship skills. Skills 21 is delivered through dedicated facilitators in 200+ weekly sessions covering areas like presentations, work experience, and entrepreneurship. The college also operates programs like its construction company MC BUILD to provide students real work opportunities.
The bulletin summarizes several events and meetings from the past month regarding further education in London:
- The Heads of Student Services Network meeting covered topics like careers guidance and support for early school leavers.
- The AoC London Regional Committee received updates from the Skills Funding Agency and Education Funding Agency.
- The committee also discussed upcoming events like the AGM in June and received regular updates.
- Other news included a presentation from a Twilight actress to Uxbridge College film students and information on upcoming conferences.
Houston Community College (HCC) is expanding programs and facilities to meet workforce needs in the Houston area. New facilities include the Stafford Workforce Building housing an Advanced Manufacturing Center of Excellence, and the upcoming Missouri City Center for Entrepreneurship, Technology and Health. HCC is also expanding honors programs, hosting career conferences for high school students, and increasing course offerings at various campuses. Overall, HCC aims to train skilled workers, support student success, and serve as Houston's community college.
This document summarizes a conference on fostering creativity and entrepreneurship in schools. It discusses progress that has been made since Sir Ken Robinson's 1999 report calling for education systems to better support creativity. While some initiatives have recognized the importance of skills like collaboration, more needs to be done to reform education. External organizations are leading the way in innovative approaches like social enterprises in schools. The document outlines a poor report card on addressing the fundamental changes needed and highlights themes for the future, such as more personalized learning approaches.
The document summarizes a foundation degree course in Health Informatics developed through a partnership between the NHS, Connecting for Health, and the Strategic Health Authority for the Northwest of England. The degree was created to train healthcare workers in using technology to manage patient data and improve efficiency. It uses a blended learning approach, where students spend one day per month on campus and complete online work in their own time. The flexible course structure adapts to students' work schedules and the changing needs of the NHS. Students report career benefits from increased skills and confidence leading to promotions.
This document discusses how increased immigration to the UK influences the education sector and the business environment of two companies, Waltham Forest College and Costa Coffee. It analyzes how the rise in immigration has affected course prices, competition between educational institutions, delivery of education, employment opportunities, and law enforcement in the UK education sector. The document also proposes developing a 5-year plan for Waltham Forest College to expand branches outside the UK and addresses factors to consider like employment opportunities, cultural diversity, and economic conditions in other countries.
1. The publication of this Citizenship PGCE newsletter is testimony to
the growing strength of the Citizenship PGCE in terms of staffing,
student achievement and the course's partnership with schools.
Established in 2004, the Citizenship PGCE at Sheffield Hallam is the
only citizenship course that offers a fully 'flexible' route to QTS in the
country. As such it is designed to be able to meet individual needs in
ways that full-time routes cannot. We have students who are
significantly distant from the university; currently in York, the north-
west of England and the Midlands. It enables many mature students
with various responsibilities to undertake the programme and make a
commitment to our schools. They bring significant life experiences
that can enrich the teaching profession and the teaching of
citizenship. The course also attracts many locally based students for
whom the flexibility is not a priority, and who follow the same basic
programme as full-time students. We are seriously over-subscribed by
applicants, enabling us to recruit very able and committed students.
Our links with schools, local and more distant, have grown in
strength, and reflect our shared vision for the development of
citizenship in the school curriculum. The work of school-based
mentors with our students is tremendous.
I want to thank all the students who have contributed to this
publication. I want to also thank my colleagues who assist in the
leadership of the course, Tim Pinto, who has been responsible for the
coordination that has resulted in this newsletter, and Helen Cook,
who combines her leadership of the RE PGCE with valuable assistance
on this programme.
Gary Clemitshaw sets out the strengths of the
PGCE Citizenship course at Sheffield Hallam
University
SHU CitizenshipA newsletter produced by the staff and PGCE Citizenship students at Sheffield Hallam University
Issue 1 Sheffield Hallam University February 2009
This is the first edition of
the PGCE Citizenship
newsletter edited by
myself, Tim Pinto.
I am currently seconded
part time to work at
Sheffield Hallam
University to assist Gary
with the running of the
PGCE Citizenship course. I
would just like to thank
everybody who
contributed and if you
have any suggestions or
ideas for future articles,
please contact me at
t.pinto@shu.ac.uk
A note from the editor
Health & Social Care
Marie Boswell looks at the
links between the new
health & Social Care
Diploma and Citizenship.
Page 2
MAG-nificient
Helen Johnson describes
the morning students had
the Lifewise Centre at
Magna, Rotherham.
Page 3
Enterprise Champions
John Scott reflects on his
visit to a local primary
school to look at the
development of
enterprise.
Page 5
PGCE students for 2008-09
2. 2
From September 2008, a new suite of
qualifications is available to young people.
The Diploma suite will offer 17 new ‘Lines of
Learning’ (subjects) at Levels 1, 2 and 3. All
Diplomas must be delivered in Consortia of
schools, FE, work-based providers and
employers.
The first 5 ‘Lines’ are available from 2008 in
consortia who were successful in passing
through a Diploma Gateway. Further lines
begin each year prior to a 2013 Entitlement
to choose to study a Diploma.
Society, Health and Development Diploma is
part of the first release. Although it is not
apparent from the title, there is a significant
overlap in content with Citizenship
curriculum. Health and Social Care has been
a successful subject in many schools and
colleges and this is generally where the new
In October, the PGCE Citizenship students visited Winterhill School
Rotherham, for a day to look at the links between Citizenship and
Health & Social Care. Marie Boswell, from the 14-19 team at
Rotherham, explains the possibilities for Citizenship.
SHD Diploma is being placed.
However, the new qualification is designed
by Sector Skills Councils in Health, Adult
Social Care, Children’s Workforce
Development and Community Justice. For
the majority of school H&SC departments,
Community Justice is a totally new area of
content. A direct comparison between the
Programmes of Study for Citizenship and SHD
reveals that significant parts of the content
may be better taught by Citizenship
specialists. In terms of school organisation,
this may pose a timetabling challenge. For
Citizenship staff, it may offer additional
employment opportunities!
For more details about the new diplomas,
you can visit the following websites:
http://yp.direct.gov.uk/diplomas
http://www.qca.org.uk/qca_5396.aspx
"A direct comparison between the
Programmes of Study for
Citizenship and SHD reveals that
significant parts of the content may
be better taught by Citizenship
specialists"
3. 3
As part of the Secondary
Citizenship PGCE programme we
visited the Lifewise Centre, which
is part of the Magna Science
Adventure Park in Rotherham. The
Lifewise Centre is the home of
Crucial Crew, a multi-agency
project involving the emergency
services and other agencies.
It is aimed at Year 6 pupils in
particular, but could also be
adapted for Secondary pupils too.
It was set up to promote positive
citizenship and community safety
across South Yorkshire and deals
with important issues including
personal safety, personal
responsibility and community
awareness, in particular fire
safety and crime and disorder.
The centre is set up like
Coronation Street and pupils are
put into small groups to look
round. The tour involves different
scenarios including a park, a pub,
a bus stop and inside a house.
Actors are employed to act out
the different scenes, which is
followed by a short talk and a
question and answer session from
a member of Crucial Crew.
At each stop the pupils became
actively involved and the use of
the volunteers was extremely
effective. Pupils were given the
opportunities to be involved in
each situation and then
collectively would have to work
out what was the right thing to
do. This gave the pupils the
opportunity to imagine
themselves in situations that may
be dangerous and to think about
Helen Johnson explains the MAG – nificient
morning at Crucial Crew
TofindoutmoreinformationabouttheLifewiseCentreatRotherham,visit:
http://www.lifewise.southyorks.police.uk/
both their own safety as well as the
safety of others.
I think that Crucial Crew is a fantastic
resource for Citizenship teachers as it is
not only a really enjoyable experience
but it delivers really important
information and advice about personal
and community safety that could be lost
if delivered in the classroom.
Overall a fun-filled and highly
educational day for both the pupils and
yourself!!
4. 4
As part of the university days set up by the
tutors, students attend sessions run by Gary
and myself, to help prepare them for the
teaching practice and more importantly,
entry into the profession. Over the past six
months, students have visited Winterhill
School, Thorpe Hesley Junior & Infant School
and the Lifewise Centre at Magna. The bulk
of the university based days are based at the
City Campus and recently students took part
in a session on using ICT in Citizenship.
The use of new technologies is something
that I have developed in my position of Head
of RE/PHSE/Citizenship at Winterhill School
and it is one of the nine strands that David
Hargreaves believes schools must embrace.
One of the key aspects to this can be seen in
the video developed by Karl Fisch
(http://tinyurl.com/6nd7kr) which examines
how technology and globalisation will change
the opportunities for young people over the
next ten years.
Currently at the university, the use of 'Black
Board' is a vital way of communicating with
students and uploading information to one
central place. One aspect Citizenship
students have begun to develop is swapping
useful You Tube links related to subject
areas covered in the National Curriculum.
Indeed You Tube has become an important
resource for students as various pressure
groups post adverts and short documentaries
and the ten minute limit set by the site
providers is sufficient time to develop a
starter or plenary on a specific area.
Obviously, the filter systems at many schools
mean that You Tube is not an accessible
resource to play on a whiteboard, but the
ingenious methods of using sites such as
http://keepvid.com/ mean that clips can be
saved at home and brought to school via a
usb pen drive.
At the university session in January, students
where able to familiarise themselves with
the vast array of support materials available
for them. One such example is the site:
http://www.dcsf.gov.uk/psp/subject.aspx?t=
2&s=4 which not only provides resources
which can be incorporated into ICT lessons
but video case studies of where practitioners
have used ICT to enhance the teaching of
Citizenship.
Indeed the development of Web 2.0 means
that teachers are not confined to waiting for
the latest video editor to be licensed by
their school or use PowerPoint The following
websites mean that simple presentations can
be done with clipart or royalty free images
at http://show.zoho.com/ or if you want
students to prepare a newspaper article
using ICT, then can use templates at
http://www.cleo.net.uk/index.php?category
_id=317. Some subject areas such as English
and ICT at Sheffield Hallam University have
set up blogs for their students to reflect on
how the hectic year on the PGCE is going. In
schools, blogging is still in its infancy,
however in the US many teachers have
begun to use it as a tool in the classroom
and one interesting site is
http://classblogmeister.com/
When I began to teach Citizenship in 2002,
many agencies provided schools with CD-
Roms to install on school networks which
became out of date very quickly. The
development of 'Flash' rich sites now means
that students can be drawn into issues easily
with 'console game' like graphics and video
and audio resources. Sites such as
http://www.oneknifeonelife.co.uk/ provide
students with a visually impressive
experience of the consequences of knife
crime. Also other sites like
http://www.thehideout.org.uk/ gives
students a graphic experience of the horrors
of domestic violence.
Tim Pinto looks at how ICT
developments can assist the
teaching of Citizenship
5. 5
When I first began my
Citizenship PGCE I was very
nervous. Although I had
previous experience of
working in a secondary
school the thought of
standing in front of a class
of 30 students was daunting.
I worried most about
whether the students would
behave for me or see me as
a push over. I knew I had to
come across much more
confident than I felt. I had
fantastic support and
guidance from the university
and my mentor at school
and after the first few
lessons I settled into a
routine and began to enjoy
myself. Having taught my
first few lessons I realised I
need not have worried
about the students
behaving, because the way I
acted influenced the
behaviour of students.
Learning to teach is
demanding on my time and
of course some lessons have
gone better than others, but
I feel very proud that I am
able to engage students in a
topic that I am passionate
about. I still have a lot to
learn but I am certain that
doing my PGCE is one of the
best decisions I have made.
Laura Dyson reflects
on how she overcame
her initial fears of
being in the classroom
Thorpe Hesley Junior School in Rotherham is probably one of the most
innovative junior schools I’ve heard of, or have been to. As part of the
PGCE Citizenship course, the Head invited us on a visit for the day to
see how Enterprise education is prevalent within the Primary
curriculum in the school, and how Citizenship is part of the main ethos
of the school.
From the moment we arrived at the school, it was clear how much of
an emphasis there was on making this school a place where children
are encouraged to develop skills that will help them throughout their
lives, such as negotiation, critical thinking, and using your initiative.
The curriculum focus within the school has shifted from the standard
QCA curriculum, towards are more enterprise driven curriculum, where
children can take part in setting up businesses, making money and can
apply traditional skills (such as numeracy and literacy) in a ‘real’
context, such as through advertising campaigns and calculating profits
their business may make. All this is done with a strong Citizenship
element, by allowing students to work together and develop personal
and enterprising skills.
The children themselves in the school are probably the happiest I have
seen from the visits to Primary schools I have undertaken on my PGCE.
The atmosphere within the school is a more than happy one. They
seem to relish this innovative approach to their learning, and thrive on
the opportunities it presents to them, with all of them actively getting
involved in the Dragon’s Den style project they took part in before
Christmas to raise money. Ideas ranged from CDs of the Christmas
concerts to Christmas candles, all of which were very successful in
raising large profits, as the children had learned how to minimise their
outgoings through trial and error.
It is easy to see where the success of the school comes from. It has a
head teacher who is very proud of the school and the curriculum she
has worked to put in place. The teachers appear to be on board with
the innovative approach to education and this can be seen within
every aspect of school life.
I would recommend that anyone who gets the opportunity to visit this
school does so. It is inspiring to see such a happy school environment
and one in which the teachers and children are all involved in a
curriculum which could be said to deliver a more rounded and current
education that the standard curriculum that is in place in many schools
today.
John Scott & Angela Taylor look at the
development of Enterprise Champions at a
primary school in Rotherham
"Also, I was able to observe a lesson, giving me an insight into
the teaching style used in primary education. "
Angela Taylor
6. During both of my Teaching Practices I have taken part in two Learning Enrichment or
Suspended Curriculum Days. Pupils responded positively and remained active and engaged
throughout these days.
In my first Teaching Practice this day was spent focusing on Hinduism and in particular the
festival of Diwali with Year 8. Pupils took part in 6 activities which they visited on a carousel
basis. I ran the Henna activity where pupils were given the opportunity to design and create
their own Henna tattoo (obviously parental consent was sought beforehand!). Pupils enjoyed
looking at Indian art and trying to recreate their own piece. I found that by the end of the day I
became an expert in the art of Henna!
In my second Teaching Practice Year 10 pupils spent the day on an Enterprise activity. For the
duration of the day the school hall was turned into a Stock Market. Pupils and teachers from a
local school specialising in Business and Enterprise came in to run the session. The day was fast-
paced and gave pupils a clear insight into stocks and shares. Although incredibly noisy the day
was thoroughly enjoyed by teachers and pupils alike.
I feel that these days, although difficult to organise, were hugely beneficial to pupils in
developing different skills and deepening their learning.
Cheryl Douglas reflects on the use of
enrichment day activities on her placements.
We are extremely grateful to all our mentors for the tireless work that they
do with our students. Remember that you can access various documents
related to placements and the partnership with SHU at:
https://extra.shu.ac.uk/pship
Contact Details:
Faculty of Development and Society
Sheffield Hallam University,
City Campus
Howard Street
Sheffield
S1 1WB
Gary Clemitshaw 0114 225 5555 Ext. 6079 g.clemitshaw@shu.ac.uk
Tim Pinto 0114 225 5555 Ext. 6079 t.pinto@shu.ac.uk
Helen Cook 0114 225 5555 Ext. 6082 h.cook@shu.ac.uk
"I found that by the end of
the day I became an expert
in the art of Henna!"
For you diary
Events related to Citizenship over the next few months…
Friday, 13th March Red Nose Day 2009 http://www.rednoseday.com/
Thursday, 19th March Shelter - Vertical Rush Event http://england.shelter.org.uk/
25th March - 9 May Spring Day for Europe http://www.springday2009.net/
4-7 April Aldermaston Marches Anniversary http://tinyurl.com/dkatok
Wednesday, 15th April Hillsborough Disaster Anniversary http://tinyurl.com/bpjvff