Funding for further education teaching,doctor for ed treatment injection,treatment for marrow edema foot - You Shoud Know

MP Rushanara Ali has questioned whether a new government bursary for further education will be enough to support poorer students at Tower Hamlets College. The Education Secretary Michael Gove announced the new A?180 million scheme which will give 12,000 vulnerable teenagers annual bursaries of A?1,200 to stay in further education on Monday. How spooky that the 1930s Poplar Baths has re-opened in London’s East End after being derelict for three decades since it closed its doors. A photo-documentary exhibition about real life on the streets of London’s East End has been unveil by Sir Derek Jacobi on the London Underground.
Ambitious plans are on the drawing board to revive a traditional East End street market near the Tower of London that vanished more than 150 years ago. School pupils studying A-Level physics in London’s East End have returned from a trip to the CERN European Organization for Nuclear Research centre in Geneva. Search: Subscribe for updatesRegister to receive email news alerts, daily digest, weekly roundup or Topic newsletters. 6 Funding Measures - comparison with England6.1 OverviewThe channels used to allocate public sector funding to Universities in Scotland and England are broadly similar.
The first report commissioned by the APPG for Adult Education, conducted by the Institute for Employment Research (IER) at Warwick University, is released today, calling for a cohesive national strategy for adult education. The Adult Education: too important to be left to chance report is based on independent research and a comprehensive review of the benefits of adult education for individuals, employers and communities, addressing in particular the most disadvantaged in society.
The report outlines the economic and social costs to not providing basic skills, and significant gains in providing them. The report claims that the positive examples of adult education in England are largely hidden to the general public, policymakers and Ministers with very uneven provision, particularly in disadvantaged areas. In response, the report sets out five key recommendations to government, to secure future success in adult learning.
Data and evidence: Identify and gather more evidence on the full impact of adult education, including the voices of adults and their needs.
Private sector support: Encourage more employers to step up and offer opportunities to adults, particularly older adults keen to remain active in employment. In addition to a review of existing literature, a formal call for evidence and interviews with stakeholders, the study analysed survey results and focus groups with adult learners to identify the personal challenges and motivations involved in participation, awareness of and barriers to accessing provision. Reasons for learning: a significant proportion reported that the course subject had been a source of encouragement (80 per cent), whilst location and transport links were a further important factor (42 per cent) together with the reputation of the college, course or tutor (42 per cent). The project explored the extent to which some UK heritage visitor attractions acknowledge their links to the transatlantic slave trade. Lisa Robinson first became involved in the WEA over 16 years ago as a Tutor Organiser in the East Midlands region. To vote for 'Slave Trade Legacies: The Colour of Money' please click here or telephone 0844 836 9675.
The hosting of an event in Oxford each year was one of the conditions of the incredibly generous legacy gift of around £300,000 left to the WEA by Catherine and Fred Adler. A highly enjoyable part of this year’s event came when creative writing tutor Kate Joyce and two of her students Rita and Owen delivered their original, intertwining story of three individuals on the same day in Oxford City Centre each affected by issues of democracy.
Emma Carney briefly touched on last year’s Save Adult Education campaign where 11,000 signatures and 500 letters to MPs resulted in a visit to 10 Downing Street and a positive outcome in the face of government cuts. With this year’s event providing further testimony to lives changed and opportunities provided, Fred and Catherine would be proud to know that the WEA are working hard to do justice to their wonderful gift. A local community arts group for adults with learning difficulties has been given the seal of approval from an esteemed panel at the Victoria & Albert Museum. As part of the celebrations, there will be awards ceremonies taking place later in the year, showcasing achievements of outstanding individuals, tutors, employers and projects in England. The materials consist of Power Point slides with activities, information, handouts and links to resources online.
For the first time in more than 50 years, the government has published a white paper on culture. According to the charity’s 2015 impact research, 81 per cent of all students at the WEA are involved in more cultural activities, which include reading, following their participation in a WEA class - regardless of the subject.
British politician and academic Lord David Blunkett delivered the keynote speech at the evening reception. Events such as these serve to reiterate the value of adult education – it is something which we must strive to protect given its life-enhancing and life-changing effect.
Gender parity is the theme for this year and individuals and groups are being urged to take action in order to accelerate equality for all.
As Christine Lagarde, chief executive of the IMF, said in the 2014 Dimbleby Lecture, women “face discrimination at birth, on the school bench, in the boardroom. Carolyn Fairbairn, director general of the CBI, reminds us that far too few women run FTSE 100 companies and the pipeline of talent gets blocked by men who, more obviously, fit in.
A survey carried out by the Organisation for Economic Co-operation and Development in 2013 ranked England and Northern Ireland 14th for adult literacy and 16th for adult numeracy. According to the charity Go ON UK, nearly a quarter of the adult population lack basic digital skills, a phenomenon that affects women more than men, given time taken out because of childbirth.
Which is why the WEA helps thousands of working people and those in the poorest communities to return to education, whatever their age or income.
Leading an organisation was something that I thought was beyond my grasp when growing up in a small Welsh mining town in the 1960s.
My accent wasn’t right and the first time I was invited out for dinner I turned up at midday. Working in such a male dominated industry in the 1970s was no picnic and, despite coal being in my blood, career opportunities were non-existent for women. The majority of our students are women and many of them use courses as a means to reskill or retrain. The importance of this was recently confirmed by the Centre for the Modern Family, a think-tank established by Scottish Widows.
Globalisation has the potential to open up opportunities and to encourage wider participation – and global organisations need seriously to address widening and deepening the talent pool if they want to continue to be successful. Governments need to take tough action where human values of respect and dignity are compromised and we need to tackle head-on the biggest temptation of them all: to set our sights too low and quit the field when the battle is not yet won. Almost one in four UK workers are willing to take a pay cut in exchange for more flexible working hours as pressure builds on employers struggling to live up to employees’ expectations. Whilst the study of 2,000 adults and 500 businesses found that almost a third (32%) of employees with children felt their employer provided equal support for all, only 20% without children agreed, and a similar proportion (21%) of those without children claimed that parents received better support.
The findings showed employers’ responses reflected this perception, with more than half (51%) offering flexibility for mothers with young children.
Whilst businesses appear to be taking steps towards meeting the needs of parents in the workplace, varying barriers still exist when it comes to extending those policies to support employees more widely. The study found that medium-sized businesses struggle the most – with almost a quarter (23%) saying they do what is legally required of them in terms of flexibility for families, but not any more than this for other employees. Almost three quarters of medium-sized businesses (72%) would never consider offering full-time working from home, compared to half (51%) of micro and two-fifths (40%) of enterprise businesses. Half of medium businesses also said they would not consider offering part-time working from home, compared with 16% of enterprise and 22% of large businesses for the same reasons. Almost a fifth of businesses (17%) have called for clearer information around the business benefits of flexible working – rising to a quarter (24%) in large businesses.
However, employees feel it is the employer’s responsibility to offer solutions, and many are keen to see changes in the workplace. Join us for the WEA biennial conference, which will be held on 11th and 12th March 2016 in Sheffield. If your costs are being met by a WEA Region or Association Services, you can register online here. Ed Mayo is Secretary General of Co-operatives UK, the national business association for co-operative and mutual enterprises. Debate the future of Conference and the sutainability of the WEA - the latest agenda is available here. Current WEA Deputy President, Lynne Smith, is set to become President of the Association following an all member vote.
Ruth Spellman, Chief Executive and General Secretary commented: "I am sure that members, staff, volunteers and supporters of the WEA will join with me in congratulating Lynne Smith on her election as President of the WEA. Wessex Archaeology and the Workers’ Educational Association have forged a new partnership to promote and deliver educational outreach with heritage at its heart. Wessex Archaeology Chief Executive Chris Brayne and Ruth Spellman, Chief Executive of the WEA, will be signing a memorandum of understanding at the Omega Centre in Portsmouth today. Lord Mayor of Portsmouth, Councillor Frank Jonas is attending to speak about the Mary Rose and WEA students will be there to help show that heritage themes can support the teaching of Stem (science, technology, engineering and maths) subjects and literacy. Yesterday, Liberal Democrat peer Baroness Sharp led a debate in the House of Lords on the role of adult education and lifelong learning in strengthening the UK economy. Speaking at the debate, Lord Watson of Invergowrie, noted the results of the WEA’s latest impact report which assessed the effect of our provision against our four curriculum themes. Lord Hennessy of Nympsfield, Lord Hunt of Chesterton, Lord Shipley and Baroness Garden of Frognal all referenced the charity and its role in ensuring that everyone has a chance to return to education. The WEA is pleased to see this issue raised in parliament, and through the work of the APPG, will continue to champion the importance of lifelong learning to individuals, communities and wider society. The UK Commission for Employment and Skills (UKCES) has published its 2015 Employer Skills Survey which reports that, despite a surge in job openings, the number of positions left vacant because employers cannot find people with the skills or knowledge to fill them has risen by 130% since 2011.
In our experience, ESOL students are hardworking and diligent, committed to contributing to their communities and wider society. Election for the post of PresidentSince two nominations have been received for the post of President, a ballot among WEA members will now decide which candidate will be elected to the post.
If you were a registered member by 12 September 2015, you will be able to vote in the election.
Elections of WEA Association Officers are supervised by the Standing Orders Committee appointed at the previous Association Conference.
In order to be able to vote, members are required to have joined the WEA in England and Scotland on or before 12 September 2015. WEA London Region is looking for experienced, knowledgeable, flexible and creative adult educators for inclusion on our Tutor Panel. You should ideally have experience of working with educationally or socio-economically disadvantaged adults across a range of community settings. The report demonstrates that adult learning has an enormous impact on individuals and communities. The Autumn edition of WEA News is now available, including stories on our Save Adult Education campaign, Conference 16, the new All Party Parliamentary Group for Adult Education and much more. Molly Morgan was a WEA volunteer who was tragically murdered on her way to a WEA course in 2009.
As the WEA leads the campaign to save adult education across England, colleagues in WEA Scotland give their support and solidarity, whilst reflecting on some key differences in Scotland.
An award winning adult education student and a fashion tutor from Tower Hamlets joined shadow minister and Newcastle MP, Chi Onwurah, to deliver a petition of over 10,000 names to 10 Downing Street as part of a campaign to save adult education. Adult education, which is funded by the Department for Business, Innovation and Skills, represents only six per cent of the department’s spending devoted to education and training.
With the government expecting that 13.5 million jobs will be created over the next 10 years but only 7 million young people coming into the workforce, there is a concern the loss of adult education services will mean that older workers will not be able to update their skills while employers will face a shortage of workers. On Thursday, 29 October 2015, the Higher Education Policy Institute (HEPI) published It’s the finance, stupid!
This collection of essays explains the catastrophic fall in part-time student numbers, which is harming the economy and limiting people’s ability to transform their lives, and proposes a range of options for tackling the problem. A study, published in the Royal Society’s Open Science journal, looked at how a series of adult education classes grew closer over seven months.
Dr Eiluned Pearce, from Oxford’s Department of Experimental Psychology led the research. To test the theory, the researchers worked with charity the Workers' Educational Association (WEA), the UK’s largest voluntary sector provider of adult education.
Those attending the classes were given surveys before and after individual sessions in the first month, just before the break and at the end of the seven month course. We are sad to announce the recent death of Peter Quigley, who played an active role in the WEA for many years. I learned Peter Quigley had passed away on the evening of Tuesday 13th October in hospital following an operation, whilst I was attending a WEA Regional Heads Meeting in London.
Peter had also represented WEA Scotland nationally on the WEA Council and more recently on the Standing Orders Committee. On the wider stage of life, Peter was a former English teacher, and Union Representative and this often meant that he was called on to represent members in disciplinary procedures. Knowing of my literary aspirations, Peter had chatted to me a couple of times about writing a book himself, though, ever cautious, he never revealed the plot.



A forthright individual, Peter always challenged what he did not agree, but with a good heart and there are few who would not say that he sought to improve the WEA and its place in the world. WEA Scotland would wish to extend to Peter’s family and friends our sincere condolences. Please consider for a few moments Peter Quigley’s contribution to our lives and the life and success of the WEA.
Labour MP Holly Lynch has voiced support for the WEA's Save Adult Education campaign after meeting with our students and tutors last week. The Halifax MP, part of the 2015 intake, was invited to a screening of a campaign video produced by learners which captures the many reasons why adult education should be protected and supported.
Commenting on the campaign, Holly said: "Adult education is essential in ensuring that people have the skills and the confidence to make the most of the opportunities available to them, either in employment or in life. New WEA tutor Tracey Kettridge is interviewed in this month’s Prima magazine in a feature on inspirational women. In September, Tracey fulfilled another of her ambitions – to become a tutor with the WEA. Organisations from the education, business and employment sectors have joined forces to shine a spotlight on the hundreds of thousands of students studying part-time around the UK. The two largest providers of part-time higher education: The Open University and Birkbeck, University of London. Unionlearn – the learning and skills organisation of the TUC who last year who have helped over 220,000 people access training and development. Workers' Educational Association (WEA) – the UK's largest voluntary sector provider of adult education. National Institute of Adult Continuing Education (NIACE) – the national voice for lifelong learning. Experience has shown that citizens of the European Union are insufficiently aware of the role played by the Community in funding programmes aimed at reinforcing economic competitiveness, creating jobs and strengthening internal cohesion. In order to guarantee that information on possible funding opportunities is disseminated widely to all interested parties and for the sake of transparency, the minimum content of the information measures needed to inform potential beneficiaries about the financing opportunities offered jointly by the Community and the Member States through the Funds should be set out, including an obligation to publicise the steps that a potential beneficiary should take to submit an application for funding and the selection criteria that will be used. In order to enhance transparency regarding use of the Funds, the list of beneficiaries, the names of the operations and the amount of public funding allocated to operations should be published, electronically or otherwise.
In order to ensure a better implementation of the information measures and to allow a better exchange of information between the Member States and the Commission on the information and publicity strategies and results, contact persons responsible for the information and publicity measures should be designated and should participate in appropriate Community networks. It is also necessary to set out in detail the information which should be included in the accounting records of operations and the information to be kept as data on implementation which the managing authorities should record, store and send to the Commission upon request. In order to ensure that expenditure under operational programmes can be properly audited, it is necessary to set out the criteria with which an audit trail should comply so as to be considered adequate. Experience has shown that it is necessary to set out in detail the basis for the sampling of operations to be audited, which the audit authority should observe in establishing or approving the sampling method, including certain technical criteria to be used for a random statistical sample and factors to be taken into account for a complementary sample.
In order to harmonise standards for the certification of expenditure and for the preparation of applications for payments, the content of such certificates and applications should be laid down and the nature and quality of the information on which they rely specified. As part of their management and control obligations Member States are required to report and monitor irregularities. For reasons of legal certainty and of equal treatment of all Member States, it is necessary to fix the rate applicable to the financial correction which the Commission may make when a Member State does not comply with its obligation to maintain in all the regions concerned during the programming period an agreed target level of public or equivalent structural expenditure.
The use of electronic means for the exchange of information and financial data leads to simplification, increased efficiency and transparency and to savings in time.
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Those who knew about vocational and employability courses run by colleges or private training providers felt that these were low level courses that might not help them gain employment. For adults not engaged in learning, a desire for more tailored and flexible local provision that meets their needs was a common theme.
I welcome the recommendations in this report and we will be pushing Ministers to recognise the importance of adult education not just with warm words but with a strategy that contains real actions. Volunteers were given training from a range of expert facilitators and analysed venues with well-known or hidden links to slavery.
Winners of the seven National Lottery Awards categories will each get a £3,000 cash prize to spend on their project, an iconic National Lottery Awards trophy and attend a star-studded glittering Awards ceremony in London, broadcast on BBC One in September. Lottery funding has supported a team of volunteers to visit and engage with heritage sites, take part in workshops and learning sessions, and capture their journey on their own website and social media.
The course provided students the opportunity to learn and dialogue with academics from University of Nottingham, University of Leicester and University College London.
As devoted socialists, trade union activists and supporters of adult education, the Adlers were passionate advocates of the transformative power of education.
With focus on Preparing For Work and Helping in School courses, WEA tutors Heather Dommet and Vivian Vermede introduced students Lubna and Shamena who addressed the audience with stories of how the WEA has helped them to integrate, gain confidence and find employment and volunteer opportunities. He also touched on the Emergency Powers Act prior to World War Two and the more recent terrorism acts which, in attempting to make the population secure, unavoidably restrict civil liberties. We then heard about the two inspiring mosaic projects with students of diverse age, ability and background working together to produce two pieces currently on display at The Barn in Greater Leys and Littlemore Community Centre. Of the students taking part, 22 per cent were from black or ethnic minority backgrounds and 41 per cent had a disability.
In addition, the study found that 36 per cent of all students valued the arts, music or literature more than they had previously whilst 35 per cent had a greater understanding of other cultures.
Tutors, students, members, volunteers and colleagues from across the country were in attendance, with vigorous discussion around sustainability (the theme of the 2016 conference) and the future of the charity.
He has been instrumental in developing a wide range of renewable energy systems and is now leading on the ground-breaking Zero Carbon Britain research. Speaking from personal experience, Lord Blunkett told the audience of the challenges he faced when returning to education and of the ultimate gain.
I was privileged to hear from a variety of wonderful speakers and educational practitioners and felt honoured to share the success stories of the WEA Awards recipients. Women’s lives have been transformed by technology, changes in our economy and in social attitudes so that women expect to compete on equal terms. The adult education charity has been going for more than a century and it is as badly needed today as it was in 1903.
This low level of adult skills inevitably impacts on the success of the economy as a whole.
People like my grandfather, who left school at 11 but who enrolled on a WEA course and eventually won a trade union scholarship to Ruskin College, Oxford, and another to Peterhouse at Cambridge. When I read economics at Cambridge I was intimidated by the cutglass accents and the seemingly easy social confidence of my fellow students. It is a vicious cycle that affects many women, which is why we have to do more to support mothers in the workplace.
Last year, the WEA launched a campaign focusing on the importance of education and lifelong learning, to enable women to overcome the disadvantages they face in society.
Its latest report, published last week, revealed that one in four UK workers would sacrifice pay for greater flexibility.
According to the World Economic Forum it is now ranked 18th out of 145 countries in terms of the gender gap, an improvement from the 26th place ranking it achieved last year. According to the report no country in the world has achieved gender equality but I think there are lessons we can learn from those at the top of the league table: Iceland, Finland, Norway and Sweden. According to the World Economic Forum, it will take another 117 years until the pay gap between men and women is closed. We also need to recognise and reward good practice wherever we see it, learn from our own experience and the experience of other countries and cultures. However, far fewer are supportive of fathers with young children (35%), older workers (26%) and other employees (34%) who may have additional responsibilities such as elderly or unwell relatives to care for, charity and volunteering responsibilities, or a desire to attend additional training or classes outside of work.
Over half (52%) of medium-sized employers said this would be logistically too difficult to implement, whilst over a third (35%) worry it would impact negatively on the business. Almost a third of employers (31%) place the onus on employees – saying they would be encouraged to reconsider their decisions if employees would consider taking cuts in return for more flexible working hours.
A quarter (24%) of employees think employers should offer flexible shift patterns, and almost a quarter (23%) would be willing to be paid less in return for working fewer hours if this were an option. Our economy depends on a skilled and motivated workforce that functions productively – and our best hope of achieving this is through encouraging employers to adapt to the evolving needs of the workforce. This year the theme of the conference is sustainability, with an event on the Friday of national significance with a great line up of speakers and workshops along with the Association Dinner. He has a track record of innovation and impact in his work to bring together economic life and social justice.
He chaired the Jubilee 2000 campaign and was part of the team that founded the Fairtrade Mark.
Standing Orders Committee has therefore confirmed that Lindsay Pearson is duly elected to the post of Deputy President. It encourages intellectual curiosity and lifelong opportunities to learn which we are passionate about in the WEA. Since 2010, we have witnessed a drastic reduction in the ESOL budget of almost 50 per cent. By creating a more cohesive ESOL strategy, the Government could help thousands of people across the country unlock their potential and contribute to the economy.
Standing Orders Committee therefore confirms that Lindsay Pearson is duly elected to the post of Deputy President. Before voting you should read the supporting statements from the cadidates and the role description for the post of President below.
You will have either recieved an email from Electoral Reform Services or a ballot paper by post providing security details for the election. Further information about the regulations of governance of the WEA can be found in our Governing Document. Applicants should hold a First Degree or equivalent in their subject(s) or have significant, demonstrable professional knowledge and skills.
Our work transforms outcomes for people in deprived communities; it reduces social exclusion, increases social mobility and enables families to break the cycle of deprivation. Without continuous opportunities to learn throughout our lives, the economic potential of many citizens will be lost and our productivity levels will continue to lag behind other competing countries. While this is welcome, we believe there needs to be more investment in adult learning alongside a rebalancing of our education and skills policies to reflect the fact that productivity improvements will be driven by those who are already in the labour market. From now on, everyone is going to be thinking about how to continuously increase skills through life.
During her life, she gave so much of her time to the charity and had volunteered with us for over 25 years before her death at the age of 81. The formation of a Scottish Parliament Cross Party Working Group on Adult Learning has backed this up - testament to the shared belief that adult learning benefits people and communities throughout Scotland. An effective vehicle for economic and social justice, a strong adult learning sector is key to the future of Scotland. Chief Executive of the WEA, Ruth Spellman and WEA Director of Education Joanna Cain, joined the group to highlight the importance of adult education to communities throughout England. This year alone, the Adult Skills Budget has already had cuts of 24 per cent and 3.9 per cent, and many students are concerned that further cuts will have a devastating impact on a service which provides skills, confidence and support to disadvantaged communities across the country.
Adult education is important because it helps individuals and their families break cycles of deprivation and forge better lives themselves. Thousands of people have joined the WEA in saying this is a vital service for our economy and our society. There are other challenges too, such as the future of the research environment, how to assess the quality of teaching and dealing with the effects of marketisation.
Part-time numbers have fallen more in England than other parts of the UK with lower (or no) fees, but it is not the sole cause.
Now, research from the University of Oxford has shown that singing is a great ice-breaker and can get groups of people to bond together faster.
The conclusion – singing groups bonded quicker than those taking part in other classes. At the end of the seven months, all the classes were reporting similar levels of closeness. Indeed he represented my Cousin, Bill Bald and successfully defended him in a case of wrongful dismissal.
It is for this and the many other unrealised potentials that we always regret the passing of a life, the achievements stand as testament, the intentions and possibilities as feasible conjecture. Tracey is a former beautician who, five years ago, decided to change career and study counselling and hypnotherapy after years of being a shoulder to cry on for family, friends and clients.
She will be empowering those with low self-esteem to recognise their worth and talents by teaching a confidence course with us.


It is therefore appropriate to provide for the preparation of a communication plan which identifies in detail the information and publicity measures necessary to bridge this communication and information gap. To ensure that the scope and effectiveness of those audits are adequate and that they are carried out according to the same standards in all Member States, it is necessary to set out the conditions which those audits should fulfil. For the same purpose, it is necessary to set out which data carriers can be considered as commonly accepted for the purpose of keeping such documents. Since those documents are among the principal elements on which the Commission relies, in the context of the shared management of the Community budget, to satisfy itself that the financial assistance concerned is used by the Member States in accordance with the applicable rules and principles necessary for protecting the Community's financial interests, it is necessary to set out in detail the information that such documents should contain and the basis for the assessment and the opinion. It is therefore appropriate to set out the specific information which the description of the management and control system for those programmes should contain. It is therefore necessary to set out which verifications, which audits of operations and which obligations can be carried out and executed according to national rules and by national bodies. It is appropriate, for reasons of clarity and simplification, to incorporate those rules into this Regulation.
Regular contact should also be provided for between the Commission and the Member States on the subject of irregularities, for the use of the information supplied for making risk analyses and compiling reports, and for the provision of information to the relevant committees. For reasons of simplification and proportionality, no financial correction should be applied if the difference between the agreed target level and the level achieved is equal to or less than 3 % of the agreed target level (de minimis threshold); for the same reasons, when the difference between the two levels is higher that 3 % of the agreed target level, the rate should be calculated by subtracting that de minimis threshold.
In order to exploit these advantages fully, while preserving the security of exchanges, a common computer system should be established as well as a list of documents of common interest to the Commission and the Member States.
Given the diversity of the situations prevailing in the Member States concerned, it is appropriate to establish a list of criteria for identifying the areas experiencing or threatened by physical deterioration and social exclusion where investment in housing may be eligible for co-financing. Very few said that they had a written career or job plan and they were unaware of the role adult and community learning could have in increasing their chances of sustained employment. We need to raise awareness of the work already being done and urgently address areas for improvement - the voices of adult learners need to be heard so that planned provision is relevant and linked to their individual needs. They also explored how their own ancestors have contributed to the material wealth of the UK including the wealth of certain individuals. The day concluded with two students, Ali from Afghanistan and Aziz from Iraq, telling their stories of how they partook in WEA Community Interpreting Courses to help others like themselves to integrate and find success. Half of the students were on means-tested benefits and 28 per cent from disadvantaged postcodes.
If he had not secured his O-level qualifications by attending evening classes, he would not have been able to attend university and subsequently forge a career in national politics.
Award-winning journalist Nadine Dereza hosted the event, which highlighted the fantastic work of the students, tutors and staff that make the WEA special. After my third was born I had to deal with redundancy and the serious illness of my husband.
On Saturday, the formal business of the conference will take place with debates on some of the key issues affecting the WEA and adult education.
It was entitled Changing Lives and revealed the extent to which adult learning impacts on so many areas of an individual’s life. In order to help people fully integrate into their communities and boost active citizenship, we believe more should be done to encourage and facilitate English language learning for those who need it. An effective ESOL programme has the potential to promote community cohesion, fair access to services, social mobility and can enable students to access the labour market. Applicants should also hold a Level 4 teaching qualification (minimum) or be willing to work towards this. Unless we have accessible and affordable education and skills provision economic growth will stall, our productivity levels will continue to be below the G7 average, and five million adults will continue to struggle without basic literacy and numeracy skills. Alongside the petition, hundreds of WEA students who have benefited from adult education have been writing to their MPs to protest against potential cuts in the Spending Review. Singing is found in all human societies and can be performed to some extent by the vast majority of people.
Each course, made up of two-hour sessions, was run over seven months with a two-week break in the middle.
It was a difficult feat considering that she had four children (her youngest at the time was one years old) and it meant leaving behind the security of a profession which she was thriving in. For the same purpose, it is also necessary to identify the responsibilities and the roles that should be played by each of the actors involved.
To this end, the national authorities should lay down the procedures necessary to ensure that the documents kept are in conformity with the originals, when this is relevant, and can be relied on for audit purposes. It is therefore necessary to specify the format each document should have and to provide a detailed description of the information such documents should contain. It is also appropriate to set out that, in the case of multi-family housing or housing designated for low-income households or people with special needs, the interventions eligible for co-financing should be those aimed at renovating the common parts of multi-family residential buildings or at delivering modern social housing of good quality through investing in the renovation and change of use of existing buildings owned by public authorities or non-profit operators. Building upon experience with similar programmes in the programming period 2000-2006, it is appropriate to lay down common rules for the categories of expenditure for which national rules are most likely to differ.
The funding councils provide formulaic allocations based on research quality, which provide support for the research infrastructure. We need greater cohesion and improved strategy on a national level, and a commitment to improving awareness of adult learning services for the hardest to reach. It has also enabled us to work in partnership with local and national adult learning and education providers such as the Workers’ Educational Association and a range of UK universities. That survey found that more than half of those aged under 60 gave improving communication skills as a specific skill developed on a WEA course.
Whilst we can’t guarantee tutors work, inclusion on our Tutor Panel ensures that you will be considered when suitable courses arise. Any solution is likely to rest upon innovative delivery methods and other ways of improving access as much as relying on tweaks to the entitlement for financial support. For the same reasons, it is necessary to specify how such a computer system functions with regard to the identification of the party responsible for uploading the documents and any updates thereto.
In order to reduce the administrative burden on beneficiaries and programme authorities, flat rates for overheads should under certain conditions be eligible. The detailed HESA analysis also categorises them as coming from UK, EU and non- EU sources.4. This reflects policy decisions to pass responsibility for funding to students in England but to keep the responsibility with the government in Scotland.
Such funding is won on a competitive basis and this percentage differential reflects the relative success of Scotland in securing research funding from third parties. Such success may, in part, relate to SFC research funding policy.Looking at the research figures in more detail, Scotland receives more funding (as a percentage of total income) than England from most UK sources, except UK based charities through open competition. This reflects the Scottish emphasis on science and technology-based research, which is significantly more expensive, and therefore attracts higher funding, than, for example, social science based research.It is therefore possible to start identifying the effects of policy decisions on funding, from a very high-level analysis of funding. It also calculates a funding value, based on estimated student numbers, expected tuition fees and a subject price band. However, the English methodology also considers the funding that an institution would receive if the previous year's funding was increased for inflation. However, we found that the methodology requires expert knowledge of both the SFC and HEFCE funding systems and it includes making several adjustments to data to get to a comparable figure.In addition, because of the variables discussed above, at present, the funding measure calculated using this process lacks transparency and, as a result, credibility for all parties.
If this methodology was to be used in future, it would be necessary for the TAG sub-group to agree on a standard approach for each of the variables listed above.
It would also need to be subject to a detailed review each year to ensure it is still appropriate. We do not consider that this is a practical methodology for comparison and so we have excluded it from further consideration.Unit Funding ComparisonAn alternative approach would be to develop a unit cost comparison, based on the gross unit of resource. However, there are a number of methodological differences between the way SFC and HEFCE calculate and distribute their funding which we need to account for before we make the comparison to ensure, as much as possible, that we are comparing like for like.
Disparity between funding councils of the number of teaching price groupsBecause SFC has more price groups than HEFCE it can be difficult to make this comparison, so we have calculated average units of resource for SFC across the subjects in this price group (although since SFC price groups sometimes map to more than one HEFCE price group, this is only approximate). We can do this by calculating the notional amount of SFC funding that would map to each HEFCE price group and then dividing it by the number of students to give a price per student.2.
Disparity between the way both funding councils measure student numbersWe can create these averages in two ways using two different measures of student numbers.
Funded student places are the volume measure that SFC uses to allocate its main teaching grant and a means of controlling the amount of grant that is paid. Funded student places are not the same as the number of students (called students eligible for funding). Since there are generally fewer funded student places than students, this makes the funding per student look higher than it actually is. The second measure of student numbers we can use is the number of students eligible for funding.
This is more similar to the HEFCE figure since HEFCE do not use funded student places (only students eligible for funding).3. However, this is not the case in England where the fee assumption is only ?1,225 for full-time undergraduates, whereas institutions can charge up to ?3,070 for full-time undergraduates (but must all provide bursaries). The table above shows that, unit costs in Scotland are higher than in England for the majority of courses, except Clinical and Veterinary PracticeIt has the advantage of comparing the prices for each subject, making it easier to identify the effects of policy decisions on the importance of particular fields of study. The SFC is working to develop a new, reduced set of subject price bands, which may link more closely with the HEFCE bandings.
Once this work is completed, it may be possible to develop the unit cost comparison further.We found that this approach still requires consideration of many of the variables in the table above, in particular the identification of all other sources of teaching grant and their apportionment across the subject categories. This is a complex and subjective process, as well as being one that would regularly be subject to change.
In both Scotland and England, individual institutions submit data about the volume of research undertaken and the quality of that research. The output from the assessment process is weighted, to generate the level of funding for each institution.A key difference to the processes used in Scotland and England are the weightings allocated for quality and volume outputs. These weightings can be use to direct the funding towards particular fields of research or particular types of institution. Also, science & technology research is far more expensive than other types of research. Greater weighting placed on high quality research outputs will encourage, fewer, bigger research centres, as Universities that already have a good reputation will receive more funding than those striving to develop such a reputation.
Conversely, more even weighting across the quality categories will encourage research across a wider base of Universities.How do we measure the cost of infrastructure? This grant aims to fund research infrastructure, to facilitate the delivery other research. The Transparent Approach to Costing ( TRAC) has been developed in order to help Universities identify the full economic costs of research. It is recognised that the TRAC data may over-estimate the overheads attached to undertaking research at present. These include capital grants, grants targeted for specific purposes, grants that are awarded on a formula basis and grants awarded on a competitive basis.The nature of these grants results in them being excluded from the main grants in order to directly fund particular policy objectives (for example widening access). The complexity of the adjustments made in order to account for the differences between Scotland and England also create a lack of transparency that leaves the comparative figures open to challenge.We have therefore produced a series of indices, which set out total funding over several years for both Scotland and England. There are 3 indices, two of which are calculated with and without student support funding.The total funding figures are not directly comparable between Scotland and England, given the different size of the sector in each country. However, each index shows how the funding has changed over the years, which can provide useful comparative data when interpreted against the known differences between the two funding systems. We found that, due to the period of time covered by the index, the presentation of funding announcements changes over the period.The most consistent sources of data we found were the tables attached to the annual grant letters. The HEFCE figures are based on "Total Resource" from HEFCE Table 1, which includes regulated fee income.Index 1b is based on "Total budget for the academic year" from SFC main grant circulars for SFC figures. The HEFCE figures are based on "Total Grant" from HEFCE Table 1, which excludes regulated fee income.For both indices, the HEFCE figures exclude allocations to FE Colleges. The total income figures were taken from Table 5 for each of the academic years shown below.
The Scottish figures are all budget figures.2) In England the rate of increase in funding is slower when student support is excluded from the calculation. This reflects the English policy decision to replace government funding with student fees.3) In Scotland however, the rate of increase in funding is slower when student support funding is included in the calculation. However, the English indices increasing the most are those for total income (2) and government expenditure, including student support (3a).
This suggests that the introduction of tuition fees has resulted in a shift towards other sources of income for English universities, including fees from students and other sources of income.The indices above facilitate comparison between Scotland and England. They also promote an approach to comparison that involves producing high-level data that must be interpreted by developing an understanding of the funding systems operating in the two countries.



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