England education – CV New Eng http://cvneweng.org/ Wed, 08 Jun 2022 01:37:24 +0000 en-US hourly 1 https://wordpress.org/?v=5.9.3 https://cvneweng.org/wp-content/uploads/2021/10/icon-52-120x120.png England education – CV New Eng http://cvneweng.org/ 32 32 Kern Grant Launches Character Education Center https://cvneweng.org/kern-grant-launches-character-education-center/ Tue, 07 Jun 2022 17:08:52 +0000 https://cvneweng.org/kern-grant-launches-character-education-center/ Canyon Center for Character Education director Emily Farkas says school leaders can be role models of good character. Mike Kilen storyPictures of Ralph FresoGCU News Desk The Kern Family Foundation awarded a $2.27 million grant to Grand Canyon University to launch the Canyon Center for Character Education. The three-year grant will be used to […]]]>

Canyon Center for Character Education director Emily Farkas says school leaders can be role models of good character.

Mike Kilen story
Pictures of Ralph Freso
GCU News Desk

The Kern Family Foundation awarded a $2.27 million grant to Grand Canyon University to launch the Canyon Center for Character Education.

The three-year grant will be used to elevate character education in pre-K through 12th graders and help current and future educators advance character education.

The GCU Center will enhance the curriculum and deepen the emphasis on virtue and character education in GCU’s Master of Educational Leadership programs. A virtual professional learning lab will be launched for students, alumni, and partner schools, as well as on-campus character education conferences and summits.

Character education helps students develop and strengthen virtues to create whole individuals who contribute to society, says the director of the Canyon Center for Character Education Emilie Farkas.

“A lot of it is about thinking about how to improve yourself as a human being and how to improve the people around you so that you can have a happy, functioning society,” said Farkas, whose background include selection into the competitive graduate program in character education at the University. from Birmingham in England.

The Canyon Center for Character Education is set to launch in July.

The Kern Family Foundation originally awarded GCU $75,000 in 2019 for enhancements to the master’s instructional leadership programs and for the WCC Character Education Conference in December.

WCC Dean Dr Meredith Critchfield stated that character education is central to GCU’s mission.

“As a Christian university, we already bring virtues into our classrooms every day, but now we have funds to make it more intentional,” she said.

Character is infused into a school’s ecosystem, not only in the curriculum and teachers, but also in the administration and staff.

It promotes a caring and fulfilling environment and a positive school climate marked by respect, responsibility, citizenship and trust. It promotes an environment conducive to kindness and patience as well as ways to develop them, from classroom discussions about honesty to holding gratitude days.

“It’s about creating a school where there are leaders and teachers who model virtue, where there is a clear mission and vision around virtuous behavior,” Critchfield said.

“We always teach students what we value, so for me what we need to do is really make explicit those virtues that we value. Sometimes the lessons we end up teaching our students aren’t the right ones because we haven’t made it clear who we are as a school community.

Dr Meredith Critchfield

It may be different for each school depending on the needs of the community and the values ​​most important to the school.

Farkas, a key leader of the original grant’s work, said character education is “caught, taught, and sought after.”

Character can be “caught” by students who see their teachers with a lot of character. It can be taught in a more specialized way – emphasizing the character of topics in literature, for example. Ultimately, students look for ways to develop their own character.

Character education gained attention in the early 1990s and has grown over the past 20 years.

“It’s needed more than ever,” Critchfield said. “We have a fractured world and have really fractured school environments and really fractured feelings about school. So when it all comes together, you have that perfect storm, where virtues fall by the wayside or are lost or forgotten in schools and by parents.

“What’s the point of school if we’re not going to develop a better human who helps make the world a better place?” And you do it with virtue. There is no greater goal.

Grand Canyon University senior writer Mike Kilen can be reached at [email protected] or at 602-639-6764.

***

Related Content:

TOS today: GCU conference aims to heal with character

TOS today: Panel of educators focused on character, culture

]]>
Big Blow For Nigerian Education System As Society Demands New Reform https://cvneweng.org/big-blow-for-nigerian-education-system-as-society-demands-new-reform/ Sat, 04 Jun 2022 14:30:41 +0000 https://cvneweng.org/big-blow-for-nigerian-education-system-as-society-demands-new-reform/ The Royal Commonwealth Society in Nigeria (RCS) has launched the Queen’s Commonwealth Essay Competition 2022 Participants are selected in different categories ranging from different age groups starting from 14 to 18 years old Meanwhile, the essay contest flag is also in commemoration of Queen Elizabeth II’s 70th year on the throne as the monarch of […]]]>
  • The Royal Commonwealth Society in Nigeria (RCS) has launched the Queen’s Commonwealth Essay Competition 2022
  • Participants are selected in different categories ranging from different age groups starting from 14 to 18 years old
  • Meanwhile, the essay contest flag is also in commemoration of Queen Elizabeth II’s 70th year on the throne as the monarch of the United Kingdom.

FCT, Abuja- The Royal Commonwealth Society in Nigeria (RCS) has called on the government and other stakeholders to help save the education system in Nigeria.

RCS Nigeria Country Director, Mr. Blackson Olaseni Bayewumi made the announcement on Friday, June 3 in Abuja at the launch of the Queen’s Commonwealth Essay Competition 2022, hosted by Cradle 2 Harvard International School.

The winner of the Queen’s Commonwealth Essay Competition will be honored at the Palace in London. Photo: Stuart C. Wilson
Source: Getty Images

Speaking to reporters at the event, Mr Blackson said the essay competition was held each year in keeping with one of the Commonwealth’s virtues and values.

Read also

Why and how Nigeria’s capital was moved from Lagos to Abuja 31 years ago

He also revealed that the launch of the essay contest was also to commemorate the Platinum Jubilee of the Queen of England, Elizabeth II, which marked her 70 years on the throne.

PAY ATTENTION: Follow us on instagram – Receive the most important news directly in your favorite application!

He said:

“We are publicly launching the 2022 edition of the Queen’s Commonwealth Essay Competition for schools in Nigeria to join their colleagues in Commonwealth countries to enter the competition.

“The winner will be invited to one of London’s palaces for a week-long event and numerous certificates will be presented.

“Secondly, we are celebrating Her Majesty’s Platinum Jubilee. She is dedicated and committed to promoting Commonwealth values.

Also speaking at the event, Cradle 2 Harvard International School Host and President Mr. Phrank Shaibu said his love for writing and education inspired him to organize the official launch of the essay contest.

Read also

Polls 2023: UNDP and Yiaga Africa award N1m grant to 13 youths to mobilize voters

He said the competition is held in all Commonwealth countries as it is also open to all high schools and colleges in both private and public institutions.

Education in Nigeria needs improved infrastructure – Phrank Shaibu

Asked about the state of the education system and what the future holds for Nigeria, Mr. Shaibu was quick to respond saying that Nigeria needs a radical reform of its education system.

Mr. Shaibu said:

“I’ve seen the state of our education system, particularly in terms of what we call educational tourism and I think this is an opportunity for us, especially me and an educator, to lead to load and save our education system.

“We have over 215 universities in Nigeria, and the capacity of these universities does not exceed 225,000 per year. We have over 1.9 million students across the federation taking the JAMB exams every year, what that means is there is a danger.”

Read also

How Stella Oduah ran away from National Youth Service, NYSC DG reveals

He further added that there is a need to improve infrastructure in other countries to accommodate more students in classrooms. He said that a large majority of secondary school students who have not reached tertiary level are among those who constitute a nuisance, thus fueling insecurity in the country.

Mr. Shuaibu said:

“The only way to end insecurity in Nigeria is to address the issue of education first and that is why we are here to lead the campaign at Cradle 2 Harvard International School.”

ASUU strike shows government complacency

Reacting to the relentless strike by the Academic Staff Union of Universities (ASUU) and the government’s failure to reach a compromise with the union, Shaibu said the situation shows the government’s shortcomings and incompetence in leading the charge. for a standard university environment. .

He criticized the government while referring to a number of Nigerian students who travel to neighboring West African countries like Ghana and Benin Republic to pursue a degree.

Read also

Experts say increased productivity will improve the value of the naira

Supporting his charge, Mr Blackson appealed to the federal government to reach a compromise in time to allow students to return to classrooms.

He said:

“Regarding the issue of the ASUU, we can only appeal to the federal government and the ASUU because I believe that there is no problem that dialogue cannot solve. We have to reach a compromise because of the future generation.

Meanwhile, the launch of the Queen’s Commonwealth Essay Competition 2022 featured many side attractions with the participation of various schools from Abuja and Nasarawa as well as powerful dignitaries from different countries of the Commonwealth nations.

Students from Cradle 2 Harvard International School performed the Nigerian and British national anthems in a soothing rhythmic cadence that was greeted with resounding applause from the audience.

A short drama from the reign of Queen Elizabeth was also performed by the students as well as a cultural dance by the school’s instructors and teachers.

Read also

Jubilation as Buhari government shortlists 8,000 Nigerians for overseas scholarships

FG takes action to end ASUU strike with payment of N34 billion minimum wage arrears

In another development, the federal government hinted that it would end the ASUU’s three-month strike.

The federal government has announced that it will pay the sum of 34 billion naira for the payment of minimum wage arrears.

Chris Ngige, who made the disclosure on Tuesday, noted that the payment was not intended only for ASUU, but would also include academic staff members of polytechnics and colleges of education.

Source: Legit.ng

]]>
Where the hot dunes have become a center of education https://cvneweng.org/where-the-hot-dunes-have-become-a-center-of-education/ Thu, 02 Jun 2022 17:13:00 +0000 https://cvneweng.org/where-the-hot-dunes-have-become-a-center-of-education/ GU Pope lived in Sawyerpuram for eight years and did missionary work GU Pope lived in Sawyerpuram for eight years and did missionary work The air was warm in the morning. A group of students were sweating on a sprawling football pitch at Pope’s College, Sawyerpuram in Thoothukudi. When Tamil scholar and missionary George Uglow […]]]>

GU Pope lived in Sawyerpuram for eight years and did missionary work

GU Pope lived in Sawyerpuram for eight years and did missionary work

The air was warm in the morning. A group of students were sweating on a sprawling football pitch at Pope’s College, Sawyerpuram in Thoothukudi. When Tamil scholar and missionary George Uglow Pope arrived here 180 years ago, the area was just acres of sand dunes; for a European it would have been a fiery furnace. Driven by zeal, Pope, who will later translate Tirukkural, Thiruvachagam, Naladiyar, Purananuru (selected verses) and Manimekalai (incomplete) in English, lived here for eight years and did missionary work.

“In the summer, he beat the heat by placing a table and a chair in a huge well [a bath tub]. He read and wrote while sitting in the water,” writes K. Meenakshisundaram, the author of The contribution of European researchers to Tamil.

Two huge wells built by Pope are still in the seminary he founded at Sawyerpuram. But they are abandoned. The bathtub he used is also in the bungalow where he lived.

Sawyerpuram was created on 150 acres purchased by Samuel Sawyer, a merchant from the Portuguese East India Company.

“Sawyer transferred the area to the Society for Promoting Christian Knowledge to create settlements for those who were persecuted after converting to Christianity. The land was distributed to them in 1814,” said A. Wellington Francis Prabagar, professor of the Tamil department at Pope College.

It was the pope who created Sawyerpuram and another missionary, Robert Caldwell, in his writings named him as its founder. Pope, a newlywed, arrived here in 1842 when he was 22 years old. His wife, Jane Mary Anderson, was 18. Prior to his arrival, he had learned Tamil literary works from Suryanarayana Sastry, Ariyangavu Pillai and Ramanuja Kavirayar in Madras (Chennai).

“In fact, his Tamil and Sanskrit lessons had even started in England. He had spent eight hours a day reading on the ship itself. By the time he arrived in Chennai, he had prepared a book of Christian messages in Tamil,” said Mr. Prabagar, who wrote a biography of Pope with S. Jacob Rajan and Rev. R. Samuel Jeyaseelan.

“You must learn not only to think in Tamil but also to feel in Tamil, if you want to be intelligible and useful among the Tamil people”, he later wrote in his preface to the Tamil translation of Thiruvachagam.

His love for Tamil is explained in a letter to JM Nallasami Pillai, editor of Siddantha Deepikaiin which he had said that after his death, the inscription on his tombstone should be “A Tamil student”.

Pope decided to establish a seminary in Sawerpuram as there were only two in Tamil Nadu. Construction began in 1844 and was completed in 1846.

“Pope became the first director of the seminary. It was the seminar that caught the world’s attention and the University of Oxford gave financial aid for the opening of a library,” Mr Prabagar and others said in the book. A few buildings that were part of the seminary are still at Pope Memorial Higher Secondary School in Sawyerpuram.

Pope was a strict disciplinarian and the motto of the seminary was: “Read well, eat well, fight well and pray well”. He held a book in one hand and a cane in the other. He reportedly announced a reward to those who would help find the students who had run away from the seminary. There were also chains to tie up the students to prevent them from escaping. His discipline angered many, including the missionaries.

“Dr. Pope was practically kicked out of Tinnevelly [Tirunelveli] in the midst of his usual career by the complaints of the missionaries of the time, but he never had a successor possessing the same energy and efficiency until Mr. Sharrock appeared on the scene,” wrote Caldwell .

Pope’s wife died in 1845 giving birth to their second son and it took a heavy toll on her physical and mental health. There was also a suggestion that he might be sent to England to restore his health and wits. He left Sawyerpuram in 1849.

He returned to India in 1850, but was sent to Thanjavur and not Sawyerpuram. In Thanjavur, he deepened his Tamil knowledge with the help of Vedanayagam Sastri. From there he went to Udhagamandalam and later to Bangalore where he became the Headmaster of Bishop Cotton School.

After 42 years in India, he returned to England in 1882 and taught Tamil and Telugu at Oxford University. He deepened Tirukural, Manimekalaiand Thiruvachagam and translated them into English.

“I date this from my eightieth birthday. I find, by reference, that my first Tamil lesson was in 1837. This ends, as I suppose, a life long devotion to Tamil studies. It is not without deep emotion that I thus complete the literary work of my life”, he wrote in 1900, in his preface to the translation of Thiruvachagam.

James Reynold Daniel, former principal of Scot Christian College, Nagercoil, said in his final days Pope was a mature Saiva Siddhanti, with his faith still rooted in Christianity.

Writing of his last sermon in 1907, he said: “At the heart of my last sermon are truths that harmonize with all that is best in Tiruvachagam and Siva-nyanam [Siva-gnana bodham].” He died in 1908.

]]>
Scottish education “much better” than England? The statistics tell a different story – John McLellan https://cvneweng.org/scottish-education-much-better-than-england-the-statistics-tell-a-different-story-john-mclellan/ Wed, 25 May 2022 15:46:02 +0000 https://cvneweng.org/scottish-education-much-better-than-england-the-statistics-tell-a-different-story-john-mclellan/ Which education system is better: Scotland’s or England’s? (Photo: Tobias Schwarz/AFP via Getty Images) An education training session for new councilors in Edinburgh this week apparently began with a statement from new director of education and children’s services, Amanda Hatton, that “Scottish education is much better than English education”. As someone recruited from York, she […]]]>
Which education system is better: Scotland’s or England’s? (Photo: Tobias Schwarz/AFP via Getty Images)

An education training session for new councilors in Edinburgh this week apparently began with a statement from new director of education and children’s services, Amanda Hatton, that “Scottish education is much better than English education”.

As someone recruited from York, she is entitled to her opinion on the quality of education in England, but the comparison between the two does not stand up to scrutiny of the existing data.

Scotland participates in only one international comparison, the Organization for Economic Co-operation and Development’s Program for International Student Assessment (PISA), which measures the ability of 15-year-old students to read, mathematics and science.

Register to our daily newsletter

England and Scotland’s scores in the latest round of testing are instructive.

Read more

Read more

Edinburgh Primary School is the first in Scotland to win a National Outdoor Award…

In reading the two are comparable, Scotland at 504 to England’s 505, both above the OECD average, but in maths Scotland at 489 is lower than in 2012 and well behind the England at 504.

In science it’s the same story, with Scotland’s 490, again below 2012 levels and trailing England by 17 points.

Asked about her assertion by new Conservative Portobello councilor Tim Jones, himself a qualified teacher, Ms Hatton said that was just her opinion and that Scottish education was more “holistic”, whatever that meant.

But when a director of education makes flippant assertions about standards unsupported by a glance at the facts, we have every reason to be concerned.

]]>
Education secretary sends his children to private schools but suggests it was his wife’s decision https://cvneweng.org/education-secretary-sends-his-children-to-private-schools-but-suggests-it-was-his-wifes-decision/ Sun, 22 May 2022 13:16:26 +0000 https://cvneweng.org/education-secretary-sends-his-children-to-private-schools-but-suggests-it-was-his-wifes-decision/ The education secretary admitted he was sending his children to private schools – but suggested his wife was behind the decision. Nadhim Zahawi, head of state schools across England, has been asked why he – like Boris Johnson – chose to pay to send his three children to independent schools instead. The question came as […]]]>

The education secretary admitted he was sending his children to private schools – but suggested his wife was behind the decision.

Nadhim Zahawi, head of state schools across England, has been asked why he – like Boris Johnson – chose to pay to send his three children to independent schools instead.

The question came as Mr Zahawi hailed private schools as a tool to help “level up” the country and criticized universities that admit public pupils with lower A-level grades.

After saying that the country has “brilliant public schools and they are improving every day”, he was asked: “You still send your children to private school?”

“It was a parental decision; I had to do this with my wife. I’m not doing this alone,” Mr Zahawi, 54, told Sky News.

He was told that a major study of 132,000 students found that those in public schools with slightly lower grades than their private school peers are more likely to graduate with a higher degree.

But Mr Zahawi attacked the idea of ​​’tipping the system’, arguing: ‘You don’t level up by dragging people down’.

He cited state academies run by the likes of Eton College as an example of ‘bringing everyone together’, adding: ‘You don’t succeed by delivering a great outcome to every child by actually attacking part of the system. I don’t want to attack independent schools – they do a great job.

Mr Zahawi is one of the wealthiest members of the firm, with a £10m property portfolio having made his fortune as a co-founder of polling firm YouGov.

When the Conservatives came to power in 2010, public and private school spending was roughly the same – but a huge gap has since emerged as public school spending has been squeezed.

Mr Zahawi, who was educated in both the public and private sectors, also recalled being racially abused and plunged headlong into a pond by bullies during his own years in school. school.

He spoke in describing the case of 11-year-old Raheem Bailey – who had to have his finger amputated after he was injured while running away from school bullies – as “sickening”.

“I suffered bullying when I arrived on these shores,” said Mr. Zahawi, adding: “I didn’t speak English and it was difficult.

“I remember my first experience, being chased around the park as a kind of entertainment for the older boys, and them throwing me into the pond, or dipping my head in the pond – pretty awful for a kid coming to arrive on these shores.”

Asked if there was a racist element to bullying, the education secretary said: ‘I don’t know, it was a long time ago, but I’ve definitely been victimized other racial slurs.”

]]>
ESFA Update continuing education: May 18, 2022 https://cvneweng.org/esfa-update-continuing-education-may-18-2022/ Wed, 18 May 2022 13:15:33 +0000 https://cvneweng.org/esfa-update-continuing-education-may-18-2022/ 1. Action: Apply for a grant to train a senior mental health officer This financial year, a further two-thirds of all eligible institutions in England will have the opportunity to benefit from quality training for mental health managers, supported by an additional £7 million in training grants. We have published guidance on how to access […]]]>

1. Action: Apply for a grant to train a senior mental health officer

This financial year, a further two-thirds of all eligible institutions in England will have the opportunity to benefit from quality training for mental health managers, supported by an additional £7 million in training grants.

We have published guidance on how to access and apply for your grant.

For more information about the grant, read the Senior Mental Health Training Manager guidelines.

2. Action: review of post-16 qualifications at level 3 and below in England

We have published a tentative list of qualifications for which funding approval will be removed for 16-19 year olds from 1 August 2024 and the process for certifying bodies (CBs) to appeal the decision to remove funding.

In the second stage consultation of post-16 qualifications exam at level 3 and belowthe Department for Education has announced plans to remove funding approval for 16-19 year olds from qualifications which overlap with T-levels. Indeed, we believe the rigor of T-levels means they offer the best overall preparation for students to enter skilled employment, and are therefore the right choice for most 16-19 year olds wishing to follow a technical route.

We have also published guidelines on appeals, which explain how awarding organizations can submit an appeal to us to explain why funding approval should be retained for individual qualifications. Appeals will only be accepted by awarding organizations and must be submitted by 5 p.m. on Friday July 8, 2022.

Contracting organizations can access additional support by attending a webinar on the appeals process on Thursday, May 26 from 2-4 p.m. You can submit all your questions and register your interest in the webinar.

3. Reminder: Coronavirus (COVID-19) 16 to 19 Tuition Claim Form 2022 to 2023

Coronavirus (COVID-19) Tuition Fund Form 16 to 19 2022 to 2023 is online.

The deadline for submission is Friday, May 27, 2022 at 11:59 p.m.

We have published tips to help you access and complete the form.

You can learn more in the Coronavirus (COVID-19) Tuition Fund Guidelines 16 to 19 2022 to 2023.

4. Reminder: expected year-end funding request for 2021 to 2022

The year-end provisional funding request window will open at 9:00 a.m. on Friday, June 10, 2022. Please submit your year-end funding request by 4:00 p.m. on Wednesday, June 15, 2022. The application form will be available at Submit learner data.
You will need to submit a claim if you receive funds through these contracts:

  • Grant Funded – ESFA Adult Education Budget (AEB) (Adult Skills, Community Learning, Internships 19-24 and NSF Level 3 Adult Offer (for learners aged 23 or less))
  • Grant Funded – ESFA NSF Level 3 Adult Offer (for learners aged 24 or over)
  • funded grant – Advanced Learner Loan Bursary (ALLB)
  • 16 to 19 education

For more information, please see the 2021-2022 Funding Application Guidelines. A user guide helps you complete the form.

Once you have submitted your complaint, you will also be able to view it on the Manage your education and skills funding.

If you have any questions, please Contact us.

5. Reminder: update of the course directory with the apprenticeship training offer

Under the Learning agreementMajor apprenticeship training providers are required to provide up-to-date information, via Publish to the Course Directory, on the apprenticeships they offer that are funded by ESFA.

Course directory data and information is shared with employers when they use ESFA’s Find Apprenticeship Training online search function, to find apprenticeship standards and identify approved providers who can deliver training.

Find Apprenticeship Training provides information to employers about a training provider’s organization and their apprenticeship offering, including the geographies they cover, helping to inform employer choice. It is important that this information is up to date so that employers and ESFA have an accurate view of the coverage of apprenticeship provision for all apprenticeships.

To ensure compliance with your apprenticeship contract, we ask all service providers to ensure that their information is up-to-date and complete. You can add new learnings, edit and update existing learnings, and remove those that you no longer offer via Publish to Course Directory.

You may also find it useful to read the guidance on submitting your apprenticeship training offer via Publish to Course Directory.

6. Reminder: The Coronavirus (COVID-19) Workforce Fund Application Form is Open

Eligible schools and colleges can now submit a claim for the cost of absences incurred between Monday, November 22, 2021 and Friday, April 8, 2022.

We have published advice on how to complete the complaint form.

The deadline to submit a claim is Tuesday, May 24, 2022 at 11:59 p.m.

More information on the COVID-19 workforce fund can be found in our guidance for schools and colleges.

We have released an updated College Financial Benchmarking Tool with data from higher education and 2020-2021 sixth-grade college financial records, submitted to ESFA by May 10, 2021. tool allows colleges to compare their performance with others in the sector.

We have also released the college accounts dataset for 2020 to 2021 based on financial records.

8. Information: Removed role from Manage Your Education Funding and Skills service

The vendor support user role in Manage Your Education & Skills Funding is redundant and we will be removing it shortly. If you only have this role, you will no longer be able to log in. There are no changes for the other roles.

If you have any questions, please contact the Help Center.

9. Information: latest update on EQA reform progress

Considerable progress has been made with the transition from quality assurance reforms to learning assessment with external quality assurance (EQA) of over 270 apprenticeships covering around 95% of apprentices transitioning to Ofqual.

By the end of May, a total of 272 apprenticeships previously overseen by the former Institute for Apprenticeship and Technical Education (IfATE) EQA service will have moved to Ofqual, covering over 95% of apprentices.

This means Ofqual will provide an EQA for at least 470 apprenticeships in total – taking into account those it already regulates.

IfATE will provide a temporary, free, in-house consulting and quality assurance solution for around 40 apprenticeships that will not be transferred by the end of May. This will ensure that final evaluation (EPA) can continue and that quality will be maintained. For any enquiries, advice or requests for further information regarding the temporary service, please contact IfATE.

The second phase of the transition process covers Final Assessment Organizations (EPAOs) whose EQA provider service was previously provided by a professional body. Their first applications must be submitted by May 16, 2022, and it is expected that the transfer process will be concluded by December 31, 2022, in accordance with the program published in October 2021.

EPAOs already recognized by Ofqual, who wish to expand their scope to include other standards, should continue to submit them as soon as possible and there is no limit to the number of times an EPAO can request the recognition.

ten. Information: Adult Education Budget (AEB) funding rules updated 2021 to 2022: National Skills Fund Tier 3 offer for learners aged 19-23

The performance management section of the funding rules clarifies the use of LDM code 378, to record the delivery of learners aged 19-23 for all National Skills Fund Tier 3 offerings when submitting ILR data.

]]>
Jurist job at BPP EDUCATION GROUP https://cvneweng.org/jurist-job-at-bpp-education-group/ Mon, 16 May 2022 19:29:41 +0000 https://cvneweng.org/jurist-job-at-bpp-education-group/ Applicants must provide proof of their right to work in the UK as BPP are unable to provide visa sponsorship Job Profile Legal – Legal Advisor Type of Contract Permanent Purpose of the position Provide legal advisory services to BPP Professional Training Group The objective of this role is to help provide legal advisory services […]]]>

Applicants must provide proof of their right to work in the UK as BPP are unable to provide visa sponsorship

Job Profile Legal – Legal Advisor

Type of Contract Permanent

Purpose of the position

Provide legal advisory services to BPP Professional Training Group

The objective of this role is to help provide legal advisory services to the entire BPP Professional Education Group (UK and International), in particular in relation to the following key areas: commercial contracts, corporate structuring and governance, regulatory compliance, consumer law, intellectual property, data protection and marketing. As an integral member of the legal team, this role is created for individuals with a dedication and passion for legal work with a larger goal in mind.

what you gonna do

  • Manage new assignments from the legal inbox (covering a wide range of topics)
  • Provide appropriate legal advice to the business within the team’s SLAs.
  • Provide legal advisory services, including in the following key areas: commercial contracts (with a focus on apprenticeship contracts and IT contracts), corporate structuring and governance, regulatory compliance, consumer law, intellectual property, data protection and marketing.

Assist in supervising junior team members.

The role is a hybrid role, with the successful candidate required to travel to BPP offices (London Liverpool Street and from June 2022 London Portsoken Street) two days a week, and any additional days reasonably required.

Choose a better work-life balance

With hybrid work available, you will be able to split your time between one of our centers and wherever you choose to call home. Either way, you’ll benefit from a vibrant workplace and a culture that believes in the importance of caring for others, while being part of a diverse workforce where difference is celebrated. Plus, you’ll work alongside other like-minded professionals who champion progress, while having opportunities for development in an environment where creativity and innovation are rewarded. In addition to a competitive salary, we offer a generous 25 days of annual leave, and there’s a rewards package that includes retail discounts, a personal group pension plan, dedicated healthcare and dental plans. that provide additional insurance to take care of you and your family. . Brilliantly, you can also study any of the BPP courses for free, whether it is a professional qualification or a full degree.

Main responsibilities:

Please refer to the attached job description.

department Legal

vacation spot United Kingdom, London, London Liverpool Street

Application criteria

What we are looking for

  • Be a qualified solicitor in England and Wales (we are looking for a 2-year PQE NQ Solicitor, although applications from any PQE will be considered).
  • Demonstrable experience in advising on commercial contracts.
  • Experience with data protection law (especially DPA 2018).
  • Comfortable answering a wide range of questions on a variety of business, client and student topics via our legal inbox.
  • Possess exceptional writing, negotiation, problem solving, team, communication and client management skills.
  • Possess strong interpersonal skills with the ability to communicate complex legal concepts in a clear and understandable format both orally and in writing to a multidisciplinary team.
  • Ability to manage own workload and clients.
  • Demonstrate a keen interest in working internally.
  • Experience in the field of compliance, tenders, consumer law or intellectual property law will be an added advantage.
  • Experience in labor law or civil litigation would be a plus.
  • A first internal experience would be a plus.
  • Interest in the education sector, and the regulations governing higher education in particular. Although educational experience is beneficial, it is not essential.

Does this seem like the ideal solution to you? Apply today.

Job details

Contract hours 37.50

AND P 1.00

Salary 55K to 60K depending on experience

Attachments

Full job description

JD Legal Advisor – 2022.pdf (62 KB)

]]>
Tanzanian Ministries of Education, Schools2030 and UNICEF’s Data Must Speak Research join forces to improve education in the country – United Republic of Tanzania https://cvneweng.org/tanzanian-ministries-of-education-schools2030-and-unicefs-data-must-speak-research-join-forces-to-improve-education-in-the-country-united-republic-of-tanzania/ Fri, 13 May 2022 00:37:12 +0000 https://cvneweng.org/tanzanian-ministries-of-education-schools2030-and-unicefs-data-must-speak-research-join-forces-to-improve-education-in-the-country-united-republic-of-tanzania/ 12 May 22, Florence/London – UNICEF Data Should Speak Positively Deviance Research* extends to Tanzania. The research, which is now active in 14 countries, aims to improve education around the world by identifying best practices from successful schools. Data Must Speak (DMS) research identifies these “positive deviant” schools and explores why they perform better than […]]]>

12 May 22, Florence/London – UNICEF Data Should Speak Positively Deviance Research* extends to Tanzania. The research, which is now active in 14 countries, aims to improve education around the world by identifying best practices from successful schools.

Data Must Speak (DMS) research identifies these “positive deviant” schools and explores why they perform better than others despite operating under similar conditions. Using a mixed-methods approach, positive deviant schools will be analyzed to identify exceptional behaviors and practices. By working hand-in-hand with Tanzania’s Ministries of Education (MoEVT and MoEST) and local partners, promising innovations in basic education can then be scaled up to improve every child’s learning. .

Some Tanzanian schools involved in DMS research will also participate in the Schools2030 project – a global initiative led by the Aga Khan Foundation that aims to catalyze school-based holistic learning innovations to improve the quality of teaching and learning in ten countries and 1000 schools. By identifying positive trends at the school level and the factors that contribute to some schools performing better than others, DMS research will gather evidence that, in the long run, will help efforts to scale up positive trends. to impact education systems and learners around the world.

The data collected through this research, which is funded by the Jacobs Foundation as part of the research component of Schools2030, will then be used to produce accessible and actionable recommendations on how to adapt these local solutions to ensure that children’s learning outcomes can be improved nationally and across the entire global learning community. Specifically, the results of this research will support the mission of Tanzania’s Ministries of Education to strengthen the country’s public education systems. Key insights are expected to feed into Tanzania’s ongoing education development plan, and findings from future stages of the research will continue to feed into government education sector planning.

“Schools2030 and Data Must Speak share the fundamental belief that teachers are the most important agents of change in education systems. This research partnership will allow us to identify and amplify examples of “what works” by teachers for teachers, to improve learning outcomes and equity,” said Dr Bronwen Magrath, Schools2030 Global Program Manager.

“Partnerships are essential in our goal to inform systems change and drive action toward greater student success. This new partnership is extremely well received, and we look forward to exploring the insights that high-performing Tanzanian schools can bring to our global research,” mentioned Renaud CombaData Must Speak Research Manager at UNICEF Office of Research – Innocenti.

Preliminary results on the contextual factors that contribute to academic performance will be published by mid-2023 on the DMS Search Webpage.

The research will be part of broader discussions on how best to promote cooperation and dialogue across schools, systems and societies to improve holistic learning outcomes that will take place during the first Schools2030 Global Forum in June 2022 in Dar es Salaam.

Notes to Editorrs
* Positive deviance research involves identifying individuals or organizations that perform better than their peers, despite facing similar constraints or challenges.
* DMS research is currently ongoing in Brazil, Burkina Faso, Chad, Ivory Coast, Ethiopia, Ghana, Lao PDR, Madagascar, Mali, Nepal, Niger, Tanzania, Togo and Zambia.

About the UNICEF Office of Research – Innocenti
The Office of Research – Innocenti is the dedicated research center of UNICEF. It undertakes research on emerging or current issues to inform the strategic directions, policies and programs of UNICEF and its partners, shape global debates on children’s rights and development, and inform the global development agenda. research and policy for all children, especially the most vulnerable. . To visit www.unicef-irc.org and follow UNICEF Innocenti on Twitter, Facebook, instagram and LinkedIn.

About UNICEF UK
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. In 190 countries and territories, we work for every child, everywhere, to build a better world for everyone. The United Kingdom Committee for UNICEF (UNICEF UK) raises funds for UNICEF’s emergency and development work for children. We also promote and protect children’s rights in the UK and around the world. We are a UK charity, fully funded by supporters. United Kingdom Committee for UNICEF (UNICEF UK), Registered Charity No. 1072612 (England & Wales), SC043677 (Scotland). For more information visit unicef.org.uk.

About Schools2030
Schools2030 is a ten-year participatory learning improvement program based in 1,000 public schools in ten countries. Schools2030 helps teachers and students design and implement educational micro-innovations. These low-cost, scalable innovations will inform and transform education systems to improve holistic learning outcomes for the most marginalized learners around the world. Join the movement on Twitter, Facebookand LinkedIn.

About the Aga Khan Foundation
Established in 1967, the Aga Khan Foundation (AKF) brings together human, financial and technical resources to address the challenges facing the world’s poorest and most marginalized communities. Particular emphasis is placed on investing in human potential, expanding opportunities and improving the overall quality of life. The Aga Khan Foundation is an agency of the Aga Khan Development Network.

For more information, please contact:

UNICEF Office of Research – Innocenti
Kathleen Sullivan, Chief Communications Officer, ai
kcsullivan@unicef.org
Such. +39 05 52 03 32 22

Schools2030
Sarah James, Global Communications Manager
Sarah.james@akdn.org
Such. +44 207 387 3862; +44 738 489 2599

UNICEF United Kingdom
Chloe Cole, Media and Communications Manager, Partnerships
colec@unicef.org.uk
Such. +44 77 33 005 338

]]>
The upgrading program means nothing without improving education https://cvneweng.org/the-upgrading-program-means-nothing-without-improving-education/ Wed, 11 May 2022 12:07:00 +0000 https://cvneweng.org/the-upgrading-program-means-nothing-without-improving-education/ Britain is still a country where privilege matters: where you start in life is all too likely to be where you end. We still have an absurd apartheid in education. Private education was once a realistic option for middle-class parents, but rampant inflation has made it an elite sport. This defines our inability to “level” […]]]>

Britain is still a country where privilege matters: where you start in life is all too likely to be where you end. We still have an absurd apartheid in education. Private education was once a realistic option for middle-class parents, but rampant inflation has made it an elite sport. This defines our inability to “level” the country for decades.

The truth is that, despite all the election slogans, reforming schools well will make or break the Prime Minister’s agenda for England left behind. You cannot bring prosperity to these regions without first encouraging excellence in education.

The new Schools and Universities legislation, announced in yesterday’s Queen’s Speech, would ideally be a chance to do so. Ministers will soon present plans to shake up school funding and expand the reach of the administrative bodies that oversee most UK academies. Yet we risk seeing these new-style multi-academy trusts replicate the old local education authorities they replaced.

This was never the intention of Coalition-era education reforms that saw new schools emerge, challenging state monopoly.

The prime minister says he wants to expand opportunities, so why not start by breaking up the private school cartel? It is not just a chimera; education reformers begin to create new low-cost private schools. Visionary educator James Tooley, for example, did this with his Independent Grammar School in Durham, which charges a fraction of the fees of nearby independents. A few more and the whole private school deck of cards will crumble.

It’s not just the affluent middle classes who would benefit either, as the increased choice works in everyone’s favour. As parents vote on their feet, schools around the world will have to up their game or go bust.

Ministers should also use the unused capacity of our most prestigious private schools. Last year, there were more than 9,000 places available in prestigious boarding schools. Ministers should be compelled to buy those places at a discount and give them to bright kids growing up in foster homes. Many will be refugees, what a story that would make.

Elsewhere, we need to properly address our deepest social mobility issues. This week, think tank Civitas discovered that only 50 children who grew up in institutions went to our top 50 universities in 2020: a dismal record that means you’re more likely to meet an Ecuadorian undergraduate than a child who was raised in an institution at a leading university. Low expectations for children in care are institutionally anchored within the Ministry of Education. We don’t even bother to measure the level of education of this group beyond 16 years of age.

We are waiting to see what the promised educational reforms will bring. We are told that there will be actions on school attendance, illegal schools and the suppression of diplomas with little return on investment. These are all interesting questions to occupy the time of legislators.

But in the end, it will be a simple question that defines success or failure: does a disadvantaged child in the poorest parts of the country have more or less chance of achieving educational excellence at the end of this Parliament than it was at the beginning? Only sweeping school reform, relentlessly focused on standards, will give our stagnant rates of social mobility the boost they need.


Frank Young is editorial director of the think tank Civitas

]]>
Queen’s Speech should include crackdown on unregulated schools | Education Policy https://cvneweng.org/queens-speech-should-include-crackdown-on-unregulated-schools-education-policy/ Fri, 06 May 2022 19:06:00 +0000 https://cvneweng.org/queens-speech-should-include-crackdown-on-unregulated-schools-education-policy/ A planned crackdown on unsafe or unregulated independent schools is expected to be included in next week’s Queen’s Speech, including the threat of jail time and unlimited fines for owners who ignore safeguard concerns. The Department for Education (DfE) has said it is ready to submit legislation to give the government and Ofsted broader powers […]]]>

A planned crackdown on unsafe or unregulated independent schools is expected to be included in next week’s Queen’s Speech, including the threat of jail time and unlimited fines for owners who ignore safeguard concerns.

The Department for Education (DfE) has said it is ready to submit legislation to give the government and Ofsted broader powers to investigate and close private schools in England, with plans to broaden its definition of a school to force more parameters to officially register.

Under those powers, the education secretary could suspend an independent school’s registration if there were “serious safeguarding failings that pose a risk of harm to pupils”.

The suspension could then be enforced through a new criminal offense that could make an owner liable if their school remains open after the suspension.

Diana Barran, the Lords Schools Minister, said: “For too long some children have been able to squeeze through the loopholes of the system, spending most or all of their time during the day in environments that do not meet the required standards of safeguard or quality of teaching. »

Ofsted would also gain new powers to investigate illegal schools and support criminal proceedings against unregistered full-time schools.

Amanda Spielman, Ofsted’s chief inspector, said she “highly appreciates” the proposals, which she has supported for several years.

“Thousands of children are currently being educated in unsuitable and unsafe illegal schools, which puts their well-being at risk and deprives them of a proper education,” Spielman said. “I look forward to seeing more details of how our powers to investigate illegal schools will be strengthened, and I hope to see this legislation featured in the Queen’s Speech next week.”

Sign up for First Edition, our free daily newsletter – every weekday morning at 7am BST

The new DfE definition means that a facility will need to register as a school if it educates school-aged children for 18 hours or more per week and operates for at least part of that time during school hours. of class.

The change fills a loophole that meant institutions were only required to register as schools if they taught 18 hours a week entirely during school hours.

The DfE said: “Although some faith groups, such as people of the Charedi Jewish faith, may be disproportionately affected by the proposals, the benefits they bring to the quality of children’s education and supervision of protection through regulated activity are of greater importance. ”

Current laws in England allow many establishments to avoid registration as schools, while others that operate as illegal schools have been able to escape punishment and remain open.

]]>