Top PDF Education in England : Annual report 2019

Education in England : Annual report 2019

Education in England : Annual report 2019

Sara Bonetti is Associate Director of Early Years at the Education Policy Institute. Prior to joining EPI, Sara spent ten years working in the early years sector in the United States. She led data collection efforts on topics such as funding and workforce professional development and conducted analyses on areas such as educational leadership and systems integration. Sara’s background also includes almost ten years in the field of international development. Sara has a doctorate in Educational Leadership with a focus on early childhood education from Mills College, in Oakland, California. Whitney Crenna-Jennings is a Senior Researcher for Mental health, Wellbeing and Inclusion at the Education Policy Institute. Whitney is the principle author of the publication, ‘Vulnerable children and social care in England: a review of the evidence’. Before joining EPI, Whitney graduated with an MSc in Social Epidemiology from UCL in 2015.
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Education in England: Annual Report 2018

Education in England: Annual Report 2018

Our 2018 Annual Report assesses recent progress in raising attainment throughout the phases of education in England. It also looks to carefully assess recent trends in the attainment gap between advantaged and disadvantaged children. If the debate about improving English education is to be productive, then it needs to be based on an objective assessment of the country’s strengths and weaknesses – shifts in the qualifications regime and in accountability measures can make this objective assessment more difficult to complete than might be expected.

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Embedding citizenship education in secondary schools in England (2002-08) : Citizenship Education Longitudinal Study seventh annual report

Embedding citizenship education in secondary schools in England (2002-08) : Citizenship Education Longitudinal Study seventh annual report

conclusions to the two parts of overarching question, namely how far has citizenship education become embedded in secondary schools in England since 2002? and what does the future hold for CE in secondary schools? It also provides an overall conclusion. The conclusions are seen through: the three interrelated lenses of the CELS data in this report (i.e. breadth, in depth and over time); and against the three contexts where citizenship learning was to be developed (i.e. in the curriculum, school culture and the wider community). The section also identifies some common factors that influence how far embedded CE has become in schools and how it will fare in the future. The third section builds from the conclusions in this chapter and from the current and forthcoming challenges (as detailed in Chapter 6) to set out recommendations for action for key groups involved with CE: namely policy-makers, practitioners and stakeholders/support agencies.
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Vision versus pragmatism : citizenship in the secondary school curriculum in England. Citizenship Education Longitudinal Study : fifth annual report

Vision versus pragmatism : citizenship in the secondary school curriculum in England. Citizenship Education Longitudinal Study : fifth annual report

The analysis in this report also reveals that there are three main models of delivery of citizenship in the curriculum in the schools surveyed, namely: citizenship through modules in PSHE (used in almost two-thirds of schools); citizenship as a dedicated ‘discrete delivery’ timetable slot (used in almost one-third of schools), and citizenship through a cross-curricular approach involving a range of subjects as well as tutorials and assemblies (used in almost half of schools). These models have been chosen by schools for a variety of reasons; reasons which, in turn, are influenced by a number of factors. The revised typology and school case studies highlight how these factors play out differently within and across schools. This helps to explain the current diversity of approaches to citizenship in secondary schools in England. What is clear from the latest data is the growing power and influence of school leaders in deciding on approaches to citizenship education. Decisions by school leaders are often made in consultation with internally appointed citizenship co-ordinators. Two of the case-study schools have recently appointed a new school leader, who has put his/her mark on how citizenship should be delivered in the school.
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2018 Annual Report on Education Spending in England

2018 Annual Report on Education Spending in England

Note: All figures are given in 2018 prices, in net-present-value terms using the government discount rate of RPI + 0.7%. These figures apply to young full-time England-domiciled students studying at the 90 largest universities in England starting in 2017–18. Cohort of students is held constant across systems. We assume that all students taking out loans do so for the full amount to which they are entitled, that there is no dropout from university, that graduates repay according to the repayment schedule and that they have low unearned income. This assumes cohort size of 365,700 based on 2015–16 Higher Education Statistics Agency (HESA) estimates of England-domiciled first-year full-time undergraduates. We assume 10% non-take-up of loans, approximately in line with Student Loans Company (SLC) data on loan uptake. For data behind this graph, per-borrower figures and RAB charge estimates, see Table C.1 in Appendix C.
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2019 annual report on education spending in England

2019 annual report on education spending in England

£3,798 million, of which 87% supported the universal and extended entitlements for 3- and 4-year-olds. Based on the assumptions we have made about the allocation of new spending, this implies an extra £56 million of spending on this age group from the 2019 Spending Round announcement, and another £8 million for 2-year- olds. However, based on population projections, the number of funded hours for 2-year-olds is likely to grow next year, while hours for 3- and 4-year-olds may fall slightly. Taking all this into account, we estimate that baseline hourly spending in 2020–21 will be £5.34 for 3- and 4-year-olds (unchanged from the year before) and £6.40 for 2-year-olds (down from £6.47, all in today’s prices). It is essential to stress that this split is based on our assumptions rather than announced government policy; the government could choose to allocate the £66 million differently. However, since the overall amount of money at stake is small relative to the early years budget, these choices do not meaningfully affect the costs of the proposals we outline in this chapter.
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Education in England: annual report 2016

Education in England: annual report 2016

In recent years, a key aspect of the debate has been the relative success of London pupils. As our analysis shows, certain ethnic groups and those who are registered as having English as an additional language do better than others, so perhaps it is no wonder that London with its large ethnic mix does better than anywhere else in the country. Research by Simon Burgess at the University of Bristol suggests that London’s success in GCSE scores and progress from the end of Key Stage 2 is largely attributable to its ethnic composition. 49 However, another recent report by the LSE attributes London’s
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Building on Progress Towards Fair Access : annual report
2019

Building on Progress Towards Fair Access : annual report 2019

To address the attainment gap the Scottish Government has created an Attainment Fund of £750 million over the course of this parliamentary term (2016/2021), which is used in two ways. The first is to identify, and support with additional funding, ‘Challenge [local] Authorities’, all of which are currently in the west of Scotland apart from Dundee. This has allowed high-performing local authorities like Glasgow to play a key coordinating role for initiatives that address both the attainment gap and fair access to higher education. The second is the creation of a Pupil Equity Fund worth £120 million a year, which provides extra funding to headteachers to spend on measures designed to close the attainment gap. Currently more than 9 out of 10 schools receive some Pupil Equity Funds which are calculated in terms of registration for FSMs. Attainment adviser posts have also been funded in every local authority. Opposition parties have countered by arguing this fund cannot compensate for general under-funding of schools, and in particular teacher shortages, which in their view are the root causes of the attainment gap.
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Annual Report 2019 WAITE RESEARCH INSTITUTE. adelaide.edu.au/wri

Annual Report 2019 WAITE RESEARCH INSTITUTE. adelaide.edu.au/wri

The Waite Research Institute (WRI) was established to deliver on the vision and legacy of Peter Waite by supporting The University of Adelaide’s commitment to agricultural research, development and education. The Waite brand carries an iconic status world- wide, synonymous with research of the highest quality, focused on innovation in the Agricultural sector. It is one of seven University institutes that focus on areas of strength and excellence. The WRI supports our members who are drawn primarily from the University’s agriculturally focused campuses at Waite and Roseworthy, but also researchers from all other Faculties of the University including Health, Engineering, Professions and Arts. A great strength of agricultural research on the university campuses is the co-location of leading independent research organisations inclucing CSIRO, the Australian Wine Research Institute (AWRI), the South Australian Research
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2019 Annual Public Health Services Public Report

2019 Annual Public Health Services Public Report

Health equity is created when individuals have the fair opportunity to reach their full health potential. Achieving health equity involves reducing unnecessary and avoidable differences that are unfair and unjust such as those related to income, social status, race, gender, education, and the physical environment. Public Health Services implements specific initiatives to reach priority populations who are most at risk for negative health outcomes and more likely to benefit from health interventions. The goal is for all residents of Hamilton to attain full health potential without disadvantage due to the social determinants of health.
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LGBT Action Plan : annual progress report 2018 to 2019

LGBT Action Plan : annual progress report 2018 to 2019

22.3. The Department for Education are supporting teachers to be themselves at work and improve the diversity of the teaching profession. Regional hubs funded through the Department for Education Equality and Diversity fund, support schools to develop local solutions to support the progression of teachers covered by at least one of the protected characteristics as defined in the Equality Act 2010. A number of the Hubs are funding projects specifically targeted at supporting the progression of LGBT teachers and the grassroots organisation LGBT Ed is also engaged in this work. This £2 million fund has been made available across all the Regional Schools Commissioner regions between 2018-2020 6 .
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Barraba Central School 2019 Annual Report

Barraba Central School 2019 Annual Report

During the external validation process, an independent panel consisting of a Principal School Leadership and a peer principal considered our evidence and assessment of our school's progress against the School Excellence Framework. Our self–assessment and the external validation process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.

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REGION III EDUCATION SERVICE CENTER ANNUAL FINANCIAL REPORT FOR THE YEAR ENDED AUGUST 31, 2019

REGION III EDUCATION SERVICE CENTER ANNUAL FINANCIAL REPORT FOR THE YEAR ENDED AUGUST 31, 2019

One fundamental question that is most asked of an entity is, as a whole “Are you better off or worse off as a result of the year’s activities?” The statement of net position and the statement of activities report information about the Center’s activities in a way that should help answer this question. These two statements report the net position of the Center and changes therein. The Center’s net position (the difference between assets and liabilities) can be thought of as a way to measure the financial health of the Center. Over time, increases or decreases in the Center’s net position are indicators of whether its financial health is improving or deteriorating. However, you will need to consider other information that is non-financial in nature, such as changes in economic conditions, demographic information, mandated state and federal regulations, and new or changed government legislation.
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2019 CAPER. Consolidated Annual Performance Evaluation Report

2019 CAPER. Consolidated Annual Performance Evaluation Report

supportive housing and the township is providing funds from their affordable housing trust fund as well as from CDBG to do repairs to the building. Imani Park is now permanent supportive housing, too. Helping low-income individuals and families avoid becoming homeless, especially extremely low-income individuals and families and those who are: likely to become homeless after being discharged from publicly funded institutions and systems of care (such as health care facilities, mental health facilities, foster care and other youth facilities, and corrections programs and institutions); and, receiving assistance from public or private agencies that address housing, health, social services, employment, education, or youth needs
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annual report plus January 2019 through June 2020

annual report plus January 2019 through June 2020

Calendar year 2019 to the date of this report marked over a year of constant growth, learning and improvements at Elephant Havens Wildlife Foundation. As we often mention, although we have accomplished much, we couldn’t have done it without our donors. With your support and donations, one of the first initiatives identified by the Foundation - the Elephant Havens orphanage in Botswana - is now an absolute reality. It is a true engine for wildlife preser- vation, local employment, education, community development and habitat preservation. Goals have been met, new goals have been formulated and the continuing missions will be expanded, streamlined, improved and main- tained. We proudly and with gratefulness and humility address all of that in this report.
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Annual financial report June 30, 2019

Annual financial report June 30, 2019

h) The University continued a loan agreement with the Education Foundation in which the University lent the Education Foundation $200,000 (all of its endowment assets). The Education Foundation agrees to make payments to the University on behalf of the recipients of the two Palmetto Professorships. This award will be made only when the chairs are actually occupied, and any earnings above the established level shall be returned to the principal and accrue accordingly. For fiscal year 2019, the endowment lost $2,418 which reduced the principal. As of June 30, 2019, the outstanding principal balance is $253,264. Lending of the University’s endowment resources to the Education Foundation is in accordance with Section 59-101-410 of the South Carolina Code of Laws which authorizes the governing boards of state- supported universities to lend their endowment and auxiliary enterprise monies on deposit with the State Treasurer’s Office to separately chartered not-for-profit legal entities whose purpose is primarily providing financial assistance and other support to the institution and its educational program.
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Annual Report 2019 NEW YORK DESIGN CENTER, INC.

Annual Report 2019 NEW YORK DESIGN CENTER, INC.

In February 2016, FASB issued ASU 2016-02, Leases (Topic 842), which modifies, as well as stipulates the proper accounting of leases by both lessees and lessors. The changes in regard to lessors are as follows; only costs consequential to the lease being obtained will be deferrable. For example, current standards allow legal costs associated with reviewing a lease to be capitalized as a deferred leasing cost and amortized under the term of the related lease, but under Topic 842 they will be considered a period expense and must be expensed in the period incurred. The new standard requires a modified – retrospective approach to adoption. The Company is currently evaluating the impact Topic 842 will have on its consolidated financial statements. For nonpublic companies, the new standard is effective for annual periods beginning after December 15, 2020.
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Department of Education and Science Annual Report 2004

Department of Education and Science Annual Report 2004

The Home Tuition Service is intended to provide compensatory instruction to pupils who have a continuing medical condition that is likely to severely disrupt their attendance at school. The scheme is also used to fund the July education programme, which involves the extension of education programmes through the month of July, in schools catering for pupils with autism and severe/profound general learning disabilities. A total of 54 schools participated in the programme in 2004 and they received a special rate of capitation funding. Funding is also available for school transport and escort services for these pupils. There are approximately 1,000 children availing of the home tuition scheme at an annual cost in excess of € 5.3m.
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Department of Education and Science Annual Report 2003

Department of Education and Science Annual Report 2003

The National Qualifications Authority of Ireland (NQAI), the Further Education Training Awards Council, (FETAC) and the Higher Education Training Awards Council (HETAC) are responsible for the development of a single unified system for the accreditation of all non-university, further and higher education and training. A new framework of qualifications, spanning from basic education/ literacy to doctorate level was launched in 2003. This framework covers all learning whether for social, personal, citizenship or economic/vocational reasons. The aim is that this framework will be the single national and internationally accepted entity, through which all learning achievements may be measured and related to each other. The objective is to provide for access, transfer and progression to higher levels of learning across the education and training sectors.
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Auxiliary of Inova Fairfax Medical Campus 2019 Annual Report

Auxiliary of Inova Fairfax Medical Campus 2019 Annual Report

Here’s a small portion of what I saw: The IFMC Auxiliary is a major sponsor of the annual Inova Children’s Hospital StarKid 5K race. I volunteered at the event and saw the medical staff -- who had treated many of the young participants for life-threatening illnesses -- greet, hug and then run/walk with their former patients and their families. Heartwarming isn’t a strong enough word to describe the scenes.

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