Top PDF Government funding for English Traveller education support services

It is well established that schools can be hostile and frightening places for children of ethnic minorities (see for example Garcia, 1999; Partington, 1998; Troyna, 1993). While debate continues about the enduring links between formal education and racism, most commentators agree that schools generally function as agents of the state in reproducing the dominant culture (Bourdieu & Passeron, 1977), which is almost by definition opposed to the existence and expression of minority cultures. All of this suggests that when government policy is directed explicitly at ‘improving’ schools, it might be considered reasonable to expect that this ‘improvement’ will lead to some positive changes in the educational experiences and opportunities of ethnic minorities.

That is why the government is today announcing a £290 million investment in the years to 2020 which will mean that at least 30,000 more women each year will have access to specialist mental healthcare before and after having their baby. For example, through perinatal classes, new community perinatal teams and more beds in mother and baby units, mums with serious mental health problems can get the best support and keep their babies with them.

In the March 2015 Budget, the Chancellor of the Exchequer announced £1.25 billion of additional investment in children’s mental health over the next five years (with the addition of previous announcements of £150 million for eating disorders, this has been presented as a total of £1.4 billion over the five years from 2015-16). Of the additional funding announced in March 2015, £1 billion is to be provided to start new access standards for children and adolescent services, which the 2015- 2017 Government anticipated would see 110,000 more children cared for over the next Parliament. The 2015 Government also committed to investing £118 million by 2018-19 to complete the roll-out of the Children and Young People’s IAPT (Improving Access to Psychological Therapies) programme, to ensure talking therapies are available throughout England. Alongside this, £75 million will be provided between 2015 and 2020 to provide perinatal and antenatal mental health support for women. The Department for Education will also invest £1.5 million to pilot joint training for designated leads in CAMHS services and schools to improve access to mental health services for children and young people. 17

The Government has committed to improving mental health for children and young people, as part of their commitment to achieving parity of esteem between physical and mental health, and to improving the lives of children and young people. The Government’s 2011 Mental Health strategy, No Health without Mental Health, pledged to provide early support for mental health problems, and the Deputy Prime Minister’s 2014 strategy, Closing the Gap: priorities for essential change in mental health, included actions such as improving access to psychological therapies for children and young people. The Department of Health and NHS England have established a Children and Young People’s Mental Health and Wellbeing Taskforce which reported in March 2015 and set aspirations for driving tangible improvements in services by 2020.

This publication is available in alternate formats, such as Braille. For more information, please contact Federal Student Aid using the information provided on this page. Some of the Web addresses in this publication are for sites created and maintained by organizations other than the U.S. Department of Education. They are provided for the reader’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of particular Web addresses is not intended to reflect their importance, nor is it intended to endorse any views expressed or products or services offered on these outside sites, or the organizations sponsoring the sites.

In this article, the author reports a model and policy frame work for Distance Education Support Services (DESS Model) at the OUSL and other institutions which offer distance mode teaching and learning in Sri Lanka. The article addresses the situation of governmental policy-making with regards to the distance education in Sri Lanka. Using models from Gellman-Danley and Fetzner (1998) Sri Lankan higher authorities in the distance education field met and discussed about the availability of national polices. Further, discussions were held with administrative officers who work at the OUSL and policy documents were referred to collect the data for institutional policies. Although distance education (DE) programmes in SL is growing, policy development is lacking. It was revealed that there are no national policies related to the distance education, support services but existing policy guidelines related to the external degree have been amalgamated to conduct online courses which were started with the assistance of Distance Education Modernization Project. Institutional policies are available at OUSL but no particular written documents There is a clear need for well-planned, continuous, systematic policy framework for student support services in the country. It is highly recommended that formulation of national policies for distance education on DESS model to render equal student support service to all Sri Lankan distance learners.

The first chapter serves as the orientation for the research project and contextualize the problem statement, which revolves around the question: What support services are ne[r]

Services determined by DND/CF to respond to essential needs of CF families that arise from their unique lifestyle and/or support personal, family and community development. These services will be offered by CMFRCs where demonstrated need exists, and in accordance with the policies outlined in MFSP: Parameters for Practice published by DMFS. Mandated Services are publicly funded by ADM (HR-Mil) through DMFS/CFPSA.

The case study interviews highlighted a number of issues about the type of payment. Payment directly to a third party was perceived as being clearly accountable, but it conflicted with the important principle of giving students freedom to manage their own resources. Payment by cheque was considered to be more accountable than simply handing over cash in that it does need to be paid into an account, but could still be spent inappropriately. Some colleges linked on-going payments of Access Funds to attendance records, in order to increase accountability. Also relevant in this context are findings from the student survey, particularly those relating to differential access to banking facilities. The survey revealed that 82% of 16–18 year olds and 86% of students over 19 had no bank or building society account. More generally, the student survey demonstrated students’ preference for financial support at the beginning of the term, paid by cheque.

NOTE: The amounts shown are the maximum amounts that you may borrow for an academic year (annual loan limits) and in total (aggregate loan limits). You might receive less than the maximum if you receive other financial aid that’s used to cover a portion of your cost of attendance. The maximum amount you may borrow will also be less in certain situations, such as if you are an undergraduate student enrolled in a program of study that is shorter than an academic year. Graduate and professional students enrolled in certain health profession programs may receive additional Unsubsidized Direct Loan amounts beyond those shown above. Your school can refuse to certify your loan or can certify a loan for an amount less than you would otherwise be eligible for if the school documents the reason for its action and explains the reason to you in writing. The school’s decision is final and cannot be appealed to the U.S. Department of Education.

It would be hard to imagine that the actions of the Bishop of Canberra and Goulburn would initiate decades of debate, at times tense debate, concerning the funding of Australian Adventist Schools. Yet it is the case that on Friday July 13, 1962, Bishop John Cullinane, the Auxiliary Bishop of Canberra-Goulburn, authorised the closing of the six Catholic schools in Goulburn for six weeks until the end of term, and instructed the 2,000 students to present themselves to the nearby government schools for enrolment, which they did on Monday July 16. The tipping-point had been reached for the schools of the diocese. The state government’s insistence over several years on improvements to a toilet block at a local Catholic primary school was to be the spark for this response, and the school, being short of funds, was not in a position to respond without external funds. In what was to become a time of great excitement and furore, 640 Catholic- school students were enrolled in the region’s government schools, but there was no room for the remainder. The students of some Catholic boarding schools marched en masse to their new schools under appropriate guidance from their teachers. They were well-received, some of the government school- teachers themselves being Catholic parents. Shortly afterwards, on July 22, the point having been made, most of the students returned to their Catholic schools, although some 10% stayed in the public system (Devine, 2012; Hogan, 1978).

The predominant source of funding for councils is rates, which make up about 50% of the revenues raised by local governments in New Zealand. A lack of clear linkages between the functions, jurisdictional boundaries and funding of local governments has prevented fruitful discussions of funding approaches and their suitability for each particular council and context. Ministers have shown a preference for creating unitary authorities, which combine regional with territorial councils. This has been done in Auckland, Gisborne, Nelson, Tasman, Marlborough and the Chatham Islands. Auckland Council was formed from eight authorities. A similar proposal developed for the Wellington region by the Local Government Commission was not supported by a popular vote. Arguments as to whether ‘bigger is better’ or ‘small is beautiful’ are perennial and unresolved. They are likely to remain so as long as policy for local government is framed with a heavy emphasis on efficiency gains from reorganisation and limited attention to funding arrangements for local governments.

Providers expressed concerns that the processes underpinning the Additional Learning Support funding may be off-putting to many, who perceive a lack of clarity in the eligibility criteria, and the complexity of evidencing and auditing involved to be a disincentive to apply. This has led some to become risk averse and only claim for a small proportion of the support they provide. Most providers are aware of and access the Disadvantage Uplift, which they use to support apprentices with social and safeguarding support needs. Providers were positive about the process for claiming Disadvantage Uplift funding, which is calculated based on postcode and requires providers to only ensure that postcodes are included in their ILR data returns. Providers use this funding flexibly to target support based on need rather than the postcode area the apprentice comes from. It also gives them some stability of funding, enabling them to plan provision on a longer- term basis. While interviewees recognised that postcode is an imperfect indicator for support needs, providers appreciate the straightforward eligibility criteria. Some FE colleges have concerns that the funding is added to wider budgets and is not sufficiently ringfenced within their organisation.

The funding situation in North Carolina public libraries is more complex than it appears from a cursory look at the data. Every funding cut to a library involves more than just one department, and with a large funding cut the repercussions can be felt for many years. Although some budget recovery is happening in some of the larger systems, smaller systems are still “living paycheck to paycheck,” as one administrator put it. As the economy recovers, public libraries will be able to improve their situation bit by bit. One cut can make its effects felt through many years, so it will take many years for libraries to return to their pre-economic crash budgets.

innovations, especially those involving technology, varied greatly. For example a significant work stream for ALPS involved the purchase of mobile technology with a fixed one off capital spend of £1.25m. This included mobile devices, air time, shared IT infrastructure, support from commercial partners to develop learning tools and a help desk. The benefits from this were equally available to all partners but were adopted much more within some professions and in some institutions, than with others. Funding was not a key factor with regard to adopting the new technology. It became evident that ingenuity, flexibility and determination of participants all played a more significant part in change management and the acceptability of the mobile devices within various practice settings, than funding. The experience at Birmingham City University validated the view of the ALPS CETL as similar capital intensive funding around the purchase of simulation equipment for health care education at the university revealed innovators and early adopters (Moore, 1991; p11) who were quick to see the

ERO (pseudonym) was incorporated as a 501(c)3 in 1980 by a group of residents in southern California with disabilities. In 1992, the organization became certified by the California Department of Rehabilitation (DoR). ERO’s mission is “advocating for inclusion, access, and self-determination on behalf of persons with disabilities.” The leaders of ERO empowers individuals of all ages with all disabilities in establishing greater independence and creating a barrier-free society. They provide services across 22 contiguous cities located in southern California. ERO’s team provides the following services at no cost; they include individual and systems advocacy, assistive technology, housing information, independent living skills training, cross disabilities peer counseling, and personal care assistance with a registry to individuals with disabilities. All services are free to their clients. ERO’s goal is to encourage people to make informed choices and to exercise control over their own lives, regardless of the individual’s disability. The senior leader noted that 90% of their staff and 66% of their board of directors are people with disabilities; this exceeds the required mandate by the state of California that more than 50% of the board of directors and staff comprise of an individual with disabilities. Also, having employees who share similar challenges to those of their clients gives the staff a unique insight into what their clients face each day and permit them to be more effective as an advocate to address concerns, issues, and goals.

These children come into care older, are hard to accommodate and stabilise within the care system, and often experience huge amounts of placement instability as a result. The trajectory for these children is too often one of escalation through increasingly expensive and restrictive care placements, without leading to better outcomes. We have been told of cases where a single adolescent entering the care system can receive support totalling a million pounds by the time they reach 18 without having significantly improved their life chances. We need to look at ways to promote greater stability for these children from the point at which they enter care.

The core ethos of VSS is to serve every community member with compassion, commitment and a desire to provide the highest quality advocacy and support services possible. Everyone who comes to VSS, regardless of ethnicity, socio-economic situation or (dis)ability, receives the best care we have to offer –whether it is 2am or 2pm. To ensure that happens, all direct service volunteer and paid advocates must attend an intensive 30+ hour core training. This training is provided to our volunteers and staff free of charge. Washington state requires that victim advocates receive core training as the populations we serve are very vulnerable and fragile.

In turning to the UK, prior to the advent of the 1980s and Thatcherism there were concerns for the future of the sector as governments in constructing the welfare state inexorably widened their remit taking responsibility for many services provided by non-profits, leading to a perception of decline (Kramer, 1990). The UK, however, has moved to outsourcing to the sector at an accelerated pace over recent decades, creating a mixed economy of welfare (Davies, 2007: Martin, 2011). This change was NPM-inspired including the regulation of non-profits through legalistic contracts, greater performance management and auditing, and preference for commercial private sector practices, so that organizations demonstrated that they were ‘business - like’ . Latterly under New Labour and more recently the Conservative and Liberal Democrat coalition emphasis is placed on cost savings from outsourcing, but also the sector’s ability to provide more efficient and innovative delivery of services and its closeness to service users to encourage engagement and accountability (Davies, 2011).

The research is part of an ESRC doctoral Internship hosted by the Welsh Government. It aims to explore what works in engaging Gypsy and Traveller families with formal education and learning. The project will use case study research to showcase successful initiatives- primarily delivered by, or on behalf of the Traveller Education Service. Understanding the first-hand experiences of staff who work directly with Gypsy and Traveller children and families is a substantial component to this. The findings of this work will contribute to the future development of evidence based policy. For the purposes of raising Gypsy and Traveller attainment, increasing attendance and promoting effective transfer and retention, this research is much needed.