CRDB Bank Plc (CRDB.tz) listed on the Dar es Salaam Stock Exchange under the Banking sector has released it’s 2019 presentation results for the first quarter.For more information about CRDB Bank Plc (CRDB.tz) reports, abridged reports, interim earnings results and earnings presentations, visit the CRDB Bank Plc (CRDB.tz) company page on AfricanFinancials.Document: CRDB Bank Plc (CRDB.tz) 2019 presentation results for the first quarter.Company ProfileCRDB Bank Plc is a wholly-owned private commercial bank in Tanzania offering a comprehensive range of retail, commercial, corporate, treasury, premier and wholesale microfinance services. The company has an extensive infrastructure of branches, ATMs and deposit and mobile terminals and uses a vast network of Fahari Huduma agents which are microfinance agents. The retail division offers financial solutions which range from current and fixed deposit accounts to home purchase and construction loans, refinancing and cash back services. The corporate division provides financial service across the board; including documentary collection, letters of credit, guarantees, structured trade finance, treasury services and foreign exchange risk management. Established in 1996, CRDP Bank Plc has three subsidiary companies; CRB Bank Plc Burundi, CRDB Microfinance and CRDB Insurance Brokers.CRDB Bank Plc is listed on the Dar es Salaam Stock Exchange
Share on Facebook Tweet on Twitter Please enter your name here Support conservation and fish with NEW Florida specialty license plate LEAVE A REPLY Cancel reply Please enter your comment! Reply Free webinar for job seekers on best interview answers, hosted by Goodwill June 11 April 28, 2017 at 9:05 am I hope it’s resolved soon. The west wind coming from the spray field in Zellwood created such a strong odor I couldn’t finish mowing my lawn this week. That odor has to be not only unhealthy for our citizens, but our property values as well. You have entered an incorrect email address! Please enter your email address here First test scheduled for May 1stThe City of Apopka’s Public Information Officer Robert Sargent released a statement about the negotiation with Anuvia Plant Nutrients to reconnect to the city’s wastewater treatment plant.To read the featured news article, go here.Here is the city’s statement:“The City of Apopka continues to work to resolve its issues with an outdated wastewater treatment facility and the recent disconnection of Anuvia Plant Nutrients from that system. Below are key facts associated with the status of this matter.· From the beginning, the City has worked in good faith to preserve Anuvia as an ongoing customer of the wastewater system. The City has been forthcoming with Anuvia as well as the public about this issue and its impacts.· In spite of differing opinions, the City and Anuvia have worked together to find solutions to ensure they continue to have the ability to operate their business with minimal impact on the City’s wastewater system.· The City and Anuvia have reached agreement for moving forward properly and effectively. The City and Anuvia have agreed on terms to conduct a closely monitored test of a pre-treatment protocol and a pre-treatment system installed at the Anuvia facility. The City and Anuvia have been working in recent weeks to implement a number of steps and safeguards that had to be into place by both sides before the test could begin. That work is continuing to take place even today. Assuming all measures are in place, the City and Anuvia hope to begin the test on Monday, May 1.· This test will be closely monitored and closely tracked. Based on the protocol developed, the expectation of both sides is that Anuvia should be able to resume its operations and discharge to the City’s treatment system. At the same time, the City’s wastewater facility should be able to continue operating normally, producing clean and safe water for our reclaimed water customers.· If, for some reason, the test does not work – and the wastewater facility falls back into an “upset condition” as a result of Anuvia’s outflow – the City is prepared to again order Anuvia to cease discharging into our wastewater collection system. Again, we want to stress that this would not be anyone’s preferred outcome. At the same time, it is important to remember that the City’s wastewater facility must operate for the benefit of ALL Apopka residents and customers. One customer cannot knock offline a facility that must serve everyone.· Finally, please be assured that the staff and leadership at the City of Apopka work hard every day with a commitment to ensure that services provided to this community are done so properly and correctly. While challenges occur, our focus and priority are to find solutions and minimize the fiscal impact on the City.” TAGSAnuvia Plant NutrientsCity of ApopkaWastewater Treatment Facililty Previous articleEuthanasia drug found in recalled dog foodNext articleA night of music under the Apopka stars coming in May Denise Connell RELATED ARTICLESMORE FROM AUTHOR The Anatomy of Fear 1 COMMENT Max Horton Save my name, email, and website in this browser for the next time I comment.
UK Fundraising’s free fortnightly email newsletter celebrates its sixth anniversary today.The newsletter, now subscribed to by 11,600 fundraisers and related staff, has the most subscribers for a fundraising-related email newsletter in the UK.Six years ago it was introduced to help fundraisers keep up to date with the large amount of new content that was being added on a daily basis throughout the site. Now that function has become even more valuable as the site continues to expand. Advertisement AddThis Sharing ButtonsShare to TwitterTwitterShare to FacebookFacebookShare to LinkedInLinkedInShare to EmailEmailShare to WhatsAppWhatsAppShare to MessengerMessengerShare to MoreAddThis 23 total views, 1 views today AddThis Sharing ButtonsShare to TwitterTwitterShare to FacebookFacebookShare to LinkedInLinkedInShare to EmailEmailShare to WhatsAppWhatsAppShare to MessengerMessengerShare to MoreAddThis UK Fundraising News email newsletter six years old About Howard Lake Howard Lake is a digital fundraising entrepreneur. Publisher of UK Fundraising, the world’s first web resource for professional fundraisers, since 1994. Trainer and consultant in digital fundraising. Founder of Fundraising Camp and co-founder of GoodJobs.org.uk. Researching massive growth in giving. Tagged with: Digital Research / statistics Howard Lake | 7 February 2006 | News Originally the newsletter was published in plain text, but it was subsequently expanded to appear in HTML format as well when it became clear that enough fundraisers both wished and were able to receive it in this format.The newsletter is continuing to evolve. The next stage will be for its production to become more automated. To date, both versions of each edition are largely put together manually. A new system will shortly reduce the need for manual editing, and will offer subscribers the chance to receive daily alerts as well as fortnightly issues.The newsletter has also proved a very effective advertising tool for a range of commercial and charity advertisers. It offers both the latest fundraising job adverts from UK Fundraising and display adverts ranging from new service launches to training events, conferences, web resources, books and consulting services. At least one advertiser is currently signed up for an 18 month run of adverts on the newsletter.
Brian Blanco/Getty Images(NEW YORK) — After a grand jury acquitted George Zimmerman in the shooting death of Trayvon Martin in July 2013, Patrisse Cullors, Alicia Garza and Opal Tometi created #BlackLivesMatter to start a broader conversation about racism in the U.S.Five years later, issues brought to the national fore by the grassroots organization have become staples of progressive platforms. From Parkland to #AbolishICE, there is a direct through line to calls to hold government accountable for gun violence and the treatment of minority communities, political experts say.“The movement is growing. Its influence on American politics is growing,” said Deva Woodly, an assistant professor of politics at The New School. “Not only has it shifted the attention of activists, but also the public at large.”Much of that influence has been in shifting conversations on race and the role of protests in politics.“It has popularized civil disobedience and the need to put our bodies on the line,” Cullors said. “With things like the Women’s March, and Me Too, and March for our Lives, all of these movements — their foundations — are in Black Lives Matter.”Black Lives Matter has also attracted backlash, including from President Trump. On Fox News in July 26, Trump, who was then running for office, said, “I’ve seen them marching down the street, essentially calling death to the police, and I think we’re going to have to look into that.”In November 2017, Attorney General Jeff Sessions was grilled by black members of Congress on the House Judiciary Committee for an FBI report on “black identity extremists,” seen to target Black Lives Matter.As a member of the Senate in 2015, Sessions once said, “I do think it’s a real problem when we have Black Lives Matter making statements that are really radical, that are absolutely false.”Cullors said their message and their movement was one designed to be active online and to mobilize protests in the streets.The movement’s online presence has been critical to its impact and growth over the last five years. A recent report from the Pew Research Center found that #BlackLivesMatter has been tweeted nearly 30 million times since 2013, an average of 17,002 times a day.“That hashtag is recognizable. That hashtag evokes something, I think, in the spirit of all people — not just here in America but around the world,” said Sonia Lewis, the lead of the Sacramento chapter of Black Lives Matter and the cousin of Stephon Clark, who was killed in a police-involved shooting this March.On the street, Black Lives Matter has both sustained protests around police violence and has shaped the principles of more recent protest movements.And the movement’s work has reverberated far beyond urban enclaves that have often seen the tension between law enforcement and minority communities play out.Delaney Tarr, of the March for Our Lives protests that stemmed from gun control protests after the mass shooting in Parkland, said Black Lives Matter has been something she’s “incredibly conscious of.”“No matter who the perpetrator is, gun violence is still gun violence,” she added, saying that the lessons from Black Lives Matter have been something her movement has factored in because “we really wanted to be as intersectional as possible.”In addition to protests, Woodly said Black Lives Matter has been instrumental in “changing people’s minds about what’s possible and desirable.”According to Gallup’s most recent Most Important Problem poll, Americans rank immigration and race relations as the third and fourth biggest issues facing the country, a shift from five years ago, Woodly said.Black Lives Matter helped popularize some of today’s more liberal policy positions. “The call to abolish ICE is connected to the call to abolish police and prisons,” Woodly said.Adrian Reyna, the director of membership and technology strategies at United We Dream, a youth lead immigrant rights organization, echoed that sentiment.“They have really set the ground to be able to push back against federal agencies like ICE and CBP, who are basically executing the agenda of putting as many people into the deportation pipeline and into detention centers,” he said.The Movement for Black Lives platform, released in 2016 by a coalition that included 50 activist groups related to Black Lives Matter, calls for single-payer health care and the legalization of marijuana, in addition to an end of mass incarceration and police violence toward black people.Cullors said there are “so many different” elected officials who are challenging the status quo right now, calling Alexandria Ocasio-Cortez’s recent election “a testament to our movement.”Kerri Evelyn Harris, who is running for Senate in Delaware on a progressive platform, said Black Lives Matter has “made sure that we had to recognize things that for so long that we’ve turned a blind eye to.”As for the future of Black Lives Matter, Cullors said the organization is “in the middle of an evolution.”“For the last five years, we’ve been on the streets. We’ve been protesting. We’ve been shutting down highways,” she said. “And now, we have to ground down and decide what are the strategies, what’s our institution going to look like.”Copyright © 2018, ABC Radio. All rights reserved.
iStock/Thinkstock(OROVILLE, Calif.) — Students displaced by the Camp Fire in Paradise, California, are returning to school for the first time since the deadly fire leveled most of their town. Paradise Elementary students will be attending classes today in Oroville, about 20 miles south of Paradise, where nearly 30,000 residents were forced to relocate after the wildfire.Students at the town’s five other schools also will be bused to nearby towns for classes, the Paradise Unified School District said in a statement. Nearly all the necessary school supplies, including backpacks, have been donated. “Through everything that we have all been through, the one thing we wanted to make sure we could see through is that our students be reunited with their PUSD teachers,” the district’s statement said. “We assure you that, even through our own trauma, we have been working to keep this promise to you.“We have done the best we can with what we have to work with at this time, without compromising a safe and acceptable learning environment.” School officials expect attendance levels to come in around 50 percent due to the amount of families displaced by the Camp Fire, considered the most destructive fire in state history. The fire burned for 18 days, destroyed thousands of homes and structures, and killed at least 85 people before it was contained Nov. 25. School officials will have “experts in trauma and social emotional support” for students and staff at each school.“Once the kids are back in school and have their schedule going, similar to what it was before, it will be nice to try to get our life back to somewhat normal,” Lana Bunch, a parent who lost her home in Paradise, told ABC affiliate KGO.Copyright © 2018, ABC Radio. All rights reserved.
Al Seib / Los Angeles Times via Getty Images(OAKLAND, Calif.) — Having seen teachers score victories in Los Angeles, Denver and a string of states in their fights for higher wages and better working conditions, more than 3,000 educators in Oakland, California, have voted to go on strike this week.“Oakland teachers cannot afford to live in Oakland,” Keith Brown, president of the Oakland Education Association, said during a news conference on Saturday. “One out of five leaves each year. Five-hundred classrooms are left with inexperienced teachers.”Teachers voted overwhelmingly to walk off their jobs on Thursday, Brown said.To stem the tide of teachers exiting the Oakland Unified School District, which has more than 37,000 students, the union is asking for a 12 percent raise over three years, smaller class sizes and more support staff.The school district is offering a 5 percent raise, retroactive to when the union’s contract expired in July 2017.The union and the school district began bargaining on a new contract in December 2016, but after 30 negotiating sessions encompassing 200 hours of bargaining, an impasse was declared on May 18, 2018. Both sides agreed to mediation, but that failed to break the stalemate.School District Superintendent Kyla Johnson-Trammell said she is still hopeful that an agreement can be reached to avoid the first teachers’ strike in Oakland in 23 years.“Despite our challenges, we are prepared with a comprehensive proposal to reach an agreement,” Johnson-Trammell said in a statement over the weekend. “If both sides are committed to settling the contract before a strike occurs — and we are — an agreement can certainly be reached without disrupting the educational experience for students, families and staff.”Wave of teachers’ strikesIf Oakland teachers walk out of classrooms this week and hit the picket lines, the job action will become the latest in a string of public school teacher strikes that have swept the nation in the past 12 months.The wave of teachers strikes started in West Virginia, where one year ago this week more than 20,000 teachers across the state walked off the job and formed picket lines for nearly two weeks before Gov. Jim Justice signed a bill granting educators and other state employees a 5 percent pay raise.Randi Weingarten, president of the American Federation of Teachers, said the West Virginia strike was a game changer that inspired teachers across the nation.“I don’t like when people say, ‘Well if they can do it in West Virginia, we can do it’ because that is really insulting to West Virginia. But it is a sense that they saw themselves with it. It inspired them and they saw that they could do it too,” Weingarten told ABC News.On the heels of the success of West Virginia teachers, educators in Oklahoma, Kentucky and Arizona also went on strike for higher pay and better working conditions.“What’s happened in all these places is over the course of the last 10 to 15 years is that people have tried to make good schools and students front and center have gotten demeaned, disparaged, called names, schools have been divested,” Weingarten said. “And so what has happened … is a sense of possibility that when you join together you can indeed be stronger together, but you have to join together on a mission that the community really adopts.”$100 billion public schools billEarlier this month, Weingarten and other education leaders testified at hearings held by the House Education and Labor Committee on a bill that would pump $100 billion into the nation’s public schools over the next decade.According to briefing materials presented to the committee, teachers earn just 77 percent of what other college graduates make. With inflation factored in, public school teachers pay plummeted by $30 a week from 1996 to 2015, according to the briefing materials.“The reason why this strike wave has occurred is because teacher pay and benefits and working conditions have gotten so bad. It’s not that unions have gotten so strong,” Kenneth Dau-Schmidt, a labor and employment law professor at Indiana University’s Maurer School of Law, told ABC News.Dau-Schmidt noted that the wave of strikes started in states with the lowest paid teacher in the nation that have no comprehensive collective bargaining statutes, meaning their school budgets are set by state legislatures and not local school boards like in Los Angeles and Denver.He said in states like West Virginia, Oklahoma, Arizona and Kentucky, strikes by teachers are considered illegal and educators risked being fired for participating in them. But because teachers in those states showed solidarity in their job actions, state government leaders had little choice but to bargain.“The problem is their compensation got so far behind the market that the teachers felt they had to do something and the school boards, even if they had wanted to discharge all those teachers couldn’t have possibly replaced them all because they’re offering substandard wages,” Dau-Schmidt said.“It wouldn’t have been possible to replace all those teachers at once with quality replacements in a market that’s tight because fewer people are going to be trained to be teachers now because the word is out that the compensation is not that good,” he said.Parent supportSince the string of strikes began, some states have moved to compensate teachers to head off strikes.“We see that a little bit in Indiana here where our governor has offered to pay off some of the pension liability so that would free up money for the school boards to give teachers raises for the next two years,” Dau-Schmidt said.Both Weingarten and Dau-Schmidt said that in most of the job actions parents have been on the side of the teachers.“I think you’ve seen a lot of parent support for the strikers so far because parents realize the teacher is the third most important person in the world to each child after the mom and the dad, and they want good people there,” Dau-Schmidt said. “They want them to be able to do their job and they want them to be adequately compensated. The only way to have good people doing a professional job is to treat them like professionals and pay them like professionals and give them decent working conditions.”Copyright © 2019, ABC Radio. All rights reserved.
Previous Article Next Article The Government aims to create a learning society. But many training anddevelopment experts complain of “initiatives”, and even a lack of joined-upgovernmentAt a conference in February, GMB leader John Edmonds attacked the Government’sapproach to training as “a handful of measures no one has ever heard of”.Employers may have regarded his speech as an act of wilful oppositionism –everyone has heard of Investors in People, Modern Apprenticeships, theUniversity for Industry, after all, and the Government never stops chunteringabout “the learning society”.If you look a little deeper, you have to admit Edmonds might have a point. Who, outside the Department for Education and Employment, could successfullymap out the definitions, roles and connections of Learning and Skills Councils,Learning Partnerships, the Learning and Work Bank, National Grid for Learning,National Learning Targets, Lifelong Learning Development Funds and the Adultand Community Learning Fund? The DfEE does not even possess a list of all itscurrent initiatives.Much of all this connects with policies only tangentially relevant topersonnel professionals, such as the social exclusion agenda. But the issuebecomes more serious for the Government because it is expecting employers totake an active role in delivering many of its initiatives. Any employer keen totackle social exclusion can pick from Learning and Skills Councils, the”hubs” associated with the University for Industry, LearningPartnerships, as well as the better known Modern Apprenticeships, Investors inPeople or, for that matter, the New Deal.Some of these programmes have not been launched formally, and depend uponthe unhindered passing of the Learning and Skills Bill (Second Reading thismonth) but already a sense of confusion has spread through the training anddevelopment community. Many in the soon-to-be-defunct Tec movement will notspeak out publicly for fear of affecting the welter of contracts they areinvolved in. But one Tec director described the DfEE as suffering from”initiativitis”.”There are so many tremendous initiatives, but little thought as to howto deliver them. I think there is a tendency to throw the baby out with thebath water all the time. “Trying to find your way through support services is an absolutenightmare. The money wasted on rebranding and starting again on all thesedifferent services is a scandal. It’s permanent revolution, never looking tosee what works first,” the Tec director says.The Government’s White Paper Learning to Succeed, which underpins many ofthe initiatives, complains of the tangle of bodies and institutional fiefdomsin post-16 learning and calls for a clarification of boundaries.Existing provision in post-16 facilities is an undoubted minefield. TakeHumberside. There is the Education Business Partnership, the Careers Service,the North Lincolnshire Careers Association, the North Lincolnshire Area Forum,the Humberside Training and Enterprise Council, Youth Service, the HumbersidePartnership and the North Lincolnshire Strategic Lifelong Learning Partnershipand sundry assorted voluntary sectors organisations. What do they all do? It’sa question many of the bodies themselves cannot answer.But there is a real danger New Labour will simply replace this confusion andprofusion with another jungle of institutions. For an administration which hasa near fetishistic obsession with “joined-up government”, there ismuch in these programmes that could give critics ammunition. For example, to anon-specialist, the 1,000 local Learning Centres envisaged under the Universityfor Industry seem to be very close to the purpose of the 700 Learning Centresof the Information and Communication Technologies programme. Why not put themtogether with the Learning and Work Bank, being run in association with theEmployment Service’s ES Direct, and have one network of one-stop shops? The employer-led Learning and Skills Councils seem to have a very similarofficial remit to the local Lifelong Learning Partnerships.Similarly, a search on the National Grid for Learning web site for links toIndividual Learning Accounts and Investors in People through the site’s LearningResource Index yielded two “no resources matched your inquiry”messages.Roger Opie, director of education at the Industrial Society, complains of”a waste of resources and a waste of money” in some schemes. “Itdoes seem to be disjointed with the risk of duplication in services. But themain problem is access. Learning, development, education and training is aimedat the top 40 per cent in this country, when it is the bottom 60 per cent whoneed it,” he says.But Mary Lord, director of training and education for the Tec NationalCouncil, says, “There is an enormous amount of change in the wind. It is avery different job communicating to those outside, and it will be done in time.It will be clearer in a year or two how the bodies will work together. Theyneed time to bed in.”Margaret Murray, head of the CBI’s learning and skills group, says whilebusinesses have helped make schemes such as Investors in People a success, theyare not there to deliver government programmes. “I do think some areasking, ‘How does all this fit together?’. If they perceive it is too much,they will not deliver. On the whole they are not well informed about trainingschemes, but then why would they be?” Even some specialists are struggling. Roy Harrison, IPD adviser for trainingand development, concedes, “It is something of an art to keep up.” But he is more worried by the contradictions he says are creeping intopolicy-making. “The Government is very keen to promote lifelong learning,but because of the changes to funding, the number of mature students isactually falling. I think there is a lack of joined-up government.”Here, Personnel Today, provides a comprehensive guide to the Government’slearning initiatives. The more important programmes come first.University for Industry (UfI)The main stated aim of the UfI is drive up the demand for learning. It isbelieved that 7 million adults have never done any before. UfI hopes by 2002,2.5 million people a year will be taking its courses, which will run under thebrand learndirect.The UfI will launch formally this autumn, by which time the Governmentpromises anyone will be able to log on to a web site and learn. For themillions who cannot access the Internet at home or work, 1,000 learning centreswill be opened (there are already 77 in England, Wales and Northern Ireland;there is a different system in Scotland). These should be largelycommunity-based and may be set up in libraries or shopping centres – althoughthe centre on Merseyside is based in St Helen’s Rugby League club.UfI is designed to teach basic skills and will be delivered in”bite-sized chunks” to enable people to learn at their convenience –20 minutes is the shortest course. Packages will be delivered by ICT and theInternet. It has yet to be decided how many of the courses will be charged for andwhich will be free. (All IT courses will probably be heavily discounted).Different arrangements will exist in different centres – some may favour an”Internet cafe” system of charging per hour of use. Similarly, there is much behind-the-scenes discussion about how UfI willmesh with the many other learning initiatives. Will people be able to use their Individual Learning Accounts in UfIlearning centres? No one knows yet. Will they be able to do NVQs? Ditto. UfI is busy commissioning learning materials. The 1,000 learning centres areto be administered through around 100 “hubs”, each with about 10learning centres to oversee. The hubs are basically local consortia and areself-selecting – they might be local colleges, Tecs, community centres, localprojects, supermarkets, or local employers. The hubs will accredit locallearning centres with the learndirect brand.Just to confuse matters, the hubs will be divided into three differenttypes. Most will be regionally based, but some will be sector-based like theautomotive sector hub. And there will be corporate hubs. At the end ofFebruary, BT announced it is to give all its employees access to learndirectmaterials alongside BT learning materials via the BT Learning Academy. Staffwill be able to learn through their desktops at their own time. BT is the firstcorporate hub.The Government has pledged £44m to get learndirect up and running. But atthat point UfI, under the chairmanship of Lord Dearing, is expected to becomeself-financing. It aims to attract funding through bodies such as the FurtherEducation Funding Council and the Higher Education Funding Council and,inevitably, from Europe.Many of the learning centres will not be new. Different types of local amenityalready exist under a wide variety of initiatives – some community-based, someGovernment-inspired. The hubs will decide whether to certify the centresformally under the UfI brand. UfI also took over the Government’s Learning Direct helpline, launched inApril 1999. By February this year, 1 million people had called.Individual Learning AccountsILAs, a manifesto commitment, will go national from April 2000 and be run by47 new Learning and Skills Councils, which will supersede the 72 Tecs in April2001. The Government has pledged £150m towards the first 1 million accounts and isencouraging Tecs to dip into their reserves to find more cash. A dozen pilotprojects have been arranged involving 30 Tecs. ILAs are based on two key (and, some might say, controversial) principles –that individuals are best placed to know their learning needs and that responsibilityfor investing in learning needs to be shared.ILAs entitle people to a 20 per cent reduction (80 per cent for IT courses)in training fees up to £500. The Government will put £150 into every accountprovided the individuals put £25 in themselves. ILAs will initially be aimed at people in work and wanting to learn orpeople with particular learning or skill needs, such as returners. TheGovernment hopes ILAs will eventually be available at High Street banks andbuilding societies and even supermarkets.The plan is that ILAs will add value to existing employer investment whichnow stands at over £10bn a year. The accounts are also designed to help small businesses catch up on traininginvestment with larger firms. According to a DfEE report last May, 21 per centof learners identified cost as an obstacle.Learning and Skills CouncilThis national body will look after the 47 locally-based Learning and SkillsCouncils from April 2001. The LSC will have a budget of £6bn, compared to the£1bn spent by Tecs, which the LSC will supersede.Tec responsibilities are to be split between LSCs and the new Small BusinessService. Employers will have the largest single input in the LSCs.The plan is for work-based learning for the unemployed to be transferred tothe Employment Service – as in the New Deal for the under 25s. The idea of theLSC from the Learning to Succeed White Paper, springs from concern thatprovision in 16-plus education is poor in many areas – too little clarity,co-ordination and coherence, too much duplication and too many layers ofcontracting and funding.LSC aims at a tri-partite responsibility between learners, government andemployers. The council is to be responsible for the learning provided to over 5million students and will bring together the roles of the Tecs and the FurtherEducation Funding Council in funding and contracting for training. The councilwill have separate committees focussing on 16- to 19-year-olds and adultlearners. The LSC will also take over responsibility for advising on National LearningTargets from the National Advisory Council for Education and Training Targets(NACETT). It will fund modern apprenticeships and national traineeships. Thenew arrangements should save £50m by avoiding duplication.The LSC is the body at the centre of the Government’s plans for lifelonglearning for those with jobs. But some experts say the Government’s idea ofseparating training for the in-work from training for the out-of-work, thepreserve of the Employment Service, may cause problems.The IPD’s Harrison says, “I can see it is institutionally convenient,but the distinctions between the employed, self-employed, unemployed and so onare really very flexible in the modern labour market. It may mean training forthe unemployed becomes ghettoised.”Lord argues one of the new body’s main tasks will be to encourage employersto play a leading role. “The Government needs to help build employercapacity so they see what skills training can do for them. A solid relationshipwith employers will be one of the real challenges.”Investors in PeopleThe Government regards IIP as being one of the main planks in its learningstrategy – an excellent business tool for getting employers engaged inlearning.IIP, as virtually everybody in personnel will know, is the national standardfor “effective investment in people to achieve business goals”. Inessence, it emphasises the importance of having business goals and enablesorganisations to measure the contribution of people in getting there. It hasbeen highly successful: 35 per cent of the workforce is engaged in the processof getting IIP. By the end of 1999, 16,454 organisations had the standard andanother 21,500 were working towards it.It takes them between six months and two years to complete it. They areassessed against specific criteria by a team of official assessors. LSCs arelikely to take over recognition when Tecs disappear.National Grid for LearningThe NGfL is the product of the 1997 report Connecting the Learning Societyand is essentially a means of harnessing the power of the Internet to spreadthe idea of learning across different sections of government and communityactivity.Launched by Tony Blair in November 1998, the NGfL now has 5,000 pages ofhosted content and 250,000 pages of indexed content. Organisations andbusinesses can post content on to it provided they register and comply with acode of practice aiming to ensure high standards. Within the NGfL site are resources aimed at schools, further education,higher education, Lifelong Learning and the UfI, career development, libraries,museums and galleries, community grids, Internet networks and governmentagencies.ICT Learning CentresUnder this programme £252m is available to set up to tackle the”information rich/information poor” divide. It springs from concernthat technological exclusion may follow on from – and exacerbate – socialexclusion. The programme will target the 2,000 most deprived wards according tothe Department of the Environment, Transport and Region’s deprivation index. Atotal of 700 centres are to be set up by September 2001.So, to the obvious question – are they the same as the 1,000 UfIlearningdirect centres? No. But some of these centres will also be UfI centres.More confusingly still, learndirect centres can bid for the same funding asthese ICT learning centres.ConnexionsUnlike most of the initiatives detailed here, Connexions hails from theSocial Exclusion Unit based in Downing Street, although it will be run by theDfEE. Nominally, it is aimed at everyone between the ages of 13 and 19, hopingto bring a more coherent framework to the mass of agencies that deal with youngpeople at present. But its main focus is to be on those who fall into crime orleave school without any qualifications. At present, one-third of all young people drop out or fail to achieveanything in full-time education at an estimated cost to society of £350m. TheGovernment aims to reduce the number of young people not in education, trainingor work below the current 9 per cent.The main deliverers of Connexions will be an army of up to 20,000 personaladvisers. The personal adviser will be the key point of contact with allgovernment agencies and be based in schools, youth offending services, careersservices and so on. They will be part-mentor, part adviser with four specificgoals: increase participation in learning up to the age of 19; help improvelearning achievement at all levels of ability; prevent the onset ofdisaffection and promote social inclusion; provide practical support toovercome personal, family or social obstacles.From this month, 15 local “pathfinder” projects are being set up,which will pilot different aspects of the service. Five have been announced sofar. The Government hopes the service will be running nationally from April2001.Lifelong Learning PartnershipsLearning partnerships are made up of local employers, further educationcolleges, careers service companies, Tecs, local authorities, schools and awide range of other local organisations. According to the DfEE, they are aimed at “widening participation inlearning, increasing attainment, improving standards, meeting the skillschallenge, creating a more coherent, effective and accessible set of localarrangements for lifelong learning, giving careers advice and guidance, butalso linking with the social inclusion agenda”. Phew.What does all that mean? Many informed observers reckon not a lot. Thepartnerships were announced before the Learning and Skills Councils and havebeen overtaken by events. “They have a little while to prove themselves,but are expected to wither away,” says Alastair Thomson, policy anddevelopment officer for the National Institute for Adult Continuing Education.That said, the DfEE is funding the partnerships with £20m over the next twoyears and encouraging them to draw up local learning plans and targets. But the Government also hopes the partnerships will advise the new Learningand Skills Councils. The Lifelong Learning Partnerships network, which has 110members, is complete in all regions except London.Vocational QualificationsLast year, Sir Claus Moser, chairman of the Basic Skills Agency and head ofthe Basic Skills Working Group, delivered his report called A Fresh Start. Thishighlighted the fact that one in five British people are not functionallyliterate, meaning they are not able to locate a plumber in the yellow pages.One in four of us cannot calculate the change from £2. What’s worse, we arelagging behind our rivals: 23 per cent of the British have low literacycompared with 12 per cent in Germany and 17 per cent in Canada.The report recommended the Government try to halve the number of illiterateadults by 2010 and advised ministers to think in terms of “a ladder oflearning” to help achieve this. Roger Opie, director of Education at theIndustrial Society says, “Many of these schemes are very sound, but myconcern is the guidance given to young people to steer them through. I thinkthe quality of advice is very patchy.”National Vocational QualificationsNVQs have been running for nine years now and are the basic standard of vocationalqualification. There are five levels, which equate to levels of responsibility in the realworld. Level 1 relates to foundation skills in occupations; level 2 relates tooperative or semi-skilled occupations; level 3 is technician, craft, skilledand supervisory occupations; level 4 is about technical and junior managementoccupations and level 5 is about chartered, professional and senior managementoccupations.National TraineeshipsNational Traineeships were introduced in September 1997, but in Februarythis year David Blunkett renamed them Foundation Modern Apprenticeships (FMAs).These are supposed to be a high-quality replacement for the widely-sneered atYouth Training. They aim to get young people to NVQ level 2, the vocationalequivalent of five GCSEs.The Government is hoping 100,000 young people will embark on them this year– there are as many as 100,000 16- and 17-year-olds in work, but withoutqualifications and not working towards them.The Government and employers regard level 2 as the minimum standardnecessary for a person to hold a job. All apprenticeships are based on apartnership of employers via National Training Organisations, Tecs and theGovernment. They form a key part of the Investing in Young People strategy. The courses are designed by industry through NTOs and available across 47industrial sectors including engineering, business administration, IT andRetail.The scheme entitles employees aged 16 and 17 who have left school andcollege to paid time off during normal working hours to study or train. Thosewho cannot start mainstream learning take part in a Learning Gateway.Introduced in September, this targets “disengaged 16/17-year-olds”.Modern ApprenticeshipsModern Apprenticeships are now called Advanced Modern Apprenticeships. LastJanuary, Blunkett announced that 225,000 young people have completed ModernApprenticeships. A further 126,000 are undertaking them in 80 differentindustrial sectors and 82,000 places are available this year.All Modern Apprenticeships lead to NVQ level 3 or above, underpinned bytraining in key skills such as information technology and basic communication.They are available to 16- and 17-year-old school leavers – or other youngpeople over 18 at the discretion of the local Tec. Apprentices are given employee status and paid wages as soon as possible. Aminimum period of two years was laid down in February for the completion of NVQlevel 3, and apprentices spend at least one day a week spent learning. Rather confusingly Advanced Modern Apprenticeships are also known as ModernAdvanced Apprenticeships.GNVQsGNVQs bridge the gap between the academic GCSE/GCE qualifications and thejob specific NVQ system. They are mainly, but not solely, undertaken by 16- to19-year-olds in full-time education. They are designed to develop knowledge,skills and understanding in broad vocational areas. Part One GNVQs can be taken when 14- to 16-year-olds sit their GCSEs and canbe mixed and matched with other qualifications. These last for two years.Foundation GNVQs are broadly equivalent to four GCSEs at grades D-G, or NVQlevel 1. Intermediate GNVQs are broadly equivalent to four GCSEs at grades A-C,or an NVQ level 2. They are graded pass, merit and distinction and tested bycontinuous assessment and end-of-unit external tests. GNVQs are available inseven subjects, but more are on the way.Advanced GNVQsIn February Blunkett changed the name of these to vocational A-levels.Foundation DegreesThe Government announced the introduction of foundation degrees in February.At the moment, more than one in three students who gain two or more A-levels orthe vocational equivalent do not go directly into higher education.Foundation degrees will last for two years – “an accessible andflexible building block for lifelong learning and future career success”.The Government is now consulting on the initiative.More change is set to follow. The Education Secretary is examining ideas forguaranteeing apprenticeship opportunities for 16- to 18-year-olds, independentmonitoring and support, financial incentives for employers; awards fortrainees; and finally the licensing of employers who want to engage ModernAdvanced Apprentices. Watch this space.Learning and Work BankThis was announced by David Blunkett on 7 March. The idea is that the bankwill be a government-run recruitment web site including vacancies from all overthe country from job centres, private recruitment agencies and newspapers. Itpromises to be the “most comprehensive dot.com jobs, skills and careersservice”. A total of £68m is coming from the Government, together with investment fromEDS to set up the call centres and kiosks.Job seekers will be able to follow up vacancies they are interested in byringing ES Direct. The site will link to the ES Job Bank and containinformation about courses, or skills improvement, careers pages, and hyperlinksto other web sites. Around £1.7bn is being invested in new technologies andlearning.Adult and Community Learning FundAs recommended by the Learning Age Green Paper, this has been set up with£15m of government money. It is being run by the Basic Skills Agency and theNational Institute for Adults in Continuing Education. The aim is to providefinancial support for community learning initiatives with a particular emphasison basic skills.National Learning TargetsThese replace Education and Training Targets, launched in 1995. There aredetailed requirements across all levels. For instance half of all adults arehoped to have a level 3 core skills qualification by the end of 2002; 10,000organisations with up to 49 staff to be recognised for IIP and so on. Currentlytargets are set by the National Advisory Council for Education and TrainingTargets (NACETT) but this will in future be done by the LSC.National Skills Task ForceThis body, consisting of figures from education and industry, advises theGovernment on developing a national skills agenda. So far it has produced tworeports: Towards a National Skills Agenda (September 1998) and DeliveringSkills for All (May 1998). A third report, on workplace skills and learning, isdue out shortly.Small Business Service (SBS) and Business LinksThe SBS will come under the Department for Trade and Industry and take overbusiness support services from the Tecs in April 2001 when it formally comes tolife.Currently small business services are delivered through the Business Linksystem, which dates back to Michael Heseltine’s days at the DTI. There are 81 Business Link offices. Their official brief is threefold: toincrease business use of support services, to rationalise existing provisionand to improve the quality of the services available.There are to be 45 SBS offices. However, the Business Link name will stillexist as a brand name under which SBS services will be delivered.To complicate things further, Business Links is being invited to submitproposals for the running of SBS services in local regions. If they are not upto scratch, the services will be open to other bidders.Lifelong Learning Development PlansThese are what local authorities have to submit to tap into a pool of money– increased to £18m this year – that the Government reserves centrally forlocal lifelong learning programmes, known as the Standards Fund. It has onlybeen running two years, but when the Learning and Skills Councils come intoexistence in April 2001, they will take over funding. Thereafter, localauthorities will submit applications known as Adult and Community LearningStrategies.Sure StartFifteen Sure Start projects have been announced. This scheme works withparents and pre-school children in deprived areas to make sure they are readyto thrive at school.New StartNew Start was launched in November 1997. There have been two stages: roundone concentrated on 14 to 16 issues, and round two 16 to 17 issues in deprivedareas. Round three this year is looking at “supporting partnerships”across the whole of England.Youth CardThis is a smart card issued to 16-year-olds to be used as an electronic keyto personal information, used for enrolment and to validate payments and tooffer a range of discounts. This supersedes the learning card.Education Business PartnershipsThe Tecs were supposed to set these up. They are basically aimed at raisingemployability, getting businesses involved with work with schools, workplacement and so on. They are focused heavily on schools, rather than the fullpanoply of learning and spend a lot of their time chasing funding, often fromTE. The Government has announced a review of National Education BusinessPartnerships. Related posts:No related photos. Lessons in learningOn 11 Apr 2000 in Auto-enrolment, Personnel Today Comments are closed.
View post tag: Babcock International Babcock’s Appledore to build fourth Irish offshore patrol vessel Back to overview,Home naval-today Babcock’s Appledore to build fourth Irish offshore patrol vessel Authorities View post tag: L.E. Samuel Beckett June 16, 2016 View post tag: Irish Navy The Irish Department of Defense has awarded Babcock and its Appledore shipyard a contract to build the nation’s fourth Samuel Beckett-class offshore patrol vessel.All four vessels are built at the Appledore shipyard in North Devon at a unit price of around €54 million.The first two vessels in the class, LÉ Samuel Beckett and LÉ James Joyce are already in service while a third ship, the LÉ William Butler Yeats is currently being built and is due to embark on sea trials in July 2016.The yet unnamed fourth OPV is scheduled to be completed within the next two years.At 90 metres long and 2256 tonnes, the ships have a top speed of 23 knots and a range of 6,000 nautical miles at a cruise speed of 15 knots.The OPVs have a 76mm gun as the main weapon and are able to act as a mother ship for three fully independent Rigid Hulled Inflatable Boats.John Howie, Divisional CEO of Babcock’s Marine and Technology businesses said: “We are really delighted to continue to support the Irish Naval Service with these important vessels. Our firm role is to safely provide cost-effective, value for money naval platforms that underpin our customer’s increasing requirements to protect their coastline and Exclusive Economic Zone, further enhancing border control capability and maritime security.” Share this article
Sustainable Jersey for Schools and the New Jersey Education Association (NJEA) announced that the Ocean City School District has been awarded a $10,000 Sustainable Jersey for Schools grant.Eleven $10,000 grants and 36 $2,000 grants were distributed to fund a variety of projects, including OCSD’s proposed expansion of its classroom gardening program at the Ocean City Intermediate School (OCIS).With the $10,000 grant, OCIS will now work to install two vertical greenhouses outdoors in the school courtyard, a classroom hydroponics system and a classroom aquaponics system.The school already operates a courtyard garden with raised beds, which is largely used by the Food and Consumer Science class. All classes will have access to the new vertical greenhouses, while the seventh and eighth grades will primarily use the new indoor gardening systems.As part of this project, OCIS also has plans to start an after-school Garden Club to allow all students to explore advanced topics in agriculture/horticulture.Through the OCIS classroom gardening program, teachers incorporate more advanced STEM concepts into their lessons by focusing on various growing techniques.The students benefit from hands-on learning that allows them to explore the subject of farming, and the science behind it, in-depth. They also reap health benefits by growing and supplying the school with healthy foods to serve in the cafeteria.Ocean City School District officials accept the bronze certification for sustainability in October. (Photo courtesy JASM Consulting)“We look forward to expanding the Intermediate School’s classroom gardening program, because it not only contributes to our STEM curriculum, but it also supports our mental health and wellness initiatives. It teaches our students about growing healthy foods and engages them in an inclusive activity that has proven calming effects and encourages them to work together – and celebrate together – as their plants grow and thrive,” said Schools Superintendent Dr. Kathleen Taylor.She continued, “Ocean City School District has made pursuing Sustainable Jersey certification a priority, because the certification program provides not only financial incentives, but tools and training to help us implement sustainability initiatives. These have community-wide impact and reflect Ocean City’s commitment to healthy lifestyles and environmental stewardship.”OCIS has a Bronze Level Sustainable Jersey certification, which the school has achieved with support from almost $60,000 in grants to support health and wellness, environmental, and safety initiatives to benefit students, staff and families.With this most recent round of funding, NJEA has provided $1 million to support a sustainable future for children across the state through the Sustainable Jersey for Schools program.“Every day in the news, we hear more and more about the importance of recycling and creating eco-friendly products, as well as the value of using sustainable resources,” said NJEA Vice President Sean M. Spiller. “Our job as educators is to prepare the next generation with the skills, information and resources to become engaged citizens and leaders in our efforts to save and protect our planet. NJEA is honored to continue to work with Sustainable Jersey on this important program that directs resources into our schools.”In addition to the grant funding, NJEA supports Sustainable Jersey for Schools as a program underwriter.“Our state’s students and teachers continue to inspire me with their passion for sustainability and commitment to New Jersey’s future,” said Sustainable Jersey Executive Director Randall Solomon. “We are proud to support their efforts with grant money to help realize their vision.”Proposals were judged by an independent Blue-Ribbon Selection Committee. The Sustainable Jersey for Schools grants are intended to help school districts and schools make progress toward a sustainable future in general, and specifically toward Sustainable Jersey for Schools certification.To learn more, visit www.SustainableJerseySchools.com Ocean City Intermediate School will soon be one of only a few schools in the state to have a wellness center.