The Building Schools For The Future Programme

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The Building Schools for the Future Programme

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The Building Schools for the Future Programme by Great Britain. National Audit Office,Building Schools for the Future Programme Book Resume:

(BSF) programme believe that it is leading to more strategic procurement of school infrastructure than previous school building programmes. Local Authorities are using BSF to rearrange the location, type and number of schools in their area and create facilities and school environments which support their educational objectives. BSF schools are built to higher specifications and space standards than previous schools. The Department for Children, Schools and Families (DCSF) and Partnerships for Schools (the body established by DCSF to manage the BSF programme centrally) were too optimistic in their assumptions of how quickly the first schools could be delivered. By December 2008, only 42 of the planned 200 schools had been built, with 54 due to open next year and 121 the year after. To include all schools in the programme, 250 schools will need to be built a year and the number of schools in procurement and construction at any one time will need to double from 2011 onwards. The extent to which problems in the finance markets will affect BSF is still unclear. DCSF and Partnerships for Schools estimate that the total cost of renewing the school estate will be between £52 billion to £55 billion which is £7 billion to £10 billion more than was estimated at the outset of the programme.

Preparing to Deliver the 14-19 Education Reforms in England

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Preparing to Deliver the 14-19 Education Reforms in England by Edward Leigh Book Resume:

The 14-19 education reform programme aims to increase young people's participation in education and training beyond age 16 and raise their educational attainment. Central to the programme are new Diploma qualifications, being introduced between September 2008 and 2013, in 14 different occupational areas that offer a blend of academic and vocational learning. This report examines: giving all young people access to Diplomas; reducing complexity and communicating simply; and having the capability to deliver the reforms. The Department for Children, Schools and Families (the Department) has involved universities and employers in designing the Diplomas and developing their content. As new qualifications, there is still much work to be done to convince parents, employers and universities that Diplomas are a credible alternative to existing qualifications. To help make the qualifications more understandable, the Department and its partners need to demonstrate clearly how Diplomas will help young people progress into further learning and employment. By 2013, the Department is aiming for all young people in England to have access to all 14 Diplomas at three different skill levels. The Department has spent £590 million on the programme. It has not yet established cost estimates built up from the local level for delivering Diplomas, and has only just begun surveying local authorities to assess their capital requirements.

The Special School's Handbook

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The Special School's Handbook by Michael Farrell Book Resume:

Giving an up-to-date picture of the work of special schools, this practical and informative book provides an invaluable and timely companion for anyone teaching or planning to teach in special schools in the United Kingdom. Using case studies of good practice to provide clear suggestions on how special schools may be further developed, the wide-ranging chapters address topics such as: adapting the curriculum to give special schools more flexibility implications of Every Child Matters and multi-professional working organisational changes in special schools the changing roles of staff in the modern special school ways of assessing the progress and achievement of pupils working with parents. With a no-nonsense, non-academic approach, and with each chapter featuring think points and suggestion for further study, The Special School's Handbook contains a wealth of invaluable information, resources and advice and is a handy reference book which staff can dip in and out of at their leisure.

Design for the Changing Educational Landscape

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Design for the Changing Educational Landscape by Andrew Harrison,Les Hutton Book Resume:

The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.

Digital Convergence - Libraries of the Future

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Digital Convergence - Libraries of the Future by Rae Earnshaw,John Vince Book Resume:

The convergence of IT, telecommunications, and media is changing the way information is collected, stored and accessed. This revolution is having effects on the development and organisation of information and artefact repositories such as libraries and museums. This book presents key aspects in the rapidly moving field of digital convergence in the areas of technology and information sciences. Its chapters are written by international experts who are leaders in their fields.

Public Expenditure

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Public Expenditure by Schools and Families Committee Children Book Resume:

In its annual examination of the Department for Children, Schools and Families' (DCSF) spending, the Children, Schools and Families Committee predicts that future funding will be much tighter than at present and the rate of spending growth will be minimal come the next Spending Review. The Committee is pleased that the Government has reaffirmed its commitment to capital investment in education, but there is concern that the review of Building Schools for the Future will lead to the programme being curtailed. To avoid doubt, the Department should make a clear statement about the programme's future. The Committee identifies key problems with the presentation of expenditure figures in the report, including confusion about which expenditure streams or grants deliver which objectives, and calls on the Department to rectify these problems in its next Annual Report. To ensure real accountability, staging points must be included for long term Public Service Agreement (PSA) targets. In order to assess whether these targets have been met, it is imperative that DCSF does not revise them at every three-yearly spending review. The Committee is disappointed that details on how DCSF achieved its efficiency savings are vague and it expects much more of the promised detail in the 2009 Departmental Annual Report.

Sustainable schools

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Sustainable schools by Great Britain: Parliament: House of Commons: Education and Skills Committee Book Resume:

Incorporating HCP 1150-i to v, session 2005-06. For Vol. 1 see (ISBN 9780215035974)

Financial Management in the Department for Children, Schools and Families

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Financial Management in the Department for Children, Schools and Families by National Audit Office Book Resume:

The Department for Children, Schools and Families has made progress in improving its financial management, with strong commitment at senior management and board level. The Department's ability to reach a high standard of financial management depends partly on successful working with local authorities, other partner organisations, and the schools themselves. It does, however, face specific challenges, including the need for better strategic management of its large capital programme, and to encourage better financial management in schools. The Department has built up a large capital underspend, which increased from �1.9 billion at 31 March 2008 to around �2.4 billion at the end of March 2009. Its capital expenditure programme will need to be carefully managed given the history of underspending and the challenge of bringing forward �924 million of expenditure from 2010-11 to 2009-10 as part of the Government's fiscal stimulus. At March 2008, schools in England had a net cumulative surplus of �1.9 billion. Only 1 in 5 local authorities reduced their total net school surplus in 2007-08. Local authorities are accountable for school spending and the Department should encourage them to redistribute excessive uncommitted surpluses in line with local needs. The Department was, in 2007, one of three departments which had not implemented in-year accruals accounting systems, which would help to improve the accuracy of financial forecasting and reporting. The planned introduction of a shared services arrangement for finance with procurement and personnel support should also help improve financial management and lead to efficiencies.

Capital Funding of New School Places

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Capital Funding of New School Places by Great Britain: National Audit Office Book Resume:

256,000 new school places are still needed by 2014/15 to meet increased need. Although the Department for Education has increased the funding it provides to local authorities and there has been a net increase of almost 81,500 primary school places in the last two years, there are indications of real strain on school places. Just over 20 per cent of schools were full or over capacity in May 2012. The number of infant classes with more than 31 children has doubled since 2007. 240,000 of the new places required by 2014/15 are primary school places, of which 37 per cent are in London. The Department's 2010 assessments of necessary funding were based on incomplete information. At the time, it estimated it would cost a total of £5 billion to fund 324,000 new places. The Department makes a significant financial contribution towards the cost of new places, and since the Spending Review, it has earmarked £4.3 billion for local authorities towards the cost of providing places. An additional £982 million for schools capital was announced in December 2012, some of which the Department intends to fund further places by 2014/15 and some in 2015/16. Local authorities reported that they made a higher average funding contribution towards the cost of places than the Department had assumed they would. Although the Department has improved the information it uses to make decisions it currently lacks sufficient information about how local authorities are using the funding they have already been given

Improving Poorly Performing Schools in England

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Improving Poorly Performing Schools in England by Great Britain. National Audit Office Book Resume:

In 2004-05, approximately £837 million was spent in England on a range of national programmes to help address problems in schools that were failing or at risk of failing to provide an acceptable standard of education for their pupils, and five new academies were opened with an estimated total development cost of around £160 million. This NAO report focuses on two key issues: whether enough is being done to identify and support schools that show signs of deteriorating performance; and whether the measures being taken to address poor performance are effective to ensure continued improvement in 'recovered' schools. The effectiveness of national initiatives and local actions are assessed and examples of good practice from schools that have been successfully turned around are highlighted. Recommendations made include the need for: the DfES and local authorities to combine efforts to identify schools at risk and intervene before schools fail; schools to prioritise school leadership and to establish a positive culture centred on teaching and learning; and Ofsted to carry out more frequent inspections of vulnerable or poorly performing schools.

Design for Services

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Design for Services by Anna Meroni,Daniela Sangiorgi Book Resume:

Design for Services explores what service design brings to the table and reflects on why the ideas and practices of service design are resonating with today's design community. The contributors offer a broad range of concrete examples to help clarify the issues, practices, knowledge and theories that are beginning to define this emerging field. Whilst acknowledging service design as the disciplinary term, Anna Meroni and Daniela Sangiorgi focus on articulating what design is doing and can do for services and how this connects to existing fields of knowledge and practice.

Renewing the physical infrastructure of English further education colleges

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Renewing the physical infrastructure of English further education colleges by Great Britain: Parliament: House of Commons: Committee of Public Accounts Book Resume:

In 2001, the newly established Learning and Skills Council (the Council) took over a programme of capital works in the further education sector, to renew an estate that was too large, with much of it in poor condition and no longer fit for modern educational purposes. By March 2008, a total of £4.2 billion of projects had been approved 'in detail', including grant support from the Council of £1.7 billion, and about half of the estate had been renewed. Since April 2008, there has been a very serious failure in the management of the programme. It approved 'in principle' 79 colleges' projects, which required nearly £2.7 billion of Council funding more than it could afford. Before the current problems arose, the programme had achieved some successes, enabling the estate to be reduced in size, and the buildings are generally of good quality and are contributing to increased learner participation. The economic downturn could affect colleges' ability to fund projects by restricting their access to loan finance or their ability to sell surplus assets. The indebtedness of the sector is rising. The Council needs to monitor closely the financial health of some colleges, particularly those that have borrowings that exceed 40 per cent of their annual income. In 2010, the Council is expected to be dissolved and its functions taken over by the Skills Funding Agency and the Young People's Learning Agency. There needs to be clarity about responsibilities for the capital programme, and additional administrative burdens on colleges must be avoided.

Building Schools for the Future

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Building Schools for the Future by Great Britain: Parliament: House of Commons: Committee of Public Accounts,House of Commons Public Accounts Committ Book Resume:

The Department for Children, Schools and Families' Building Schools for the Future Programme (BSF) plans to renew every secondary school in the country, by rebuilding half of them, structurally remodelling 35 per cent, refurbishing 15 per cent and providing Information Communication Technology to all. Its aim is to use capital investment in new buildings as a catalyst to improve educational outcomes. The Department estimates that the programme will cost £52-£55 billion over its lifetime. The Department was over-optimistic in its original planning assumptions for BSF: of the 200 schools originally planned to be completed by December 2008, only 42 had been by that date. The Department now expects the programme to take 18 years, with the last school completed in 2023. Local authorities are responsible for the local delivery of BSF. They plan, procure and manage the BSF school buildings. In 2004, the Department established Partnerships for Schools to manage the national delivery of the programme. The Department and Partnerships for Schools encourage local authorities to procure their schools through a Local Education Partnership. These are 10-year partnerships to procure a flow of projects, structured as joint ventures between the local authority, a consortium of private companies that build, finance and maintain schools, and Building Schools for the Future Investments. It is too early to conclude whether BSF will achieve its educational objectives. To date, over-optimism has meant the programme could not live up to expectations. Establishing Partnerships for Schools to manage the programme centrally has helped local authorities to deliver more effectively, but while Local Education Partnerships have potential advantages, their value for money is yet to be proven. And it will be very challenging to deliver all schools by 2023.

School Design Together

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School Design Together by Pamela Woolner Book Resume:

The time is ripe for interdisciplinary, collaborative approaches to school design. Whatever the current funding limitations, we still need to think about how we design, organise and use space in schools for learning and teaching. This edited book ensures that we don’t start from ground zero in terms of good design. Including chapters from researchers and practitioners in architecture and education, it assesses, describes and illustrates how education and environment can be mutually supportive. The centrality of participation and collaboration between architects, educators and school users holds these diverse contributions together. The book embodies the practice as well as the principle of interdisciplinary working. Organised in two parts, this volume considers how schools are designed and used with chapters looks at current and past school environments in the UK, US and Europe. It then questions how the learning environment can be improved through participatory design processes with contributors from design and education backgrounds offering both theoretical understanding and practical ideas. Written without subject-specific jargon or assumptions, it can be used by readers from either an architectural or educational background, bridging the on-going communication gap between education and design professionals. Design and education professionals alike will appreciate the: • practical information which shows how to change or improve a learning environment • focus on evidence-based research • case studies and chapter topics including schools from across the primary and secondary sectors.

Personalizing Learning: How to Transform Learning Through System-Wide Reform

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Personalizing Learning: How to Transform Learning Through System-Wide Reform by Phil Jones,Maureen Burns Book Resume:

- How effective school partnerships can enhance the quality of teaching and learning, and the creation of more vibrant, cost-effective provision. - How business and industry can take on a more strategic and structured role in the construction of meaningful learning experiences. - How high-quality local authorities can foster personalized provision in their own area. The success of personalizing learning in schools depends on the effective working together of all parties that form the education system. This book examines the roles and responsibilities of the key stakeholders: national government, local authorities, partnerships of schools and the world of business and industry. The authors expose how the current system fails a significant number of young people and the economic well-being of the nation, and present a realistic alternative perspective based upon examples of current practice at local and national level. This growing base of evidence signposts how the learning experiences of students can be truly transformed through innovative and effective teaching and learning.

The 2007 budget

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The 2007 budget by Great Britain: Parliament: House of Commons: Treasury Committee Book Resume:

The 2007 Budget was published as HCP 342, session 2006-07 (ISBN 9780102944556)


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Flooding by Great Britain. Parliament. House of Commons. Environment, Food and Rural Affairs Committee Book Resume:

The floods that occurred across several areas of the country in June and July 2007 were on a scale not seen for sixty years. Thirteen people lost their lives; thousands of people lost either their electricity, water supply or both; and 44,600 homes were flooded. Some £3 billion worth of damage was caused, and 7,100 businesses were flooded. The 2007 floods revealed that most organisations-including Government-have focussed on river and coastal flooding, and much less so on surface water and groundwater flooding. But two thirds of the summer 2007 flooding was caused by surface water flooding, often after intense heavy rainfall overwhelmed drainage systems. No organisation currently has responsibility for surface water flooding, at either the national or local level. The Committee believes local authorities, advised by the Environment Agency, should be given a statutory duty for surface water drainage in their area. Only allowing paving over of front gardens with porous materials, and the development of sustainable drainage systems (SUDs) are supported. The announced increase in expenditure on flood risk management from £600 million in 2007-08 to £800 million by 2010-11 looks inadequate to cope with both the traditional and new risks the country faces. The summer floods exposed the vulnerability of the nation's critical infrastructure to flooding. The Government should re-examine the current statutory duties on utilities in relation to emergency planning. A specific duty should be placed on utilities to ensure their critical assets are protected from flooding and that they have adequate business continuity plans in the event of a flood. The Government must implement the findings of the current Pitt Review into the floods in a robust and transparent manner.

A Guide to School Attendance

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A Guide to School Attendance by Ben Whitney Book Resume:

Improving school attendance remains a contentious topic and is a high priority for the DCFS, local authorities and schools. Thousands of sessions are missed every day; a waste of money, resources and, most of all, of opportunity. A school’s practice is now subject to scrutiny as never before, with targets and standard procedures required. A Guide to School Attendance provides a detailed practical guide for school leaders and managers, teachers, Education Welfare Officers and other attendance workers in schools and local authorities. New Registration Regulations have been force since September 2006. All state-maintained schools have a legal duty to combat unauthorised absence, to maintain a twice-daily attendance record for every pupil and have attendance policies and procedures ready for OFSTED inspections. These should define everyday practice in all schools but are not always widely known about by those on the front-line. Ben Whitney draws together twenty years of education welfare experience to provide a wealth of ideas to benefit any school. The book provides: summaries of the legal requirements extended case studies Question and Answer sections group work activities model policies and procedures

Class Inequality in Austerity Britain

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Class Inequality in Austerity Britain by W. Atkinson,S. Roberts,M. Savage Book Resume:

When the Coalition Government came to power in 2010 in claimed it would deliver not just austerity, as necessary as that apparently was, but also fairness. This volume subjects this pledge to critical interrogation by exposing the interests behind the policy programme pursued and their damaging effects on class inequalities. Situated within a recognition of the longer-term rise of neoliberal politics, reflections on the status of sociology as a source of critique and current debates over the relationship between the cultural and economic dimensions of social class, the contributors cover an impressively wide range of relevant topics, from education, family policy and community to crime and consumption, shedding new light on the experience of domination in the early 21st Century.