Thursday, November 12, 2009

Peter Townsend Memorial Conference


Friday 20th November 2009

10.00am to 4.00pm

Conway Hall

25 Red Lion Square

London, WC1 (nearest tube: Holborn)

For free tickets send an e-mail to: townsend-memorial@bristol.ac.uk


This free one day memorial conference for Peter Townsend will consist of four panels of speakers about Inequalities in Health, Older People, Poverty & Social Exclusion and Social Policy.


The aim of the conference is to be forward looking rather than only reminiscing about the past. Speakers will be asked to spend at least half their time talking about what still needs to be done (both academically and politically) and how this can be achieved. Each session will have time for discussion.


Speakers will include:

Julio Boltvinik (El Colegio de México)

Jonathan Bradshaw (University of York)

Roger Bullock (Social Research Unit at Dartington)

Danny Dorling (University of Sheffield)

David Gordon (Townsend Centre for International Poverty Research)

Kate Green (Child Poverty Action Group)

Paddy Hillyard (Queen's University, Belfast)

Hilary Land (University of Bristol)

Ruth Levitas (University of Bristol)

Roy Parker (Centre for Social Policy)

Allyson Pollock (University of Edinburgh)

Asuncion St.Clair (University of Bergen)

Randall Smith (University of Bristol)

Nick Spencer (University of Warwick)

Peter Taylor-Gooby (University of Kent)

Alan Walker (University of Sheffield)

Margaret Whitehead (University of Liverpool)

Nicola Yeates (Open University)


This memorial conference is designed to complement the memorial celebration that will be held at St Martins in the Field, Trafalgar Square, London WC2N 4JJ, between 11.00am and 12.30pm on Thursday 19th November - all are invited.


The conference is being supported by:

  • Academy of Social Sciences,
  • British Academy,
  • Child Poverty Action Group,
  • Comparative Research Programme on Poverty,
  • Fabian Society,
  • Social Policy Association,
  • Social Research Unit at Dartington and the University of Bristol.

Thursday, October 8, 2009

Academic Advice - Programme and Module issues

It is Thursday of the second week of the semester and I am just finding time to catch my breath and take time to welcome new students to the programme and the School, and also to welcome back those of you who are continuing students.

During the last two weeks I have spoken to several of you about a wide range of issues in lectures, in Academic Advice Sessions and in passing, in the indoor and outdoor passages of the Stratford Campus.

The beginning of the Semester is generally quite hectic for me because in addition to leading three modules of learning, I am also Programme Leader, and Admissions Tutor with responsibility for organising the welcome and induction of all undergraduates in the Cass School of Education.

Several of you still have unresolved issues to do with the modules I teach, the Education and Community Development Programme or Induction. To see me about any unresolved issues, please come to one of my Academic Advice which are on:

Mondays between 2 -3 in RB.G.19
Tuesdays between 4 - 5 RB.G.20
Wednesday between 12 - 1 in CC.1.17

If you have not enrolled or registered for your modules yet, please do so before tomorrow as after the second week of teaching it will not usually be possible to make changes to your programme of studies and you are going to have to make the best of what you have signed up for. As your programme leader my responsibilities include advising and supporting you with that.

If you need information or advice about issues relating to your programme of studies you might find information on these pages. On the navigation bar to the right of this page are links to the official pages for the programme. Further down you will find links to some of my favourite Study Skills sites.

Scroll down this page to see the 'up to date' programme structure with a list of the modules you need to do to qualify for the BA Education and Community Development (Hons). If the modules you are taking don't follow the pattern outlined below, you should try to see me as soon as possible.

In addition to being programme leader, this year I am also the module leader for ED1010 Children in Their Social Context; ED1015 Diaspora Communities in the UK and ED3022 Gender Security and Education For All. Clicking on the titles just listed will take you to the wetpaint sites for these modules.

If you are reading this because I have sent you an email through UEL Plus, please visit my blog again soon for news about developments with the Wetpaint Wiki for the module.

One of the task I should have time to do over the next couple of days, in addition to updating your UEL Plus sites, is finding out why some of the features of Wetpaint that we used for the modules earlier in the year have been removed. I am very disappointed with how Wetpaint have developed and shall be searching to find out how other lecturers who have been using Wetpaint are coping with these changes. I shall report my findings here and via your UEL Plus sites.

Wednesday, September 16, 2009

The new MA in Youth and Community Work

For information about this new postgraduate Masters programme online go to - http://www.uel.ac.uk/education/programmes/postgraduate/youthcommunity-ma.htm.

In the video below, Mohamed Moustakim talks about this brand new post graduate programme.

Friday, August 21, 2009

Short notice but ... a great opportunity for those of you who have done the Gender Security module ED3022.

MADRE is seeking a Women’s Human Rights Advocacy Fellow to help develop and implement a strategy to advance women’s human rights at the international level.

The position requires a 1-year commitment on a part-time schedule and provides a $10,000 stipend as compensation. This fellowship will be located at MADRE’s office in New York City. Non-U.S. citizens are welcome to apply.

Tasks and Responsibilities:
  • Represent MADRE at meetings and in coalition work with other NGOs and UN contacts.
  • Follow and participate in the Gender Equality Architecture Reform (GEAR) Campaign, the Beijing+15 process, and other UN processes as needed.
  • Draft and submit testimony to the UN Human Rights Council.
  • Conduct research for publications and program work on gender dimensions of food sovereignty and climate change; women’s health and violence against women; and peace building and women’s political participation.
  • Develop and implement a strategy to advance women’s human rights in UN processes.
    Collaborate with MADRE Program and Human Rights Advocacy staff.

Qualifications:

  • Demonstrated commitment to women’s human rights and MADRE’s mission.
    Strong understanding of UN system.
  • Experience in international human rights advocacy at the UN or other international institution is an asset.

To apply, submit a cover letter, resume and 2-3 references to madre@madre.org. Include “Women’s Human Rights Advocacy Fellow” in the subject line. The application deadline is August 31, 2009.

Information is at: http://madreblogs.typepad.com/mymadre/2009/08/apply-for-the-madre-womens-human-rights-advocacy-fellowship.html

Sunday, August 9, 2009

Eyes on the Prize

The 'prize' you will be working towards, as new and continuing students in the coming academic year, is your graduation with a BA Education and Community Development!

The graduation ceremony at which degrees are conferred is a wonderful occasion that gives you the chance to celebrate your achievements with family and friends who have supported you in your journey to academic success.

Here are a few pictures of the 2008 graduates from the ceremony held at the Barbican in November.

This is Rosemary Braithwaite and Nicole Blanc. Rosemary did her degree while she was working sharing generously from her experiences at work with fellow students and tutors. Nicole now has a job about which she has written 'I really feel that this job compliments my degree and a lot of the modules I did at UEL i.e. Social Policy, Diaspora Communities, Sociology of Childhood, Gender Security and Education for all and ultimately my dissertation: Transition to Early Years'.

Here is Arinola Akinrin who worked particularly hard to overcome several obstacles along the way to her degree. Check out the smile of satisfaction with a job well done!

Dr Lionel McCalman, module leader for some of Education and Community Development's core modules, always dresses up for the occasion!

In this picture Mohamed Moustakim, Dr Patricia Walker, Dr Lionel McCalman and Nasima Hassan prepare for the academic procession they will make to the stage where they will sit to watch and applause as you come on stage to receive your award.

Congratulations to all our 2008 graduates! We are proud of you and look forward to following the progress of your careers so please stay in touch by joining the UEL Alumni at http://www.uel.ac.uk/alumni/.

Tuesday, July 14, 2009

Why you need to register your modules for 2009/10

It is important that you register for the modules you will take in the next academic year because otherwise there might not be enough places on the modules to accommodate everybody. If you are not able to do a core module, because there are not enough places, it may lead to your having to delay the progress of your studies and having to stay on another semester in order to complete your degree, possibly even paying more fees to complete your degree.

By registering for your modules now, in addition to making sure there are sufficient places on the module, you can also give yourself a head start by starting to prepare for your studies next semester.

It has been established that primary school students forget a lot of what they have learned in long breaks (Cooper, H et al. (1996) 'The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review' Review of Educational Research, v66 n3 p227-68 Fall 1996) and it is likely that this is also the case with Higher Education Students. In fact, some of you have told me that this has happened to you.

A good way to ensure that you do not 'forget' what you have learned this semester is to revisit the readings and UEL Plus sites of modules you have taken in 2008/09 to consolidate your knowledge and understanding and to be in a position to build on it next year.

It will help you next semester if you prepare for the modules you will be taking by becoming familiar with the aims and objectives, learning outcomes and readings for the modules you will be taking. You should also try to do some of the reading for the module before the start of the semester. You will find reading lists in the Module Guides which you can download from the Education Undergraduates Notice Board in UEL Plus. You should also be able to find module reading lists on the Library Reading Lists page at https://uel-mail1.uel.ac.uk/exchweb/bin/redir.asp?URL=http://161.76.217.1:8080/talislist/index.jsp . By doing this you will start to become familiar with some of the key issues and concerns the modules address as well as the key concepts and theories they use. You may not understand everything you read before lectures begin, but you should be able to make better use of lectures and tutorials when they start because the material will not be new to you.

If you are continuing at level one then, these are the core modules that you must do if you have not done them already:

ED1000: Critical Reading and Writing - if you are a continuing student, you should already have done this module. You only need to know the times when it will run if you have failed the module and also fail the resit you must submit by 2 pm on 31 July)
ED1002: The Sociology of Education (Wednesday EVE and Friday AM in Semester A and Semester B)
ED1004: Communities, Learning and Education (Tuesday AM in Semester A and Thursday AM and Tue EVE in Semester B)
ED1015: Diaspora Communities in the UK (Tuesday EVE in Semester A and Monday AM in Semester B)

At level one your options are:

ED1010: Children in Their Social Contexts (Monday EVE in Semester A and Wednesday AM in Semester B)
ED1025: Introduction to Special Needs and inclusive education (Monday EVE and Thursday PM in Semester A and Thursday PM in Semester B)
ED1033: ICTs in Educational Settings (Monday AM in Semester A and in Semester B)
ED1902: Language, Society and Culture (Friday AM in Semester B only)

At level 2 , your core modules are:

ED2000: Research Design and Method (Monday PM and Monday EVE in Semester A and in Semester B)
ED2001: Professional Development (Monday AM, PM and EVE in Semester A and in Semester B)
ED2010: Community Development; Politics, Policy and Practice (Tuesday AM in Semester A and Wednesday EVE in Semester B)
ED2023: Voluntary Work in the Community (Wednesday EVE in Semester A and Tuesday AM in Semester B)

At level 2 your options are:

ED2003: Challenging Disability (Tuesday EVE in Semester A and Tuesday AM in Semester B)
ED2028: Multi Cultural Education (Friday PM in Semester A and Thursday AM, PM and EVE in Semester B)
ED2033: E- Media in Education,: Evaluation and Pedagogy (Tuesday PM in Semester A and Tuesday PM in Semester B)
ED2905: Language Change Contact and Creoles (Wednesday AM in Semester B only)

At level 3 your core modules are:

ED3000 Independent Research Project (Monday PM and EVE in Semester A and in Semester B)
ED3002 Contemporary Issues in Education and Training (Thursday EVE in Semester A and Thursday PM and Tuesday EVE in Semester B)

At level 3, your options are:

ED3004: Educational Issues and SEN and Inclusive Education (Thursday PM and Wednesday EVE in Semester A and Thursday PM in Semester B)
ED3008: Educational Practices in a Multilingual Setting (Tuesday PM in Semester A and Tuesday EVE in Semester B)
ED3020: Negotiated Work-Based Learning (Monday EVE in Semester A and Semester B)
ED3022: Gender Security and Education for All (Wednesday EVE in Semester A and Thursday PM in Semester B)
ED3031: Education Systems in Comparative Perspectives (Friday AM in Semester A only)
ED3033: E-Learning; Communication, Cooperation and Collaboration Online (Monday PM and EVE in Semester A and Semester B)
ED3902: Language Identity and Community (Friday AM in Semester A only)

Remember:
  • Cores are modules that you have to do while options are the modules you can choose from.
  • You must do 6 modules at each level.
  • There are 4 core modules at levels one and two, so you only need to choose two options at these levels to make up the 6 you must do at each level.
  • There are only two core modules at level 3 but one of them is a double module. This means that you must choose 3 options at level 3.

Although I have given the approximate times when the modules will be taught, these times may change because the timetable is still not fixed. I will keep you posted about any changes to the timetable here so that if any problems arise as a result of changes you can get in touch to change your module registration where necessary.

You can inform me of your module choices by email to a.m.ogunsola@uel.ac.uk and you can also email queries to the programme blog using the comment box below.

Tuesday, May 12, 2009

Maisha Solutions: independent learning and the empowerment of young people

Education and Community Development Seminars



Maisha Solutions: independent learning and the empowerment of young people

Presenter: Toyin Agbetu
Ligali (
www.ligali.org/)

Toyin Agbetu writer, film director, poet and the founder of Ligali, the Pan African human rights based organisation where he is head of social and education policy, will screen and discuss (a shortened version of) his latest film, Maisha Solutions in which he shares the results of his three year journey across three continents in search of solutions to the many problems African people currently face as a result of Maafa. Rejecting the classic ten point plan method, Maisha Solutions instead features contributions from various voices across the world with a strong emphasis placed upon independent learning and the empowerment of young people and women.

As this will be the final seminar in the series, and because it will include a screening, the seminar will begin at 6.30 and end at 8.30

Wednesday 13th May 2009
6.30 – 8.30 pm
Cass School of Education
Stratford Campus
Room: TL300

Please contact Abiola Ogunsola if you would like to attend.
a.m.ogunsola@uel.ac.uk

Click here for directions.

Friday, May 1, 2009

The Millennium Development Goals (MDG) in action: a case study from Ipaja Community Link in Lagos

Wednesday 6 May, 4 - 5.30 in R1.14,
University of East London Stratford Campus.
Please email a.m.ogunsola@uel.ac.uk if you would like to attend.

Skills acquisition at ICL

Although the Millennium Development Goals (MDG) have been dismissed by some as unachievable, and therefore of doubtful significance, the values and the focus of the MDG have mobilised people and resources for development.

In this seminar, Yomi Oloko and Jennifer Bryam will discuss how the Millennium Development Goals inspire and inform the work they do at the Ipaja Community Link (ICL), in Lagos State, Nigeria. Yomi is the project co-ordinator at ICL and Jennifer Bryam is a Voluntary Service Overseas (VSO) volunteer based at ICL.

Ipaja Community Link is supported by Development Impact for Nigeria (DIFN), a UK based Nigerian diaspora development agency (http://www.difn.org.uk/). It was volunteering with DIFN in London and visiting ICL when he could, that inspired Yomi to give up his job in London and go to Nigeria in order to lead the co-ordination of Ipaja Community Link. Volunteer Jennifer Bryam writes the ICL blog (http://ipajacommunitylink.blogspot.com/ ) documenting the activities of the workers, the community and the experience of volunteering in Nigeria.

Yomi and Jennifer's presentation will include a photo show as well as an introduction to a range of volunteering and placement opportunities in Nigeria for students, professionals and anybody looking for a rewarding experience volunteering in Africa.

Friday, April 24, 2009

Equality and justice for all our children: the problem of school exclusions

In this seminar, Gerry German, founding member and director of CEN ((https://uel-mail1.uel.ac.uk/exchweb/bin/redir.asp?URL=http://www.compowernet.org/) will discuss the implications of CEN’s research into the extent and character of school exclusions for schooling in Britain.

Gerry will also ask participants in this seminar to consider making their own enquiries into exclusions and truancy data in the boroughs where they live, as well as into the extent to which their local schools reflect Britain's multi-ethnic, multicultural, multilingual and multifaith society in terms of (a) governance (b) staffing (c) enrolment (d) setting and examination entries (e) curricula and teaching resources (f) parent participation (g) student councils (h) school exclusions and (i) academic outcomes. These could be subjects for students’ independent research projects.

Facts to be considered: annually there are about 9000 permanent exclusions, 50,000 fixed term exclusions and 9 million half-days lost through truancy. 90,000 pupils are absent daily.
Communities Empowerment Network (CEN) was established in 1999 to provide advice, support and representation for people experiencing problems in education and employment, especially exclusion from schools. 95% of CEN’s clients are from the black communities.

Sunday, April 12, 2009

Using learning from ED3022 Gender Security and Education For All

I have been asked to circulate this job vaccancy from the International Fellowship of Reconciliation (IFOR) for which our programme's module, ED3022 on Gender Security and Education for All, is excellent preparation.

Job vacancies: Two Trainers for Training of Trainers "Gender-Sensitive Active Non-Violence Training: Exploring Masculinities, Violence and Peace building"

The IFOR Women Peacemakers Program (WPP) is currently looking for two trainers for its Pilot Training of Trainers “Gender-Sensitive Active Non-Violence Training: Exploring Masculinities, Violence and Peace building”

Background
The Women Peacemakers Program (WPP) is a program of the International Fellowship of Reconciliation (IFOR). The program started in 1997 from the vision that empowering women to become involved in peace and civil society building is essential for development: “without peace, development is impossible – and without women, neither peace nor development can take place”.

Gender lies at the root of war and peace. As a marker of identity, an exploration of gender is becoming increasingly critical in understanding the complexity of current conflicts. Two main obstacles identified by women peace activists during WPP trainings, are:-society lacking a gender-analysis of violence, and-male colleagues in the peace sector not identifying with concept of gender (gender often being perceived as mainly applying to women).

It is WPP’s experience that male trainers are in a good position to reach out to male participants. Gender-sensitive male trainers can act as powerful role models for gender equality, in addition to deepening gender analysis. Training male peace activists in gender-sensitive non-violence hence will increase access to and the involvement of this vital part of civil society.

In light of this analysis, the WPP plans to organize a Training of Trainers (ToT) Cycle, consisting of two 10-days long Trainings, in either Asia or Africa during the period 2009/2010. This Training of Trainers will focus on advance instruction in the theory and practice of gender-sensitive active non-violence (ANV); the theory of masculinities and its relation to violence; participatory and gender-sensitive facilitation; and other relevant topics based on a needs-assessment done prior to the ToT.

The first 10-days ToT in 2009 will have a maximum of 20 participants. The target audience will be male representatives from CSOs focusing on peace building and conflict resolution. The 20 participants will be expected to organize one gender-sensitive ANV training within a year of their return home. The WPP will support these trainings with seed money and a mentor, who will support and evaluate the trainees’ performance as trainers. The 2010 ToT will evaluate the trainees’ progress, address obstacles and identify needs for further support and mentoring. At the end of the pilot skills development program, the program will be evaluated for effect.

For this innovative Training of Trainers pilot, the WPP program is seeking two highly qualified trainers. The following are the specific goal and objectives, which the trainers will be expected to accomplish.

Goal: To train male trainers in gender-sensitive non-violent peace building.Objectives:

1. To contribute to a training needs assessment for the ToT;
2. To contribute to the development of training curriculum for the ToT;
3. To train male trainers on gender-sensitive active non-violence (ANV);
4. To explore the concept of masculinities in relation to issues of war, violence and peace;
5. To explore transformative leadership;
6. To establish community-based teams who can multiply gained skills and knowledge;
7. To create a pool of male gender-sensitive ANV trainers;
8. To contribute to a training manual from the ToT experience.

Expected Training Methodology: Participatory, Learning in Action, Experiential.

IFOR/WPP is looking for two trainers for its Training of Trainers cycle, who will work together during the ToT cycle (including co-facilitation).

The ToT cycle will take place over a period of approximately 1.5 years.Trainers will be expected to participate in/ contribute to the curriculum design; two 10-days trainings; possible mentoring of trainees; as well ToT manual design.

Competencies, skills and experienceEach trainer should be/have:
• Experience with participatory / learning in action methodologies
• Training experience on the following topics:- Active Non-violence and Peace building- Gender and Masculinities
• Experience with training in international/ intercultural/ interfaithsettings
• Experience in writing a training curriculum
• Activist/CSO experience/background
• Active in network settings (e.g. on gender/masculinities)
• Excellent English language skills
• Academic background (BA/ MA) in a relevant field (desirable)

If you meet these requirements, please submit the following by 20 April 2009:
• An application letter with detailed Curriculum Vitae, including at leasttwo referees (please specify the relationship);
• Not more than a 4-page concept paper explaining how you plan to conductthis training (specifying training topics and training methodologies);
• An indication of your fee.

To: Jose de Vries, IFOR/WPP Information Officer: j.devries@ifor.org or via address:IFOR/WPP, Jose de Vries, Spoorstraat 38, 1815 BK Alkmaar, the Netherlands(++31-(0) 72 512 3014).

For an elaborate description; please visit: www.ifor.org/WPP

Without peace, development is impossible, and without women, neither peace nor development can take place.

The Women Peacemakers Program (WPP) empowers women world-wide through gender-sensitive nonviolence training and education.

WPP is a program of the International Fellowship of Reconciliation (IFOR).

Founded in 1919, IFOR is an inter-faith movement committed to active nonviolence, with branches and affiliates in 43 countries.

IFOR has consultative status at the United Nations (ECOSOC) and has included six Nobel Peace Prize Laureates among its members.

Friday, March 27, 2009

Welcome to the Education and Community Development Programme Leaders Blog.

I set up this blog last week in response to the first of our Education and Community Development Seminars. The speaker at the first seminar was Dr Sanjay Sharma whose subject was Critical Pedagogy.

I hope the blog will open another space for critical pedagogy. In addition, like the seminar series, I hope the blog will provide programme leadership to current students and to students planning to enter this exciting field of academic study.

Hopefully I can inspire you to invest in your studies with us at UEL both for the rewards the investment will bring, and out of sheer curiosity about the subject you are studying. In particular, I hope that my blog will make you curious about how, through education we can 'develop' our communities, locally and globally.

Having opened the space last week, I think I was a bit confused about what to put in it. On reflection, I realise that I wanted to write this blog because I so rarely have any contact with many EDUCOM students (which is how we tend to refer to Education and Community Development students) through teaching. This is because I do not lead or teach on any of your core modules at present.

The modules that I lead and teach on are: ED1015 Diaspora Communities in the UK and ED1010 Children in Their Social Contexts at level one; and ED3022 Gender Security and Education for All at level three. These are all options on the programme. EDUCOM students don't have to take them but they are among the options you can select (see programme structure for more information about cores and options).

I have been leading ED1011 Children and Languages as well, but my colleague Ms Ratha Perumal will be leading that module in future. Ratha used to lead Diaspora Communities in the UK before she went on sabbatical this semester with funds she had won for her research on learner autonomy. This arrangement better reflects our different areas of knowledge, experience and interest.

I know some of you because you are taking, or have taken modules that I lead and because I may have read some of your application forms. If I have read your application forms, it is because as well as being programme leader for Education and Community Development, I am also the Admissions Tutor for the Cass School of Education undergraduate programmes. I think these two roles (Programme Leader for Education and Community Development and Undergraduate Admissions Tutor) go well together as the admissions tutor role, is a community development role that involves welcoming undergraduate students into the Cass School of Education which is a community that includes students doing postgraduate degrees in research and teacher training as well as undergraduates.

The Cass School of Education is just one of the University of East London's 10 Schools. The others are: Architecture and the Visual Arts (AVA), the Business School, the School of Combined Honours, the School of Computing, Information Technology and Engineering, the Graduate School, the School of Health and Bioscience, the School of Law, the School of Psychology, the School of Social Sciences, Media and Cultural Studies. Together these schools provide students at UEL with an exciting range of subjects to explore and enjoy. They make UEL an environment that stimulates my imagination and inspires me with hope that solutions to a range of contemporary challenges can be found.

I should have met all single honours students at Induction when you started at UEL and we will meet again on that day in July when continuing single honours students come in to choose their modules for the next year. Apart from that, I have very little contact with most of you so I hope this blog provides another space for discussing the programme with you. I will try to keep you informed about forthcoming changes to the programme and suggest events to attend. I will also tell you about volunteering and research opportunities and try to inform you about all sorts of resources that you may find useful.

I hope you will also use the space provided by the blog to dialogue with me about the programme. You may also have some other good ideas about how to use this space.

In addition to the 145 students currently studying for the single honors BA Education and Community Development, there are also a lot of students combining Education and Community Development with other subjects. There is a total of 31 EDUCOM combined honours degrees!

As I said, it is because I don't actually meet with many of you studying Education and Community Development as combined honors that I want to use this blog to talk with you about the programme you are studying. I want to use the space to explain the way the programme works and answer your questions about the programme, studying for the programme and making decisions about what to do next.

I also hope that the blog will be a way of staying in touch with the wider community that starts with UEL's other Schools, where some of you are also studying, and includes the wide range of individuals and organisations who are our co-learners because they provide placement and volunteering opportunities as well as subjects for us to research.

If you have read through this posting please leave me a comment, question or suggestion. Let me know how I can support you with studying for this programme. I am looking forward to hearing from you. If you don't want to leave a comment on the blog, you can always send me an email at a.m.ogunsola@uel.ac.uk instead.

Friday, March 20, 2009

VOLUNTEER RESOURCE PERSONS NEEDED TO SUPPORT BUSINESSES IN GHANA!!

LOCATION: Ghana (various regions in Ghana)
DURATION: 14 day trips
TEAMS: Aiming to send 3 groups of 12 RPs over 3 months
TRIP DATES: May 3rd – 17th 2008; June 7th – 21st; July 12th – 26th 2009

CONTEXT AND PURPOSE OF JOB:

The African Foundation for Development (AFFORD) through its SEEDA [Supporting Entrepreneurs and Enterprise Development in Africa] Programme has signed a contract for the provision of support and businesses advising services to its clients running businesses in Ghana.

SEEDA is an enterprise development programme that has been running since 2006 and has already sent over 80 volunteer Resource Persons (RP) to Ghana and Sierra Leone.

We are looking to send out 37 diaspora volunteer Resource Persons to work with entrepreneurs in Ghana by August 2009 to be sent in groups of 12 over three months.

The overall purpose of SEEDA is ‘To develop accessible, affordable and co-ordinated business development services nationwide through harnessing domestic and diaspora resources, and to contribute to the creation of an enabling environment for entrepreneurship’ by working with Africa based entrepreneurs to expand their businesses and create jobs. (http://www.afford-uk.org/).

PERSON SPECIFICATION: Volunteer Resource Person (Business Adviser)
Essential:
1. Experience of supporting people within a business mentoring, coaching or advising context.
2. Experience and understanding of cultural diversity and the ability to work with people from a range of different cultures.


KNOWLEGE SKILLS AND ABILITIES
- Proven business advising, mentoring or coaching skills to entrepreneurs or companies
- Proven ability to deliver financial management, business planning, access to credit or business strategy training to small businesses
- Ability to design, deliver and evaluate training workshops and mentoring sessions and experience of doing so
- Ability to help business owners identify and develop their staff through training so as to gain relevant skills to sustain the growth of higher performing businesses.
- Ability to liaise with strategic partners including financial institutions, government departments, co-operative societies etc to influence their policy and practice and experience of doing so.
- Ability to lobby at a high level including with the media for the needs of the clients
- Good communication skills and ability to work collaboratively with clients and stake holders
- Willingness to be included in the Resource Pool which is aimed at continuing engagement with our Resource Persons over and above the trips to Ghana and participating in development awareness in the UK.
- Knowledge of developing a virtual mentoring programme will be highly attractive but not essential.

Pre-requisites to joining SEEDA:

1. That you will work under a signed contract with AFFORD detailing roles and responsibilities on both parties.
2. That you will pay the requisite RP fees to AFFORD as follows:
(These fees go towards providing unrestricted funds needed to develop the programme)
• £500 for new RPs never before been on a SEEDA trip
• £250 for RPs who have previously been on any SEEDA trip
• All RPs will pay an additional deposit of £50 refundable after each RP has submitted required reports and to cover any damages.
• (Each RP will receive an allowance to cover their meals and subsistence costs for 14 days. AFFORD will cover air travel and accommodation expenses in country under terms and conditions that will be explained during interviews)
3. Key Dates that shortlisted and successful applicants MUST attend:
• Half day interview & assessment date: April 4th 2009 in London (location to be confirmed)
• Pre-departure meetings: These must be attended prior to travelling abroad.
• May team: 5.30 – 8.30pm: Thursday April 16th and April 23rd 2009
• June team: 5.30 – 8.30pm: Thursday May 14th and May 21st 2009
• July team: 5.30 – 8.30pm: Thursday June 18th and June 25th 2009

APPLICATION PROCESS
  1. Send an expression of interest in the form of an application letter and CV that clearly describes how you meet the person specification above.
  2. Please specify clearly which month you would be available to travel.
  3. Application deadline: MARCH 25TH 2009 1700H UK TIME
  4. Send all applications to seeda@afford-uk.org
  5. SEEDA will respond to all shortlisted applicants by MARCH 30th 2009.
  6. All shortlisted applicants will be invited to a half day assessment and interview on Saturday APRIL 4TH 2009.
  7. If you have not heard back from SEEDA by MARCH 30th please consider that on this occasion your application was not successful.
  8. Failure to send your application to seeda@afford-uk.org may result in your application not being shortlisted.
SEEDA Programme Officer
seeda@afford-uk.org

Thursday, March 19, 2009

Education and Community Development Seminars
Venue: University of East London Stratford Campus, London E15 4LZ.
Please contact Abiola Ogunsola if you would like to attend: a.m.ogunsola@uel.ac.uk

PROGRAMME:

Wednesday 13 of May 2009

Maisha Solutions: independent learning and the empowerment of young people

Toyin Agbetu writer, film director, poet and the founder of Ligali, the Pan African human rights based organisation where he is head of social and education policy, will screen and discuss (a shortened version of) his latest film, Maisha Solutions in which he shares the results of his three year journey across three continents in search of solutions to the many problems African people currently face as a result of Maafa. Rejecting the classic ten point plan method, Maisha Solutions instead features contributions from various voices across the world with a strong emphasis placed upon independent learning and the empowerment of young people and women.

As this will be the final seminar in the series, and because it will include a screening, the seminar will begin at 6.30 and end at 8.30

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Wednesday 18 March 2009

'Critical Pedagogy'


Dr Sanjay Sharma from the School of Social Sciences at Brunel University discussed critical pedagogy, the politics of teaching and researching critically, with a focus on ‘race’ and multiculture.
Dr Sharma is the author of Multicultural Encounters (2006) and "Teaching Diversity: im/possible pedagogy" in Policy Futures in Education 4(2): 203-16.
He also the co-editor of the online 'race' journal darkmatter -
http://www.darkmatter101.org


Wednesday 25 March 2009

'Developing Community for Education: An ELBWO Story'.


Maame Ama Gueye, Founding Member of East London Black Women’s Organisation (ELBWO) will look back to ELBWO's origins 30 years ago, and to the social conditions out of which it grew, in order to contribute to telling the story of ELBWO and to provide a context for theorising a wide range of contemporary issues to do with: African diaspora community in Britain; community action for education; African women and the women's movement.

In addition to being a founding member of ELBWO Maame Ama Gueye has also worked for the organisation and has been a long serving management committee member of ELBWO. Her presentation will take the form of a dialogue with Kenyah Nyamache MSc., UKCP (director of the Nyamache Family Consultation Centre) who will be helping the audience to explore the contemporary significance of the ELBWO story.


Wednesday 29 April 2009

'Schools as communities of learning which guarantee equality and justice for all our children'.

In this seminar, Gerry German, founding member and director of CEN (( http://www.compowernet.org/) will discuss the implications of CEN’s research into the extent and character of school exclusions for schooling in Britain.

Gerry will also ask participants in this seminar to consider making their own enquiries into exclusions and truancy data in the boroughs where they live, as well as into the extent to which their local schools reflect Britain's multi-ethnic, multicultural, multilingual and multifaith society in terms of (a) governance (b) staffing (c) enrolment (d) setting and examination entries (e) curricula and teaching resources (f) parent participation (g) student councils (h) school exclusions and (i) academic outcomes. These could be subjects for students’ independent research projects. Facts to be considered: annually there are about 9000 permanent exclusions, 50,000 fixed term exclusions and 9 million half-days lost through truancy. 90,000 pupils are absent daily.

Communities Empowerment Network (CEN) was established in 1999 to provide advice, support and representation for people experiencing problems in education and employment, especially exclusion from schools. 95% of CEN’s clients are from the black communities.

Wednesday 6 May 2009

'Ipaja Community Link and Community Development Field Trips to Nigeria'

Yomi Oloko, of Development Impact for Nigeria (a UK based Nigerian Diaspora organisation that aims to mobilise Nigerians in the Diaspora to support development in Nigeria - http://www.difn.org.uk/) will discuss making field trips to Nigeria to support DIFN's work with Ipaja Community Link in Lagos - http://ipajacommunitylink.blogspot.com/ .


Started this Blog today because it is the day after the first of the Education and Community Development Study Seminars.

Our speaker was at the seminar was Dr Sanjay Sharma who came to talk about Critical Pedagogy. Critical Pedagogy turned out to be an ideal topic with which to start the seminar series. It has certainly inspired me to get this blog started at last.

Dr Sharma is the author of Multicultural Encounters (2006) and "Teaching Diversity: im/possible pedagogy" in Policy Futures in Education 4(2): 203-16. He also the co-editor of the online 'race' journal darkmatter - http://www.darkmatter101.org

Dr Sharma's talk about critical pedagogy focused on the politics of teaching and researching critically, with a focus on ‘race’ and multiculture. His presentation was based on 6 provocations for 'Thinking about Critical Pedagogy from an Anti-racist/non-Eurocentric perspective'. In exploring these provocations, Dr Sharma has certainly helped us to open a space in which we can go on to review our programme's teaching and learning content and practice; and to examine its role in the lives of our students and the wider community as well as the theoretical and philosophical principles which inform its content and pedagogies.

The aim of this seminar series is to bring speakers with specialist knowledge to the Cass School of Education to dialogue with students and scholars across the University as well as the wider community about issues that are (or should be) of contemporary significance and concern. We are inviting speakers to share with students, scholars and the wider community the research they are doing or planning, as well as their thoughts on the research required in the area of their specialism.

Scholars will want to attend these seminars to hear about, and comment on developments in the field; to inform their own work and to make links across disciplines and the community we serve.

Students should find these seminars a stimulating point of reference and learning for their own research projects and, because speakers will be asked to comment on the implications of their work for community development we hope that these seminars will build links between scholars and students at the university and the wider community that it is our mission to serve.

The seminars are scheduled for Wednesday afternoons between 4 and 5.30 at the Stratford Campus of the University of East London.