Search results
1 – 2 of 2Ronald Ranta, Hilda Mary Mulrooney and Dee Bhakta
The purpose of this paper is to examine how food aid providers in Sussex and Southwest London responded and managed during the pandemic.
Abstract
Purpose
The purpose of this paper is to examine how food aid providers in Sussex and Southwest London responded and managed during the pandemic.
Design/methodology/approach
The methodological approach consists of three inter-related layers. A qualitative description research approach based on naturalistic inquiry, supplemented by site visits and personal observations was used.
Findings
The pandemic catalysed dramatic, often positive, changes to the provision of food aid, with a move away from the traditional food bank model. It brought about increased coordination and oversight, as well as the upscaling of capabilities, infrastructure and provisions.
Originality/value
The paper contributes to the literature on food aid in the UK It provides evidence for how providers are transforming the sector for the better and potentially helping to deal with the cost-of-living crisis.
Details
Keywords
Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy and Kristien Zenkov
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a…
Abstract
Purpose
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.
Design/methodology/approach
Policy statement.
Findings
NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”
Practical implications
For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.
Originality/value
This policy statement articulates how the Nine Essentials are the foundation of PDS work.
Details