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Article
Publication date: 2 January 2020

Alistair Catterall

The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with…

Abstract

Purpose

The purpose of this paper is to address the fact that under current Education Skills Funding Agency (ESFA) funding guidelines, diagnostic assessments for apprentices with additional learner needs are deemed an ineligible cost, which has the potential to reduce access to additional funding and support.

Design/methodology/approach

The approach of this paper is to critically evaluate the surrounding literature, government reports and Mencap review produced since the apprenticeship levy and present the implications of these funding guidelines relating to access to apprenticeships and the practical effects of apprentice’s experience and development.

Findings

The finding presented by this paper is that the definition of diagnostic assessments as an ineligible cost reduces the quality of training delivered by providers and assurances to apprentices that they will be fully supported from the start of their training.

Research limitations/implications

The limitation of this research was the minimal amount of government/ESFA documentation addressing this subject within apprenticeships.

Practical implications

The practical implications of this paper relate to the on-going delivery of apprenticeship training in the UK, and the detrimental effect of reducing access to diagnostic assessments for apprentices with undiagnosed additional learner needs under the current wording of the Education Skills Agency guidance.

Social implications

The government policy is currently under review to address this area which is considered an ineligible cost for supporting apprentices with recognised additional learner needs.

Originality/value

The value of this paper is to align with recent Mencap review and collaboratively readdress the ESFA’s current positioning of diagnostic assessments for apprentices with undiagnosed learning difficulties and disabilities as an ineligible cost and non-standardised requirement.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 9 December 2020

Cass Hausserman, Susan Jurney and Timothy Rupert

We experimentally investigate how the level of government (either federal or state) and whether funding is being allocated to enforcement or service efforts in a revenue agency…

Abstract

We experimentally investigate how the level of government (either federal or state) and whether funding is being allocated to enforcement or service efforts in a revenue agency affects trust in the agency, as well as support for the funding initiative. We find that the two independent variables interact, such that trust in the state agency is not affected by whether the proposed funding would be allocated to service or enforcement efforts. But, at the federal level (the Internal Revenue Service), trust in the agency is significantly higher when the proposed funding is to hire additional service employees as opposed to hiring additional enforcement employees. We also find that the level of government moderates the mediating effect of trust in the agency on the relation between the use of funds and support for the funding.

Article
Publication date: 26 December 2023

Mona Nikidehaghani

This paper aims to explore how accounting is fostering neoliberal citizenship through the participants of Australia’s National Disability Insurance Scheme (NDIS). More…

Abstract

Purpose

This paper aims to explore how accounting is fostering neoliberal citizenship through the participants of Australia’s National Disability Insurance Scheme (NDIS). More specifically, this paper aims to understand how accounting discourse and the management accounting technique of budgeting, when intertwined with automated administrative processes of the NDIS, are giving rise to a pastoral form of power that directs people’s behaviour toward certain ends.

Design/methodology/approach

Publicly available data has been crafted into an autoethnographic case study of one fictitious person’s experiences with the NDIS – Mina. Mina is an amalgam created from material submitted to the Joint Parliamentary Standing Committee on the NDIS. Mina’s experiences are then analysed through the lens of Foucault’s concept of pastoral power to explore how accounting has contributed to marketising and digitising public disability services.

Findings

Accounting rhetoric appears to be a central part of rationalising the decision to shift to individualised disability funding. Those receiving payments are treated as self-governable, financially responsible subjects and are therefore expected to have knowledge of management accounting techniques and budgeting. However, NDIS’s strong reliance on the accounting concepts of funds, budgets, cost and price is limiting people’s autonomy and subjecting them to intervention and control.

Originality/value

This paper addresses calls to explore the interplay between accounting and current disability policies. The analysis shows that incorporating accounting into the NDIS’s algorithms serves to conceal the underlying ideology of the programs, subtly driving behaviours towards neoliberal objectives. Further, this research extends the Foucauldian accounting literature by revealing the contribution of accounting to reinforcing the authority of digital pastors in contemporary times.

Details

Accounting, Auditing & Accountability Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-3574

Keywords

Article
Publication date: 1 November 2003

Linda Delahay

Supporting People provides the opportunity to put refuge services on a firm financial footing. However, Supporting People only funds adult ‘housing‐related’ bed spaces. Children…

Abstract

Supporting People provides the opportunity to put refuge services on a firm financial footing. However, Supporting People only funds adult ‘housing‐related’ bed spaces. Children use refuge services, and the lack of funding for children's services is a big omission in the new Supporting People funding regime. This needs to be addressed both nationally and locally ‐ children have support needs too. Outreach services which provide a vital lifeline for women who do not access refuges are also absent from the funding strategy to tackle domestic violence. These services are desperately needed, and the challenge for Women's Aid and local authorities is to work together to ensure that all the needs of women and children escaping domestic violence can be properly met. The dislocation of capital and funding issues must be resolved quickly, so that much‐needed additional refuge spaces are developed and women who desperately need a safe place to stay free from violence can be accommodated.

Details

Housing, Care and Support, vol. 6 no. 4
Type: Research Article
ISSN: 1460-8790

Book part
Publication date: 18 January 2021

Nicholas Catania, Danielle Lane, Sarah Semon, Sharlene Smith and Phyllis Jones

This chapter explores two policies guiding the education and funding related to students with and without disabilities in the United States. The Individuals with Disabilities…

Abstract

This chapter explores two policies guiding the education and funding related to students with and without disabilities in the United States. The Individuals with Disabilities Education Act (IDEA) of 2004 serves as the nation's primary legislation outlining policies, procedures and funding for the education of students with disabilities. Thus, IDEA 2004 is integral in understanding inclusion throughout the United States. The Every Student Succeeds Act (ESSA) of 2015 is regarded as the primary educational legislation concerned with funding to provide all students with access to a well-rounded education. The chapter begins with a brief overview of the laws in relation to inclusion and funding for teacher professional development (PD) and argues in support of funding specifically aimed at the PD of highly effective classroom teachers. Preparing, recruiting and retaining high quality teacher candidates must be a top priority in PK-12 education. In the current political climate, there is a need to examine how to use available resources in a time of shrinking budgets, teacher shortages and increasing equity gaps.

This chapter will examine budgets from the most recent five years available and make connections to issues related to funding for inclusive programming, including professional development of teachers. While ESSA does not guide PD of teachers, it guides the funding for said programmes. Through budget evaluations and analysis of the President's rationale for decreasing funding under Title II of ESSA, we demonstrate that the current President is decreasing funds for PD, recruitment, preparation and more on the basis that Title I funding of ESSA covers these activities. With a new election set to take place next year, this chapter explores how the budgets have impacted funding for inclusive programming while looking to the future and its impact on the preparation and development of teachers.

Details

Resourcing Inclusive Education
Type: Book
ISBN: 978-1-80043-456-1

Keywords

Book part
Publication date: 9 November 2020

Erika Katzman

Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally…

Abstract

Purpose: This chapter problematizes the philosophical origins of direct funding models in a normative conception of independence that ignores and obscures the fundamentally relational nature of care work.

Approach: The study adopts a reflexive ethnographic methodological approach. In-depth, semistructured interviews were conducted with 19 participants variously involved with direct-funded attendant services (disabled “self-managers,” “attendant” employees, other members of self-managers’ support networks, and program staff). Additional data sources included the author's reflexive journaling and publicly available policy and program materials. The present analysis interrogated the impact of systemic constraints (i.e., limited funding) on the organization and management of attendant services.

Findings: The data illuminate how systemic constraints draw the interests of self-managers and attendants into tension, despite the affective relationality of the work they do together. The findings present four strategies self-managers adopt to maximize support hours, including: splitting shifts, strategic hiring, dynamic resource management, and supplementing remuneration. These findings suggest it is not vulnerability to each other that represents an ongoing concern for self-managers and attendants, so much as exploitation by a system that capitalizes on the oppression of both groups.

Implication/ Value: Disabled people and care workers have been and continue to be constructed as opposing interest groups. However, there is great potential in disabled people and care workers joining a united front to lobby for their common, often interrelated interests. Direct funding models are an important evolution of support services, but where they fail to attend to the relational nature of care work, we must continue to pursue more inclusive solutions.

Details

Disability Alliances and Allies
Type: Book
ISBN: 978-1-83909-322-7

Keywords

Article
Publication date: 21 July 2020

Rochelle Lundy and Reilly Curran

This study aims to examine online research guides as a measure of academic library support for students seeking educational funding opportunities.

Abstract

Purpose

This study aims to examine online research guides as a measure of academic library support for students seeking educational funding opportunities.

Design/methodology/approach

The library websites of 38 members of a regional academic library consortium were examined for guides that address funding for educational purposes. The guide content was manually reviewed. Information regarding institutional characteristics was gathered from the Carnegie Classification of Institutions of Higher Education.

Findings

Despite relatively few reports of educational funding support in the library literature, online guides exist at 42% of studied institutions. However, few guides are comprehensive and many lack features that promote discoverability. Instructional content – guidance, advice or information beyond resource descriptions – and in-person funding support rarely appear in the studied guides, presenting opportunities for academic libraries to contribute to student retention and success.

Practical implications

This paper provides information on and examples of online guides to educational funding useful to academic libraries looking to support students facing affordability concerns.

Originality/value

This paper contributes to the literature on non-disciplinary uses of online research guides and is the first to survey academic library guides on educational funding opportunities.

Details

Reference Services Review, vol. 48 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 11 May 2010

Eun‐A Park and Krishna Jayakar

The E‐Rate program has been widely applauded for helping American schools achieve almost 100 percent internet connectivity, up from 14 percent in 1996. However, mismanagement and

Abstract

Purpose

The E‐Rate program has been widely applauded for helping American schools achieve almost 100 percent internet connectivity, up from 14 percent in 1996. However, mismanagement and complex administration problems have tainted the program's fame, making it a target for criticism by many commentators, scholars and even governmental agencies. Previous research has suggested that the complex and multi‐stage application process may prevent some school districts from availing of E‐Rate funds due to lack of technical expertise and administrative support. The objective of this paper is to examine the patterns of distribution of E‐Rate funds, especially across the rich‐poor and rural‐urban divides, using nationwide data.

Design/methodology/approach

A total of eight states were selected, two each from four categories defined based on the degree of urbanization and per capita personal income: rural rich, rural poor, urban rich and urban poor. From these states, a total of 343 school districts were randomly chosen, roughly equally from the four groups. The E‐Rate funding data for 2006 were obtained from the Universal Service Administration Company (USAC) database and information on each school district from the National Center for Educational Statistics (NCES).

Findings

The results indicate a mixed picture on how well the program has fulfilled its policy intent of supporting the most disadvantaged school districts. For example, the percentage of free/reduced lunch eligible students was not a significant predictor for the amount of E‐Rate funds, although this is a critical threshold for deciding the discount levels. While the poverty level of the district, revenue per student, and locations were not significant, only the percentage of minority students and ratio of total staff to total number of students in the district displayed positive and significant effects. Contrary to some of the previous results, this nationwide sample did not reveal any significant relationship between districts' locations and funding amounts. However, it is evident that there are clear differences between groups. Particularly, rural and poor states had less funding compared to other groups in 2006.

Practical implications

It has been suggested that the complex and multi‐stage application process may prevent some school districts from availing of E‐Rate funds due to lack of technical expertise and administrative support. With the data of one state, Pennsylvania, the findings partly supported the hypothesis by showing that rural and poor schools continue to get less funding compared to their urban and richer counterparts.

Originality/value

The paper extends the scope of previous empirical study to a nationwide sample, and analyzes the competing influences on the patterns of distribution of E‐Rate funds.

Details

info, vol. 12 no. 3
Type: Research Article
ISSN: 1463-6697

Keywords

Article
Publication date: 6 July 2015

Kate Blamires

The purpose of this paper is to provide a synthesis of current and previous government policies and strategies, in relation to people with learning disabilities and employment, to…

Abstract

Purpose

The purpose of this paper is to provide a synthesis of current and previous government policies and strategies, in relation to people with learning disabilities and employment, to facilitate a better understanding of the current situation and future challenges.

Design/methodology/approach

A search was completed to identify government policies relating to the employment of people with learning disabilities. Key policies were identified and their impact was discussed in the paper.

Findings

It appears there is a necessity to identify how successful pilot projects can be replicated on a national scale, with clear targets and measures and initial financial support to set up these services. Alongside this there is a need for interventions targeting not just employers, but the general population, educating people about the importance of including and valuing people with learning disabilities in the workforce.

Originality/value

It is important that policy is analysed and the impact of it is assessed to determine whether more action is necessary. This paper adds updates to some of the issues discussed in Melling et al.’s (2011) paper about “Supported employment for people with learning disabilities”.

Details

Tizard Learning Disability Review, vol. 20 no. 3
Type: Research Article
ISSN: 1359-5474

Keywords

Abstract

Details

Advances in Librarianship
Type: Book
ISBN: 978-0-12024-618-2

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