The value of school engagement and school partnership working: review of the literature

James Cook University, Australia. The aim of the review is to examine the literature where there has been a specific reference to widening participation activities delivered in partnership between Higher Education Institutions (HEIs) and schools (including Further Education Colleges (FECs)). The literature review includes academic, policy and grey literature in the English language between 1996-2012. The literature review focuses on texts which discuss the value of school partnership working – literature that evaluates, reflects and reports on the impacts of school partnership working has been prioritised

Manchester, NH continuum of care 2012 Manchester point-in-time report

Annual point-in-time chart of homelessness in Manchester, New Hampshire

Manchester NH continuum of care: 2013 Manchester point-in-time report

Annual point-in-time chart of homelessness in Manchester, New Hampshire

Listening to Learners

As Hammersley (2002) argues, one of the fundamental challenges for educational research is making the journey from research to policy and practice. For too long the perspective of learners has been ignored in educational research: “….rarely are their voices taken seriously into account in policies devised to improve teaching, learning and achievement” (Wood, 2003:365-6), despite the fact that learners, as Pollard, Triggs, Broadfoot et al (2000) have noted, are expert commentators. Learner voice is coming of age and through research, practice is developing and understanding deepening. This report is organised into two parts: the first part is a review of the literature on learner voice, which was used to inform our ongoing learner voice work as well as highlighting issues of common concern across all phases of education, primary, secondary and tertiary as well as identify gaps in the literature which could be discussed at the one day conference linked to this work. The one day conference: Listening to Learners: Partnerships in Action, aimed to disseminate innovative work in progress as well as good practice from other projects and initiatives. There were key note presentations from a number of speakers: researchers, academics and practitioners who provided details of current research (Pippa Lord), theoretical underpinnings (Michael Fielding), good practice (Gill Mullis and Laurie Goodlad). However the most important contributions came from young people, secondary school pupils, who presented during the plenary session and also facilitated the workshops. Following the event a conference wiki (http://listeningtolearners.pbworks.com)was set up to enable delegates to continue discussions and conversations on learner voice as well as a repository for conference materials. There have been a number of reviews of the literature on learner voice undertaken by individuals and organisations, which are reviewed and cited in our own work. Our review cannot claim to be comprehensive nor exhaustive but serves as a useful starting point in setting out the policy background and context to learner voice, the various typologies and theoretical frameworks that have been developed, as well as some of the methodological issues and ethical concerns associated with learner voice work. The second part is a case study of a student voice project which UEL has been engaged in since 2007. This case study is significant for three reasons. Firstly, it examines some of the tensions and ambiguities that exist when students are asked to become independent researchers. Secondly, it considers the extent to which student voice represents joint responsibility in the developments taking place or just the minority voices within pupil and teacher communities of practice. Thirdly, it raises questions about societal values and the contrived distance between adults and children in different cultural contexts. At a time when research reveals that British children represent some of the unhappiest within the industrialised world, recognising the pervasiveness of the “ideology of immaturity” (Ruddock and Fielding, 2006:225) that exists in many schools in England can reduce hope in an increasingly complex world. Often couched in terms of inevitability, such an ideology can drain energy and commitment of both learners and teachers. The case study illustrates how young people, if listened to, have the potential to transform school processes, purposes and procedures. The voices of the learners in the study and their concerns give rise to complex hope in exceedingly complex times

ANNUAL REPORT 1993-1994

The Continuum of Care program in the South Carolina Office of Executive Policy and Programs published an annual report with information on the activities and accomplishments of the agency as it served children with severe emotional disturbance

ANNUAL REPORT 1986-1987

The Continuum of Care program in the South Carolina Office of Executive Policy and Programs published an annual report with information on the activities and accomplishments of the agency as it served children with severe emotional disturbance

ANNUAL REPORT 1985-1986

The Continuum of Care program in the South Carolina Office of Executive Policy and Programs published an annual report with information on the activities and accomplishments of the agency as it served children with severe emotional disturbance

Human Immunodeficiency Virus Continuum of Care in 11 European Union Countries at the End of 2016 Overall and by Key Population: Have We Made Progress?

High uptake of antiretroviral treatment (ART) is essential to reduce human immunodeficiency virus (HIV) transmission and related mortality; however, gaps in care exist. We aimed to construct the continuum of HIV care (CoC) in 2016 in 11 European Union (EU) countries, overall and by key population and sex. To estimate progress toward the Joint United Nations Programme on HIV/AIDS (UNAIDS) 90-90-90 target, we compared 2016 to 2013 estimates for the same countries, representing 73% of the population in the region. A CoC with the following 4 stages was constructed: number of people living with HIV (PLHIV); proportion of PLHIV diagnosed; proportion of those diagnosed who ever initiated ART; and proportion of those ever treated who achieved viral suppression at their last visit. We estimated that 87% of PLHIV were diagnosed; 92% of those diagnosed had ever initiated ART; and 91% of those ever on ART, or 73% of all PLHIV, were virally suppressed. Corresponding figures for men having sex with men were: 86%, 93%, 93%, 74%; for people who inject drugs: 94%, 88%, 85%, 70%; and for heterosexuals: 86%, 92%, 91%, 72%. The proportion suppressed of all PLHIV ranged from 59% to 86% across countries. The EU is close to the 90-90-90 target and achieved the UNAIDS target of 73% of all PLHIV virally suppressed, significant progress since 2013 when 60% of all PLHIV were virally suppressed. Strengthening of testing programs and treatment support, along with prevention interventions, are needed to achieve HIV epidemic control.This work was supported by the European Centre for Disease Prevention and Control through a framework contract (ECDC/2016/028).S

The HIV continuum of care in European Union countries in 2013: data and challenges

BACKGROUND: UNAIDS has set a 90-90-90 target to curb the HIV epidemic by 2020, but methods used to assess whether countries have reached this target are not standardised, hindering comparisons. METHODS: Through a collaboration formed by the European Centre for Disease Prevention and Control (ECDC) with European HIV cohorts and surveillance agencies, we constructed a standardised, four-stage continuum of HIV care for 11 European Union (EU) countries for 2013. Stages were defined as: 1) number of people living with HIV (PLHIV) in the country by end of 2013; 2) proportion of stage 1 ever diagnosed; 3) proportion of stage 2 ever initiated ART; and 4) proportion of stage 3 who became virally-suppressed (≤200 copies/mL). Case surveillance data were used primarily to derive stages 1 (using back-calculation models) and 2, and cohort data for stages 3 and 4. RESULTS: In 2013, 674,500 people in the 11 countries were estimated to be living with HIV, ranging from 5,500 to 153,400 in each country. Overall HIV prevalence was 0.22% (range 0.09%-0.36%). Overall proportions, of each previous stage, were 84% diagnosed, 84% on ART, and 85% virally-suppressed (60% of PLHIV). Two countries achieved ≥90% for all stages, and over half had reached ≥90% for at least one stage. CONCLUSIONS: EU countries are nearing the 90-90-90 target. Reducing the proportion undiagnosed remains the greatest barrier to achieving this target, suggesting further efforts are needed to improve HIV testing rates. Standardising methods to derive comparable continuums of care remains a challenge