Providing safe and supported accommodation for young people who are in the care system and who are at risk of, or experiencing, sexual exploitation or trafficking for sexual exploitation

This report presents the findings of a scoping study into accommodation for young people at risk of/experiencing sexual exploitation. The scoping study took place January to March 2011 and included a literature search, consultation with young people, consultation with practitioners and development of a full research proposal. The research was funded by the NSPCC

Governando para além do PISA: conhecimento, redes e narrativas

OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD’s governing project.La búsqueda de la OCDE por un nuevo conjunto de prescripciones para gobernanza de la educación está expresado en su proyecto de Gobernanza de Sistemas Educacionales Complejos (GSEC) que busca combinar la identificación de mejores prácticas de organización de sistemas con narrativas específicas de equidad y calidad basadas en las mediciones que crean una "robusta base de evidencias" para la política. Este artículo analiza el contenido y la dirección del GSEC, considera su reanudación en la política en Escocia, especialmente como reflejado a raíz del informe de la OCDE 2015 sobre mejoras de la educación en ese país y de los resultados del PISA 2016. El texto discute el contenido de las recomendaciones, especialmente en relación con los conceptos clave de conocimiento, redes y narrativas, y sus intentos de traducción a la política, y concluye identificando tensiones en el marco del proyecto de gobernanza de la propia OCDE.A busca da OCDE por um novo conjunto de prescrições para governança da educação está expresso em seu projeto de Governança de Sistemas Educacionais Complexos (GSEC) que procura combinar a identificação de melhores práticas de organização de sistemas com narrativas especificas de equidade e qualidade baseadas em mensurações que criam uma “robusta base de evidencias” para a política. Este artigo analisa o conteúdo e a direção do  GSEC, considera sua retomada na política na Escócia, especialmente como refletido no rescaldo do relatório da OECD 2015 sobre melhoramentos da educação naquele país e dos resultados do PISA 2016. O texto discute o conteúdo das recomendações, especialmente como relacionam com os conceitos chave de conhecimento, redes e narrativas, e suas tentativas de tradução para a política, e conclui identificando tensões no interior do projeto de governança da própria OCDE

Governing beyond PISA:knowledge, networks and narratives

OECD’s search for a new set of prescriptions for governing education is expressed in their Governing Complex Education Systems project (GCES), which seeks to combine identification of best practices in system organisation, with specific narratives of equity and quality supported by metrics that create a “robust evidence base” for policy. This paper analyses the content and direction of GCES, considers its take up in policy in Scotland, especially as reflected in the aftermath of the 2015 OECD report on improving education there, and of the 2016 PISA results. The paper discusses the content of the recommendations, especially as they relate to the key concepts of knowledge, networks and narratives, and their attempted translation into policy, and concludes by identifying tensions within OECD’s governing project.La búsqueda de la OCDE por un nuevo conjunto de prescripciones para gobernanza de la educación está expresado en su proyecto de Gobernanza de Sistemas Educacionales Complejos (GSEC) que busca combinar la identificación de mejores prácticas de organización de sistemas con narrativas específicas de equidad y calidad basadas en las mediciones que crean una "robusta base de evidencias" para la política. Este artículo analiza el contenido y la dirección del GSEC, considera su reanudación en la política en Escocia, especialmente como reflejado a raíz del informe de la OCDE 2015 sobre mejoras de la educación en ese país y de los resultados del PISA 2016. El texto discute el contenido de las recomendaciones, especialmente en relación con los conceptos clave de conocimiento, redes y narrativas, y sus intentos de traducción a la política, y concluye identificando tensiones en el marco del proyecto de gobernanza de la propia OCDE.A busca da OCDE por um novo conjunto de prescrições para governança da educação está expresso em seu projeto de Governança de Sistemas Educacionais Complexos (GSEC) que procura combinar a identificação de melhores práticas de organização de sistemas com narrativas especificas de equidade e qualidade baseadas em mensurações que criam uma “robusta base de evidencias” para a política. Este artigo analisa o conteúdo e a direção do  GSEC, considera sua retomada na política na Escócia, especialmente como refletido no rescaldo do relatório da OECD 2015 sobre melhoramentos da educação naquele país e dos resultados do PISA 2016. O texto discute o conteúdo das recomendações, especialmente como relacionam com os conceitos chave de conhecimento, redes e narrativas, e suas tentativas de tradução para a política, e conclui identificando tensões no interior do projeto de governança da própria OCDE

Research into gang-associated sexual exploitation and sexual violence : interim report

The research has been commissioned by the Office of the Children’s Commissioner for England (OCC) as part of their Inquiry into Child Sexual Exploitation in Gangs and Groups (CSEGG).This report presents the interim findings of a two year study into gang-associated sexual exploitation and violenc

"It's wrong - but you get used to it" : a qualitative study of gang-associated sexual violence towards, and exploitation of, young people in England

A report commissioned by the Office of the Children’s Commissioner’s Inquiry into Child Sexual Exploitation in Gangs and GroupsThe research was commissioned by the Office of the Children’s Commissioner for England as part of its Inquiry into Child Sexual Exploitation in Gangs and Groups. The research aimed to consider: the scale and nature of gang-associated sexual violence and exploitation in six areas of England; the main pathways into gang-related sexual violence and exploitation for young people living in these neighbourhoods; and potential models for an effective multi-agency response to the issue

Where Would You Turn For Help? Older Adults’ Knowledge and Awareness of Community Support Services

Community support services (CSSs) enable persons coping with health or social problems to maintain the highest possible level of social functioning and quality of life. Access to these services is challenging because of the multiplicity of small agencies providing these services and the lack of a central access point. A review of the literature revealed that most service awareness studies are marred by acquiescence bias. To address this issue, service providers developed a series of 12 vignettes to describe common situations faced by older adults for which CSSs might be appropriate. In a telephone interview, 1152 older adults were presented with a series of vignettes and asked what they would do in that situation. They were also asked about their most important sources of information about CSSs. Findings show awareness of CSSs varied by the situation described and ranged from a low of 1% to 41%. The most important sources of information about CSSs included informational and referral sources, the telephone book, doctor’s offices, and through word of mouth.Community Support Services, awareness, knowledge, acquiencence bias, vignette methodology

Assessing the Credibility of Cyber Adversaries

Online communications are ever increasing, and we are constantly faced with the challenge of whether online information is credible or not. Being able to assess the credibility of others was once the work solely of intelligence agencies. In the current times of disinformation and misinformation, understanding what we are reading and to who we are paying attention to is essential for us to make considered, informed, and accurate decisions, and it has become everyone’s business. This paper employs a literature review to examine the empirical evidence across online credibility, trust, deception, and fraud detection in an effort to consolidate this information to understand adversary online credibility – how do we know with whom we are conversing is who they say they are? Based on this review, we propose a model that includes examining information as well as user and interaction characteristics to best inform an assessment of online credibility. Limitations and future opportunities are highlighted

Where Would You Turn For Help? Older Adults’ Knowledge and Awareness of Community Support Services

Community support services (CSSs) enable persons coping with health or social problems to maintain the highest possible level of social functioning and quality of life. Access to these services is challenging because of the multiplicity of small agencies providing these services and the lack of a central access point. A review of the literature revealed that most service awareness studies are marred by acquiescence bias. To address this issue, service providers developed a series of 12 vignettes to describe common situations faced by older adults for which CSSs might be appropriate. In a telephone interview, 1152 older adults were presented with a series of vignettes and asked what they would do in that situation. They were also asked about their most important sources of information about CSSs. Findings show awareness of CSSs varied by the situation described and ranged from a low of 1% to 41%. The most important sources of information about CSSs included informational and referral sources, the telephone book, doctor’s offices, and through word of mouth.Community Support Services, awareness, knowledge, acquiencence bias, vignette methodology

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students&rsquo; learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies<br /