Work Opportunities Open in UK – Apply Now And Get Your Dream Job Secured

Why Apply for UK Jobs?

At the UK, which has the third largest economy in Europe and an unemployment rate of 6.4 percent at the end of June 2014 – the lowest since 2008. According to the Office for National Statistics, 40 percent of the increase in employment levels over the past year have been amongst non-UK nationals. There were 326,000 more workers born overseas working in the UK in the last year, a quarter from Eastern Europe like Poland, Hungary, and Lithuania. Uk Jobs.

Economic growth is concentrated in London and the southeast; unemployment is higher in the north of England, Scotland, Wales and Northern Ireland. The London jobs market is booming with 10 times more jobs on offer than the next best area of the country but of course, there’s a lot more competition for those jobs.

Career In the UK

If you want a professional or well-paid job then you’ll need to speak good English (and having a second language also gives you an advantage). It’s easier to get a job if you don’t need a work permit. It is relatively easy to get part time or casual jobs but the pay will be very low. Work & Study Opportunities UK is still on. Click Here To Apply Now >>>>>

2018 Brookings Institution Echidna Global Scholar Programme

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As part of the Global Economy and Development program at the Brookings Institution, the Center for Universal Education develops and disseminates effective solutions for quality education and skills development.  It offers a forum for research, high-level dialogue, and public debate on a range of issues relevant to education, with a particular focus on the developing world.  CUE envisions a world where all children and youth have the skills they need to succeed in the 21^stcentury, and plays a critical role in influencing the development of policy related to global education and promotes actionable strategies for governments, civil society and private enterprise.

 

The center seeks to build the evidence base on girls’ education policies and programs in developing countries.  The Echidna Global Scholars Program is designed to offer guest scholars the opportunity to pursue their own independent research on global education issues with a specific focus on girls’ education.  Echidna Global Scholars will also be supported in developing or implementing a project in which findings from the research are piloted.   The Echidna Global Scholars Program fits within CUE’s broader efforts, which seeks to catalyze and sustain collaborative action to achieve quality education for all, and helps to build the leadership pipeline for girls’ education around the world.

Responsibilities

Once selected by CUE to participate in the program, Echidna Global Scholars will be expected to  dedicate time to collecting data for their research in their home country, in preparation for their period of residency at Brookings in Washington DC.  During their residency from early June 2019 to mid-October 2019 at the Brookings Institution, Echidna Global Scholars will work with the center staff on developing their specific research project and a strategy for policy impact.  They will also participate in professional development training and networking opportunities.  Echidna Global Scholars will draw on the resources of other Brookings’ scholars, as well as the extended public policy community in Washington, D.C. by participating in additional meetings and conferences, and networking with the broader development community.  The program expects the Echidna Global Scholars to have the ability to interact with other Brookings scholars and the wider policy community, to conduct professional, in-depth research, and deliver spoken presentations in English.  and work on an extensive, cutting-edge written research product during their residency, as well as a post-residency project proposal with the intent to implement their research in their home country upon completion of the program.

Qualifications

Education /Experience Requirements:

The program selects professionals with substantial experience in and ties to developing countries, a demonstrated intent to return to a developing country after completing the period of residency at Brookings, and a passion and demonstrated commitment to girls’ education. Applicants should have a background in education, development, economics, or a related area, with a minimum of 10 years of professional experience in either research/academia; non-government and civil society; government; or business.  Master’s degree required; Ph.D. or research background strongly preferred.

Knowledge/Skills Requirements:

Strong analytical and writing skills. Successful applicants will have an intimate understanding of education development issues and gender.

Additional Information:

Applicants who have not worked explicitly on girls’ education previously are welcome to apply, but should include an explanation of how this focus on girls’ education can be integrated successfully into their current and future work.

Echidna Global Scholars’ research topics must be focused on education priorities for girls, as they are relevant in their specific contexts. This can include “second generation” priorities, like: 1) ensuring that girls can attend and complete primary and secondary school; 2) making schools safer and more secure; 3) improving the quality of learning for girls; 4) supporting girls’ transition to higher education and employment; and 5) cultivating local country leaders to champion this work at the grassroots level. Topics on the intergenerational effects of girls’ education, innovations in early childhood that are relevant for girls’ education, girls’ education in conflict settings, or quality education for indigenous and/or minority girls. Echidna Global Scholars are also encouraged to include areas of research focused on girls’ skills development. Other girls’ education issues lacking evidence are also welcome.

Benefits: Please note that this position is a short-term full-time resident fellowship at Brookings (it is not an employee position). Applicants selected for the fellowship will receive a living stipend of USD $5,000 a month (subject to U.S. tax withholding and reporting), paid single-occupancy housing for the four-and-a-half-month term, and round-trip travel expenses, and a limited health insurance plan.

Program Requirements: Echidna Global Scholars must be available for a full-time, on-site affiliation with the Brookings Institution for the entire duration of the residency of the program as well as a pre-arrival data collection phase of research prior to their arrival.  Soon after selection, Echidna Global Scholars are required to conduct research on a topic approved by Christina Kwauk, Fellow and lead of the Girl’s Education team at CUE. Scholars will  present their research papers at a Brookings hosted day-long conference at the end of the residency.  Each Scholar is expected to be an active participant in Brookings and CUE activities, including, but not limited to, regularly-scheduled organizational staff meetings, informal discussions, seminars, presentations, and other CUE and Brookings events.  

Term of Program: The research project must take place during a 7-8-month timeline; data collection must be completed by the scholar at home prior to the start of the residency at Brookings. Analysis and writing must be completed during the residency. The residency will begin on or around June 3, 2019 and end on October 18, 2019. Scholars must also participate in the leadership development program throughout the program, including pre-residency components. Scholars may be invited to apply for seed funding to implement their research findings in a pilot program after the residency. Please note that the timeframe of this program will not be changed.

Interview Process: Interviews will include an initial phone screen, program and panel interviews via phone and/or Skype calls with CUE leadership.  For those chosen as finalists, there will be an on-site final interview with a CUE staff member in the finalists’ home countries, to determine potential impact of the finalists’ proposed research.

How to Apply: 

1. Submit a cover letter that explains your goals and intent for the program, along with your curriculum vitae or resume which will include a list of your publications, and fellowships, honors, awards, funded research, or  foundation support that you have received. Please attach curriculum vitae or resume and cover letter as one document when you apply, as instructed.


2. When prompted, attach answers to Questionnaire, in the Writing Sample section. Click  here to access document


3. When prompted, attach Research Project Proposal, in the Writing  Sample section. Click here  to access document

*Documents must be saved with a format of Last Name, First Name and document name (for example: Doe_Jane_CV).Note that letter of recommendations, writing samples and transcripts are NOT required. Please upload Questionnaire and Research Project Proposal in the Writing Sample section.

4. Only applicants selected for interviews will be contacted. Candidates selected for interviews may be asked to submit additional materials. Incomplete applications, and any applications received after the deadline will not be considered. If you require visa sponsorship to participate in this fellowship program, your English proficiency will be verified via an objective assessment as required by the U.S. Department of State.

Timing and Application Deadlines:

• Application deadline: October 1, 2018


• Tentative Residency Term: June 3, 2019- October 18, 2019

Osun Election Details And INEC Finaly Decision

Osun is an inland state in south-western Nigeria. Its capital is Osogbo. It is bounded in the north by Kwara State, in the east partly by Ekiti State and partly by Ondo State, in the south by Ogun State and in the west by Oyo State. Wikipedia

President of the Senate and Chairman, Peoples Democratic Party’s Presidential Council on Osun State Governorship Election, Dr. Bukola Saraki, has faulted the declaration by the Independent National Electoral Commission that the results of the election held on Saturday were inconclusive.

Saraki, in a statement issued in Abuja on Sunday, expressed dismay over the decision by the INEC to declare as “inconclusive” an election in which a candidate won the highest number of votes and fulfilled the condition for a geographical spread.

The Senate President advised the PDP and its governorship candidate, Senator Ademola Adeleke, to seek a legal interpretation of the situation with the results and the decision taken by the INEC on it.

He said, “In my lay man’s opinion, the INEC was wrong in declaring the election as inconclusive because the votes in certain polling units were cancelled. The decision of INEC to cancel the election in those areas after voting had taken place means INEC had already excluded the votes in these areas from the election process and therefore those units should have no place in the overall results.

“My opinion would have been different if the election in the affected units did not take place at all, maybe as a result of malfunctioning of the card reader machine or unavailability of the electoral materials. Since the voting took place and was cancelled, only the courts could reverse the initial decision by INEC to cancel the votes in these areas.

“That is why I call on our party and its candidate to seek a further legal interpretation on this decision by the electoral body. One cannot but wonder whether if the places were reversed and the candidate of the ruling All Progressives Congress was the one leading in the election, the INEC would take the same decision it has taken now.”

Saraki stated that it was necessary to also call on INEC to display “courage, boldness, independence, neutrality and patriotism” in order to send signals to the world at large that Nigeria’s electoral system had come of age and that its democracy had matured.

He added, “The electoral body needs to reassure all and sundry that the 2019 election and other elections will be free of manipulations and undue interference.

“The INEC should note that the Osun gubernatorial election is not only about that South-western state. It is about our country and the entire world is watching. Our national interest is at stake. The integrity of our electoral system is at stake. The reputation of the electoral body is at stake. The future of our democracy is on the line.

“The way INEC conclusively handles the Osun election will determine global expectations from our political process. It should, therefore, ensure that the wish of the Osun State electorate eventually prevail.”

Customer Service Training Courses offered online today

Raise the standard of customer care and customer experience in your business. To find our more about individual Customer Service training courses, see the links below that will take you to the course information page. You will find further information about in-house delivery and open training courses.

or any business to be successful it needs to have a customer service culture embedded into it. This culture should be top down and strive to deliver exceptional service at every interaction with a customer.

Get the skills and approaches needed to develop and embed a customer service strategy that delivers.

Learn how to provide outstanding customer service in your business with our customer service training course.

Find out how to wow customers and increase sales whilst generating s sense of loyalty.  Understand how to fine tune the service that is offered and ensure that high customer service standards are maintained.

This Customer Complaint Handling training course looks at how to handle customer complaints effectively, ensuring the relationship with the customer stays intact.

In this Customer Complaint Handling training course we look at how to be pro-active in reducing the complaints a business will receive and use an easy to follow process to deal with them.

This Customer Service Management training course will provide skills and approaches to keep your customer service team motivated, on track and delivering exceptional levels of service.

Motivate those that interact with customers, set clear targets and objectives and coach the team to achieve the required results.

Our Telephone Skills training course is a one day course that looks at how to deliver highly effective service to customers over the telephone.

Ensure you use the right language, deal with queries and complaints effectively and learn the do’s and don’ts of delivering great service over the telephone.

LEARN MORE TODAY
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Where To Study With Private Sector Providers

• A Higher Education Statistics Agency (HESA) survey in 2009–10 revealed that only 481 students were studying for first degrees by this mode of study with seven institutions.

These were the ifs School of Finance (208), Kaplan UK (51 students on the University of Essex Online distance learning programmes), BPP University College (121 students), Logos European College (a Scottish bible college) (two students), the College of Law – now the University of Law (65), Westfield House (one student) and the Wales Evangelical School of Theology (33).

• The University of Law distance learning LLB is delivered in conjunction with the OU.


• BPP University College is a UK-degree awarding body providing its own awards through its four schools: the BPP Law School, the BPP Business School, the BPP School of Health and the BPP School of Foundation and English Language Studies.


• The BA (Hons) Theology by distance learning offered by the Wales Evangelical School is validated by the University of Chester.


• While the ifs School of Finance has its own degree-awarding powers, Westfield House is accredited by the British Accreditation Council.


• Logos European College degrees are awarded by Logos Christian College and Graduate School in Jacksonville, Florida, USA.


• Kaplan-delivered online degrees are validated by Essex University.

Pearson is a leading provider of electronic learning programmes and of test development, processing and scoring services to educational institutions, corporations and professional bodies around the world.

• It is partnered with a number of US universities including Columbia and the University of California system. It provides materials that can be accessed by distance learning but is not itself a distance learning provider.

Professional skills updating courses can also be studied online and the OU has a wide range of skills updating courses for the armed forces, the NHS and individual firms.

• Courses Direct is one of the UK’s largest providers of distance qualifications in anything from business management to garden design. It has students in England, Scotland, Wales and Northern Ireland.


• Stonebridge Associated Colleges also offers distance learning courses in the whole of the UK.


• Home Learning College describes itself as the UK’s Number 1 online business college.


• Sponge is a leading UK based e-learning company that helps major organisations train their staff by creating customised online courses. Clients include the John Lewis Partnership, GKN and Ofqual.

Where To Study At UK Universities And Colleges

Many of the universities listed in our League Tables and Profiles offer part-time and distance learning alongside their full-time courses. The main UK providers are:

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  the Open University (which offers a host of diploma, undergraduate and postgraduate programmes);


• London University (mainly programmes to international students);


• and Liverpool University which offers MSc programmes in management, health and ICT.

Edinburgh Napier University also offers a suite of MSc degrees online, while the University of Leicester is one of the UK’s largest suppliers of mainly postgraduate distance learning courses. The University of Derby has a clutch of undergraduate and postgraduate degree programmes, while other providers are:

• the University of East London (a BA Hons in Early Childhood Studies and a BSc Hons in Psychology);


• the University of Essex Online (for example, a BA Hons in Business and Management, a BA Hons in Business and Marketing and a BA Hons in Criminology and Criminal Justice).

Arden University offers a wide range of industry accredited degrees, Masters and MBAs available in both online distance learning and part-time campus study modes.

• With over 25 years’ experience in providing online materials to students world-wide, Arden’s courses fit around other commitments, and all courses come with a focus on employability.

Many universities offer MBA courses with a distance learning option.

EDUCATION HEALTH AND CARE PLANS: WHAT SHOULD A GOOD ONE LOOK LIKE?

All statements of SEN should be converted to EHC Plans by April 2018. In theory EHC Plans should improve support for children with SEN, but we are hearing tales of poorly written Plans where local authorities are not following the correct process, or are not including health and social care. We asked solicitor Samantha Hale what parents should look out for.

A good EHC Plan should be clear, concise, understandable and accessible to education providers and practitioners as well as to the parents and child or young person.

Our experience is that Plans are too brief in the description of the child/young person’s special educational needs (Section B), which has an impact on the provision that is then included to meet the special educational needs (Section F).

A good EHC Plan should have an accurate and detailed description of the child/young person’s educational needs included in it.

You should ensure that it covers aspects relating to the child’s communication and interaction; cognition and learning; behaviour, emotional and social development; sensory and physical needs; and medical condition

DETAILED AND SPECIFIC

Unfortunately, the provision in Section F of EHC Plans is often not specific or detailed enough. It is should be clear exactly what is being provided, and, where appropriate, by whom and how often, to meet all the needs identified.

For example, it should not just say a child will have access to a speech and language programme, but should say if it includes direct speech and language therapy, and if so how often/how long for, as well as who will be reviewing and implementing the programme, and anything else the provision should include.

If the child does not receive the provision detailed, a good EHC Plan will assist in a legal challenge against this.

We have also seen EHC Plans being drawn up wrongly, such as including educational needs in the description of health needs (Section C), and the provision to meet the need set out as health provision (Section G). One example of this is speech and language difficulties/provision, as the courts have previously established speech and language therapy is an educational need and not a health need.

A good EHC Plan should therefore have speech and language therapy included in Sections B and F, which give parents a better level of legal protection to appeal the provision, or challenge it if it is not provided.

NAME A SUITABLE SCHOOL

EHC Plans should also include the type and name of the school that is suitable to meet the child/young person’s needs. An EHC Plan will, of course, only be considered to be good if the parents and child/young person are satisfied that the school named is in fact suitable.

What makes a good EHC Plan varies for each young person depending on their individual needs. We recommend that parents seek legal advice when they receive an EHC Plan, so that they can get specific advice and assistance with any appeal.

Samantha Hale is a solicitor specialising in Education, Community Care and Public Law at Maxwell Gillott