Podcasts about ESFA

This is a hugely insightful conversation with Matt Atkinson, a finance and strategy advisor.  Matt is an accountant and insolvency practitioner working with FE & HE institutions, amongst others, and previously of the Provider Market Oversight team within the ESFA, supporting FE institutions in financial difficulty.  Matt talks about good practice in governance oversight: where governors should be focusing their attention, what questions they should be asking, and how they can best support the Executive. He also touches on the governance implications of the ONS reclassification, and what changes are coming down the line. I challenge any governor to walk away not having learned something new in this key area of governance work.

In this episode Safaraz takes a look at the value of feedback from external stakeholders. Pathway regularly gets feedback from stakeholders and quality standard frameworks such as Investors in People, Matrix Standard, Awarding Organisations and funding and regulatory bodies, which Pathway Group review and act on. Here Safaraz explores the process and actions Pathway Group takes using examples of recent reviews and inspections to develop a roadmap for improvements and ensure the organisation and its people are truly fit for purpose.

Miało być króciutko o mało znanej płycie, ot tak, żeby przypomnieć, że cos takiego wyszło. I fakt, podcast nie jest zbyt długi, ale na pewno pełny konkretów i sprawdzonych informacji, bo udało mi się dotrzeć do autorów, co więcej, udało się przeprowadzić wywiad z Grubszym. O płycie posłuchacie w podcaście, na wywiad zapraszam na BrakKultury.pl

Lahdessa kilpaillaan lauantaina 24.9. alan kasvavimman ruokatrendin äärellä, kun street foodin parhaimmistoa palkitseva ESFA 2022 Suomen osakilpailu saapuu kaupunkiin. Kansainvälisesti arvostettu European Street Food Awards Finland kisataan näyttävällä paikalla veden äärellä Lahden Sibeliustalon rannassa. Katuruoan ystävät pääsevät nauttimaan kilpailijoiden taidonnäytteistä ja äänestämään suosikkiruokaansa rentohenkisessä ilmaistapahtumassa. European Street Food Awards Suomi -osakilpailun järjestää Food Camp Finland yhteistyössä KOKO Lahti Oy:n kanssa. Radio Voimassa tapahtumasta kävi kertomassa projektipäällikkö Erika Laine (Food Camp Finland Oy). Lue lisää täältä - tapahtuma on maksuton

Micon Metcalfe, School Business Professional and MAT Executive Leader, returns to the show to talk about all things financial benchmarking. Is it worth it? How does it work? What info should you be looking at? This episode has all the answers! And because it's us… we didn't stop there (again!) We also talk about governance, Ofsted, the ESFA, the DfE, the SRMA role and MATs in terms of growth, central team structures and what we think the future holds for education generally… Really, there is nowhere we won't go! The episode at a glance: [2:15] – Micon shares her views on financial benchmarking, how and why this has shifted over time and the role of the SRMA [29:04] – Micon discusses Ofsted inspections from a MAT perspective plus how she feels about scrutiny, GAG-pooling, and much more!  [40:27] – Micon shares her advice for those SBLs who aren't ‘allowed' to observe or participate in critical strategic discussions  [46:22] – Micon talks about how you can get started with financial benchmarking  [01:02:02] – Micon talks about the challenges in the sector both now and moving forward and what we can do to weather them Related content: -  https://twitter.com/miconm (Follow Micon on Twitter) Other resources: - PODCAST: https://www.ljbusinessofeducation.co.uk/captivate-podcast/my-sbl-journey-micon-metcalfe (My SBL Journey: Micon Metcalfe) - PODCAST: https://www.ljbusinessofeducation.co.uk/captivate-podcast/budget-setting-monitoring (Budget Setting And Monitoring) - PODCAST: https://www.ljbusinessofeducation.co.uk/captivate-podcast/financial-management-post-covid (Financial Management Post-COVID) - BLOG: https://www.ljbusinessofeducation.co.uk/financial-wellbeing/ (How To Get All Staff Involved In The Financial Wellbeing Of Your School) - RESOURCE: https://schools-financial-benchmarking.service.gov.uk/ (Schools Financial Benchmarking) - RESOURCE: https://www.gov.uk/guidance/benchmark-your-schools-financial-data (Benchmark Your School) - RESOURCE: https://www.gov.uk/government/publications/academy-trusts-view-my-financial-insights (View My Financial Insights) - RESOURCE: https://businessofeducation.lpages.co/growth-guidance-tool/ (Guidance Tool For MAT Growth) Want to be a guest on the podcast? https://form.jotform.com/211131795465355 (Click here to leave me your details and I'll be in touch soon!) Subscribe: ·       If you haven't already, make sure you hit subscribe in your podcast player so you don't miss out on future episodes!  ·       https://school-business-leadership.captivate.fm/listen (Or click here if it's easier!) Get in touch: You know I love to hear from you so please pop me an email or get in touch on social media to let me know what you think of the show and what you'd like to see in the future! You can find Laura here… -       https://www.ljbusinessofeducation.co.uk/ (Website, Blog & Free Resources) -       https://twitter.com/lauraljbusiness/ (Twitter) -       https://www.instagram.com/lauraljbusiness/ (Instagram) -       https://www.facebook.com/lauraljbusiness/ (Facebook) -       https://www.linkedin.com/in/lauraljbusiness/ (LinkedIn)

For this episode Tim Warneford travels to Wiltshire to speak to Powerful Allies Chairman, James Robson, about the risks posed to academy schools for energy procurement in an un-regulated market place.    On this episode we discuss:   The raw deals schools are getting with energy contracts  Opaque culture of energy procurement system Seems against schools interests Risks facing schools in unregulated market James Robson's path to the academy sector His background in aviation, airports then electricity and gas The industry being, surprisingly, unregulated  The shock that academies have no recourse if things go wrong Going into the market with a transparent tender Working on better contracts than the local authority Local authorities no longer happy with procurement methodology  But are reluctant to change supplier Introducing competitive tender means best value  ESFA being strong about cost certainty  Local authorities having no competitive tender or certainty of future price  Volume purchases being attractive but not bespoke  Academies cannot deal directly with supplier  Energy is the second largest cost to school (after staffing) How schools/academies should challenge brokers who contact them  Schools need to be more sceptical about brokers' offerings  An apparent disconnect between the contract and the school  How securing a fixed price energy contract for the duration IS possible  How they are fixing rates for clients for several years  Some schools getting a nasty shock with energy cost rises  There are recourses for schools that have been overcharged schools will need help with this  Schools likely to face more costs - cost certainty being essential  School staff having been wrongly trusted or been misold by brokers 

#NoLearnerLeftBehind - Welcome to the first @FENews #Livestream in conjunction with @CognAssist We all know that learner dropout is a serious issue. Approx 35% of Apprentices drop out. The big question is, how do we prevent apprentices from dropping out?Your host is Gavin O'Meara, CEO of FE News and your panelists are:Dr. Louise Karwowski, Director of Education, Cognassist,Sally Dicketts, AoC President and CEO Activate Learning, and Helen Wilson, Science Communication Manager, Cognassist and handbook author of How to Prevent your Apprentices from Dropping out.The panel explores how recent events have impacted dropout rates of Apprentice completion rates. We explore if non-completion rates are an age old problem and the panel shares successful tactics reduced Apprentice dropout, particularly for learners with Additional Learning Support needs.The panel then explores the recent updates from the ESFA and the new rules added for August 2021. These are updates from ESFA to Apprenticeship Rules 21-22, the panel in particular focus on the new rules about Additional Learning Support and how the ESFA is discouraging blanket screen learners, which appears counterintuitive.The panel discuss the new ESFA recommend changes and how this will have an intended knock on effect for learner outcomes and Apprentice drop out rates.How would the proposed ESFA changes could impact the ability of colleges and ITPs to properly fulfil their legal requirements of the Equalities Act 2010 and how the changes could impact the Ofsted requirement to establish starting points and tailor delivery to all learners?Check out the livestream with Gavin, Sally, Louise and Helen who explore how to Prevent Apprentice Dropout, particularly with learners with Additional Learning Support needs

The hot topic of conversation across the sector is the recent update from the ESFA, revealing that the much awaited publication of the 2021-22 round of Condition Improvement Fund (CIF) awards, have been postponed until ‘mid-June’. This episode looks at the impact of the delay, why CIF bids fail and how to ensure your CIF submission stands the best chance of success.   On this episode we explore:   The latest news on CIF The announcement being not was anticipated. The updates on gov.uk including the size of the CIF allocation (£502 Million) A drop from last year’s double round of CIF of £620 Million But up by 20% on previous years CIF pot of circa £440 million The ESFA saying mid-June’ will still give lead-in time Post Brexit issues The knock on-effect of more projects will be delivered in term time An increase in health and safety risks and for disruption for schools Some trusts may defer projects until next year Stiff competition between CIF eligible schools Why CIF Bids fail Tim’s recommended approach for a successful bid How to make a bid stand out     Contact Tim:   07970 466 010 tim@warnefordconsulting.com

An #energydrink is a type of drink containing stimulant compounds, usually caffeine, which is marketed as providing mental and physical stimulation (marketed as "energy", but distinct from food energy). They may or may not be carbonated and may also contain sugar, other sweeteners, herbal extracts, taurine, and amino acids. They are a subset of the larger group of energy products, which includes bars and gels, and distinct from sports drinks, which are advertised to enhance sports performance. There are many brands and varieties in this drink category. Coffee, tea and other naturally caffeinated drinks are usually not considered energy drinks. Other soft drinks such as cola may contain caffeine, but are not considered energy drinks either. Some alcoholic drinks, such as Buckfast Tonic Wine, contain caffeine and other stimulants. According to the Mayo Clinic, it is safe for the typical healthy adult to consume a total of 400 mg of caffeine a day. This has been confirmed by a panel of the European Food Safety Authority, which also concludes that a caffeine intake of up to 400 mg per day does not raise safety concerns for adults. According to the ESFA this is equivalent to 4 cups of coffee (90 mg each) or 2 1/2 standard cans (250 ml) of energy drink (160 mg each/80 mg per serving).[1][2][3] Energy drinks have the effects of #caffeine and sugar, but there is little or no evidence that the wide variety of other ingredients have any effect.[4] Most effects of energy drinks on cognitive performance, such as increased attention and reaction speed, are primarily due to the presence of caffeine.[5] Other studies ascribe those performance improvements to the effects of the combined ingredients.[6] Advertising for energy drinks usually features increased muscle strength and endurance, but there is no scientific consensus to support these claims.[7] Energy drinks have been associated with health risks, such as an increased rate of injury when usage is combined with alcohol,[8] and excessive or repeated consumption can lead to cardiac and psychiatric conditions.[9][10] Populations at risk for complications from energy drink consumption include youth, caffeine-naïve or caffeine-sensitive, pregnant, competitive athletes and people with underlying cardiovascular disease.[11] weki Excessive consumption of energy drinks can have serious health effects resulting from high caffeine and sugar intakes, particularly in children, teens, and young adults.[22][23] Excessive energy drink consumption may disrupt teens' sleep patterns and may be associated with increased risk-taking behavior.[22] Excessive or repeated consumption of energy drinks can lead to cardiac problems, such as arrhythmias and heart attacks, and psychiatric conditions such as anxiety and phobias.[9][10][22] In Europe, energy drinks containing taurine and caffeine have been associated with the deaths of athletes.[24] Reviews have noted that caffeine content was not the only factor, and that the cocktail of other ingredients in energy drinks made them more dangerous than drinks whose only stimulant was caffeine; the studies noted that more research and government regulation were needed.[22][25] --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/vegansteven/message

On this episode Tim Warneford is in Bath where he is talking to Joanne Burton and Ciaira Campfield from solicitors, Stone King, a law firm that has supported over 400 schools nationally who have converted to academy status.   On this episode we cover:   Partner in Commercial Property Team Partner in Education Team Stone King being one of the leading firms in a niche sector Working on academy brokerage, academy conversions and more Joanna starting in July 2010 when the academies act coming into being Joanna travelling aboard building schools for charity Previously working Ciara starting in a large international law firm Wanting to work at a law firm that had its heart and soul in education Stone King living and breathing education and charity Not entering in the politics of academisation as lawyers Seeing some schools go from strength to strength under the MAT system Seeing success in the way some MATs are sharing best practice Increased emphasis on good estate management for schools Surveyors and funding experts seeing so many schools transfer without due diligence and appreciation of what things will be like under a market environment All schools needing to make best of existing resources How the 14000 schools yet to academise can benefit from others experience Concerns about the funding the sector gets Very difficult for academies to set a budget Undertaking rebrokerage for clients – working out where they can add value MATs not having the funds to pay huge professional service fees Collaboration being the key to success of the sector MATs been historically more insular, now collaborating more Head teachers making emotional decisions about the school The importance of getting specialists together early for efficiency and to highlight risks Public procurement and advising clients over commercial contracts Working with retainer clients on a day to day basis Often being the first port of call Collaborating with Beth Cullen, Commercial Director of the Institute of School Business Leadership Potentially serious liabilities of clients – such as asbestos Focusing on estates management support at a very early stage Not all estates having an ‘estates team’ Schools often working on reactive maintenance Stone King treating themselves as an in-house lawyer for their clients Brand new ideas and innovative thought coming into the sector The importance of mitigating risk with planning A move towards selling off land for landing and more facilities Using Section 106 money to help schools The ESFA being more open to discussion than previously CIF being cut by £81m in 2019-08-10 The frustration of regulations slowing the speed of planning and selling off land The risk not being as high for an academy conversion than a rebrokerage Government policy being difficult to predict Current government wanting more schools to academise A recognition that more funding is needed in the sector Increase in FE and Academy Sector sharing best practice Negative stories about academies in the press causing fear in the sector Many academy success stories The importance of feeding into the ESFA process Stone King’s forum for MAT clients The sector being constantly evolving        

On this episode of Developing the Trust, joining the dots in the academy sector, Tim Warneford is in Ampthill in Bedfordshire to speak to Darren Rice, Health and safety consultant from MAC consulting.   On this episode we cover:   What brought Darren to the academy sector Darren’s previous experience in the public sector Working as a building surveyor, maintaining schools for the LEA The different between providing services to LEAs v MATs How MATs transfer risks with them Whether the LEA manages risk better than MATs Schools not having to think about compliance and legal issues under a LEA Contractors providing maintenance under LEAs Admin staff promoted to facility managers without always having the experience Helping support to staff to become property managers or building managers Whether there is a gap between due diligence and schools transferring to MATs People from education backgrounds struggling to adapt to facilities management Providing health and safety management to transfer to a business model Cases where LEAs have not addresses issues such as asbestos Schools being previously unaware of the cost of managing such issues Undertaking studies to address maintenance or facilities priorities Several schools that went self-funding but had to return to the LEA due to financial difficulties Working with solicitors to enable schools to understand what they are going into Key to have an organisation of property building professionals to support schools Understanding that maintaining a building can be challenging and expensive The frustrations of auditing functioning trusts with different health and safety systems The benefits of centralising and standardising New property managers not fully understanding the role Trusts learning to run a business and bring in business minded people Schools having to be run life a business Unsuccessful CIF bids leaving schools vulnerable ESFA changing CIF weighting and seeking contributions from trusts For trusts that are struggling the concern that they will be more vulnerable Schools struggling to balance resources between teaching and statutory compliance In LEAs the building always coming second Some smaller schools losing out to secondary schools Schools with serious compliance needs but no resources faced discrimination Primary schools feeling more comfortable with LEAs Secondary schools converting leaving less cross subsidies Pupils possibly having to travel to go to school Darren wanting forward-thinking schools to come to them to ask questions Schools sometimes wanting to brush risks under the carpet rather than bring in the professionals The importance of talking to other schools who have already converted and finding out what lessons have been learnt The need for more business-savvy staffing The impact Darren would like to have on the sector The importance of sharing knowledge and information to benefit the schools  

This week Tim is in central London to talk to Ian Buss, Former Lloyds Banking Group Head of Education and now Director of Education Banking Consultancy about the success of Lloyds in their supports of MATS and academies and Ian’s aims to help further maximise MATs and academies funding.   On this episode we cover:   How the sector can work together better How the constantly changing sector needs support Lloyds popularity in the industry Ian’s task of setting up the education team How schools want to be with someone who understands them Michael Gove’s academy growth from 2010 Investment of CPD and training in the team Banks being relatively similar on pricing An academy being able to speak to a relationship manager Supporting the academy as best as possible so the academy can concentrate on pupils How no two academy trusts are the same Constant challenges from the ESFA and Department of Education Lloyds looking after around 70% of academies Ian’s own change in career – going it alone Lloyds moving towards a more local banking structure Wanting to work directly with MATs with his own business Opportunity for MATs to earn significantly higher amounts of interest on GAG funding How the sector can achieve £10-20 million per year in efficiencies and banking interest How MATs grew slowly from single academy trusts MATs and academies struggling to take advantage of the opportunities Lloyds being successful because the relationship managers knew the sector inside out The sector’s natural aversion to risk Only wanting to work with an academy when can help them generate significant return How the ideal time for schools to consult a bank is when they’re considering converting Leaving the education sector in a more financially healthy and knowledgeable state So much academies can do to get greater efficiency on finances and greater returns Aiming to help academies and MATS maximise limited funding so they can plough this into catering for the children’s needs      

The Augar Post 18 Review is a review of post-18 education and funding in England. The independent panel was led by Dr. Philip Augar (the official report can be found here). This has been a highly anticipated review and is a massive 216 page document, chocked full of recommendations and findings. So we thought it could be helpful to break up the relevant sections and highlight the key recommendations from the Augar review findings for you. The Post 18 Review is split into eight sections, Chapter 2 was dedicated to Skills, Chapter 4 to Further Education and Chapter 5 to Apprenticeships. The recommendations from the Augar review are listed below: Chapter 2 was dedicated to Skills:Recommendation 2.1The government should introduce a single lifelong learning loan allowance for tuition loans at Levels 4, 5 and 6, available for adults aged 18 or over, without a publicly funded degree. This should be set, as it is now, as a financial amount equivalent to four years’ full-time undergraduate degree funding.Recommendation 2.2Learners should be able to access student finance for tuition fee and maintenance support for modules of credit-based Level 4, 5 and 6 qualifications.Recommendation 2.3ELQ rules should be scrapped for those taking out loans for Levels 4, 5 and 6.Recommendation 2.4Institutions should award at least one interim qualification to all students who are following a Level 6 course successfully.Recommendation 2.5Streamline the number and improve the status of Level 4/5 qualifications.Recommendation 2.6The OfS should become the national regulator of all non-apprenticeship provision at Levels 4 and above.Recommendation 2.7Government should provide additional support and capital funding to specific FE colleges in order to ensure a national network of high quality technical provision is available. Government should work with the OfS to determine how best to allocate this using, for example, quality indicators and analysis of geographic coverage.Recommendation 2.8From 2021-22 the fee cap for Level 4 and 5 qualifications currently prescribed by the OfS should be £7,500 – the same as that proposed for Level 6 qualifications and in line with current arrangements for prescribed HE qualifications. Longer term, only kitemarked Level 4 and 5 qualifications that meet the new employer-led national standards should be able to charge fees up to the Level 6 cap and be eligible for teaching grant. From that point, any other Level 4 and 5 courses should have a lower fee cap.The current age cap should be removed so that a first ‘full’ Level 3 is available free to all learners whether they are in work or not.Recommendation 2.10Full funding for the first ‘full’ Level 2 qualification, for those who are 24 and over and who are employed should be restored.Recommendation 2.11The careers strategy should be rolled out nationally so that every secondary school is able to be part of a careers hub, that training is available to all careers leaders and that more young people have access to meaningful careers activities and encounters with employers.Chapter 4 is the Further Education section of the report:The Augar review gave a vision for England’s FE colleges in the future:A national network of collaborative FECs that provide high quality technical and professional education with a clear focus on Levels 3, 4 and 5, delivered flexibly and aligned to the needs of local economies. FECs will maintain strong relationships with employers and assist in driving productivity. As engines of social mobility and inclusion, FECs will also provide community learning, reskilling and upskilling opportunities for adults leading to sustainable career opportunities.Recommendation 4.1The unit funding rate for economically valuable adult education courses should be increasedRecommendation 4.2The reduction in the core funding rate for 18 year-olds should be reversed.Recommendation 4.3ESFA funding rules should be simplified for FE colleges, allowing colleges to respond more flexibly and immediately to the particular needs of their local labour market.Recommendation 4.4Government should commit to providing an indicative AEB that enables individual FE colleges to plan on the basis of income over a three-year period. Government should also explore introducing additional flexibility to transfer a proportion of AEB allocations between years on the same basis.Recommendation 4.54.5.1 Government should provide FE colleges with a dedicated capital investment of at least £1 billion over the next Spending Review period. This should be in addition to funding for T levels and should be allocated primarily on a strategic national basis in-line with Industrial Strategy priorities.4.5.2 Government should use the additional capital funding primarily to augment existing FE colleges to create a strong national network of high quality provision of technical and professional education, including growing capacity for higher technical provision in specific FE colleges.4.5.3 Government should also consider redirecting the HE capital grant to further education.Recommendation 4.64.6.1 The structure of the FE college network, particularly in large cities, should be further modified to minimise duplication in reasonable travel to learn areas.4.6.2 In rural and semi-rural areas, small FE colleges should be strongly encouraged to form or join groups in order to ensure sustainable quality provision in the long term.Recommendation 4.7Government should develop procedures to ensure that – as part of a collaborative national network of FE colleges – there is an efficient distribution of Level 3, 4 and 5 provision within reasonable travel-to-learn areas, to enable strategic investment and avoid counterproductive competition between providers.Recommendation 4.8Investment in the FE workforce should be a priority, allowing improvements in recruitment and retention, drawing in more expertise from industry, and strengthening professional development.Recommendation 4.9The panel recommends that government improve data collection, collation, analysis and publication across the whole further education sector (including independent training providers).Recommendation 4.10The OfS and the ESFA should establish a joint working party, co-chaired by the OfS and ESFA chairs, to align the requirements they place on providers and improve the interactions and exchange of information between these bodies. The working party should report to the Secretary of State for Education by March 2020.Recommendation 4.11FE colleges should be more clearly distinguished from other types of training provider in the FE sector with a protected title similar to that conferred on universities.Chapter 5 is dedicated to Apprenticeships:The report highlights some interesting details, such as in 2017/18, 70% of Apprenticeships started by people aged 25 and over:Subjects studied 155,500 (41 per cent) of the apprenticeships started in 2017/18 were by people aged 25 or over. A further 113,700 (30 per cent) were started by those aged between 19 and 24, meaning that over 70 per cent of apprenticeships were started by people aged 19 or over. The remaining 106,600 (28 per cent) apprenticeships were started by those aged under 19.33 Younger apprentices were far more likely to be new recruits, with 90 per cent of those aged under 19 recruited specifically to an apprenticeship. The comparable figures for older people are 70 per cent of those aged 19-24 and only 20 per cent of those aged 25 and over.34 CVER research has also found that the earnings returns to apprenticeships for those aged 19-24 is around twice that of those aged 25+.35 We understand that older workers are more likely to be ‘rebadged’ as apprentices and we question whether this always represents good value in the programme.Here are the key recommendations:Recommendation 5.1The government should monitor closely the extent to which apprenticeship take up reflects the priorities of the Industrial Strategy, both in content – including the need for specific skills at Levels 3 through 5 – and in geographic spread. If funding is inadequate for demand, apprenticeships should be prioritised in line with Industrial Strategy requirements.Recommendation 5.2The government should use data on apprenticeships wage returns to provide accessible system wide information for learners with a potential interest in apprenticeships.Recommendation 5.3Funding for Level 6 and above apprenticeships should normally be available only for apprentices who have not previously undertaken a publicly-supported degree.Recommendation 5.4Ofsted become the lead responsible body for the inspection of the quality of apprenticeships at all levels.Recommendation 5.5No provider without an acceptable Ofsted rating should receive a contract to deliver training in their own right (although a provider who has not yet been inspected could subcontract from a high-quality provider pending their own inspection).Recommendation 5.6The IfATE and the DfE (through the ESFA) should undertake a programme of work to better understand the barriers that SMEs face in engaging with the apprenticeship system and put in place mechanisms to address these, including raising awareness of the programme and making the system easier to navigat

ESFA updates 21 & 28 November. T level consultation

Esfa en Uphold, google mapa y Raynair. Leyes en Github. Pagando impuestos con Bitcoin.

This week for Skills World, Tom Bewick is joined by Eileen Milner, Chief Executive of the Education Skills Funding Agency, to discuss Funding, Apprenticeship Reforms, and the changing role of ESFA.

Povilas Česonis, Europos socialinio fondo agentūros (ESFA) vadovas. ESFA agentūra įsteigta dviejų ministerijų: Švietimo ir mokslo bei Socialinės apsaugos ir darbo tam, kad organizuotų žmogiškųjų išteklių plėtros projektus Lietuvoje. Tai socialinis Europos Sąjungos (ES) fondas, kuris atsirado 1957m., dar iki įsisteigiant ES. „Jo misija – mažinti nedarbą Europos šalyse ir didintų žmonių užimtumą. Na, o mūsų agentūros misija – administruoti žmogiškųjų išteklių projektus, kurie yra vadinami minkštieji projektai. Tai nėra asfaltas, tai nėra pastatai, tai yra prasminga investicija į žmogų. Tai gali būti ir padėti žmogui susirasti darbą, pakelti žmogaus kvalifikaciją, sugrąžinti žmones į normalų gyvenimą, pagerinti žmogaus gyvenimą“, – paaiškina P. Česonis. Pašnekovas mano, kad šiuolaikiniame pasaulyje įmonių ir organizacijų vadovams vien charizmos nepakanka ir jie turi nuolat mokytis tam, kad nebijotų nuolat besikeičiančios aplinkos. „Vadybininkas ir vadovas turi būti ir pokyčių vadovas. Tam, kad pokyčiai netaptų grėsme, o būtų valdomu reiškiniu, reikia išmokti gyventi pokytyje. To reikia išmokyti ir savo žmones. Tuomet pokyčių nėra bijoma ir į juos žiūrimą, kaip į normalų gyvenimo ritmą“, – sako P. Česonis. Apie tai, kodėl P. Česoniui norisi nuveikti kažką naudingo ir pagerinti viešojo sektoriaus įvaizdį, apie naują nuotolinio darbo projektą ir kas tai yra.

"Damaged" & "Legacies" brings us the introduction of Edward Fyres, Deathstroke, and the Royal Flush Gang. Plus, a whole lot of action! With Diggle's help, he tries to fool the police who have him under house arrest for being the vigilante. Oliver is struggling with all of his lies on his path to becoming a real hero. And his moral conviction is put to the test when he has to stop the Royal Flush Gang's robbery. Listen in to Jay and Josh and justice will be served...to your MP3 player!