MANAGING ICT


Businesses are increasingly looking for employees


with the ability to use geographic information system technology. Dr Richard Waite explains why the technology will continue to be an essential part of geography education and looks at what support there is


L AST YEAR, the number of


university students who failed to gain employment within six months of graduating rose to a seven year high, according to research from the Higher Education Statistics Agency. The outlook for this year’s graduates


is equally grim, with national unemployment rates already on the increase. So what skills should secondary schools be teaching their pupils now, to give them the best possible chance in the jobs market when they are older? The answer – perhaps surprisingly – is geography. Recent research has highlighted the value


of geography skills, in many different fields of employment. In a survey conducted to mark Geography Week 2010, nearly 97 per cent of UK employers said that they would like to employ more people with the ability to think critically, apply advanced analytical skills, interpret complex data, use advanced technology and understand socio-economic environments. While not all graduates leave university having


From geography to prosperity


mastered all of these skills, geography students typically do. This is because critical-thinking, analysing and interpreting data, using advanced technology and understanding our environment are all core elements of geography courses from GCSE to degree level. But possession of these generic business skills is


Increase your school’s level of funding


Fundraising for Schools is a monthly magazine, containing essential information on all the available sources of extra school funding from which YOUR school could benefi t.


A subscription to Fundraising for Schools will enable you to:


• Find out all the awards and grants that are available, and the criteria for application;


• Formulate the best fundraising strategies for your school;


• Learn from the successes and failures of other schools that have previously applied for funding;


• Keep up-to-date with the latest fundraising stories; and • Increase the level of funding for your school.


not the only reason why geography students will be in demand when they enter the work place. Businesses are also increasingly looking for employees with the ability to use geographic information system (GIS) technology. Used extensively within both private and public sector organisations, GIS solutions allow users to bring together very disparate data sets, analyse them, and visualise them on digital maps; indeed, 80 per cent of all data has a geographical context. Trends and patterns can be revealed, giving


organisations fresh insight into complex business challenges, and this new information is highlighted in a visual format that is very easy for people to understand. The adoption of GIS technology is accelerating.


Police services, local authorities, utility companies, architects, defence agencies, housing associations, airports, energy companies, environmental groups and engineers are just some examples of the organisations that already use GIS. A large number – and huge variety – of organisations need employees with GIS skills.


Inspire your students…


The good news is that GIS is now included in the UK national curriculum for geography, which means that children at secondary schools are starting to acquire skills in using this unique technology. But this alone is not enough. Teachers themselves have to recognise the importance of GIS, explore the full potential of the technology and deliver lessons that will inspire and motivate students. In many classrooms, GIS is a new arrival. Teachers


may still feel unfamiliar with the technology and unsure of how to integrate it into lessons. To support teachers, Esri UK has created a vast


number of teaching resources. Through its not-for- profit GIS for Schools programme, the company offers GIS software specially designed for schools, as well as data sets and materials, so that teachers have everything they need to quickly develop lessons and pass on new skills. For example, there is an online resource centre where teachers can watch video tutorials and download step-by-step lesson plans on topics ranging from tracking hurricanes to the spread of swine flu. As well as stimulating lessons, the young people of


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Fundraising for Schools – your essential practical guide to raising money!


10


Call FREEPHONE 0800 137201 or


today also need role models to inspire them. The Royal Geographical Society (with IBG) recognises this and runs a visionary programme to capture the imaginations of young people aged 13 to 18. The scheme trains geographers who are currently at university and in work to act as ambassadors of the subject. In 2010, 500 ambassadors engaged with more than 37,000 school pupils. The scheme has had tremendous impact. One school


in Essex reported that the number of pupils electing to study GCSE geography increased from 46 to 70 per cent due to ambassadors. And after GCSEs, many pupils will hopefully progress to geography A level and degree courses.


…and help them succeed


Advances in technology occur so fast these days, that teachers and headteachers will be acutely aware of the fact that the world into which their students will emerge


in five to 10 years time may be very different from the business environment of today. Technologies that are now commonplace on desktops in offices across the country may be obsolete by 2020. Why then am I so certain that GIS skills will still be in demand? Far from being at risk of being usurped by younger


technology, GIS is reaching maturity and beginning to reveal its full potential. It has been used successfully within organisations as an operational system for four decades, but is now evolving into a strategic solution, which will deliver even greater business value. As organisations recover from this recession and


learn to cope with vastly reduced public sector funding, they will have to make more intelligent decisions about where to locate services to meet the needs of specific groups of people and how to expand and develop assets most cost effectively. GIS is uniquely capable of solving such dilemmas. Consequently, it is going to be more – not less – in demand. Manchester Airport already uses GIS strategically


across its organisation to help it plan business growth and minimise its impact on local communities and the environment. Similarly, the Crown Estate uses GIS as a vital decision support tool to help it manage 850,000 square kilometers of territorial waters and coastline around the UK, plan renewable energy projects, and achieve operational efficiencies. These are just two examples of organisations that are using GIS more strategically and more widely – and benefiting enormously as a result. Other businesses are following their lead. Many organisations today have GIS departments,


where skilled technicians use GIS as a tool to support different aspects of business operations. Such departments will continue to add value for years to come. However, many of today’s secondary school students will find that they have opportunities to use their GIS skills while working in a wider variety of business departments. When GIS becomes a core business system within


organisations, employers will need to recruit people who can use GIS tools as part of a wide range of different job roles. These employees will come to use GIS on the desktop in the same way that you and I use Microsoft Office. We can’t predict the future, but we can predict


change. By the time that today’s 11-year-olds enter the jobs market, public and private sector organisations alike will have had to face up to the current economic situation. Those organisations that use GIS strategically will be finding new ways to address their business challenges, making more intelligent and strategic decisions, reducing costs, improving services and achieving financial success once more. For the young people with the geography skills to help them accomplish their goals, there will be plenty of opportunities to share in this prosperity.


SecEd • Dr Richard Waite is managing director of Esri UK.


Further information • GIS for Schools: http://schools.esriuk.com/ • Geography Ambassadors programme: www.findgeographyambassadors.org


SecEd • February 24 2011


awards and grants � PRIMARY/SECONDARY � Kelloggs Active Living Fund


The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.


Award criteria The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.


Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.


Applications will be judged against two key criteria: Project type and benefi ciaries.


You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.


Three good examples of high priority applications are: n A project that establishes exercise classes where mums and kids exercise together.


n A walking project designed for adults and families.


n A project which enables adults and children to learn to swim together.


The Active Living Fund will not make a grant: n To individual athletes, sportsmen and women.


n For costs associated with salaries or posts.


n To profi t-making organisations. n Towards transport costs, as all projects should be accessible to ensure sustainability.


� PRIMARY/SECONDARY � The BBC Wildlife Fund


The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.


Award criteria The remit of the BBC Wildlife Fund is: n To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.


n To help protect and improve the natural habitats that wildlife and humans share.


Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of


wildlife charities to assess how and where the money can make the most difference.


The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.


BBC Wildlife fund Deadline


Likely to be sometime in December 2007


Amount of award As yet unknown


Contact details BBC Wildlife Fund PO Box 60905 London W12 7UU


web: www.bbc.co.uk/savingplanetearth/ aboutus/index.shtml


Fundraising for Schools September 2007 7


n To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.


n To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.


Kelloggs Active Living Fund


Deadline Ongoing


Amount of award Up to £1,000


Contact details email: darren@communityfoundation.co.uk web: www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund


The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M


The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.


In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.


The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).


Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.


National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.


Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.


Grants made by the trust are usually: n One-off donations for a specifi c capital project.


n Funding for part of a project, typically items of furniture and equipment.


Applications are rarely considered for:


n Core funding and / or salaries. n Revenue expenses. n Major building projects.


Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.


The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is


The following guidelines should be considered when making an appli to the trust:


n Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards


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Fundraising for Schools


December 2007 Issue 84 Your practical guide to raising money


On the agenda: Creating chances


arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.


urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.


ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be


s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.


he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at


ssue etition


s


g s


the top of the educational agenda, where they belong.


Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.


In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...


2


3 4 5


6-9


10-11 12-13


14-15 16


Also in this issue... In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.


And finally... As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@ markallengroup.com. Therewill b for themost inte id


All about Fundraising for Schools


Fundraising for Schools is a monthly (11 issues per year) newsletter which keeps the school fundraiser up-to-date with possible extra sources for funding. A subscription will save hours of research at the library and on the phone.


Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription formon page 16 or call freephone 0800 137 201 and ask for the subscriptions department.


Fundraising for Schools is the leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: n Relevant to schools. n Useful for schools. n Benefi cial to schools.


Fundraising for Schools is written for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.


Whether your school is seeking funding for a specifi c project or just raising funds to aid its development then Fundraising for Schools is for you.


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