Making Seven Million Voices Count Using local stories to change national policy.

Making Seven Million Voices CountUsing local stories to change national policy

What will we explore

• Model for influencing• National campaigning• Membership-wide campaigns• Influencing at the local level• Influencing networks

The definitions game!

ResearchPolicyCampaigningInfluencingLobbyingAdvocacy

How does the student movement create change?

Where we change things

GOVERNMENT/SECTOR

SUSUSU

LOCAL GOVINSTITUTION

Where we change things (1)

SU influencing locally, using NUS as a service to support.

SULOCAL GOVINSTITUTION

NUS sees emerging need to stimulate a membership-wide activity and cascades a campaign.

Students’ Unions mandate NUS to act on an issue by creating policy.

NUS influences nationally on behalf of its members in response to either policy mandates or emerging need.

GOVERNMENT/SECTOR

SUSUSU

GOVERNMENT/SECTOR

SUSUSU

MEMBERSHIP

LOCAL NATIONAL

Which of your union’s issues fits into the model?What do you know/have you seen work well in this model?How can we all make this model easier?

Why and how do NUS influence?

Have I Got News For You…Policy Edition

Adult further education: how do we measure …….?SUCCESS

Higher Education White Paper – students at the ….. of the system

Better ………..for all

INSPECTIONS

Local Submissions on National Issues

• GOV.UK - sign up to receive notifications from BIS, DfE etc on upcoming consultations and find out

• Raise an issue with your local MP and ask them to write to the relevant Minister on your behalf

• Written submission to a Select Committee (Commons, Lords, Joint, Public Bill)

A DUAL MANDATE FOR ADULT VOCATIONAL EDUCATION CONSULTATION - BIS

Question 6: What other means of promoting higher vocational education do you think would be desirable? NUS would advocate investment in careers education, information, advice and guidance. We believe that supporting the development and promotion of vocational learning is integral to the future of education and skills, and that this should be developed so as to be well integrated into the rest of our tertiary education system. There is concern that teachers, as one of the main points of contact for IAG, can often be influenced by their own personal biases. This means that they may often direct students down the traditional path of study (GCSE, A-Level, University), as opposed to the more vocational route. There is also a lack of incentive, and even a disincentive, for schools to deliver IAG which might direct some students away from the traditional academic route.

In 2013 NUS carried out a survey of apprentices, exploring the role of careers guidance in informing people about their available opportunities which showed that: Twenty one per cent of apprentices had never received any information about apprenticeships from a careers service in a school, college or university.Forty six per cent of students who did receive IAG rated it as either barely acceptable or very poor.Many students who did receive IAG felt that they had been guided away from apprenticeships towards other education and training.

Local Submissions on Local Issues

Local Council/Councillors

(info from local Council Website & Press, also the National Association for Voluntary and Community Action NACVS can help)

Local Enterprise PartnershipsThere are 39 Local Enterprise Partnerships across England. They are local business led partnerships between local authorities and businesses and play a central role in determining local economic priorities and undertaking activities to drive economic growth and the creation of local jobs.www.lepnetwork.net

Other Organisations & JAGS

Influencing Networks

Into groups:

What is similar about your issue?What do you need to know?What have you got to offer?Are there joint activities?

Thanks!

Katie.Shaw@nus.org.ukAlan.Roberts@nus.org.uk

Making Seven Million Voices Count Using local stories to change national policy.

Documents

Transcript of Making Seven Million Voices Count Using local stories to change national policy.

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