Pedal proposal

PEDAL

A Proposal By Adam Brennan

June 2014

2014 ‘by utilising this tool, Ireland could be become one of the most highly educated countries in Europe. Furthermore with the training catered to suit potential investment we are providing organisations with a solid foundation of highly educated staff on which to build their business ’

PERSONAL EDUCATIONAL DEVELOPMENT ACQUIRED through eLEARNING

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PEDAL Proposal June 2014 Adam Brennan - [email protected]

Contents Introduction ............................................................................................................................................ 3

Unemployment ....................................................................................................................................... 4

Job Creation? .......................................................................................................................................... 5

Domestic Growth ................................................................................................................................ 5

Foreign Direct Investment .................................................................................................................. 5

Educational Infrastructure ...................................................................................................................... 6

E-Learning ........................................................................................................................................... 9

Low Cost .............................................................................................................................................. 9

Consultation .......................................................................................................................................... 10

Advocacy ............................................................................................................................................... 10

Poverty .............................................................................................................................................. 10

Education .......................................................................................................................................... 10

Housing ............................................................................................................................................. 10

Health ................................................................................................................................................ 10

PEDAL .................................................................................................................................................... 11

Advocacy and Education Service ...................................................................................................... 11

Aim .................................................................................................................................................... 11

Objectives ......................................................................................................................................... 11

Personal Educational Development Acquired through e-learning (PEDAL) ..................................... 12

The Brennan 5C Model ..................................................................................................................... 12

Structure ........................................................................................................................................... 14

Stakeholders ..................................................................................................................................... 14

Partners ............................................................................................................................................. 14

Conclusion ............................................................................................................................................. 16

References ............................................................................................................................................ 17

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Introduction Having participated in both the Community Employment (CE) scheme and the Job Bridge Internship program, I can attest to the following. The Community Employment scheme is the more educationally focused of the two; however the training provision of €500 is insufficient for participants seeking to gain Fetac Level 6/7 qualifications, which can be considered a minimum requirement in the modern labour market. The rationale behind the Job Bridge Scheme is that the intern gains real life experience in the working environment. 15% of all Job Bridge participants hold no higher than a Leaving Cert qualification as stated in the Indecon Report. Without gaining an educational qualification, the experience itself is not sufficient alone, to secure employment. This is supported by recent job interviews which I have attended, where following the interview I was informed – “Without accredited certification we are unable to offer you the position on this occasion, despite your extensive experience and the strength of your interview” And on a separate occasion - “….we would encourage you to re-apply for this or similar positions once you have achieved a fetac qualification or similar….”

After completing both the Community Employment Scheme and a Job Bridge internship. Whilst also

studying for a BA Degree in Business Enterprise & Community Development, Train the Trainer and

Sage Payroll and Accounts all in a 24 month period, the author of this document is well placed to

advise on the topics of unemployment, ‘pathways to work’ and education.

The aim of this proposal is simple, it seeks to demonstrate how through the utilisation of effective

consultation, advocacy and training through e-learning, Ireland has the potential to become the

most highly educated Country in Europe.

I believe the answer to several questions surrounding poverty, unemployment, social inclusion and

homelessness can be answered through targeted, cost effective third level education, designed by

the employer to create employees.

I will show how domestic growth, in the form of SME’s is reliant firstly, on increased foreign direct

investment leading to employment and ultimately increased consumerism.

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Unemployment According to the CSO the official unemployment figures for Ireland as of March 2014 are at 11.9%,

however these figures are subject to scrutiny when considering the underemployment rates and the

status of those participating on pathways to work programmes. Furthermore according the recent

reports the unemployment rate is stagnating, according to Michael Taft, Long-term projections,

based on IMF data, suggests that we won’t return to pre-crisis levels of employment until 2022.

The Irish government’s response to unemployment has been largely based upon the creation of the

‘Pathways to Work’ programs. There are currently several ‘back to work’ schemes in operation in

Ireland, in fact according to the Pathways to Work 2013: 50 Point Plan to Tackle Long Term

Unemployment -

‘the Department of Social Protection will, with the Department of the Environment, Community and Local Government, roll-out 3,000 new social employment scheme places in Local Authorities. This new scheme – named ‘Gateway’ – will bring the total number of places available (on all pathways to work schemes) to 44,000, an increase of 30% on 2012’ Many of the placements on the aforementioned schemes involve working with organizations which are not in a position to employ a participant on the completion of the scheme. For instance interns within local authorities are assured of there being no prospect of employment due to the recruitment moratorium currently in place. Therefore these placements cannot be considered ‘job creation’. With regard to the issues surrounding poverty, by increasing the education provision, we can facilitate lifting people from ‘the poverty trap’1, a symptom of Ireland’s current social welfare system, and into employment. An equal education system, catered to the current market, will inevitably lead to a reduction in poverty. This is supported by Evans and Rose (2012) -

‘Equal education boosts economic growth. Education not only helps individuals escape poverty by developing the skills they need to improve their livelihoods, but also generates productivity gains that boost economic growth substantially. For growth to reduce poverty, however, it needs to overcome inequality by improving the lives of the poorest and marginalized the most. Education is vital to achieve this goal because it can help ensure that the benefits of growth are fairly shared’

1 ‘The Poverty Trap’ describes a situation whereby it is fiscally beneficial for an individual to remain on social welfare regardless of the

availability of employment opportunities.

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Job Creation? There is no doubt that the key to economic growth is job creation. How do we create jobs? That is question facing all political parties both in government and opposition. As I have shown, providing placements on schemes may only serve to give the impression of reduced live register figures it most certainly will not provide the employment required to significantly grow the economy, nor are these schemes providing the education required, for individuals holding relatively low qualifications to find meaningful employment. According to Helen Johnston (2014), one of the main contributing factors to jobless households in Ireland is: “The availability of jobs and whether the skills of those in jobless households match the requirements of the job”

Domestic Growth A further approach has been to encourage the establishment of SME’s2. Domestic growth is of course the ultimate goal; however local businesses require high levels of consumerism to become sustainable. We do not need to look further then current unemployment levels and the continuing decline of the economy, as illustrated recently by the controversy at Bausch and Lomb, to concede that consumerism is not likely to increase in the near future.

Foreign Direct Investment Ultimately that leaves us with foreign direct investment. Ireland’s corporate tax rate has managed to encourage global business to our shores over the past number of years; however recent evidence tells us that this is under threat. Therefore we must find new, innovative incentives to encourage investment from abroad.

2 Small to Medium Enterprise

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Educational Infrastructure I believe the answer to economic growth is in establishing and education infrastructure. One may ponder the need for a new educational program given that there are, at present, a number of organizations providing education services. However the ‘half life of knowledge’ concept dictates that all knowledge gained becomes obsolete over shorter and shorter periods of time as technologies and scientific discovery progresses. Accompanying that, we must consider the implications of the economic crash with regard to education. Much of the training delivered prior to 2008, was aimed at industries which have, and continue to, decline. According to Colin Hunt (2011) – ‘The knowledge economy needs people who can renew and refresh their skills and competencies over the course of their lives. Adults who become unemployed will require opportunities to re-engage with learning and to advance and update their knowledge and skills; while those in employment will also require up-skilling and retraining opportunities. Whole companies will need to re-assess the adequacy and relevance of their skills base, and those in the public sector will require training to adopt new and more effective ways of working’ When we think of the term infrastructure we tend to imagine transportation networks, water, electricity, buildings etc. however equally important to society is human infrastructure. Are we getting the most from our population, are we accessing every available resource? The answer is no! It has become a symptom of society to label certain people out of fact. Table 1. Percentage of adults (aged 25—64) participating in education and training, 2008

Source: Hunt Report 2011

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Table 1 shows, according to data gathered in 2008 only 7% of adults aged 25-64 were participating in higher education, significantly below the European average. More recently according to Census figures for 2011 just 20% of the population aged 15 and over have achieved a third level qualification. Third level qualifications are increasingly becoming the standard entry level requirements for long term employment and yet Irelands citizens remain, academically undereducated. French economist Thomas Piketty (2014) recently stated: "The future for Europe in general, and Ireland in particular, lies in investment in education and skills, not in tax competition." This is in direct opposition to the Irish governmental approach to date, which has been a tax focused approach to economic recovery and growth.

In the current austere times being experienced in Ireland, we have been afforded the opportunity to

reinvigorate our approach and create an educated and highly skilled workforce, designed to

encourage foreign direct investment. Through consultation with potential investors we can tailor the

workforce to suit their needs. This all leads to an increase in employment, the single most important

factor to economic recovery. Venture capitalist Nick Haunauer, in a TED talk’s video, recently stated–

“In a capitalist economy the true job creators are middle class consumers” What we can take from this is, in encouraging investment, we create jobs. In creating jobs, we create consumers, and an increase in consumerism will lead to an increase in job creation, ultimately leading to economic growth. Visually we can see this concept as a loop or cycle (fig. 1). Once the cycle begins it will become self sustaining.

Figure 1: Job Creation Cycle

Source: Created by Author

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An essential element to Irelands economic recovery will be the availability of qualified persons to facilitate social and economic growth and to also take up employment when it arises. On this basis, an increased training provision for those on the live register, and also those participating in a ‘Pathways to Work’ scheme is required. Furthermore, an increase of available training is essential as well as a review of the courses which are available; these must be in keeping with projected market growth in order for funding to be justified in the future. ‘A skilled, innovative and flexible labour force has become a key resource for sustained economic growth. Numerous studies have shown link between economic growth and human capital and increasing returns from education and training’ Solas3 (2014) Table 2: Educational Attainment among Job Bridge Participants

Highest Level of Education Attained No. Of Respondents % of Respondents

Completed Education Before Junior Cert 28 1.2%

Junior Cert. 77 3.3%

Leaving Cert. 248 10.5%

Certificate or Diploma 493 20.9%

Primary (eg. Bachelors) Degree 957 40.5%

Masters Degree 456 19.3%

Postgraduate Diploma 48 2.0%

Doctoral Degree 25 1.1%

Other Not Classified 32 1.4%

Total 2,364 100%

Source: Created by Author/ Indecon Report (2013)

Table 2 shows that almost 35% of all job bridge participants do not possess education higher then

certificate or diploma level. It would be prudent to assist these participants in increasing their

academic knowledge in the search for employment, as demonstrated earlier, experience can seldom

attain for a lack of education in 2014.

3 SOLAS, The Further Education and Training Authority, under the aegis of the Department of Education and

Skills

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E-Learning The concept of self directed e-learning has grown in popularity globally in recent years. Taking

learning away from the classroom environment and eliminating traditional exams gives adult

learners control over how they train.

Utilising established online education portals such as moodle, courses can be delivered anywhere at

any time. This significantly reduces costs, not only in the delivery of the course but also with respect

to participants as travel and childcare costs are significantly reduced compared with traditional full

time training.

Learners have control over their own learning, for instance a person experienced in academia could

feasibly complete a BA Degree in 12-18 months, on the other hand a less experienced but

determined person could achieve the same goal in 24 months for example.

Essentially, by utilising this tool, Ireland could be become one of the most highly educated countries

in Europe. Furthermore with the training catered to suit potential investment we are providing

organisations with a solid foundation of highly educated staff on which to build their business.

In a recent article, researchers on behalf of Bersin and Associates, highlighted some of the many

benefits of e-learning, importantly the benefits to business -

‘72% of companies who were included in a recent survey stated that e-Learning helps them to keep

up-to-date with changes in their industry, which helps them to remain competitive within their

niche. It was also found, in a study conducted by Bersin & Associate, that companies and

organizations that did have a strong learning culture did better in their market than those who do

not. For example, these organizations are 46% more like to be the leader in their industry, note a

34% increase in their ability to respond to the needs of the customer, and are 17% more likely to

become the market share leader’

Also note worthy, a recent study conducted by The Research Institute of America concluded –

‘e-Learning has the power to increase information retention rates by up to 60%. That means that,

not only is e-Learning more cost efficient, but also it's also more effective (in terms of how much

knowledge is truly acquired during the learning process)’

Low Cost E-learning is a more cost effective method of delivering training, not only for the learner but also for the provider. Once established with a website such as moodle4, the training material is available to all digitally. Learners do not incur daily costs currently associated with taking up adult education. As much of the learning is self directed there is minimized requirement for lecture hours. Despite the low cost of this form of training private providers seek to charge extortionate rates, for instance the popular Fetac Lvl. 6 Train the Trainer course can cost between €500 and €900 limiting access to those whom require training the most. Further marginalizing the unemployed.

4 Moodle is an open source learning platform currently in use by almost all major education providers to assist

with self directed learning

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Consultation One of the keys to PEDAL is consultation. Through consultation with potential investors, we can cater adult education to facilitate their needs. Equally by consulting with learners we can establish a compromise between their current skill base and personal development plan, and that which is required for economic growth. In combining those elements we have the potential to create a highly educated society focused on employment. There is a compromise to be found between an individual’s projected career path, and a new path in keeping with projected potential growth.

Advocacy Merriam-Webster defines advocacy as:- ‘The act or process of supporting a cause or proposal: the act or process of advocating something’ (2014) The practice of advocating on behalf of an individual or a community is not a role suited to everybody. Advocates are people who have a working knowledge of welfare, health, Local Authority, Governmental and community systems. An effective advocate has a network of contacts from which they can gather information and lobby, in order to achieve a given goal. An effective advocacy service has the potential to assist with the following issues –

Poverty Through the identification of available welfare payments, referral to budgeting services such as Money Budgeting Advice Service (MABS) and cooperation with local charities such as St. Vincent De Paul etc.

Education In partnership with organizations such as Solas5, Education6 and Training Board (ETB) and Equal Ireland7 education can be made available to all citizens equally. This will ensure the needs of service users are taken into account when carrying out training needs analysis and course structure.

Housing Lobbying government both local and nationally for an increase in housing provision and support for regeneration projects.

Health In providing genuine opportunities for job seekers with measurable outcomes, Ireland stands to benefit from a potential decrease in suicide rates which have risen steadily over the past number of years.

5 SOLAS, The Further Education and Training Authority, under the aegis of the Department of Education and

Skills 6 ETB, Education and Training Board under the aegis of the Department of Education and Skills

7 Equal Ireland, Non Profit organisation offering affordable, accredited training, enabling access to education

for disadvantaged people

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PEDAL

Advocacy and Education Service I propose the creation of an Advocacy and Education service. The proposed service will take the form of a strategic partnership. Walshe et al (1998) describes a such a partnership as – ‘A formal organizational framework for policy making and implementation, which mobilizes a coalition of interests and the commitment of a range of partners, around a common agenda and multi directional action program’

Aim The aim of this partnership will be to address issues relevant to social and economic progress in via an increase in the availability, and affordability of education specifically designed to support job seekers in to the workforce; by indentifying the gap between current skill levels and those required by projected future direct investment companies. The service will also seek to provide advocacy, supporting those in the community whom do not possess the means or the information, to ensure they have access to every available support and resource.

Objectives

To conduct a Country wide, Training Needs Analysis (TNA) based on projected industry

growth and current skill levels

To carry out thorough consultation with Job Seekers, Education and Training Board (ETB),

Education Institutes, Equal Ireland, Local Authorities, Leader, Employment Services (Dept.

of Social Protection) and the newly formed Local Community Development Committee

(LCDC)

To implement a ‘step-up’ education programme for all job seekers ranging from Fetac Level

6 to Level 7/8 or equivalent

Working in partnership with the LCDC, ETB, Equal Ireland and Dept. Social Protection. To

establish a sustainable fund for the implementation of a re-education project

To establish an advocacy service, with a view to providing opportunities for job seekers to

access employment while avoiding the ‘Poverty Trap’8

Working in conjunction with Dept. Social Protection. To incorporate the PEDAL plan into

Pathways to work programmes such as Community Employment Scheme (CE), Rural Social

Scheme (RSS), Job Bridge, TUS and Gateway

8 ‘The Poverty Trap’ describes a situation whereby it is fiscally beneficial for an individual to remain on social welfare

regardless of the availability of employment opportunities.

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To establish/utilise existing learning centres specifically for job seekers with accompanying

advocacy service.

Personal Educational Development Acquired through e-learning (PEDAL)

There are three key principles underpinning the PEDAL programme –

1. The PEDAL programme must not be perceived as a mechanism for achieving a reduction in

live register numbers. PEDAL is a re-education programme designed to identify employment

opportunities and cater training to fill the educational gap between current and required skills.

2. The 5C model. (see below)

3. The result of PEDAL training must always provide the learner with ownership of their own

training.

The Brennan 5C Model The Brennan 5C model (fig. 2) applies both to Education and Advocacy. Consultation In order for any educational/advocacy program to achieve in the current economic environment there is fundamental requirement for consultation between all parties. Specifically the learner, the provider, the mentor, potential employers and the governmental department. Cooperation It is crucial that all parties work in tandem and are fully committed to a common goal. Cohesion The sum of an equal contribution from all parties is required to achieve the desired outcome. Any deviation from the common aim will lead inevitably to failure of the programme. Consistency The experience in each instance should be of equal measure. This feeds back to the consultation process, providing experienced based evidence from other participants is vital for increasing uptake. Completion Incompletion is considered an unacceptable outcome

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Figure 2: 5C Model

Source: Created by Author (2014)

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Structure The organization will be non-profit company limited by guarantee and will require a minimum of seven directors. 25% of the directorship will be made of up service users to ensure equality is maintained in the decision making process.

Stakeholders The following is a list of stakeholders9 –

Job Seekers Dept. Social Protection Dept. Environment Dept. of Education and Skills Leader Solas Education and Training Board Irish National Organization of the Unemployed (INOU) Local Authorities Citizens Information Service Leader Pobal St. Vincent De Paul Money Advice and Budgeting Service (MABS) Women’s Groups European Anti Poverty Network (EAPN) Equal Ireland National Social & Economic Council Third Level Institutions Higher Education Authority TASC

Partners The following is a list of organizations which can provide the critical resources required for PEDAL to succeed – Equal Ireland Equal Ireland, in partnership with several other bodies, currently provides affordable education through e-learning in several counties in Ireland. Solas Under the remit of the Dept. of Education and Skills, Solas facilitates training courses for job seekers. Local Authorities With a mandate to support community based enterprises locally. Councils have access to multiple resources such as disused buildings, which could be utilized for the PEDAL program. ETB

9 A person, group or organisation which is affected or has an interest in the company

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The education and training board, under the remit of the Dept. of Education and skills, has access to qualified trainers. The ETB can also provide the accreditation for educational courses. Governmental Departments There are several governmental departments which have funding allocation specifically for support job seekers into the work force. This partnership is also key to ensuring the participation of individuals on the a pathways to work scheme St. Vincent De Paul SVDP provides clothing, food, heating fuel and finances to the rising number of people experiencing poverty. MABS The Money Advice and Budgeting Service enables individuals to consolidate their debts into manageable payments and assists in alleviating the stress associated with financial concerns. Higher Education Authority As the authority for higher education across the country.

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An investment in knowledge

pays the best interest. - Benjamin Franklin

Conclusion PEDAL brings adult education in Ireland into the 21st century. The traditional methods employed

currently, are costly and unfocused. Capable learners are forced to sit in classrooms day after day

unengaged in order to achieve accreditation. It is time to give job seekers viable options for the

future and allow them the opportunity to take control of their own career path.

We are currently sending highly intelligent people on Fetac Lvl. 4 courses. I challenge anybody to

find a job advertisement seeking that level of training. I require no further proof of this, as I

personally was sent to partake in a course from which I gained no measurable outcome. Clearly this

is misuse of funding which could be utilised to create actual opportunities. The reality is that we

must focus on providing opportunities for third level education, less the expense.

If the government of Ireland wishes to see the people working towards economic growth, it is

incumbent upon them to provide the tools necessary to do the job!

Equal Ireland, have been providing e-learning course to Degree level for the past number of years

with great success. Accredited by Athlone institute, participants who might never have had the

opportunity to achieve a third level education have done so under the guidance of Eddie Higgins

(Equal Ireland Director).

We must, cast away the traditional view of third level education being available only to the

privileged and seek to create a highly educated, intelligent society which will not go unnoticed by

potential investors.

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References

Brennan, A., 2013. The Gateway Report [Internet] Avaliable from: https://drive.google.com/file/d/0B0pcuIRnA3izeXRKWmMzOVFSbGc/edit?usp=sharing [Cited 20th May 2014] Central Statistics Office, 2011. Census 2011 Small Area Population Statistics (SAPS). [Internet] Available from: http://www.cso.ie/en/census/census2011smallareapopulationstatisticssaps/ [Cited 12th May 2014] Evans, G. and Rose, P. 2012. Understanding education’s influence on support for democracy in Sub-Saharan Africa. Journal of Development Studies, Vol. 48, No. 4, p. 498–515 Haugh, Mark. 2013. From Bricks to Brains: Increasing the Contribution of knowledge-based Capital to Growth in Ireland. [Internet] Available from: http://www.oecd-ilibrary.org/economics/from-bricks-to-brains_5k3wd358lj8r-en [Cited 15th May 2014] Johnston, Helen., (2014) . Jobless Households: An Exploration of the Issues. [Internet] Avaliable from: http://files.nesc.ie/nesc_reports/en/137_Jobless_Households.pdf [Cited 21st June 2014] Money guide Ireland, 2014. Reduce your Fuel Bills. [Blog] Available from: http://www.moneyguideireland.com/category/heating-oil [Cited 2nd May 2014] O’ Mahony, Charles., Taxing Times for Human Rights, but not for Multinational Corporations. [Blog] Avaliable from: http://humanrights.ie/uncategorized/taxing-times-for-human-rights-but-not-for-multinational-corporations/ [Cited 29th May 2014] O’ Reilly, F., Forde, K., Achioya, T., Little, E,. Murphy, C,. 2011. County Monaghan: A Profile of Cultural Diversity. [Internet] Avaliable from: http://www.integrationcentre.ie/getattachment/ecd476da-eb25-4b91-8193-b627829aef26/County-Monaghan---A-Profile-of-Cultural-Diversity.aspx [Cited 20th May 2014] Piketty, Thomas., (2014). Interview with Irish Independent. [Internet] Avaliable from: http://www.independent.ie/business/irish/most-irish-are-paying-too-much-to-revenue-30372461.html [Cited 21st June 2014] Solas., 2014. Further Education and Training Strategy 2014-2019. [Internet] Available from: http://www.education.ie/en/Publications/Policy-Reports/Further-Education-and-Training-Strategy-2014-2019.pdf [Cited 18th May 2014]

https://drive.google.com/file/d/0B0pcuIRnA3izeXRKWmMzOVFSbGc/edit?usp=sharing

http://www.cso.ie/en/census/census2011smallareapopulationstatisticssaps/

http://www.oecd-ilibrary.org/economics/from-bricks-to-brains_5k3wd358lj8r-en

http://files.nesc.ie/nesc_reports/en/137_Jobless_Households.pdf

http://humanrights.ie/uncategorized/taxing-times-for-human-rights-but-not-for-multinational-corporations/



http://www.integrationcentre.ie/getattachment/ecd476da-eb25-4b91-8193-b627829aef26/County-Monaghan---A-Profile-of-Cultural-Diversity.aspx

http://www.integrationcentre.ie/getattachment/ecd476da-eb25-4b91-8193-b627829aef26/County-Monaghan---A-Profile-of-Cultural-Diversity.aspx

http://www.independent.ie/business/irish/most-irish-are-paying-too-much-to-revenue-30372461.html

http://www.independent.ie/business/irish/most-irish-are-paying-too-much-to-revenue-30372461.html

http://www.education.ie/en/Publications/Policy-Reports/Further-Education-and-Training-Strategy-2014-2019.pdf

http://www.education.ie/en/Publications/Policy-Reports/Further-Education-and-Training-Strategy-2014-2019.pdf

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Siemens Ltd., 2010. The Economic Impacts For Ireland of High Oil and Gas Prices. [Internet] Available from: http://www.envecon.eu/content/files/SIEMENS_REPORT.pdf [Cited 27th May 2014] Hanauer, Nick,. 2012. Nick Hanauer. [Video] Avaliable from: https://www.youtube.com/watch?v=bBx2Y5HhplI [Cited 29th May 2014] Walsh, J., Craig, S., McCafferty, S., 1998. Local Partnerships for Social Inclusion? Dublin:Oak Tree Press in association with Combat Poverty Agency. P.6 [Internet] Available from: http://books.google.ie/books?id=zN3wtEi_hmEC&pg=PA11&dq=local+partnerships+for+social+inclusion+formal+organisational&hl=en&sa=X&ei=1naEU7q2C4XH7AbrywE&ved=0CDMQ6AEwAA#v=onepage&q=local%20partnerships%20for%20social%20inclusion%20formal%20organisational&f=false [Cited 27th May 2014]

http://www.envecon.eu/content/files/SIEMENS_REPORT.pdf

https://www.youtube.com/watch?v=bBx2Y5HhplI

http://books.google.ie/books?id=zN3wtEi_hmEC&pg=PA11&dq=local+partnerships+for+social+inclusion+formal+organisational&hl=en&sa=X&ei=1naEU7q2C4XH7AbrywE&ved=0CDMQ6AEwAA#v=onepage&q=local%20partnerships%20for%20social%20inclusion%20formal%20organisational&f=false



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