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This event is made possible thanks to the generous sponsorship of the following organisationsCorporation of the City of London, BT, Resolution Foundation, Prince of Wales Corporate Leadership Group.This free event is convened by the All Party Parliamentary Group on Inclusive Growth. Informing the debate will be a new series of papers from leading think tanks: Policy Exchange, Centre Forum, Policy Network, the Institute for New Economic Thinking at the Oxford Martin School and the Social Market Foundation.Supported by:

Continuing professional development for School and Nursery Nurses is a key element of this year's programme - with practical, learning based content delivered by expert speakers. Sessions include:The findings of the Francis Inquiry - implications for community practiceViolence in teenage relationshipsChild sexual exploitationThe role of schools in promoting healthMeeting the sex education/relationship needs of young people1-2-1 school nursing campaignSafeguarding childrenImmunisation updateConfirmed speakers include:\nDr Maggie Atkinson, Children's Commissioner for England; \nDr Helen Bedford, Senior Lecturer in Children's Health; \nChristopher Cloke, Head of CP Professional Reputation, NSPCC; \nBarbara Evans, Community Nursery Nurse, Leicestershire Partnership Trust; \nLynne Laine, Associate Director Safeguarding, Birmingham Community Healthcare NHS Trust; \nPenny Wild, Clinical Lead - School Nursing, Bradford District Care Trust.

The Government has set out a number of policies to turn around the lives of 120,000 of the most troubled families. Extra funding has been made available for a network of people who will identify families in need of help.To accompany this, Social Impact Bonds and an outreach programme will now run alongside the Work Programme.So, how do you implement and resource these initiatives to tackle crime; antisocial behaviour; school truancy and complex health issues? View this conference broadcast and discover how your peers are putting these new initiatives into practice and better serving the needs of troubled families.

The Government has set out a number of policies to turn around the lives of 120,000 of the most troubled families. Extra funding has been made available for a network of people who will identify families in need of help.To accompany this, Social Impact Bonds and an outreach programme will now run alongside the Work Programme.So, how do you implement and resource these initiatives to tackle crime; antisocial behaviour; school truancy and complex health issues? View this conference broadcast and discover how your peers are putting these new initiatives into practice and better serving the needs of troubled families.

More than ever, as budget restrictions take effect, it is vital that colleges, community learning services and work-based learning providers develop precise and informed strategies.Cuts to the 19+Learning budget; a fall in student enrolment and the funding gap has resulted in increasing challenges to the education system across the board.These difficulties provide an opportunity to look to new innovative ways to improve services; attract new students; make savings through shared services, smart procurement and technology, and look to global markets.This annual forum brings together senior leaders and managers of FE and sixth form colleges; training providers and providers of adult education and work-based learning to discuss the future of the sector and address the challenges they will face.

Funding for teaching in UK Higher Education is changing. Interim measures are in place for 2012-13 and a HEFCE consultation on future funding plans is currently taking place. \n Whatever the outcome, the move to demand-led funding has crucial implications for many aspects of teaching and learning.With more students choosing flexible and blended learning, the boundaries between full; part-time and distance learners are blurring. Not only are institutions being challenged to teach and support an increasingly diverse student cohort – this also requires additional quality assurance guidance.The use of open educational resources (OER) is also increasing, bringing a new range of opportunities and challenges for teaching and learning. Finally, as more information becomes available to students via Key Information Sets (KIS) data, institutions will have to respond to changing expectations of the student experience.Watch the free presentation - Professor Craig Mahoney, Chief Executive of the Higher Education Academy here

Policy Review TV broadcast this event in High Definition.The Future of Apprenticeships was debated at the 5th National Conference where speakers included business leaders, government officials and cabinet members. Purchase now to watch from the comfort of your own computer and still join in via Twitter (#apprenticeships12) and Policy Review TV. The Government has actively promoted the value of apprenticeships over the last 18 months. Policies such as the new Higher Apprenticeship Fund; new incentive payment schemes to businesses and the piloting of an outcome payment pilot for large-scale employers have resulted in a 63.5% increase in the number of apprenticeships.Although a step in the right direction, there is still much to achieve in reducing unemployment; ensuring the financial feasibility of apprenticeship schemes; enhancing quality provision and promoting positive engagement with small and medium enterprises.This event is a must-see for FE and HE providers, small to medium-sized businesses, trade associates and all those aiming to increase apprenticeship opportunities and employer engagement.Delegates to this online event conference will:hear how the Government is tackling issues of quality in apprenticeship delivery;consider funding opportunities for apprenticeship programmes;explore what can be done to improve minimum standards in apprenticeship provision;examine and remove the barriers to businesses in considering apprenticeships;assess funding opportunities through the Youth Contract;gain a greater understanding of the issues involved.

NEWS STORY: 'Student route has a part to play' in reducing net migrationRecent changes to immigration policy risk seeing the UK lose its international position as a favoured destination for international students.At a time of great change in higher education, and with recent alterations to visa regulations settling in, this conference evaluated what this means for the sector. It also debated the merits of removing student immigration from the overall figures, and considered what UK institutions can do to retain their competitive edge.Key issues covered include: impact of the changes to the Post-Study Work visashould international students be removed from the overall immigration figures?have crucial routes into higher education been protected?

NEWS STORY: 'Student route has a part to play' in reducing net migrationRecent changes to immigration policy risk seeing the UK lose its international position as a favoured destination for international students.At a time of great change in higher education, and with recent alterations to visa regulations settling in, this conference evaluated what this means for the sector. It also debated the merits of removing student immigration from the overall figures, and considered what UK institutions can do to retain their competitive edge.Key issues covered include: impact of the changes to the Post-Study Work visashould international students be removed from the overall immigration figures?have crucial routes into higher education been protected?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

#cacsclAs experts in assessment, we believe it is our duty to provide a forum to debate key educational issues. This event focused on English as an Additional Language (EAL).The proportion of primary school children speaking other languages at home has doubled in the past decade. The DfE estimates that nearly one million pupils do not speak English as a first language (schools census January 2011).It is hard to spot a 'gifted and talented' pupil if they are held back by language challenges. It is also hard to spot those with genuine educational needs. What impact does this have on teachers and the education of mainstream students? How can we ensure every child can access the whole curriculum?Cambridge Assessment addressed the following questions during the conference:1. How might all subject teachers have a grounding in language teaching nowadays?2. To what extent can we say that 'every teacher is a language teacher'?3. How can we be sure that potential 'gifted and talented' non-native speakers are being identified as such?4. How can teachers ensure that silent or challenged non-native speakers are not misdiagnosed as having special educational needs?5. In what ways do schools encourage the learning and maintenance of students' mother tongues?

New techniques, new opportunities and moving forward after WoolfWhat opportunities do the much publicised reductions in government spending present to institutions to build a culture of voluntary giving?How will the Lord Woolf Inquiry change institutional attitudes to fundraising, and what safeguards need to be in place?How can we learn from global good practice?Institutions are looking for support to secure large-scale foundation funding. In the context of an increasingly globalised market, advice to compete and leverage opportunities in China, Middle East, India, Latin America and Russia is vital.View this conference online to examine how to sustain the gains that have been made and the critical future role of major donors, philanthropy and alumni funding.