Selective licensing scheme launched in Enfield
After much deliberation and uproar, which included a petition from landlords in the borough, Enfield Council introduced the Selective Licensing Scheme for certain wards.
The Scheme aims to improve housing conditions, factors that make deprivation and inequality worse and addressing anti-social behaviour.
The Scheme covers 14 wards, in addition to HMO Licensing and Covers private rented properties occupied by single households or two unrelated individuals.
Landlords can apply, which costs £600 for a five-year period
Cllr George Savva, Enfield council’s cabinet member for licensing and regulatory services announced:-
"This licensing schemes will help protect private renters and also ensure that conscientious landlords are rewarded. There are a great many responsible landlords in the borough and schemes like this help to level the playing field.
“The Selective Licensing Scheme has been introduced in areas where evidence shows there is a large number of rented properties that have poor property conditions and standards, high level of deprivation and a significant and persistent problem caused by anti-social behaviour.”
Ikigai - What that means to me
I’ve been asked the same question over the last , well, almost 3 years since I started studying the GDL - Graduate Diploma in Law in 2018. Why are you studying something so complicated at your AGE? The reply was often a jumbled response - because I can, because I’m a life-long learner, because, because,because. It wasn’t until I actually graduated, that I realised studying, learning new skills, research was part of my DNA.
Studying the GDL and now the LPC became my way of perfecting the quasi rustic knowledge I had gained over 14 years as a trainer- advisor, in order to formalise not only what I had learnt but be trained in a very formal way. It was tough especially when the Pandemic hit and it meant that I would not see the inside of a lecture theatre for just over a year. Whilst I am a self-motivated learner, I regale in the engagement that takes place in a training room, classroom or lectures- not only is the camaraderie great, the psychological aspects assist with the learning process - bouncing ideas off one another, Q& A without interruption or tech issues, relating to lecturers who provide a much more convincing performance in person than they do online.
A Level Results Day with a Difference for the Second Year Running
Today was A Level Results Day and for the second year running, exams were not how grades were decided, instead it was through the process of “Replacement Grades” that dictated the outcome for all A Level students across the UK.
Statistics showed that top grades for A-level results for England, Wales and Northern Ireland reached a record high - with 44.8% getting A* or A grades, and in Scotland the grades were slightly higher than the pre-pandemic levels. And whilst the method of “testing” may have been distinctly different pre-Covid, students have been put through their paces with constant testing. Simon Lebus, interim chairman of the exams watchdog, Ofqual, said: "We've always said outcomes from this year were likely to be different," said but he assured students they had been "fairly treated" and grades, based on teachers' judgements, could be trusted.
Whatever the challenges are for students moving from A Levels to University, it is obvious that there is no possible way to compare the last 2 years to any other.
The cohort of students will never have sat an exam in the traditional way and may have spent a great deal of time navigating their studies via Teams and Zoom; they will have developed a skill set that may be quite alien to those who studied A Levels pre-Covid. Being self sufficient and making sure that they were able to meet set deadlines without a teacher breathing down their necks. And whilst their parents, guardians and carers may have been working from home, they too would have to adapt from the transition from school to home and back again, ensuring that they understood the requirements of Covid Protocols.
Young People, Work & Skills.
In a world of social disparities, where education has been severely disrupted by COVID-19 and the spectre of climate change looms, young people could be forgiven for being pessimistic about their futures. However, our new poll shows high levels of optimism about the chance of having the career they want. Young people know the challenges, but are confident they can overcome them.
Conducted through UNICEF’s U-report platform – a messaging tool that empowers young people to speak out on issues that matter to them – the poll found that 63% of the almost 11,000 youth across 136 countries who took the survey believe it is likely they will have the career they want in the future.
So why are many young people so positive? And what would the almost two in five young people who are pessimistic like to see to help them achieve their potential? On World Youth Skills Day, we spoke with a small group of youth to help understand what is driving this optimism and what challenges they are worried about. Here is what we learned from them.
Building resilience and adaptability through the pandemic
I wish life was a game which came with instructions, but unfortunately we don’t have that roadmap that can tell us exactly what we should do to get to where we want to be.
—Praise Majwafi, 22, South Africa
A topic we talked about was the impact of the pandemic on young people. Participants agreed that because the past year has been so challenging, it has taught them to manage through uncertainty.
“The pandemic has given us a crash-course in resilience and adaptability,” said 23-year old Sana Farooq, the co-founder of a social enterprise in Pakistan called The Red Code.
“Being flexible and adaptable is something we’ve all had to get used to,” added 22-year old Praise Majwafi, a social entrepreneur from South Africa.