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�ݺ�ߣshows by User: iainmatheson / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: iainmatheson / Sun, 27 Jan 2019 20:20:42 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: iainmatheson ACWA Conference Sydney 2018: Effecting Successful Systems-wide Change - Towards a Quality Education for All Children and Young People in OOHC /slideshow/acwa-conference-sydney-2018-effecting-successful-systemswide-change-towards-a-quality-education-for-all-children-and-young-people-in-oohc/129477567 educationofcincfinal-190127202042
Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.]]>
Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.]]> Sun, 27 Jan 2019 20:20:42 GMT /slideshow/acwa-conference-sydney-2018-effecting-successful-systemswide-change-towards-a-quality-education-for-all-children-and-young-people-in-oohc/129477567 iainmatheson@slideshare.net(iainmatheson) ACWA Conference Sydney 2018: Effecting Successful Systems-wide Change - Towards a Quality Education for All Children and Young People in OOHC iainmatheson Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/educationofcincfinal-190127202042-thumbnail.jpg?width=120&height=120&fit=bounds" /> Whether from our professional experiences, strong social justice orientations, or the stories we hear from children in care, care leavers, and foster carers, most of us just know that education has the potential to make a significant contribution towards improving the life-chances of children and young people in OOHC. From countries as diverse as Canada, Denmark, England, Finland, Hungary, Ireland, Israel, Scotland, Spain, Sweden, United States, Wales, and Australia, we now have a relatively strong body of research literature on the education of children and young people in OOHC, to support such beliefs. Across these studies, we now also have a better understanding of: the educational challenges that children and young people across these countries face; the competing underlying explanations; and some of the more promising individual policy and practice initiatives that appear to be making a difference to the lives of some. However, what we seem to know much less about is how to go about effecting successful system-wide change. Based upon the experiences of four jurisdictions overseas that appear to be having some success in relation to the education of children and young people in OOHC as case examples, the paper: identifies areas of possible success; examines respective contexts, approaches, and explanations for how such success is being realised; and explores possible lessons for other jurisdictions. While 'one size does not fit all', a range of strategic, policy, leadership, professional, and structural issues, are discussed. The four case examples are England, Scotland, Sweden, and Ontario Province in Canada.

ACWA Conference Sydney 2018: Effecting Successful Systems-wide Change - Towards a Quality Education for All Children and Young People in OOHC from Dr Iain Matheson - Matheson Associates Limited

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0 EUSARF: Extending Care from 18 21: Towards an International Evidence Base /slideshow/eusarf-extending-care-from-18-21-towards-an-international-evidence-base/129475983 extendingcarefrom18-21eusarf2018169ratio-190127195130
In most Anglo-American countries, states, or provinces, some form of specific provision allowing young people to remain in care up to age of 21 (referred to here as ‘Extended Care’) has recently been, or is in the process of being, introduced. While defined and framed differently across jurisdictions, these initiatives allow some young people to transition from care at a time and in a way that better suits them, and is closer to the experience of other young people and young adults leaving home. This paper reports on a small study on identifying the international evidence base on extending care from 18 to 21. In doing so, and in order to help guide future developments in New Zealand, the study’s objectives were to identify: whether extending care ‘works’, for whom, and why; and any evidence in relation to design considerations on how to best implement such provision.]]>
In most Anglo-American countries, states, or provinces, some form of specific provision allowing young people to remain in care up to age of 21 (referred to here as ‘Extended Care’) has recently been, or is in the process of being, introduced. While defined and framed differently across jurisdictions, these initiatives allow some young people to transition from care at a time and in a way that better suits them, and is closer to the experience of other young people and young adults leaving home. This paper reports on a small study on identifying the international evidence base on extending care from 18 to 21. In doing so, and in order to help guide future developments in New Zealand, the study’s objectives were to identify: whether extending care ‘works’, for whom, and why; and any evidence in relation to design considerations on how to best implement such provision.]]> Sun, 27 Jan 2019 19:51:30 GMT /slideshow/eusarf-extending-care-from-18-21-towards-an-international-evidence-base/129475983 iainmatheson@slideshare.net(iainmatheson) EUSARF: Extending Care from 18 21: Towards an International Evidence Base iainmatheson In most Anglo-American countries, states, or provinces, some form of specific provision allowing young people to remain in care up to age of 21 (referred to here as ‘Extended Care’) has recently been, or is in the process of being, introduced. While defined and framed differently across jurisdictions, these initiatives allow some young people to transition from care at a time and in a way that better suits them, and is closer to the experience of other young people and young adults leaving home. This paper reports on a small study on identifying the international evidence base on extending care from 18 to 21. In doing so, and in order to help guide future developments in New Zealand, the study’s objectives were to identify: whether extending care ‘works’, for whom, and why; and any evidence in relation to design considerations on how to best implement such provision. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/extendingcarefrom18-21eusarf2018169ratio-190127195130-thumbnail.jpg?width=120&height=120&fit=bounds" /> In most Anglo-American countries, states, or provinces, some form of specific provision allowing young people to remain in care up to age of 21 (referred to here as ‘Extended Care’) has recently been, or is in the process of being, introduced. While defined and framed differently across jurisdictions, these initiatives allow some young people to transition from care at a time and in a way that better suits them, and is closer to the experience of other young people and young adults leaving home. This paper reports on a small study on identifying the international evidence base on extending care from 18 to 21. In doing so, and in order to help guide future developments in New Zealand, the study’s objectives were to identify: whether extending care ‘works’, for whom, and why; and any evidence in relation to design considerations on how to best implement such provision.

EUSARF: Extending Care from 18 21: Towards an International Evidence Base from Dr Iain Matheson - Matheson Associates Limited

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0 Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice /slideshow/matheson-i-2015-slipping-down-ladders-and-climbing-up-snakes-the-experiences-of-university-students-formerly-in-oohc-and-research-challenges-to-current-policy-and-practice/55769165 snakesandladdersacwaslideshare-151203065117-lva1-app6892
Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.]]>
Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.]]> Thu, 03 Dec 2015 06:51:16 GMT /slideshow/matheson-i-2015-slipping-down-ladders-and-climbing-up-snakes-the-experiences-of-university-students-formerly-in-oohc-and-research-challenges-to-current-policy-and-practice/55769165 iainmatheson@slideshare.net(iainmatheson) Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice iainmatheson Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/snakesandladdersacwaslideshare-151203065117-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> Education has the potential to make a substantial contribution towards improving the life-chances of the 50,000 children and young people in out-of-home care (OOHC) across Australia and New Zealand. Yet, most in OOHC face significant educational challenges, many do not receive a quality education, and exceptionally few go on to university. Making links with the growing body of Australasian and international research literature on the education of children in OOHC, this presentation reports on ‘Slipping down Ladders and Climbing up Snakes’ - a doctoral qualitative study that investigated the experiences of seven New Zealand university students who were formerly in foster care. The presentation particularly focuses upon the study's findings in relation to foster care and leaving care. While confirming that ‘Kiwi kids in care’ can and do go to university, the main barriers included limited educational support for those in foster care, mixed placement quality, multiple placements and a lack of permanency, challenging behaviour, being discharged from care at 17 and irrespective of whether schooling had been completed, generally poor and somewhat limited relationships with social workers, and limited financial support on leaving care from the national statutory child welfare agency Child, Youth and Family. Nonetheless, and despite the above, participants’ experiences also suggest the critical importance of at least one of their longer-term foster carers creating an educationally-rich environment, and formal support services for care leavers where they were available. Once at university, the majority did sometimes struggle, although there was usually some support from former foster carers, long-term partners, and in some instances parents. As well as examining the possible implications of the study, whether and how such studies can shape policy and practice is also discussed.

Matheson I. (2015). Slipping down ladders and climbing up snakes: The experiences of university students formerly in OOHC, and research challenges to current policy and practice from Dr Iain Matheson - Matheson Associates Limited

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0 Matheson, I. (2015). Thesis on a page: Slipping down ladders and climbing up snakes - the experiences of New Zealand University students who were formerly in foster care /slideshow/snakes-ladders-a4final-5-49896026/49896026 snakesladdersa4final5-150627024620-lva1-app6892
Education has the potential to make a significant contribution towards improving the life-chances of children and young people in state care. However, despite a growing overseas body of research literature on the education of children and young people in residential and foster care, very little is known about the educational experiences, perspectives or circumstances of those in, or formerly in, care in New Zealand. Internationally, we still know very little about the experiences of the small proportion of young people with a state care background who go to university. This study investigates the educational experiences of New Zealand bachelor degree students and recent graduates who were placed in foster care as teenagers. Through the lenses of the children’s rights, ecological systems theory, resilience theory and cultural capital theory, this qualitative study involved in-depth interviews, as well as follow-up telephone interviews, with seven bachelor degree students or graduates with a state care background. Using an informal conversational interviewing technique, the study explores their experiences of primary schooling, secondary schooling, university, foster care, leaving care, family, partners, friends and the community, as well as their associated feelings, motivations, views and attitudes. Despite some similarities with others in care, the study finds that participants came into care with considerable cultural capital, were educationally resilient, were able to make important educational relationships and take advantage of opportunities presented to them. They mainly came into care as teenagers, having already done well in their earlier schooling. All went on to complete their high school education at what they considered to be good schools. All embarked upon a professional degree, mainly in social work, education or law. Multiple foster care placements and, with some exceptions, getting little educational support from foster carers or social workers was not a barrier to them getting to university. Similarly, while educationally resilient, most were less resilient in other areas of their lives. However, the level of support from teachers and/or other school personnel was high and sometimes exceptionally high. To varying degrees once at university, the majority struggled. However, there was support from former foster carers, long-term partners, and in some instances parents. This research has particular education and child welfare policy and practice implications for New Zealand. However, as one of the few international qualitative studies with tertiary students with a foster care background to take such a wide-ranging and exploratory approach, the findings may also be of relevance to practitioners, managers, researchers and policy-makers in other countries. ]]>
Education has the potential to make a significant contribution towards improving the life-chances of children and young people in state care. However, despite a growing overseas body of research literature on the education of children and young people in residential and foster care, very little is known about the educational experiences, perspectives or circumstances of those in, or formerly in, care in New Zealand. Internationally, we still know very little about the experiences of the small proportion of young people with a state care background who go to university. This study investigates the educational experiences of New Zealand bachelor degree students and recent graduates who were placed in foster care as teenagers. Through the lenses of the children’s rights, ecological systems theory, resilience theory and cultural capital theory, this qualitative study involved in-depth interviews, as well as follow-up telephone interviews, with seven bachelor degree students or graduates with a state care background. Using an informal conversational interviewing technique, the study explores their experiences of primary schooling, secondary schooling, university, foster care, leaving care, family, partners, friends and the community, as well as their associated feelings, motivations, views and attitudes. Despite some similarities with others in care, the study finds that participants came into care with considerable cultural capital, were educationally resilient, were able to make important educational relationships and take advantage of opportunities presented to them. They mainly came into care as teenagers, having already done well in their earlier schooling. All went on to complete their high school education at what they considered to be good schools. All embarked upon a professional degree, mainly in social work, education or law. Multiple foster care placements and, with some exceptions, getting little educational support from foster carers or social workers was not a barrier to them getting to university. Similarly, while educationally resilient, most were less resilient in other areas of their lives. However, the level of support from teachers and/or other school personnel was high and sometimes exceptionally high. To varying degrees once at university, the majority struggled. However, there was support from former foster carers, long-term partners, and in some instances parents. This research has particular education and child welfare policy and practice implications for New Zealand. However, as one of the few international qualitative studies with tertiary students with a foster care background to take such a wide-ranging and exploratory approach, the findings may also be of relevance to practitioners, managers, researchers and policy-makers in other countries. ]]> Sat, 27 Jun 2015 02:46:20 GMT /slideshow/snakes-ladders-a4final-5-49896026/49896026 iainmatheson@slideshare.net(iainmatheson) Matheson, I. (2015). Thesis on a page: Slipping down ladders and climbing up snakes - the experiences of New Zealand University students who were formerly in foster care iainmatheson Education has the potential to make a significant contribution towards improving the life-chances of children and young people in state care. However, despite a growing overseas body of research literature on the education of children and young people in residential and foster care, very little is known about the educational experiences, perspectives or circumstances of those in, or formerly in, care in New Zealand. Internationally, we still know very little about the experiences of the small proportion of young people with a state care background who go to university. This study investigates the educational experiences of New Zealand bachelor degree students and recent graduates who were placed in foster care as teenagers. Through the lenses of the children’s rights, ecological systems theory, resilience theory and cultural capital theory, this qualitative study involved in-depth interviews, as well as follow-up telephone interviews, with seven bachelor degree students or graduates with a state care background. Using an informal conversational interviewing technique, the study explores their experiences of primary schooling, secondary schooling, university, foster care, leaving care, family, partners, friends and the community, as well as their associated feelings, motivations, views and attitudes. Despite some similarities with others in care, the study finds that participants came into care with considerable cultural capital, were educationally resilient, were able to make important educational relationships and take advantage of opportunities presented to them. They mainly came into care as teenagers, having already done well in their earlier schooling. All went on to complete their high school education at what they considered to be good schools. All embarked upon a professional degree, mainly in social work, education or law. Multiple foster care placements and, with some exceptions, getting little educational support from foster carers or social workers was not a barrier to them getting to university. Similarly, while educationally resilient, most were less resilient in other areas of their lives. However, the level of support from teachers and/or other school personnel was high and sometimes exceptionally high. To varying degrees once at university, the majority struggled. However, there was support from former foster carers, long-term partners, and in some instances parents. This research has particular education and child welfare policy and practice implications for New Zealand. However, as one of the few international qualitative studies with tertiary students with a foster care background to take such a wide-ranging and exploratory approach, the findings may also be of relevance to practitioners, managers, researchers and policy-makers in other countries. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/snakesladdersa4final5-150627024620-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> Education has the potential to make a significant contribution towards improving the life-chances of children and young people in state care. However, despite a growing overseas body of research literature on the education of children and young people in residential and foster care, very little is known about the educational experiences, perspectives or circumstances of those in, or formerly in, care in New Zealand. Internationally, we still know very little about the experiences of the small proportion of young people with a state care background who go to university. This study investigates the educational experiences of New Zealand bachelor degree students and recent graduates who were placed in foster care as teenagers. Through the lenses of the children’s rights, ecological systems theory, resilience theory and cultural capital theory, this qualitative study involved in-depth interviews, as well as follow-up telephone interviews, with seven bachelor degree students or graduates with a state care background. Using an informal conversational interviewing technique, the study explores their experiences of primary schooling, secondary schooling, university, foster care, leaving care, family, partners, friends and the community, as well as their associated feelings, motivations, views and attitudes. Despite some similarities with others in care, the study finds that participants came into care with considerable cultural capital, were educationally resilient, were able to make important educational relationships and take advantage of opportunities presented to them. They mainly came into care as teenagers, having already done well in their earlier schooling. All went on to complete their high school education at what they considered to be good schools. All embarked upon a professional degree, mainly in social work, education or law. Multiple foster care placements and, with some exceptions, getting little educational support from foster carers or social workers was not a barrier to them getting to university. Similarly, while educationally resilient, most were less resilient in other areas of their lives. However, the level of support from teachers and/or other school personnel was high and sometimes exceptionally high. To varying degrees once at university, the majority struggled. However, there was support from former foster carers, long-term partners, and in some instances parents. This research has particular education and child welfare policy and practice implications for New Zealand. However, as one of the few international qualitative studies with tertiary students with a foster care background to take such a wide-ranging and exploratory approach, the findings may also be of relevance to practitioners, managers, researchers and policy-makers in other countries.

Matheson, I. (2015). Thesis on a page: Slipping down ladders and climbing up snakes - the experiences of New Zealand University students who were formerly in foster care from Dr Iain Matheson - Matheson Associates Limited

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0 Education of children and young people in care: Research on what works /slideshow/ifco-2011-theeducationofchildrenandyoungpeopleincarefinal/8850162 ifco2011theeducationofchildrenandyoungpeopleincarefinal-110814214919-phpapp01
Iain Matheson's July 2011 keynote presentation on the education of children in care to the International Foster Care Organisation world congress in Victoria, British Columbia, Canada. ]]>
Iain Matheson's July 2011 keynote presentation on the education of children in care to the International Foster Care Organisation world congress in Victoria, British Columbia, Canada. ]]> Sun, 14 Aug 2011 21:49:16 GMT /slideshow/ifco-2011-theeducationofchildrenandyoungpeopleincarefinal/8850162 iainmatheson@slideshare.net(iainmatheson) Education of children and young people in care: Research on what works iainmatheson Iain Matheson's July 2011 keynote presentation on the education of children in care to the International Foster Care Organisation world congress in Victoria, British Columbia, Canada. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ifco2011theeducationofchildrenandyoungpeopleincarefinal-110814214919-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Iain Matheson's July 2011 keynote presentation on the education of children in care to the International Foster Care Organisation world congress in Victoria, British Columbia, Canada.

Education of children and young people in care: Research on what works from Dr Iain Matheson - Matheson Associates Limited

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0 Out of Home Care Standards in Canada, Ireland and the UK /slideshow/out-of-home-care-standards-in-canada-ireland-and-the-uk-4996047/4996047 oohcstandardsacwa2010final-12821026659695-phpapp01
Presentation to the Association of Children\\’s Welfare Agencies conference in Sydney, Australia, August 4, 2010.]]>
Presentation to the Association of Children\\’s Welfare Agencies conference in Sydney, Australia, August 4, 2010.]]> Tue, 17 Aug 2010 22:40:43 GMT /slideshow/out-of-home-care-standards-in-canada-ireland-and-the-uk-4996047/4996047 iainmatheson@slideshare.net(iainmatheson) Out of Home Care Standards in Canada, Ireland and the UK iainmatheson Presentation to the Association of Children\\’s Welfare Agencies conference in Sydney, Australia, August 4, 2010. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oohcstandardsacwa2010final-12821026659695-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation to the Association of Children\\’s Welfare Agencies conference in Sydney, Australia, August 4, 2010.

Out of Home Care Standards in Canada, Ireland and the UK from Dr Iain Matheson - Matheson Associates Limited

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0 MEASUREMENT OF EDUCATIONAL ATTAINMENT FOR CHILDREN AND YOUNG PEOPLE IN OUT-OF-HOME-CARE /slideshow/measurement-of-educational-attainment-for-children-and-young-people-in-outofhomecare-4861963/4861963 iscisydneyeducationnovemberwithreferences-12803690016121-phpapp01
Presentation by Iain Matheson to the 2nd International Conference of the International Society for Child Indicators 4–5 November 2009, Sydney, Australia.]]>
Presentation by Iain Matheson to the 2nd International Conference of the International Society for Child Indicators 4–5 November 2009, Sydney, Australia.]]> Wed, 28 Jul 2010 21:03:49 GMT /slideshow/measurement-of-educational-attainment-for-children-and-young-people-in-outofhomecare-4861963/4861963 iainmatheson@slideshare.net(iainmatheson) MEASUREMENT OF EDUCATIONAL ATTAINMENT FOR CHILDREN AND YOUNG PEOPLE IN OUT-OF-HOME-CARE iainmatheson Presentation by Iain Matheson to the 2nd International Conference of the International Society for Child Indicators 4–5 November 2009, Sydney, Australia. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iscisydneyeducationnovemberwithreferences-12803690016121-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presentation by Iain Matheson to the 2nd International Conference of the International Society for Child Indicators 4–5 November 2009, Sydney, Australia.

MEASUREMENT OF EDUCATIONAL ATTAINMENT FOR CHILDREN AND YOUNG PEOPLE IN OUT-OF-HOME-CARE from Dr Iain Matheson - Matheson Associates Limited

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0 Foster Care Standards in Australia, Canada, Ireland and the UK: Plenary presentation to the International Foster Care Organisation world conference, Dublin, 2009 /slideshow/foster-care-standards-in-australia-canada-ireland-and-the-uk-plenary-presentation-to-the-international-foster-care-organisation-world-conference-dublin-2009/4861918 fostercarestandardsifcopresentationfinal-12803679124975-phpapp02
Presents findings from international research undertaken by Iain Matheson in 2008 on foster care standards in Australia, Canada, Ireland and the UK.]]>
Presents findings from international research undertaken by Iain Matheson in 2008 on foster care standards in Australia, Canada, Ireland and the UK.]]> Wed, 28 Jul 2010 20:51:46 GMT /slideshow/foster-care-standards-in-australia-canada-ireland-and-the-uk-plenary-presentation-to-the-international-foster-care-organisation-world-conference-dublin-2009/4861918 iainmatheson@slideshare.net(iainmatheson) Foster Care Standards in Australia, Canada, Ireland and the UK: Plenary presentation to the International Foster Care Organisation world conference, Dublin, 2009 iainmatheson Presents findings from international research undertaken by Iain Matheson in 2008 on foster care standards in Australia, Canada, Ireland and the UK. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fostercarestandardsifcopresentationfinal-12803679124975-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presents findings from international research undertaken by Iain Matheson in 2008 on foster care standards in Australia, Canada, Ireland and the UK.

Foster Care Standards in Australia, Canada, Ireland and the UK: Plenary presentation to the International Foster Care Organisation world conference, Dublin, 2009 from Dr Iain Matheson - Matheson Associates Limited

]]> 1859 11 https://cdn.slidesharecdn.com/ss_thumbnails/fostercarestandardsifcopresentationfinal-12803679124975-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 https://cdn.slidesharecdn.com/profile-photo-iainmatheson-48x48.jpg?cb=1687732238 For over a decade, I have been successfully delivering management consultancy, research and evaluation and learning and development services to Education, Health and Welfare Government and NGO clients with management or programme responsibilities. Overall, I have over 25 years experience of working in and with, the government sector in both New Zealand and the UK. Prior to establishing Matheson Associates in 2004, I spent 15 years in public sector management roles including operations, service development, quality assurance, project management, policy analysis and strategic planning - latterly in a high profile senior management role with the New Zealand Department of Child, Youth and Family www.mathesonassociates.co.nz https://cdn.slidesharecdn.com/ss_thumbnails/educationofcincfinal-190127202042-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/acwa-conference-sydney-2018-effecting-successful-systemswide-change-towards-a-quality-education-for-all-children-and-young-people-in-oohc/129477567 ACWA Conference Sydney... https://cdn.slidesharecdn.com/ss_thumbnails/extendingcarefrom18-21eusarf2018169ratio-190127195130-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/eusarf-extending-care-from-18-21-towards-an-international-evidence-base/129475983 EUSARF: Extending Care... https://cdn.slidesharecdn.com/ss_thumbnails/snakesandladdersacwaslideshare-151203065117-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/matheson-i-2015-slipping-down-ladders-and-climbing-up-snakes-the-experiences-of-university-students-formerly-in-oohc-and-research-challenges-to-current-policy-and-practice/55769165 Matheson I. (2015). Sl...