What Does The American Council On Education Do?

11.02.2023 Grady A. Lowry 0 Comments

The American Council on Education (ACE) is a membership organization that mobilizes the higher education community to shape effective public policy and foster innovative, high-quality practice. As the major coordinating body for the nation’s colleges and universities, our strength lies in our diverse membership of more than 1,700 colleges and universities, related associations, and other organizations in America and abroad.

ACE is the only major higher education association to represent all types of U.S.
Accredited, degree-granting institutions: two-year and four-year, public and private.
Our members educate two out of every three students in all accredited, degree-granting U.S.
Institutions.
ACE convenes, organizes, mobilizes, and leads advocacy efforts that shape effective public policy and help colleges and universities best serve their students, their communities, and the wider public good.

We help institutions build their capacity through high-quality innovation. We work to improve equity, expand access to our colleges and universities, and diversify the higher education leadership pipeline. ACE delivers member value through high-quality professional learning programs that leverage a suite of blended solutions aimed at transforming institutions and diversifying the talent pipeline.

ACE also offers services that demonstrate its commitment to postsecondary access and success, including the evaluation of corporate and military training experiences to ensure that all quality learning is connected and counted.
Cutting-edge research and member insights on key higher education issues inform these offerings and help mobilize the community to enhance institutional performance.

ACE produces signature research projects and timely evidence-informed insights, and routinely engages members through a variety of formats to better understand and meet their needs. Research and insights focus on three critical components of higher education’s value proposition for the twenty-first century: equity-minded leadership, institutional transformation, and student success.

ACE is consistently at the center of federal policy debates concerning higher education.
As a convener of higher education associations and agencies, we enable our community to speak with one voice on issues affecting institutions and students.
ACE’s work on behalf of the nation’s colleges and universities ensures that our members are connected to policymakers and represented as officials make critical decisions on Capitol Hill.

As the only organization that represents presidents from all sectors, ACE is the:

Key point of contact on higher education matters for congressional staff and the executive branch. Unifying representative for higher education on legal issues and federal court cases, including at the U.S. Supreme Court.Most frequently cited organization in the national media on higher education issues.Source for information on timely and significant policy issues, shared with members through ACE President Ted Mitchell’s weekly newsletter, President to President,

ACE has played a major role in shaping higher education in the United States for more than a century. Since its founding in 1918, ACE has spearheaded programs, advocated for legislation, and led initiatives that have shaped the nation’s postsecondary landscape.

ACE is committed to affirming and strengthening public trust in higher education; championing equity, access, and completion; and enriching the capacity of institutions and leaders to innovate and adapt. “Now, more than ever, we need high quality higher education to be a right available to all. This is in the interest of all Americans, and it is in the national interest.

Contents

0.1 Mental Health in Higher Education Roundtable
0.2 What is the role of the Council on Higher Education?
0.3 What does ACE stand for in education?

1 Is there an American Council?
- - 1.0.1 Is American College of education accredited?
  - 1.0.2 What are the four functions of the council?
2 How many schools use ACE curriculum?
3 What are the 5 E’s in teaching?
- 3.1 How does ACE curriculum work?
4 Is American Council on Education legitimate?
- 4.1 Mental Health in Higher Education Roundtable
- 4.2 Is the American Council on Education a professional association?
  - 4.2.1 Who is known as president of American Council of Education?
  - 4.2.2 Is American Council on Education a college?
5 Which accreditation is best in USA?
- - 5.0.1 Who owns the American College of Education?
- 5.1 What powers do the council have?
6 Does the council have a duty of care?
- 6.1 Who regulates higher education in South Africa?
7 Who is responsible for higher education in South Africa?

Mental Health in Higher Education Roundtable

This is where I believe ACE can and must play a vital role in convening and mobilizing the entire higher education community to work together to help promote the value of higher education to a wide array of stakeholders.”
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What is the role of the Council on Higher Education?

The main areas of work of the CHE are to: provide advice to the Minister of Higher Education and Training on all higher education matters on request, and proactively; promote a system of quality assurance for all higher education institutions, including private providers of higher education, which focuses on programme
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What does ACE stand for in education?

Adverse Childhood Experiences (ACEs): educational interventions.
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Is there an American Council?

Get Involved – American Councils’ community includes over 100,000 alumni and programs in 130 countries. Join our mission to make international education accessible to all. Our partnerships empower cultural and educational advancements, language acquisition, foster dialogue, and promote peace in countries vital to our national security and economy.

Learn more about our philanthropic initiatives and scholarships, or how you can volunteer or provide in-kind donations or services to support students, emerging leaders, and public servants from 80 countries.
ABOUT OUR PARTNERS To date, we have built a community of more than 100,000 alumni, including national leaders, ministers, members of parliament, ambassadors, and CEOs.

These funds and fellowships support American Councils’ mission to foster excellence in international education and provide vitally important opportunities for the next generation of global leaders. Donate today to help us expand access to international education and create a more productive and informed world.

MAKE A CONTRIBUTION For decades, more than 40,000 exceptional exchange students from over 50 countries have shared meals, holidays, and laughter with American host families. Sponsored on U.S. government scholarships, exchange students supported by American Councils spend an academic year at local high schools, eagerly sharing their cultures, contributing to their new communities, and joining school activities.

Whether you live in a major city or rural community, you can offer our bright and ambitious international students an authentic and positive American experience. LEARN ABOUT HOSTING We are proud to consider more than 94,000 alumni of all experiences and industries as part of our global network.

Your diversity only makes us stronger. No matter what type of program you participate in, we hope you’ll share an update (or nominate a peer) to be featured on our website or other channels or inform us how we can better lend support in the future. You are proof that international education yields incredible results, so let’s stay in touch! SEND US A NOTE American Councils seeks U.S.-based volunteers to evaluate scholarship applications of high school students from 29 countries, including the United States.

Volunteer evaluators support youth exchange programs, which empower the next generation of global citizens and establish long-lasting ties between the United States and other countries. To volunteer, you must participate in a training workshop. Subsequently, hours are flexible.
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Is American College of education accredited?

Our degrees get respect. Just ask our 7,000+ students and 25,000+ alumni. We’re accredited by the Higher Learning Commission, the same body that accredits many of the nation’s oldest and largest colleges and universities.
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What are the four functions of the council?

Council Role, Responsibilities & Compensation

COUNCIL ROLE, RESPONSIBILITIES AND COMPENSATION
COUNCIL
ROLE OF COUNCIL
RESPONSIBILITIES OF COUNCIL

Council is comprised of a head of council, called the Reeve or Mayor, and a minimum of four and a maximum of 10 councillors. Municipalities determine their own council size, by by-law. The size of council usually reflects the geographic size of the municipality, its population, and the level of services and programs.In addition to the elected members, Council may also appoint a youth member – a person who is less than 18 years of age or attending school full time – to sit on Council as a non-voting member.

Youth members bring new perspectives to the Council table and generate interest among youth in local government.
Council is elected to make decisions for the municipality about services, policies and programs.
Council members have an equal voice at the council table – every council member has one vote.

A majority vote is required to make a council decision. A council decision is the decision of the municipality. Council is required by The Municipal Act to make decisions that are in the best interests of the municipality as a whole. Individual council members elected on a ward basis must consider the needs of the entire municipality and not only the needs of the ward they represent.Council may delegate certain powers, duties or functions to the head of council, a council committee, the Chief Administrative Officer or another designated officer for the municipality.

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There is, however, no authority to delegate powers, duties or functions to an individual council member. This means that individual council members have no authority to make a decision on behalf of the municipality; if they do, they may be held financially or legally liable.The Municipal Act establishes the following Council responsibilities: • Developing and evaluating the policies and programs of the municipalityCouncil’s primary role is to ensure services are provided to citizens and property owners.

This involves establishing policies about what programs and services are to be delivered, the level of those services, and how those services are to be delivered. Council is also responsible to ensure that these programs and services meet their objectives and deliver the desired outcomes.

Many municipalities develop and maintain a policy manual.
A policy manual provides a sound basis for decision-making and can ensure that policies are consistently implemented by the municipality’s administration, and are clear to council, administration and the public.
Ensuring that the powers, duties and functions of the municipality are appropriately carried outCouncil is accountable to the public for the decisions it makes.

Council is also responsible for ensuring that the municipality operates in an open and transparent manner. • Carrying out the powers, duties and functions expressively given to Council under the Act or any other legislationCouncil is responsible to ensure that the municipality acts within the legislation.

The legislation establishes minimum requirements however Council can go beyond these minimums, providing they act within their broad, legislative authority.
REEVE/MAYOR
INDIVIDUAL COUNCIL MEMBERS
COUNCIL COMPENSATION

All Councils have a head of council, called either the Reeve or Mayor. The choice of title is a municipal preference, and makes no difference in terms of the role of the head of council. The Reeve/Mayor is often the main spokesperson for the municipality when expressing the municipality’s position to the public or the media, and when attending community events.Responsibilities of the Reeve/Mayor (under The Municipal Act) include: • providing leadership and direction to council • presiding over all Council meetings and Committee meetings when in attendance, except where the municipality’s procedures by-law provides otherwise • acting as a signing authority for the municipality • calling a special council meeting • responsible for all municipal decisions and actions under The Freedom of Information and Protection of Privacy Act.The Reeve/Mayor also has all the responsibilities of a council member, discussed below.Individual council members, including the Reeve/Mayor, also have responsibilities under The Municipal Act, including: • considering the well-being and interests of the municipality as a whole.

All council members, even if elected by ward, have a responsibility to the whole of the municipality. • Participating in developing and evaluating policies that direct planning, financing and municipal services. • Participating in and voting at Council meetings, Committee meetings, and on other bodies to which appointed.

Council members are expected to attend and be actively involved in the business of those meetings. • Keeping municipal matters confidential until they are discussed at a meeting open to the public. The consequence for breaching confidentiality is disqualification from council.Council has the authority to set its own compensation by by-law.

It is advisable for council to develop sound policies for compensation and reimbursement of expenses.A municipality’s compensation policy should be fair and equitable, given the time spent on municipal business, and local costs and conditions.The Chief Administrative Officer is required to include a detailed account of every payment made to council members in the municipality’s annual financial statement, which is a public document.Municipality of Bifrost-Riverton By-law 1-2019 establishes the indemnities to be paid to members of Council for 2019.

: Council Role, Responsibilities & Compensation
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How many schools use ACE curriculum?

There are more than 400 schools using the A.C.E. School of Tomorrow® system all over the Philippines and in some areas in Cambodia that are under our care.
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What are the 5 E’s in teaching?

Theoretical Foundations – The findings of Atkin and Karplus directly informed the creation of the 5E Model, which focuses on allowing students to understand a concept over time through a series of established steps, or phases. These phases include Engage, Explore, Explain, Elaborate, and Evaluate.

The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study, promotes collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions. The 5E Model is based on the constructivist theory to learning, which suggests that people construct knowledge and meaning from experiences.

By understanding and reflecting on activities, students are able to reconcile new knowledge with previous ideas. According to subject matter expert Beverlee Jobrack, “Educational movements, such as inquiry-based learning, active learning, experiential learning, discovery learning, and knowledge building, are variations of constructivism.” In the classroom, constructivism requires educators to build inquiry, exploration, and assessment into their instructional approach.
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How does ACE curriculum work?

Teaches Goal Setting – ACE consists of individual PACEs (Packet of Accelerated Christain Education) the child works through. The idea is similar to a whole textbook being broken down into its individual units. Each PACE represents one of those units. Every subject has its own set of 12 PACEs, which they recommend being completed in a year.

It works out to three per nine weeks.
Of course every child is different and this isn’t set in stone.
You can adjust this based on your student’s needs and abilities.
Here is a video showing what they look like and how the work is laid out.
Before each PACE is started, count the number of pages in it and divide that by the numbers of days you want your child to be finished (usually around 3 weeks).

This determines how many pages your student needs to do each day and also helps with time management. These page numbers are marked on a weekly chart and checked off by your student when completed each day. This chart is a great way to set short-term goals for each week.

In addition, the student can set a long-term goal for the year for the three PACEs per nine weeks and twelve per year needing to be completed. There’s a separate chart to visualize this. Stickers are placed on it each time a workbook is finished to show progress and help the student have a sense of achievement.

Something to note is that students who complete their work faster may move through the books quicker and move ahead. As I stated before, the goal of 12 books per year is a recommendation because some may be able to do more and others less. These charts will help the student see how they’re doing and adjust in order to meet those goals.
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Is American Council on Education legitimate?

ACE is the only major higher education association to represent all types of U.S.
Accredited, degree-granting institutions: two-year and four-year, public and private.
Our members educate two out of every three students in all accredited, degree-granting U.S.
Institutions.
ACE convenes, organizes, mobilizes, and leads advocacy efforts that shape effective public policy and help colleges and universities best serve their students, their communities, and the wider public good.

ACE also offers services that demonstrate its commitment to postsecondary access and success, including the evaluation of corporate and military training experiences to ensure that all quality learning is connected and counted. Cutting-edge research and member insights on key higher education issues inform these offerings and help mobilize the community to enhance institutional performance.

ACE is consistently at the center of federal policy debates concerning higher education. As a convener of higher education associations and agencies, we enable our community to speak with one voice on issues affecting institutions and students. ACE’s work on behalf of the nation’s colleges and universities ensures that our members are connected to policymakers and represented as officials make critical decisions on Capitol Hill.

As the only organization that represents presidents from all sectors, ACE is the:

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ACE is committed to affirming and strengthening public trust in higher education; championing equity, access, and completion; and enriching the capacity of institutions and leaders to innovate and adapt. “Now, more than ever, we need high quality higher education to be a right available to all. This is in the interest of all Americans, and it is in the national interest.

Mental Health in Higher Education Roundtable

Is the American Council on Education a professional association?

American Council on Education


Established	1918 ; 104 years ago
Type	Education policy nonprofit
Tax ID no.	53-0196573
Legal status	501(c)(3)
Headquarters	1 Dupont Cir NW
Location	Washington, D.C., 20036
Coordinates	38°54′32″N 77°02′39″W / 38.9090°N 77.0442°W Coordinates : 38°54′32″N 77°02′39″W / 38.9090°N 77.0442°W
President	Ted Mitchell
Website	www,acenet,edu

The American Council on Education ( ACE ) is a nonprofit 501(c)(3) U.S. higher education association established in 1918. ACE’s members are the leaders of approximately 1,700 accredited, degree-granting colleges and universities and higher education -related associations, organizations, and corporations.
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Who is known as president of American Council of Education?

Statement by ACE President Ted Mitchell on the Resignation of Michigan State University President Samuel L. Stanley Jr. Joint statement from ACE and 21 other organizations in response to the Consumer Financial Protection Bureau’s report on institutions’ transcript withholding practices.
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Is American Council on Education a college?

Who is the American Council on Education (ACE)? The American Council on Education is a nonprofit U.S. higher education association established in 1918. ACE’s members are the leaders of approximately 1,700 accredited, degree-granting colleges and universities and higher education-related associations, organizations, and corporations.
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Which accreditation is best in USA?

What Type of College Accreditations Are Available? – In the United States you’ll find more than 60 higher education accrediting bodies. Among these Department of Education-approved organizations you’ll find three main types of accreditation:

Regional National Programmatic

Regional accreditors typically focus on academically oriented, state-owned or not-for-profit institutions (like National University). According to Hoey, regional accreditation is the “gold standard” when it comes to oversight of higher education. Online degree programs offered at these institutions are also usually included under their accreditation.

National accreditation generally covers niche institutions: for example, faith-based or single-discipline colleges (like an art school, for instance). According to Hoey, though, national accreditors “by and large focus on career and trade schools,” which are often for-profit institutions. Consequently, credits earned at nationally accredited colleges (or nationally accredited online degrees) may not transfer into a regionally accredited school.

Programmatic accreditation, as its name implies, is reserved for specific degree programs, such as engineering, accounting, education, nursing, and other regulated professions. Hoey says these accreditations are attractive, if not required, for many employers.
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Who owns the American College of Education?

Ownership – American College of Education is a wholly owned subsidiary of ACE Holdco PBC, 2200 Ross Avenue, Suite 3800, Dallas, TX 75201; 214-438-4100.
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What powers do the council have?

Powers to provide facilities – Parish councils have powers to provide some facilities themselves, or they can contribute towards their provision by others. There are large variations in the services provided by parishes, but they can include the following:

Support and encouragement of arts and crafts Provision of village halls Provision and maintenance of recreation grounds, parks, children’s play areas, playing fields and swimming baths Provision and maintenance of cemeteries and crematoria Maintenance of closed churchyards Cleaning and drainage of ponds, watercourses and ditches Control of litter Provision and maintenance of public toilets Creation and maintenance of footpaths and bridleways Provision of cycle and motorcycle parking Acquisition and maintenance of rights of way Provision and maintenance of public clocks Maintenance of war memorials Encouragement of tourism

They may also provide the following, subject to the consent of the county council or unitary authority of the area in which they lie:

Bus shelters Signposting of footpaths Lighting of footpaths Off-street car parks Provision, maintenance and protection of roadside verges

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What is a council and why are they important?

Guide to Councils Councils provide a wide variety of services to their municipalities and enforce various federal, state and local laws for their communities. These services include public health, traffic, parking and animal management. Community infrastructure maintained by councils in Victoria is estimated to be valued at over $40 billion and includes roads, bridges, drains, town halls, libraries, recreation facilities, parks and gardens.
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What are the council powers?

Council only has the power conferred on it by the Victorian Parliament. These powers are listed in the Local Government Act 2020, Part 2 Division 1 (sections 8-11) of the Local Government Act identifies the role and powers of Council, and outline the governance principles that Council must adhere to in the performance of its role.

The Act states, “a Council has the power to do all things necessary or convenient to be done in connection with the performance of its role (s.10(1)), but this broad power is limited by any restrictions imposed by the Local Government Act or any other Act. The Victorian Constitution recognises local government as “a distinct and essential tier of government consisting of democratically elected Councils having the functions and powers that the Parliament considers are necessary to ensure the peace, order and good government of each municipal district” (s.74A(1)).

To find out more what your Council does, download:

Inside Your Council (PDF, 48KB)

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What power does the leader of the council have?

To have political responsibility for effective corporate governance of the Council. To have overall responsibility for the achievement of the Best Value Performance Plan. To ensure the appraisal of the Chief Executive and Strategic Directors in accordance with the Council’s scheme.
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Does the council have a duty of care?

Poole in 2019 – For decades claimant and defendant lawyers alike proceeded on the basis that it was at least hypothetically possible, depending on the facts of each case, for a local authority to owe children living at home with their parents a common law duty of care.

In 2019, the Supreme Court decision in CN & GN v Poole Borough Council UKSC 25 challenged that assumption.
CN and GN were two children who were housed, with their mother, by the council as the local housing authority.
CN, in particular, suffered severe physical and learning difficulties making him totally dependent on others and requiring a high level of supervision; that of course impacted on the nature of the housing the family required.

The family were housed on an estate where an antisocial family also lived and over years suffered the effects of their behaviour. This was reported to the council, to local police and to the housing authority. The family viewed the response of those agencies as inadequate.

They suffered this humiliating and frightening behaviour until December 2011; for over five years.
The claim was plead in negligence, and the defendant applied to strike it out, relying in significant part of a chain of authorities concerning the police.
In Poole both the Court of Appeal and subsequently, the Supreme Court were heavily influenced by the decision of Michael v The Chief Constable of South Wales UKSC 2,

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In Michael, a murdered woman’s relatives sued in respect of alleged failings by the police in dealing with the victims’ pleas for help. The Supreme Court struck out Michael citing established principles that a duty of care is not normally owed to protect a person from the actions of a third party, and that the law does not normally impose liability in negligence in respect of omission to act.

Before looking at the Poole decision, it is worth understanding the family history.
There was great deal of social services involvement.
A social worker undertook an initial assessment of his CN’s needs in October 2009 and referred the family to mental health services, arranging for a core assessment of GN’s needs to be carried out by the council’s family support team.

The children had a social worker allocated at various points and several child protection strategy meetings were held. GN’s harming of himself was managed under a child in need plan and there were times when the case met the threshold for placing GN on a child protection plan.

That public authorities may owe a duty of care in circumstances where the principles applicable to private individuals would oppose such a duty, unless such a duty would inconsistent with, and is therefore excluded by, the legislation from which their powers or duties are derived;
That public authorities do not owe a duty of care at common law merely because they have statutory powers or duties, even if, by exercising their statutory functions, they could prevent a person from suffering harm; and
That public authorities can come under a common law duty to protect from harm in circumstances where the principles applicable to private individuals or bodies would impose such a duty as for example where the authority has created the source of the danger or has assumed a responsibility to protect a claimant from harm, unless the imposition of such a duty would be inconsistent with the relevant legislation.”

Applying those principles, the Supreme Court concluded that the pleaded case did not demonstrate a duty of care.

Arguments that the Council created the source of danger by housing CN and GN’s family near antisocial neighbours was rejected. There is a long line of authority establishing that landlords do not owe duties of care in relation to the antisocial behaviour of others.
The assertion that in working with the family, the social service team assumed of responsibility was also rejected. Investigating and monitoring the children did not, on the Supreme Court’s analysis, involve a provision of service to them on which they or their mother could be expected to rely. The safety of the children had not been entrusted to the council. The council had not taken the children into care. Whilst the Supreme Court accepted that there might be circumstances under which an assumption of responsibility could arise, they would not find one on the facts of this particular case.

They include: A v Attorney General of St. Helena SHSC1. The claimant sought damages for a failure to protect her despite disclosures she made to the authorities. As a result of this, she alleged she had been sexually abused by two older men when she was a teenager.

The Court rejected all attempts to distinguish her case from Poole and held that the case “falls squarely on all fours with Poole”. It was struck out. HXA and Anor v Surrey County Council EWHC 250 (QB), Deputy Master Bagot QC struck out a claim that a child was left in the care of his mother and her various male partners, despite concern and involvement by the Council’ social services department.

The claimant alleged physical abuse and neglect from his mother and sexual abuse from one of the mother’s partners. It was alleged that:

a duty of care existed by reason of the exercise of child protection functions and as a result of the council’s involvement with the claimant’s family;
this involvement itself constituted an assumption of responsibility for the children’s safety and welfare;
the council had added to the claimant’s danger by “endorsing” the parenting they received and “allowing” male partners to move in with the mother;
the council failed to control the wrongdoers and that in action had prevented others from protecting the claimants.

Deputy Master Bagot found it inappropriate to attempt to distinguish Poole on the basis of different factual circumstances. He said that an assertion of reliance to create an assumption of responsibility by the claimants would not suffice something more.

He also pointed out that local authorities only obtain parental responsibility at the point a Care Order is made. Until then, parental responsibility remains “unequivocally” with the parents. He found a duty of care cannot be reverse engineered by asserting that the local authority ought to have applied for a Care Order.

He dealt with the other arguments as follows:

the council had no statutory power to remove Mother’s partners from the home and the children could not be removed without a Court Order. The harm was something the claimant was already being exposed to;
the council had no power to control the alleged wrongdoers – the mother and her parents
the assertion that others were prevented from protecting the children was a suggestion that had the Defendant not held out that it would investigate properly, other agencies would have put in place protective measures. As the judge observed, no other agency could or would practically have achieved removal of the claimants from the home apart from the police who have very limited powers to take a child to a place of safety. In any event “There are no facts pleaded to the effect that another agency wanted to put in place protective measures but was dissuaded from doing so by the local authority.”

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Who regulates higher education in South Africa?

The Department of Higher Education and Training is one of the departments of the South African government. It oversees universities and other post-secondary education in South Africa.
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Who is responsible for higher education in South Africa?

School children in Cape Town Education in South Africa is governed by two national departments, namely the Department of Basic Education (DBE), which is responsible for primary and secondary schools, and the Department of Higher Education and Training (DHET), which is responsible for tertiary education and vocational training,

Prior to 2009, both departments were represented in a single Department of Education, Among sub-Saharan African countries, South Africa has one of the highest literacy rates. According to The World Factbook – Central Intelligence Agency as of 2019, 95% of the population age 15 and over can read and write in South Africa were respectively literate.

The DBE department deals with public schools, private schools (also referred to by the department as independent schools ), early childhood development (ECD) centres, and special needs schools, The public schools and private schools are collectively known as ordinary schools, which are roughly 97% of schools in South Africa.

The DHET department deals with further education and training (FET) colleges now known as Technical and Vocational Education and Training (TVET) colleges, adult basic education and training (ABET) centres, and higher education (HE) institutions. The nine provinces of South Africa also have their own education departments that are responsible for implementing the policies of the national department and dealing with local issues.

In 2010, the basic education system comprised 12,644,208 learners, 30,586 schools, and 439,394 teachers. In 2009, the higher education and training system comprised 837,779 students in HE institutions, 420,475 students in state-controlled FET institutions and 297,900 in state-controlled ABET centres.

In 2013, the South African government spent 21% of the national budget on education. Some 10% of the education budget is for higher education. The Human Rights Measurement Initiative (HRMI) finds that South Africa is fulfilling only 72.1% of what it should be fulfilling for the right to education based on the country’s level of income.

HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration South Africa’s income level, the nation is achieving 70.4% of what should be possible based on its resources (income) for primary education and 73.8% for secondary education.
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Grady A. Lowry