Thursday, 12 December 2013

Common Core and mass surveillance

According to the Department of Education, The Common Core of Skills and Knowledge for the Children`s Workforce (England) sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families.  Also see Children`s Workforce Development Council. children`s work council

`The Common Core` promotes multi-agency working and it is expected that when it becomes more widely practised everyone supporting children, young people and families will put children, young people and their families at the centre of decision making in order to meet their needs and improve their lives. It explains:
Integrated working will more effectively meet those needs and include early intervention, information sharing, common assessment processes and supporting information and communication technology. (ICT) tools.
Part of the working method will involve knowing how to make referrals to appropriate services and recognising the triggers which should raise concerns that a child or young person is at risk of harm or not achieving their potential. Workers are expected to be open and honest with the child, young person and their family or carer about why, what, how and which information will, or could be shared, unless to do so would increase the risk of them or any other person suffering harm.
The language is familiar: multi-agency working, early interventions, sharing information, being on the alert and ready to raise concerns at an early stage. The only difference between this and GIRFEC in Scotland is that there is no named person to co-ordinate the data gathering.

Scotland too has its `Common Core`which can be found on the Scottish Government website.
Common Core of Skills, Knowledge & Understanding and Values for the "Children's Workforce" in Scotland
Monday, June 18, 2012 
The Common Core describes the skills, knowledge and understanding, and values that everyone should have if they work with children, young people and their families, whether they are paid or unpaid. The skills, knowledge and understanding are described as “essential characteristics” and are set out in two contexts; relationships with children, young people and families and relationships between workers. They are also explicitly cross-referenced to the guiding principles of the United Nations Convention on the Rights of the Child (UNCRC) and can be found on page 7. The values are taken from the Getting It Right For Every Child approach and can be found on page 8. 
Whilst acknowledging the key role for recognisable professionals such as teachers, nurses and social workers, our definition of those who can make a difference goes well beyond this group. Scotland’s social policy frameworks recognise the breadth and depth of workers who make a difference to the lives of children, young people and their families. For example: auxiliary workers such as cooks or drivers, volunteers, assistants or support workers, practitioners and professionals. Our definition includes all of those working with children, young people and families in health, education, social services, justice, community services, cultural and creative industries, the voluntary sector and private sector. We also include those who work with the whole family in “adult” services such as housing or drugs and alcohol services.
So just about everybody is being encouraged to spy on everybody else and their children - all in the name of children, and all coming from the United Nations.

If that isn`t concerning, I don`t know what is !

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