A key theme that came through the research was the centrality of enjoyment of reading as a prerequisite for the other outcomes of reading to be achieved. Indeed, it was clear that attention must be paid to how individuals are motivated to read so that programmes seeking to bring about additional outcomes are best designed and targeted. It was clear from the review that reading is closely linked to increasing understanding of our own identities and can also play a large part in relating to others, understanding their world-views and so forth.
Beyond Bars: Maximising the Voluntary Sector’s contribution in Criminal Justice
Charities have a key role to play in delivering a criminal justice system that is driven by rehabilitation.
But the sector is not currently supported, funded, or involved enough to fulfil this potential. In particular, small, locally focused, often specialist organisations are a valuable resource—and they are at risk.
The relationship between the charity sector and the state has deteriorated in this area to the extent where some independent funders have pulled out of funding criminal justice charities entirely. We are at risk of losing a valuable resource to society: it cannot be taken for granted that charities will always be there to pick up the slack.
Transforming Rehabilitation: The Voluntary Sector Perspective
The Transforming Rehabilitation tendering process was an unhappy experience for the voluntary sector. Despite the hope that it would be different to previous government outsourcing programmes (a hope strongly encouraged by the Government itself), the sector again finds itself left with slim pickings and an uncertain future. Meanwhile, the opportunity for a probation system led by established criminal justice organisations has largely been eschewed in favour by private companies with limited direct experience or track record.
Reading Enjoyment in Children – National Literacy Trust Report 2016
Do pupils who use Accelerated Reader (AR) think differently about reading, do they enjoy reading more and do they do it more often than pupils who do not use AR? We explore this question using two sources of data…
In 2011, we published a report outlining data on book ownership from a national survey of over 18,000 children and young people conducted in 2010. Our survey showed that a third of children and young people aged 8 to 16 said that they didn’t have a book of their own.