|
Home
News
Sport
Business
Politics
Features
Going Out
News
Sport
Search the site
Free daily email
News to your PDA
News archive
Picture archive
Help & FAQs
Contact us
Crosswords
The Diary
Local news
Local weather
Fantasy Football
Week in photos
Today's page 1
Homes
Appointments
Travelshop
Go Find It
Advertise with us
Evening
Times
Sunday
Herald
Newsquest UK
|
|
| Big brother scheme receives expert backing |
 |
| ELEANOR COWIE |
May 05 2004 |
 |
A UK mentoring charity yesterday backed the findings of a Nobel prize-winning economist who claims families are more important in a child's development than schools.
James Heckman, an expert on the impact of social economic programmes and policies at Chicago University, believes the breakdown of the family is putting many children at a disadvantage when it comes to future education and work skills.
Speaking in Edinburgh last night as part of the Allander series of lectures on Scotland's economic future, Professor Heckman advocated a system of mentoring, such as the Big Brothers/Big Sisters programme in the US.
To date there are five Big Brothers/Big Sisters programmes in the UK, including one in Glasgow and one in Edinburgh.
Claire Gordon, the director of mentoring for the UK charity which assigns a mentor to children for three to four hours a week, welcomed Professor Heckman's findings.
She said: "We are giving children, all from lone-parent families, something good for now – friendship, fun and a positive role model – but also something for the future.
"Our mentors help them to achieve their full potential – educationally and socially."
Big Brothers/Big Sisters opened in Glasgow in 2001 and Edinburgh in 2002. There are almost 100 Scottish children waiting for mentors.
Ms Gordon said: "We really need people, especially young men, who lead active lives and feel they have something to give, to come forward to
volunteer."
Before the lecture in the Sheraton Grand Hotel, Jack McConnell, first minister, met Professor Heckman to discuss his findings.
Mr McConnell said: "The meeting reinforced my belief that early intervention through education in its widest sense is fundamental to extending opportunities to those whose social circumstances might otherwise hold them back."
|
|
|
 |
|
|