Professional Documents
Culture Documents
Contents
1. Scope of Work 1. Methodology 1. Findings 1. Recommendations 1. Q&A
Scope of Work
MSc Social Development Practice of UCL has been commissioned by the Overview and Scrutiny, Newham Borough Council to contribute to research to Regeneration and Transport Mini Scope 2: Reviewing the Bus Network
Objectives
1. What are the constraints related to social identity and traveling by bus that school students face in: Getting to and from school Accessing educational opportunities of choice that are available within the Borough 2. To what extent do current local bus services recognize and cater for these constraints?
Methodology
Primary Stakeholders
Newham Young Peoples Board Students
Secondary Stakeholders
Bus drivers Headmaster Tutor Teachers Officer for Safety Education Youth Safety Workers
Sampling: Sex
Male : 28 Female : 40 Total : 68
Tools
IN TE RV IE W S
CU FO
GR S
S UP O OB R SE V
NS IO AT
QU ES TIO
NN AI RE
Strengths
Students in general were open, honest, willing to contribute to discussion; it helped by being in comfortable surroundings they were used to; Good group sizes number of researchers to participants; Students well engaged and willing to help the research team; Inclusive approach to social identity.
Limitations
Limitations
Coordination with the schools; - Initial communication - Unforeseen circumstances Bus drivers did not drive the designated school routes
Findings
Click to edit Master subtitle style
Bus drivers;
Limited power to intervene and lack of respect Considerable power in choosing when to stop/who to let on
PCSOs;
Limited powers Numbers Prejudice
Regular bus; Special needs buses; Resources allocation and policy making.
200 disabled students in NewVic; Coordinating transport for disabled students; Coaches for extra curricular activities; Handling relationship between parents and transport staff.
Support
5 disabled young people were rejected from the special needs bus
Sc ho ol/ E du ca tio n
Difficult to access by wheel Dependence chairs; space Master subtitle style on familyClick to edit constrain and ties and situation bad ramps
Socialisation, which occurs mainly after classes at college Educational activities (tutoring, library after classes)
R eg ul ar B us
y Fa mil
Younger kids (younger than 12) on bus make lots of loud noise, treat bus as playground;
Play music very loud and get into fights (no racial problem or identity problem involved), Have attitude problems on the bus (e.g., smashing the Oyster Card touching machine), Treat bus as a dust bin, Verbal and physical attacks on the bus driver, e.g. the No. 147 bus driver got violent attacked by several 15~20 year old teenagers, almost died, Sneak into the bus driver window and take cash from the bus driver box, No respect for the elders on the bus, push each other to get on the bus, dont make ways for the elderly.
Bus drivers will look for people on the bus who have special needs, but will avoid too much contact because these people with special needs feel uncomfortable with too much attention;
Disabled kids usually having their own transportation alternative, bus drivers havent had much experience with kids on wheelchair.
Recommendations:
Community meeting:
Youth, elderly, adults (confronting ageism); Dispel stereotypes, facilitate understanding and dialogue; Address issues of safety, respect. Stakeholders: New Vic, Council, Parents, Students
Meetings between above mentioned stakeholders regarding transportation for students with disabilities.
Recommendations: Accessibility
Stakeholder: TFL Re-assessment of ZIP Card Oyster Sard system;
Yearly updated photos, Consistency in policy and implementation (enforcement),
Frequency of service;
More buses to relieve wait times, School specials during peak times,
Recommendations: Accessibility
Stakeholder: Council Greater flexibility in bus schedules, such as extension of school services to accommodate after school activities (New Vic); Review route design; - Reduce inefficiencies in bus services for students with disabilities, Specific review of case of five NewVic students rejected from special bus service.
Recommendations: Safety
Stakeholders: TFL, Police, Council, Youth Safety workers, Community police, Schools, Students, Parents
Creation of task force to coordinate (existing) efforts to combat gangs, violence, and muggings on bus; Community policy supervising buses; TFL: Review safety and security policy for passengers, especially re: mugging;
Specific training for bus drivers, Silent alarm.
Recommendations: Safety
Stakeholder: TFL, Council, Schools
Recommendations: Methodology
Students as stakeholders:
Students in consultation and participation;
Newham Young Peoples Board, Young Mayor, Student councils, clubs
Students assist in formulation of questions (e.g. appropriate language, terms) and interviewing techniques; Link students with any further opportunities and projects relating to transport, safety, youth, etc.
Recommendations: Methodology
Schools as stakeholders:
Involve schools as much as possible in the formulation and design of project TOR; Increase communication and information dissemination between school and council;
Identify key administrators and teaching staff.
Recommendations: Methodology
Disaggregate further research by gender, ability and age (year):
Mix between group interviews and individual interviews; Workshop based focus groups;
Extend scope study to marginalized youth who face difficulties in accessing school (youth).
Thank you!