ADUK Archive

Mr Cholmondeley-Warner wrote:Whether local groups are a charity or not is entirely down to them and how much admin headache they want to undertake for the sake of claiming back some tax. We're taking our Group through the process at the moment, but it's taken a long time to get to the point where we believe it's actually worth it.

Off-topic but the process should be very straightforward...do ROSPA not issue some standard info to help groups become charities? If your 'turnover' is low, the regular financial return needed by the charities commission is absolutely minimal- basically income, expenditure and list of trustees. The gift aid refund is definitely worth it. If you, or anyone else, want to talk it through, message me.

No, RoSPA don't. Are you suggesting the IAM do? We've got it more or less worked out thanks to some help from a neighbouring group. It remains to be seen if we will actually benefit much financially. We will have to fiddle around with our paperwork, and report our accounts differently, and I guess we'll make a few pounds. Nothing life changing, though.

mefoster wrote:

Gareth wrote:

akirk wrote:I don't think you can really see it as self-study

It certainly appeared to be self-study when I went to my local RoADA group last century - although it started with a series of lectures, (in a lecture theatre, so ADI regulations wouldn't have applied)....

Wouldn't they? Why not?

If you sign up to an OU course, you are given course material and are expected to work on your own for the majority of the time with tutors being available to answer questions etc. Are you being taught?

This is exactly the problem. The law is worded such that any imparting of knowledge in relation to the driving of a motor car requires you to be an ADI. It makes no distinction between "L" or experienced driver, nor does it specify where the instruction takes place or what form it takes.

I can quite understand why the DSA avoid involvement.

As someone advised me, years ago, in another branch of the law..'If you don't want to know the answer then don't ask the question'....

Some stones are better left unturned.

Ian

Mr Cholmondeley-Warner wrote:No, RoSPA don't. Are you suggesting the IAM do? We've got it more or less worked out thanks to some help from a neighbouring group. It remains to be seen if we will actually benefit much financially. We will have to fiddle around with our paperwork, and report our accounts differently, and I guess we'll make a few pounds. Nothing life changing, though.

The IAM issues what they call 'Group Rules' and all affiliated groups have to abide by them. This forms the basis for the Charity registration. You will be quids in - the charities commission reporting is extremely basic and not at all onerous (unless you get above a certain turnover) and reclaiming gift aid means you get a chunk of money each year (20/30% of all subs and donations - our treasurer deals with it). What's not to like?

StressedDave wrote:

WhoseGeneration wrote:Funny how the Government licenses "teaching".
I'm a qualified teacher, which means I can teach any subject up to A level, despite most subjects not being my specialist ones.
However, I can't teach driving without further qualification, why not?

'Cause you'd be ******* useless at it... There is a whole world of difference between teaching AD to people in possession of a licence and teaching someone with no skill or aptitude (and in many cases no interest) without embedding yourself in the scenery.

Much of teacher "training" is about how to deal with those you describe, let's call them reluctant learners. In fact, way back when I qualified, it was the major concern.
Ah but, it's "instruction" with driving. So, what's the difference between all the terms we use for education in any area? We have teachers, instructors, lecturers, coaches, mentors, peer review.
That said, as regards reluctant learners, it's across all areas and here I'm remembering a conversation with a niece in law, who is a university senior lecturer in aerodynamics, where she described how many of her students expected to be spoon fed and were not prepared to read around the subject.
Modern way is to now describe the "teacher" as learning facilitator or enabler but I'm coming to the view that there's a big problem in the West as regards ensuring a really well educated population. The East is going to prevail unless we can get students to understand that they have to put effort in and it's hard.