GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT REGIONAL OUTCOME AGREEMENT: SELF-EVALUATION, 2012/13. Report by Vice Principal

Size: px
Start display at page:

Download "GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT REGIONAL OUTCOME AGREEMENT: SELF-EVALUATION, 2012/13. Report by Vice Principal"

Transcription

1 FOR INFORMATION GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT REGIONAL OUTCOME AGREEMENT: SELF-EVALUATION, 2012/13 Report by Vice Principal 1. Introduction Members will be aware that it is a condition of grant that colleges commit to delivering a Regional Outcome Agreement (ROA) and to monitoring progress against the targets contained within this document. In addition members will also be aware the Glasgow ROA is developed and monitored within the structures of the Glasgow Colleges Strategic Partnership (GCSP). This report seeks to apprise members of the progress made by Glasgow s colleges in relation to the delivery of the Glasgow ROA for session 2012/ ROA Self-evaluation The Scottish Funding Council (SFC) planning cycle for ROAs is attached as Appendix 1 to this report. This includes the production/submission of a selfevaluation report on progress against the previous session s ROA in the autumn of each year. Analysis of these regional self-evaluations is expected to influence both SFC decisions in relation to funding recovery and the identification of priorities for the next round of outcome agreements. However as yet the process for this approach has not been shared with colleges by the Funding Council. The draft Glasgow 2012/13 ROA Self-Evaluation has been jointly developed by senior staff from all Glasgow colleges, in line with guidance provided by SFC, and is attached as Appendix 2 to this report. Members should note that the ROA is intended to cover a three year period therefore it is not anticipated that all targets will be overtaken in one academic year. This draft version is being presented for approval to the Boards of Management of each of the three Glasgow colleges, prior to its submission to the SFC by the Regional Lead. 3. Recommendations Members are recommended to: a) note the contents of the Vice Principal s report and its appendices; b) endorse the attached draft ROA self-evaluation; c) approve its submission to SFC by the Regional Lead; and d) request that the Principal share this report with the officials of recognised trades unions.

2 4. Further information Further information on any aspect of this report is available from Alan Inglis, Vice Principal, or from the Principal. AI, Nov 13

3 Appendix 1 Figure 1. : SFC s Annual Outcome Agreement Cycle* *Source:

4 GLASGOW 2012/13 REGIONAL OUTCOME AGREEMENT SELF-EVALUATION 1. INTRODUCTION Appendix This self-evaluation report is provided in response to the SCF 2014/14 Regional Outcome Agreement (ROA) guidance contained in Annex B: Self Evaluation Report. As suggested in this guidance, the report contains an evaluation of qualitative and quantitative progress in the preceding year, including specific reference to any available published objectives. 1.2 Within the detailed evaluation of ROA Objectives contained in Appendix 1 it provides as requested by the SFC comment on the delivery of the commitment to Opportunities for All, details of regional activity undertaken to improve progression rates, progress with SFC employability provision, and partnership work with local stakeholders such as employers and local authorities. 1.3 Section 3 of the report also identifies organisational and delivery orientated quality enhancement actions arising from the self-evaluation process which will be used by Glasgow Region colleges to impact on the delivery of the 2013/14 ROA and inform the development of the 2014/15 ROA. 2. SUMMARY SELF-EVALUATION OF 2012/13 COLLEGE REGIONAL OUTCOME AGREEMENT DELIVERY 2.1 The introduction of college Regional Outcome Agreements in 2013/13 represented significant reform of college planning and delivery processes. In the case of the Glasgow region, the challenges to implement these changes were relatively greater given the number of existing individual colleges within the Glasgow Region, the substantial structural change related to this, and the significant funding reductions required for 2012/ In terms of the high-level outcomes, the Glasgow Region 2012/13 ROA sought to deliver four regional priority impacts: a) an efficient, regional college structure that meets the needs of Glasgow and Scotland; b) fewer young people in Glasgow and Scotland not in employment, education or training; c) more learners develop the appropriate skills needed to get a job, keep a job or get a better job; and d) more learners achieve qualifications and progress to further study.

5 2.3 In both the development and delivery of the Glasgow 2013/13 ROA, college staff worked effectively, both through existing and newly developed structures to ensure close liaison with stakeholders such as the SFC, students, employers and Community Planning Partnerships. 2.4 The following evidence suggests good progress in achievement of regional priority impacts: Over the course of the 2012/13, six of the seven Glasgow colleges worked to form two new merged colleges, with Glasgow Clyde College being constituted within the ROA 2012/13 timeframe and Glasgow Kelvin College due to be formed on 1st of November The Office for National Statistics reports a 1.5% drop in Glasgow JSA claimants aged over the course of the 12/13 ROA. Of the 2,484 Glasgow City Council school leavers in 2012 who progressed to further FE or HE study, 57% did so in Glasgow Region colleges. 1,433 Skills Development Scotland New College Learning Programme places were delivered by Glasgow Region, including work placements of a minimum 192 hours. FedOnline (the Glasgow region internal data collation tool) data suggests a 12.11% increase in the number of Glasgow college enrolments for accredited qualifications, rising from 38,665 in 2011/12 to 43,349 in 2012/ /12 SFC PI data reported that Glasgow colleges had increased Full-Time Further Education achievement rates by 5%. Office for National Statistics data from December 2012 suggests a reduction of 2,800 residents in Glasgow with no qualifications over the course of the preceding year. 2.5 The fact that this progress was achieved in a context of SFC Main Grant and Fee- Waiver Funding Allocations to Glasgow colleges reducing by 18% over the 2010/11 to 2012/13 period provides further evidence of the commitment of Glasgow Colleges commitment to successful regional outcome delivery. 2.6 In this context, and given the above evidence of priority impact achievement, this self-evaluation report suggests that overall, whilst some ROA objectives still require completion, very good progress has been made in delivery of the Glasgow Region 2012/13 ROA.

6 3 QUALITY ENHANCEMENT ACTIONS ARISING FROM THE ROA 2012/13 SELF- EVALUATION 3.1. Organisational Quality Enhancement Actions College participants engaged in the in the development and delivery of the outcomes contained in the Glasgow Region 2012/13 ROA, felt strongly that the fact that the ROA was constrained to a single year with an associated one-year funding agreement, hindered the identification of appropriate actions and timescales underpinning ambitious strategic aims As part of the partnership delivery of both the Glasgow College ROA and the Community Planning Partnership Single Outcome Agreement (SOA), college and CPP staff jointly evaluated existing processes and identified ways in which relationships could be enhanced to support effective delivery of both college Regional Outcome Agreements and Glasgow s Single Outcome Agreement (with regard to the priority of Youth Employability), alongside providing a mechanism for consultation on, and input to, any new agreements Given the points made above, Glasgow Region therefore welcomes the SFC s 2014/14 ROA guidance which commits to 3-year ROA planning cycles and its expectation that ROAs are developed within the context of SOAs. However, it is seen as extremely regrettable that 3-year planning has not been matched by 3- year funding allocations Following an evaluation by the Regional Lead, College Chairs, Principals and GCSP work-stream leads of regional college structures used in 2012/13, new structural arrangements were identified to enhance relationships and delivery of regional goals for 2013/14, facilitated by the reduction in number of colleges which allowed for a simplification in Glasgow College regional structures. These changes for 2013/14 included: The amalgamation of the GCSP Principals group and the ROA Coordinating Group into a single Operational Leadership Group providing a forum for operational leadership and partnership working at regional level. The formation of a single group overseeing all aspects of Learning and Teaching (replacing the former GCSP Curriculum Group and Workforce Development Groups). Use of related sub-groups for areas such as portfolio development, quality and progression and access and inclusion will allow opportunities for both greater input of expertise into the main group and wider participation of college staff in regional work.

7 3.1.5 To facilitate access to higher quality and more recent regional benchmark and monitoring data, in 2012/13 Glasgow colleges worked with the SFC to access a regional data tool developed by Cumbernauld College. Work is on-going to adapt this tool to the context of the Glasgow ROA reporting requirements, as well as responding to the Scottish Funding Council s new national performance measures. 3.2 Delivery Related Quality Enhancement Actions The results of the merger related curriculum mapping exercises will be used as a basis for curriculum mapping across Glasgow Region as part of delivery of the 2013/14 ROA and curriculum planning within the 2014/15 ROA Another aspect of regional merger work, the use of Curriculum Hubs to map and standardise delivery across specific curriculum areas, will be developed across the region as part of ROA 2013/14 curriculum planning Further work to develop national specialisms will be discussed as part of the curriculum mapping work to be undertaken as part of the 2013/14 ROA and used to inform the 2014/15 ROA Regional colleges will seek to utilise the SDS employer tracking survey to support the gathering of baseline data on employer engagement As part of ROA 2012/13 delivery, a regional employer engagement strategy will be developed to allow colleges to work together to target particular sectors and address gaps. This will be developed in tandem with the GCSP Curriculum Group through a joint GCSP Learning and Teaching Group Alongside evaluating the delivery of SDS funded provision by private training providers, during 2013/14, the Glasgow region colleges will seek to develop a regional bid to SDS. 4. SUMMARY OF ACHIEVEMENT OF ROA 2012/13 OBJECTIVES 4.1 The Glasgow Region 2012/13 Regional Outcome Agreement sought to deliver 24 high-level objectives, grouped within 5 outcome areas. The table below provides a summary of achievement in delivery of these objectives. Table 1. Achievement of ROA 2012/13 Objectives AIF AIP NAY Not NYC Not yet complete:

8 achieved timescale set beyond June 2013 Objective Outcome Efficient Regional Colleges AIP AIF AIF 2. Right Learning, Right Place AIF AIF AIF AIF AIP AIF 3. High Quality Learning NYC AIF NYC AIP AIF 4. A Developed Workforce AIP AIP AIP AIP 5. Sustainable Institutions AIF * AIP AIF NYC NYC * Objective 5.2 regarding regional governance structures was overtaken by the developments related to a Regional Strategic Board. 4.2 The following Appendix provides detailed descriptions of activity undertaken in relation to each of the Glasgow Region 2012/13 ROA objectives. APPENDIX 1. EVALUATION OF REGIONAL OUTCOME AGREEMENT OBJECTIVES Outcome 1: Efficient Regional Colleges Objective Review of Activities Undertaken Evaluation 1.1 To reduce the The South and West city colleges, Anniesland, Cardonald number of colleges within the Glasgow region. and Langside merged as Glasgow Clyde College on August 1 st 2013 and the North and East city colleges, John Wheatley, North Glasgow and Stow, are due to merge as Glasgow Kelvin College by November Deliver the SFC target of 424,370 plus an additional 1.5% WSUMs to meet the required efficiency saving for AY 12/ To have discussed and agreed with SFC and key stakeholders the balance of learning provision. As indicated by the FedOnline regional activity data reporting tool, in 2012/13 all Glasgow colleges exceeded WSUM targets and as a region, delivered an additional 2.6% WSUM activity, in addition to an additional 1.5% efficiency WSUMs. An evaluation of economic growth sectors was used to underpin the delivery plans for specific employability orientated funds (Skills Fund and Employability Funds Tranches 1 and 2) alongside analysing and discussing delivery related to individual age groupings.

9 Outcome 2: Right Learning in the Right Place Objective Review of Activities Undertaken Evaluation 2.1 Deliver the SDS Regional colleges worked effectively with stakeholders to contract allocation of places for the New College Learning Programme in 2012/13 identify appropriate New College Learning Programmes and liaised with the CPP and SDS on their introduction and implementation. This work included ensuring that appropriate progression opportunities were available across the region leading on from the New College Learning programme provision. 1,433 places were contracted and delivered by Glasgow Region colleges, including work placements of a minimum 192 hours. 2.2 Deliver the SFC ESF allocation of WSUMS for AY 12/ To deliver planned WSUM activity for S4-S6 school/college activity for Glasgow and surrounding local authorities 2.4 To determine, rationalise and align the portfolio across the Glasgow region 2.5 To maintain and where appropriate develop national specialisms Colleges rigorously monitored delivery levels for 2012/13 and ensured, through engagement with Glasgow s Youth Employability Partnership and other key stakeholders, that local access opportunities were provided. FedOnline data suggests the 11,604 WSUM allocation of ESF WSUMs were delivered to target. Colleges and Glasgow City Council Education Department, Youth Employability Partnerships and SDS Careers Service reviewed existing school/college provision and worked to improve appropriateness/range of provision and evaluation systems. High levels of college participation in the three Glasgow City Council Education Area Youth Employability Groups and the Glasgow Youth Employability Partnership improved the process of coordinating school transition and post-school numbers and matching these to suitable programmes with regular area school liaison meetings taking place and regional School/College prospectuses created. Regional colleges identified local, regional and national needs through thorough analysis of available economic and skills data, dialogue with employers, Sector Skills Councils, Local Authorities, CPPs and other appropriate stakeholders to inform their curriculum planning for 2013/14. FedOnline data also suggests that colleges Glasgow region colleges exceeded the ROA age and WSUM targets by approximately 8,500 and 21,000 WSUMs respectively, demonstrating regional commitment to Opportunities for All. An economic curriculum drivers analysis undertaken during college merger activity will be used as a basis for a regional 13/14 analysis. Colleges worked with SFC regional managers to identify and agree a definition for national specialisms. Initial feedback has been obtained from each college on what they see as their specialisms and/or centres of excellence. 2.6 To sustain the Colleges worked with local stakeholders, including the CPP

10 delivery of an appropriate programme of community outreach activity and Glasgow Life to meet the needs of local communities particularly in relation to youth engagement, early intervention, adult literacies and ESOL. Evidence from CPP /YEG/CLD suggests regional colleges are meeting local need, with current delivery via Integrated Grant funds, CPP funding and ESOL Strategy funding. In partnership with Glasgow CPP, colleges successfully supported an increased share of additional national ESOL funding.

11 Outcome 3: High Quality Learning Objective Review of Activities Undertaken Evaluation 3.1 To increase the The timescale for this objective was set as June Each Not yet proportion of learners progressing from NRQ programmes to fulltime NQs. College is reducing delivery of non-recognised qualifications where appropriate and supporting progression through increased use of SCQF benchmarking. 2012/13 FedOnline data suggests a 12.11% increase in the number of Glasgow college learners undertaking accredited qualifications. The curriculum hub approach used during regional merger work assisted in identifying areas where progression from NRQs into NQs is challenging and this approach will be rolled out across the 3 colleges in 2013/14. complete: timescale beyond June To achieve, over a three year period, a 3% increase the number of learners achieving successful completion on fulltime NQ learning. 3.3 To increase the proportion of learners progressing from NQ learning to HE level study 3.4 To increase the number of students articulating with advanced standing from Glasgow Region colleges to targeted universities. 3.5 To demonstrate effective arrangements to maintain and improve quality. Regional colleges have worked continuously, both individually and jointly to take action to improve PIs. The most recent SFC PI Data showed that the % successfully achieved for Full-Time Further Education learners in Glasgow Colleges had risen from an average of 57% in 2010/11 to 62% in 2011/12. In response to this improvement, in the 2013/14 ROA the Glasgow region Full-Time Further Education target was further increased to 64%. The timescale for this objective was set as December 2014 and will be further progressed as part of the ROA 2013/14 delivery and regional review of curriculum and progression arrangements both within and between colleges. To date, colleges have shared internal progression data through the GCSP curriculum group. Regional response to Additional HN places provided basis for allocation across Glasgow Colleges and articulation related work continuing through joint meetings of college groupings with UWS and GCU. Planned revision of articulation agreements being undertaken as mergers progress and discussions taking place on 'associate student' status and support to be made available to students. Colleges to SFC reported in December 2012 on institutional quality assurance and enhancement activities, including engagement with external quality agencies. Glasgow colleges also worked successfully with Education Scotland as part of Annual Engagements and an external review. Not yet complete: timescale beyond June 2013

12 Outcome 4: Developing the Workforce Objective Review of Activities Undertaken Evaluation 4.1 To support an Colleges have continued to prioritise the delivery of increased proportion of leavers into a job within 3 months of leaving college. vocationally relevant courses and qualifications, including work experience opportunities and employment support services. However, issues regarding accurate baseline data exist both regionally and nationally and alongside ongoing partnership work with SDS and participation in SFC thematic groups, Glasgow colleges worked to develop a data tool to build additional regional data capacity. 4.2 To increase the number of key sector employers engaged. 4.3 To increase the number of local employers engaged. 4.4 To support an increase in the number of apprenticeships within the Glasgow region. Colleges shared information on approaches to key sector employer engagement and collated a range of employer information and this baseline data is being used to develop further employer engagement activity. Colleges shared information local employer engagement including the collation of information regarding the number of local employers paying for learners and this baseline data is being used to develop further employer engagement activity. Alongside individual college work with employers, a regional employer engagement consultation event took place to help inform the construction of the 13/14 ROA. The number and sources of apprenticeship places were collated by colleges and this information helped provide a starting point for sharing of contextual information between the colleges and the development of baseline data in this area. Regional colleges successfully tendered for new apprenticeship places (e.g. within the NHS) Colleges are not fully in control of the total number of apprenticeships that they are able to deliver as this is determined by SDS. All colleges have increased their bids to SDS for apprenticeship funding, but most colleges did not receive additional apprenticeship places.

13 Outcome 5: Sustainable Institutions Objective* Review of Activities Undertaken Evaluation 5.1 Ensure Glasgow s Colleges are finalising their 2012/13 year end financial colleges operate in a statements and preparing Financial Forecasts for 2013/14. sustainable manner As part of restructuring within the region, the 2 merger ensuring compliance business cases include detailed financial projections. with the Financial Data from FedOnline suggests that in 2012/13 Glasgow s Memorandum. colleges delivered an additional 2.6% WSUM activity, in addition to an additional 1.5% efficiency WSUMs. 5.3 Develop regional strategies for coherent provision and efficient delivery. 5.4 Deliver further efficiency savings 5.5 Deliver sustainable estates 5.6 Manage the regional environmental impact A regional performance framework for 2012/13 including a range of financial KPIs was established. A regional services/shared-service paper was produced. A GCSP Marketing Strategy was developed. Structural savings are identified within the completed merger proposal documents for the 2 mergers taking place. Regional colleges explored a number of new funding opportunities during the year. The timescale for this objective was set as September Initial Estates Strategies including sustainable estates aims were developed and included in merger proposal documents. City of Glasgow College New Campus Development includes a sustainable estates strategy. The timescale for this objective was set as July Each College has committed to a climate change action plan and is producing internal data on progress. However, there is a significant time lag on data collation. Not yet complete: timescale beyond June 2013 Not yet complete: timescale beyond June 2013 * Objective 5.2 regarding regional governance structures was overtaken by the developments related to a Regional Strategic Board.

Minutes of the one hundred and thirty-eighth meeting of the Accreditation Committee held on Tuesday 2 December 2014.

Minutes of the one hundred and thirty-eighth meeting of the Accreditation Committee held on Tuesday 2 December 2014. SCOTTISH QUALIFICATIONS AUTHORITY ACCREDITATION COMMITTEE 2 DECEMBER 2014 Minutes of the one hundred and thirty-eighth meeting of the Accreditation Committee held on Tuesday 2 December 2014. Members *Ms

More information

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate. SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow

More information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

Foundation Apprenticeship in IT Software

Foundation Apprenticeship in IT Software FOUNDATION APPRENTICESHIPS IN ICT AND DIGITAL Foundation Apprenticeship in IT Software At: City of Glasgow College & Glasgow Clyde College Information Pack APPRENTICESHIPS.SCOT/FOUNDATION Foundation Apprenticeship

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

P920 Higher Nationals Recognition of Prior Learning

P920 Higher Nationals Recognition of Prior Learning P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior

More information

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September

More information

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List

Mandatory Review of Social Skills Qualifications. Consultation document for Approval to List Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

Institutional fee plan 2015/16. (Please copy all correspondence to

Institutional fee plan 2015/16. (Please copy all correspondence to Institutional fee plan 2015/16 Institution: Lead Contact for fee plan: Post Held: Huw Williams Deputy Vice Chancellor Telephone: 01443 483647 Email: Huw.Williams@southwales.ac.uk (Please copy all correspondence

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

University of Essex Access Agreement

University of Essex Access Agreement University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

BSc (Hons) Banking Practice and Management (Full-time programmes of study)

BSc (Hons) Banking Practice and Management (Full-time programmes of study) BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

Chapter 2. University Committee Structure

Chapter 2. University Committee Structure Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing

More information

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007

2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007 Please note: these Regulations are draft - they have been made but are still subject to Parliamentary Approval. They S T A T U T O R Y I N S T R U M E N T S 2007 No. xxxx EDUCATION, ENGLAND The Further

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Student Experience Strategy

Student Experience Strategy 2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:

More information

General study plan for third-cycle programmes in Sociology

General study plan for third-cycle programmes in Sociology Date of adoption: 07/06/2017 Ref. no: 2017/3223-4.1.1.2 Faculty of Social Sciences Third-cycle education at Linnaeus University is regulated by the Swedish Higher Education Act and Higher Education Ordinance

More information

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...

More information

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto

More information

Pearson BTEC Level 3 Award in Education and Training

Pearson BTEC Level 3 Award in Education and Training Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Draft Budget : Higher Education

Draft Budget : Higher Education The Scottish Parliament and Scottish Parliament Infor mation C entre l ogos. SPICe Briefing Draft Budget 2015-16: Higher Education 6 November 2014 14/79 Suzi Macpherson This briefing reports on funding

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review Ashton Warner Nanny Academy Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 15 August 2014 Contents

More information

Programme Specification 1

Programme Specification 1 Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:

More information

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

An APEL Framework for the East of England

An APEL Framework for the East of England T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit

More information

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework

Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the

More information

Higher Education Review of University of Hertfordshire

Higher Education Review of University of Hertfordshire Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation

More information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon

More information

BSc (Hons) Property Development

BSc (Hons) Property Development BSc (Hons) Property Development Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year

ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year ANNUAL CURRICULUM REVIEW PROCESS for the 2016/2017 Academic Year Annual Curriculum review is a process undertaken in advance of each new academic year to renew, revise and update curriculum. Faculty members,

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center XXV meeting of the EQF Advisory Group 4-6 June 2014, Brussels MONTENEGRIN QUALIFICATIONS

More information

Guidance on the University Health and Safety Management System

Guidance on the University Health and Safety Management System Newcastle University Safety Office 1 Kensington Terrace Newcastle upon Tyne NE1 7RU Tel 0191 222 6274 University Safety Policy Guidance Guidance on the University Health and Safety Management System Document

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

Recognition of Prior Learning (RPL) Procedure - Higher Education

Recognition of Prior Learning (RPL) Procedure - Higher Education Recognition of Prior Learning (RPL) Procedure - Higher Education Version: 6.4 Effective Date: 5 August 2016 Procedure Code: PR-030 Related Policy Code: ACA-001 Related Policy Name: Educational Pathways

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

Meeting of the Senatus Researcher Experience Committee to be held on Thursday, 27 May 2010 at 2.15 p.m. in the Lord Provost Elder Room, Old College

Meeting of the Senatus Researcher Experience Committee to be held on Thursday, 27 May 2010 at 2.15 p.m. in the Lord Provost Elder Room, Old College H/02/26/02 REC: 27.5.10. Meeting of the Senatus Researcher Experience Committee to be held on Thursday, 27 May 2010 at 2.15 p.m. in the Lord Provost Elder Room, Old College A G E N D A 1. The University

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College

Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme

More information

Job Description: PYP Co-ordinator

Job Description: PYP Co-ordinator Job Description: PYP Co-ordinator Nexus International School, Singapore Purchased by Taylor s Education Group in July 2011, NISS currently meets the educational needs of almost 600 students from approximately

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Services for Children and Young People

Services for Children and Young People Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION

More information

Introduction 3. Outcomes of the Institutional audit 3. Institutional approach to quality enhancement 3

Introduction 3. Outcomes of the Institutional audit 3. Institutional approach to quality enhancement 3 De Montfort University March 2009 Annex to the report Contents Introduction 3 Outcomes of the Institutional audit 3 Institutional approach to quality enhancement 3 Institutional arrangements for postgraduate

More information

Education and Training Committee, 19 November Standards of conduct, performance and ethics communications plan

Education and Training Committee, 19 November Standards of conduct, performance and ethics communications plan Education and Training Committee, 19 November 2015 Standards of conduct, performance and ethics communications plan Executive summary and recommendations Introduction At its meeting in September 2015,

More information

Summary and policy recommendations

Summary and policy recommendations Skills Beyond School Synthesis Report OECD 2014 Summary and policy recommendations The hidden world of professional education and training Post-secondary vocational education and training plays an under-recognised

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

ASSISTANT DIRECTOR OF SCHOOLS (K 12)

ASSISTANT DIRECTOR OF SCHOOLS (K 12) Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools

More information

Software Development: Programming Paradigms (SCQF level 8)

Software Development: Programming Paradigms (SCQF level 8) Higher National Unit Specification General information Unit code: HL9V 35 Superclass: CB Publication date: May 2017 Source: Scottish Qualifications Authority Version: 01 Unit purpose This unit is intended

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

Programme Specification

Programme Specification Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance

More information

Associate Professor of Electrical Power Systems Engineering (CAE17/06RA) School of Creative Arts and Engineering / Engineering

Associate Professor of Electrical Power Systems Engineering (CAE17/06RA) School of Creative Arts and Engineering / Engineering Job Description General Details Job title: School/Department Normal Workbase: Tenure: Hours/FT: Grade/Salary: Associate Professor of lectrical Power Systems ngineering (CA17/06RA) School of Creative Arts

More information

GENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE

GENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Curriculum 1 (7) GENERAL INFORMATION DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Master's Degree Programme in Health Care and Social Services Development and Management

More information

Course Specification Executive MBA via e-learning (MBUSP)

Course Specification Executive MBA via e-learning (MBUSP) LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

University of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012

University of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012 University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Quality in University Lifelong Learning (ULLL) and the Bologna process

Quality in University Lifelong Learning (ULLL) and the Bologna process Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards

More information

Institutional review. University of Wales, Newport. November 2010

Institutional review. University of Wales, Newport. November 2010 Institutional review University of Wales, Newport November 2010 The Quality Assurance Agency for Higher Education 2011 ISBN 978 1 84979 260 8 All QAA's publications are available on our website www.qaa.ac.uk

More information

Recognition of Prior Learning (RPL) Policy

Recognition of Prior Learning (RPL) Policy Recognition of Prior Learning (RPL) Policy Scope This policy is applicable to Kaplan Business School Pty Ltd, (KBS) and applies to individuals enrolled in KBS courses. Purpose Recognition of Prior Learning

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? EVALUATION OF THE IMPROVING QUALITY TOGETHER (IQT) NATIONAL LEARNING PROGRAMME Report for 1000 Lives Improvement Service, Public Health Wales Mark Llewellyn,

More information

Programme Specification

Programme Specification Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

Chiltern Training Ltd.

Chiltern Training Ltd. Chiltern Training Ltd. Information Breakfast Session Agenda: Breakfast and Networking. Welcome Chiltern Training Courses Information Presentation. Evaluation and Networking. Chiltern Training Ltd Independent

More information

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017 Horizon Community College SEND Policy Amended: June 2017 Ratified: July 2017 1 SEND POLICY C O N T E N T S Section 1 Mission Statement 3 Section 2 Objectives 4 Section 3 Identifying Special Educational

More information

Foundation Certificate in Higher Education

Foundation Certificate in Higher Education Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit

More information

DICE - Final Report. Project Information Project Acronym DICE Project Title

DICE - Final Report. Project Information Project Acronym DICE Project Title DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and

More information

The Referencing of the Irish National Framework of Qualifications to EQF

The Referencing of the Irish National Framework of Qualifications to EQF The Referencing of the Irish National Framework of Qualifications to EQF National Qualifications Frameworks in an International perspective Brussels 30 November 2009 Dr Jim Murray National Qualifications

More information

This Access Agreement covers all relevant University provision delivered on-campus or in our UK partner institutions.

This Access Agreement covers all relevant University provision delivered on-campus or in our UK partner institutions. UNIVERSITY OF HERTFORDSHIRE ACCESS AGREEMENT 2011/12 1 Overview The University of Hertfordshire has a strong track record of success in raising aspirations and thus in widening participation. This is amply

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

BSc (Hons) Marketing

BSc (Hons) Marketing FACULTY OF MANAGEMENT FACULTY OF MEDIA AND COMMUNICATION PROGRAMME SPECIFICATION Version 1.6-0917 May 2017 May 2017 1 2015 Bournemouth University Document date: May 2017 Circulation: General Bournemouth

More information

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY

2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY 2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:

More information

David Livingstone Centre. Job Description. Project Documentation Officer

David Livingstone Centre. Job Description. Project Documentation Officer David Livingstone Centre Job Description Project Documentation Officer Location: Reporting to: Responsible for: David Livingstone Centre, Blantyre Learning Officer / Centre Manager Volunteers, student

More information

POLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING

POLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING POLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING 1. Definitions The term Accreditation of Prior Learning (APL) covers a range of prior learning experiences. For the purpose of

More information

Alternative education: Filling the gap in emergency and post-conflict situations

Alternative education: Filling the gap in emergency and post-conflict situations 2009 Alternative education: Filling the gap in emergency and post-conflict situations Overview Children and youth have a wide range of educational needs in emergency situations, especially when affected

More information

APAC Accreditation Summary Assessment Report Department of Psychology, James Cook University

APAC Accreditation Summary Assessment Report Department of Psychology, James Cook University APAC Accreditation Summary Assessment Report Department of Psychology, James Cook University Higher Education Provider James Cook University, Department of Psychology Date of determination 20 December

More information

REGULATIONS FOR POSTGRADUATE RESEARCH STUDY. September i -

REGULATIONS FOR POSTGRADUATE RESEARCH STUDY. September i - REGULATIONS FOR POSTGRADUATE RESEARCH STUDY September 2013 - i - REGULATIONS FOR POSTGRADUATE RESEARCH STUDY Approved by CIT Academic Council, April 2013 - ii - TABLE OF CONTENTS 1. INTRODUCTION: THE RESEARCH

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

Consent for Further Education Colleges to Invest in Companies September 2011

Consent for Further Education Colleges to Invest in Companies September 2011 Consent for Further Education Colleges to Invest in Companies September 2011 Of interest to college principals and finance directors as well as staff within the Skills Funding Agency. Summary This guidance

More information

CARDIFF UNIVERSITY OF WALES UNITED KINGDOM. Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS

CARDIFF UNIVERSITY OF WALES UNITED KINGDOM. Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS CARDIFF UNIVERSITY OF WALES UNITED KINGDOM Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS Cardiff is one of Britain s major universities, with its own Royal Charter and a history

More information

University of Toronto

University of Toronto University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing

More information

Specification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF)

Specification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Specification BTEC Specialist qualifications Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Supplementary information For first teaching September 2010 Edexcel,

More information

elearning OVERVIEW GFA Consulting Group GmbH 1

elearning OVERVIEW GFA Consulting Group GmbH 1 elearning OVERVIEW 23.05.2017 GFA Consulting Group GmbH 1 Definition E-Learning E-Learning means teaching and learning utilized by electronic technology and tools. 23.05.2017 Definition E-Learning GFA

More information

LIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description

LIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description LIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description Vacancy ref: 2121 Title: Lecturer or Senior Lecturer (Sensor Technologies) (Appointment to Senior Lecturer will be

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

COMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

COMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 9.4.2008 COM(2008) 180 final 2008/0070 (COD) RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on the establishment of the European

More information

Kaipaki School. We expect the roll to climb to almost 100 in line with the demographic report from MoE through 2016.

Kaipaki School. We expect the roll to climb to almost 100 in line with the demographic report from MoE through 2016. Kaipaki School 687 Kaipaki Rd RD3 Cambridge Kaipaki School Bringing Learning to Life Whakatinanahia te mātauranga Ph: (07) 823 6653 e-mail: principal@kaipaki.school.nz www.kaipaki.school.nz 25 May 2015

More information