Charter of Limerick Institute of Technology
|
|
- Maude Simpson
- 5 years ago
- Views:
Transcription
1 Charter of Limerick Institute of Technology Foreword Status of the Charter This Charter is a statement of the distinctive contribution that Limerick Institute of Technology makes to the tertiary education system. It takes a long-term view, balancing the interests of all stakeholders (including Government) and is subject to Ministerial approval. In framing this charter, therefore, we have been mindful of the timelessness of our Institute which may accommodate the changing needs of society and the economy. Further detail addressing specific current or medium-term needs is captured elsewhere, such as laid down in our Strategic Plan and in specific approved policies, procedures and arrangements. Legal basis Section 31 (1) of the Qualifications (Education and Training) Act 1999 requires a recognised institution that has the authority to make awards delegated to it under section 29 of the Act, to have a charter. Section 31 (2) provides that the Minister may, from time to time, make regulations for the purposes of specifying the matters to be included by a recognised institution in a charter. Regulations On the 24 th July 2007 the Minister for Education and Science signed a regulation entitled Qualifications (Education and Training) Act 1999 (Charter) Regulations 2007 which sets out the matters to be included by an institution in a charter referred to in Section 31 of the Act. These regulations amplify the provisions of Section 31 (2) a- g, (3) and (4) a c. Page 1 of 10
2 Introduction Limerick Institute of Technology was established by virtue of the Institutes of Technology Acts 1992 to The origins of LIT date back to 1852, when a School of Arts and Crafts was founded by the Athenaeum Society in Limerick. The Governing Body of the Institute, save as otherwise provided by the Institutes of Technology Acts 1992 to 2006, governs the affairs and all of the property of the Institute and performs the functions conferred on the institute by said Acts as the reserved functions of governing body. The Governing Body appoints the Chief Officer of the Institute who controls and directs the activities of the Institute and controls and directs the staff of the Institute in the implementation of such activities and is responsible for the efficient and proper management of the institute. In accordance with Section 21(C)(1) of the Institutes of Technology Act 2006 the Institute has prepared a Strategic Plan that sets out the aims of the Governing Body for the operation and development of the Institute and its strategy for achieving those aims, and for carrying out the functions under the Act. This plan is reviewed on an ongoing basis and substantially revised every five years. The Institute has an Academic Council, appointed by the Governing Body, to assist in the planning, co-ordination, development and overseeing of the educational work of the institute and to protect, maintain and develop the academic standards of the courses and the activities of the Institute. The Institute, in performing its functions, has the right and responsibility to preserve and promote the traditional principles of academic freedom in the conduct of its internal and external affairs. The Institute is a research body and shall accordingly make provision for the discovery, advancement and dissemination of knowledge and learning. The Institute has the power to confer academic awards by virtue of the authority delegated to it in October 2005 from the Higher Education and Training Awards Council under Section 29 of the Qualifications (Education and Training) Act The Institute pursues its mission within a framework of equality of opportunity and social justice, underpinned by a commitment to the concept of lifelong learning in the furtherance of the social, economic and cultural development of the region and of the State. The Institute, in pursuance of its mission, has in place arrangements with regard to the preservation, promotion and use of the Irish language and to the preservation and development of the culture of Ireland. Page 2 of 10
3 LIT Mission Statement LIT prepares learners for fulfilling and challenging futures, fostering the professional, intellectual, social, cultural and personal development of the individual. The hallmark of our educational philosophy is active learning through a fusion of theory and practice. We provide third and fourth level education, training and research, playing a pivotal role in the economic and socio-cultural development of our region. Vision and goals LIT has a distinctive educational philosophy, which adds value to the core academic quality of our programmes and lends depth to our mission statement that we aim to foster the individual s professional, intellectual, social and personal development. Practical application, active learning and state-of-the-art knowledge and facilities are the cornerstones of our pedagogical approaches. Our educational philosophy gives our graduates a competitive edge over their peers. We recognise scope for further development and growth whilst remaining true to our mission. Institute programmes, services and delivery are closely aligned to the identified needs of industry, the community and wider stakeholders in the region. LIT offers a wide range of relevant and viable courses to full-time and part-time learners, and we also take initiatives to encourage a wider participation by non-traditional segments. Special Character of Limerick Institute of Technology LIT has a strong learner-centred ethos. This is evidenced by: - Pedagogical approaches which put learner engagement at the centre; - A supportive environment for the learner through well-developed learner services and academic mentoring; - Excellent facilities and structures for learner achievement in a range of competitive team sports; - The philosophy that all learners are entitled to individual attention and a quality experience. LIT is highly committed to supporting the development of the Mid-West Region. In addressing this area of our mission we: - Maintain our leading position with several niche programmes which attract national and international learners to the Institute and therefore to the region; - Contribute to the community, both as an educational provider and as a major employer and stakeholder on the Northside of Limerick City and in the wider Mid-West region; - Take a lead role in collaborating with other third-level providers, thus transforming and optimising the higher education landscape and setting an example to other regions. Page 3 of 10
4 Contribution to Ireland s Economic, Social and Cultural Development Taught programmes The Institute provides a broad range of academic awards in business, humanities, science, engineering, information technology, construction, art and design. Our portfolio of courses spans the breadth of the economy and society, thus ensuring that the learner and staff population represents a healthy range of backgrounds, talents, expertise and personalities. LIT Awards are made at levels 6 to 10 of the National Qualifications Framework. We have forged strong relationships with the regional economic and social partners by participating actively in platforms and networks, and through the involvement of industry and the professions in programme development and review. It is the policy of the Institute to go through a rigorous process for determining the level of demand for existing and for newly proposed programmes prior to their development. We cater for the needs of workforce development and we maintain links with our graduates. Research ethos The Institute s research ethos reflects a continuing commitment to academic freedom, excellence, relevance, creativity, responsibility and access to knowledge. We develop and nurture research capacity in niche areas, selected for being innovative and relevant. External funding through dedicated agencies and government schemes is sought to enhance and expand research opportunities for staff and learners. We place a high priority on the commercialisation of intellectual property, through appropriate vehicles such as the LIT Enterprise Acceleration Centre and partnerships between the academics of the Institute, its postgraduate learners and industry. All research is conducted in accordance with the Institute's protocols and ethical standards, which are nationally benchmarked. Page 4 of 10
5 Contribution to the Tertiary Education System Approach to meeting the needs of learners LIT is responsive to the changing demographics of our region, of the country and the increasing diversity of the population. This includes a strong and growing continuing education programme that meets the needs of lifelong learners. The flexible nature of programmes provided by LIT means that learners can select from a wide variety of courses and build to the qualification that best suits their needs. In particular, we place an emphasis on: - Treating learners as individuals entitled to respect, courtesy and fairness; - Striving to remove barriers to access by under-represented and disadvantaged groups; - Providing learners with a high-quality educational experience; - Producing fully rounded individuals by providing opportunities for the acquisition of specialist as well as generic skills, and social and cultural development. Among the support services we provide for learners are: - Induction, mentoring and learner support unit; - Access service and disability support; - Mature learner support; - Careers advisory service; - International learner support; - Counselling service, learner health centre and chaplaincy/pastoral care; - Sports clubs and societies. All of these services are offered in facilities which are fit for purpose. Approach to collaboration with other tertiary education institutions The Institute is committed to developing collaborative relations with other providers of higher education, both within the Institute of Technology sector and the university sector. We strive to achieve an integrated approach to educational provision which benefits all learners in the region and their prospective employers. This approach translates into the forging of strong partnerships with these other institutions, such as: - Joint projects in teaching and learning; - Joint research; - Efficiencies through streamlining behind the scenes. Apart from intensive collaboration within the region, the Institute also contributes towards the development of the sector as a whole through various national fora. Page 5 of 10
6 Arrangements for Consultation and Co-operation Principles LIT strategy is firmly grounded in the dynamics of both the internal and external environment, so that it is transparent, achievable and endorsed by key stakeholders. We monitor macro and meso developments and assess their relevance to LIT as a whole as well as to individual departments. This involves the correct identification of trends as opportunities or threats on an on-going basis, so that strategy can be adjusted. LIT fosters a culture where individual staff and teams of staff working together take responsibility for making a distinct contribution to the educational mission and philosophy of LIT because they believe in the values of LIT. This means we recruit, deploy, develop and support staff to enable them to perform to their fullest in a performance culture in an open and positive working environment. Processes within the Institute The Institute is committed to consultation and co-operation with staff, learners and their representatives in all matters where it is reasonable to expect this to occur. The aim of the consultation is to enable our Institute, staff and learners to share views on developments, proposed changes or situations that might arise and on the options being considered. Consultation thereby supports informed decision-making. These processes are laid down in policy documents agreed with staff and learners and/or their representatives, which are under constant review, within the boundaries of relevant collective national agreements and legislation such as the EU Directive on Information and Consultation within the Workplace.. Open communication and discussion between parties is encouraged, in a partnership spirit and allowing for adequate timeframes. Processes with industry and the community in the region LIT views engagement with stakeholders as an integral part of our overall strategic planning.this helps us to ensure: - The continuing relevance of our programmes to national and regional needs; - The relevance of our provision for the economic, technological, scientific, commercial, industrial, social and cultural development of the State, with particular reference to the region served by the institute. Consultation with external stakeholders regarding the performance of the Institute s functions may include, inter alia, such agricultural, commercial, technological, scientific, industrial, educational, social and cultural groups in the region served by the Institute, or nationally, as might have views on particular issues or developments in the programmes, research or other activities of the Institute. Page 6 of 10
7 Criteria for Determining Demand for Particular Programmes of Education & Training Section 5 (1) of the Regional Technical Colleges Act 1992 states that The principal function of a college shall, subject to the provisions of this Act, be to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State with particular reference to the region served by the college.. In discharging this function LIT is cognisant of and informed by the following criteria: - Forecasted skills needs - Forecasted job opportunities - Demographic changes - Regional and national economic, social and cultural developments - Learner demand - Creating progression opportunities - Employer demand - Changes in technology - Changes in pedagogy - Developing regional or national policy - The distinctive character and needs within the region - Encouragement and support of regional development New programme development may be stimulated by response to any of the criteria listed above. In developing new programmes the Institute consults widely and as appropriate with employers, national and regional agencies, industrial development agencies, sectoral groupings, and community groups. We make use of needs analysis and market research surveys. LIT ensures that each new programme it develops is consonant with its Strategic Plan, is developed at an appropriate level in the National Framework of Qualifications, through meeting the standards determined by HETAC for particular awards, and has a clear progression route that will facilitate lifelong learning. In our programmes development strategy, we are mindful of access for disadvantaged groups, developing alternative pathways to awards, adaptation of programmes to changing circumstances and providing continuing professional development opportunities. Details of the Institute s policy in relation to adult and continuing education The Institute is committed to supporting adult and continuing education through its extensive programme of lifelong learning courses. Courses offered through LIT adult and continuing education service are recognised and accredited on the National Qualifications Framework. The LIT adult and continuing education service offers opportunities to people from a variety of backgrounds who wish to pursue personal and career development goals. Details of the Institute s teaching and research facilities Major investments in campus development continue to be made in LIT to meet the current and future needs of learners and staff. In addition to substantial upgrading and maintenance work, an integrated Campus Master Plan guides the development of quality teaching and research space and facilities. Page 7 of 10
8 Details of the Institute s full-time, part time, evening & distance learning courses LIT has significant enrolments by non-traditional learners. We are committed to providing access, progression and completion opportunities for new learner groups through fulltime, part-time, evening, distance learning and work-based learning courses. LIT provides craft courses in conjunction with FAS in various trades. A combination of learner-friendly delivery modes and recognition of prior experience and learning are examples of policy measures used to encourage a wider participation in higher education. Details of the Institute s programme for life-long learning In offering a full range of courses across the National Qualifications Framework levels 6-10, the Institute is well placed to support the life-long learning agenda. The ladder system of qualifications, synonymous with the institutes of technology, is the perfect example of the LIT structured approach to life-long learning. Learners can progress up the ladder of opportunity from Higher Certificate to Doctorate Degree. Details of the awards made by the Institute LIT makes over 1000 awards each year. These awards include Level 6 Higher Certificate, Level 7 Ordinary Degree, Level 8 Honours Degree, Level 9 Masters Degree and Level 10 Doctorate. The institute holds delegated authority from the Higher Education and Training Awards Council to make awards, including delegation of authority to make awards in advanced areas of specialist research. Page 8 of 10
9 Statement on Quality Assurance of Programmes Principles 1. Limerick Institute of Technology, consistent with the principle of institutional autonomy, accepts that it has primary responsibility for the quality of its provision and that this provides the basis for accountability of the academic system within the national quality framework. 2. In framing our quality assurance procedures we are mindful of the Standards and Guidelines for Quality Assurance in the European Higher Education Area, as applied to higher education institutions, and of HETAC s Guidelines and Criteria for Quality Assurance Procedures. 3. We are committed to a culture that recognizes the central importance of quality and quality assurance in our work and to the continuous enhancement of procedures to assure the quality of our provision. Procedures LIT has agreed its Quality Assurance Procedures with the Higher Education and Training Awards Council as required under section 28 of the Qualifications (Education and Training) Act These procedures include: (a) evaluation on a quinquennial basis, or as otherwise determined from time to time by the Council, of the programme of education and training concerned, including evaluation by persons who are competent to make national and international comparisons in that respect; (b) evaluation by learners of that programme, and; (c) evaluation of services related to that programme. Where a programme of education and training is organised or procured, in whole or in part, by the another provider (the first mentioned provider) and is provided, in whole or in part, by the Institute (the second mentioned provider) a memorandum of understanding is completed agreeing Quality Assurance Procedures and this is submitted by the first mentioned provider to the relevant awarding body established under the Act. Where a programme of higher education and training is organised or procured, in whole or in part, by the Institute and is provided, in whole or in part, by any other provider, the Institution will consult with such other provider before making a request under subsection (1) for delegation of authority to make awards in respect of that programme. In designing our programmes and in making awards we comply with the standards determined by the Higher Education and Training Awards Council. In assessing learners for the purpose of complying with the standards determined by the Higher Education and Training Awards Council, we have established procedures for the assessment of learners, which are fair and consistent and for the purpose of compliance with standards determined by the Council. We continually strive to improve our assessment techniques Page 9 of 10
10 and will endeavour to provide staff with the widest inventory of assessment strategies from which to select relevant assessment instruments. Statement on Access Transfer and Progression LIT is committed to implementing procedures for access, transfer and progression determined by the National Qualifications Authority of Ireland under section 8(2)(d) of the Act of 1999 as part of the implementation of the National Framework of Qualifications. The Authority has defined procedures under four themes: - Credit accumulation and transfer and the recognition of prior learning; - Transfer and progression routes; - Entry arrangements; - Information provision. LIT has, since its establishment, attempted to provide equality of access to its programmes for all learners. To this end the Institute has implemented agreed national policies to deal with: - Applications from School Leavers following the traditional Leaving Certificate; - Applications from School Leavers following the Leaving Certificate Vocational Programme; - Applications from Learners with FETAC Level 5 awards; - Applications from mature learners; - Applications from learners with a disability; - International applicants (through the common agreed IOTCEF process); - Progression routes from Level 6 to level 7 and Level 7 to Level 8. In addition, mindful of our regional role and our specialist facilities we have devised special entry procedures for particular groups. These include: - Applications from learners from disadvantaged backgrounds; - Applications from learners from particular linked secondary schools; - Applications from learners from linked FE colleges; - Applications from learners from VETOS programmes; - Applications from learners from special education programmes; - Foundation and access programmes; - A range of direct entry initiatives. The Higher Education and Training Awards Council has the role of working with the Institute in ensuring that these procedures are implemented. The Institute implements the procedures on access, transfer and progression for learners and does this within the framework of determinations made by the Authority from time to time. Page 10 of 10
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 informationUNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum
UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY
More informationProgramme 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 informationQuality 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 informationHigher 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 information2 di 7 29/06/
2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth
More informationThis 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 informationTHREE-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 information2013/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 informationChapter 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 information2007 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 informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationAssociate 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 informationNavitas 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 informationThe recognition, evaluation and accreditation of European Postgraduate Programmes.
1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,
More informationEssex Apprenticeships in Engineering and Manufacturing
Host a fully funded Essex Apprentice Essex Apprenticeships in Engineering and Manufacturing be part of it with Essex County Council Working in Partnership Essex Apprenticeships - be part of it with Essex
More informationPost-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 informationSwinburne University of Technology 2020 Plan
Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing
More informationAssessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III
Assessment and national report of Poland on the existing training provisions of professionals in the Healthcare Waste Management industry REPORT: III DEVELOPING AN EU STANDARDISED APPROACH TO VOCATIONAL
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationDr Padraig Walsh. Presentation to CHEA International Seminar, Washington DC, 26 January 2012
The Qualifications and Quality Assurance Authority of Ireland (QQAI) an amalgamated agency responsible for overseeing changes in the qualifications and quality assurance of Irish further and higher education
More informationGeneral 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 informationBSc (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 informationAUTHORITATIVE 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 informationINFORMATION PACKAGE FOR PRINCIPAL SAINTS CATHOLIC COLLEGE JAMES COOK UNIVERSITY
INFORMATION PACKAGE FOR PRINCIPAL SAINTS CATHOLIC COLLEGE JAMES COOK UNIVERSITY Saints Residential College is situated on James Cook University s Townsville campus. The college offers a vibrant home-away-from-home
More information5 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 informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationProgramme 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 informationThis 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 informationReferencing 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 informationCore Strategy #1: Prepare professionals for a technology-based, multicultural, complex world
Wright State University College of Education and Human Services Strategic Plan, 2008-2013 The College of Education and Human Services (CEHS) worked with a 25-member cross representative committee of faculty
More informationUniversity 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 informationProgramme 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 informationConsent 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 informationUniversity 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 informationPrimary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION
CORPORTE ND CDEMIC SERVICES Part 1: Basic Data warding Institution Teaching Institution Delivery Location Faculty responsible for programme Department responsible for programme Modular Scheme Title Professional
More informationOCR Teaching in the Lifelong Learning Sector Qualification Units
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 25 Level 5 Developing and Managing Resources within the Lifelong Learning Sector Level 5 QCA Accreditation Number J/500/9902 Unit description
More informationPearson 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 informationInitial 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 informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationA European inventory on validation of non-formal and informal learning
A European inventory on validation of non-formal and informal learning Finland By Anne-Mari Nevala (ECOTEC Research and Consulting) ECOTEC Research & Consulting Limited Priestley House 12-26 Albert Street
More informationProductive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work
Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Dr. Maria-Carme Torras IFLA Governing Board Member; library director, Bergen
More informationPosition Statements. Index of Association Position Statements
ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationCurriculum for the Academy Profession Degree Programme in Energy Technology
Curriculum for the Academy Profession Degree Programme in Energy Technology Version: 2016 Curriculum for the Academy Profession Degree Programme in Energy Technology 2016 Addresses of the institutions
More informationAn 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 informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationProgramme 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 informationHigher 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 informationMASTER 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 informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More informationRecognition 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 informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationQualification 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 informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationStudent 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 informationASSISTANT 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 informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationPROGRAMME 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 informationMandatory 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 informationHigher 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 informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationCurriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.
Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,
More informationBSc (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 informationUniversity Library Collection Development and Management Policy
University Library Collection Development and Management Policy 2017-18 1 Executive Summary Anglia Ruskin University Library supports our University's strategic objectives by ensuring that students and
More informationThis 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 informationInterview on Quality Education
Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens
More informationSetting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training
Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)
More informationStudent Assessment Policy: Education and Counselling
Student Assessment Policy: Education and Counselling Title: Student Assessment Policy: Education and Counselling Author: Academic Dean Approved by: Academic Board Date: February 2014 Review date: February
More informationFoundation 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 informationI 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 informationChiltern 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 informationREGULATIONS 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 informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationP920 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 informationPolicy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy
Policy for Hiring, Evaluation, and Promotion of Full-time, Ranked, Non-Regular Faculty Department of Philosophy This document outlines the policy for appointment, evaluation, promotion, non-renewal, dismissal,
More informationI. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format.
NEW GRADUATE PROGRAM ASSESSMENT CRITERIA POLICY NUMBER ED 8-5 REVIEW DATE SEPTEMBER 27, 2015 AUTHORITY PRIMARY CONTACT SENATE ASSOCIATE VICE-PRESIDENT, RESEARCH AND GRADUATE STUDIES POLICY The criteria
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationMaster of Philosophy. 1 Rules. 2 Guidelines. 3 Definitions. 4 Academic standing
1 Rules 1.1 There shall be a degree which may be awarded an overall grade. The award of the grade shall be made for meritorious performance in the program, with greatest weight given to completion of the
More informationCÉGEP HERITAGE COLLEGE POLICY #15
www.cegep-heritage.qc.ca CÉGEP HERITAGE COLLEGE POLICY #15 CONCERNING FACULTY EVALUATION COMING INTO FORCE: September 27, 2011 REVISED: ADMINISTRATOR: Academic Dean and Director of Human Resources 325,
More informationGENERAL 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 informationLIBRARY AND RECORDS AND ARCHIVES SERVICES STRATEGIC PLAN 2016 to 2020
LIBRARY AND RECORDS AND ARCHIVES SERVICES STRATEGIC PLAN 2016 to 2020 THE UNIVERSITY CONTEXT In 2016 there are three key drivers that are influencing the University s strategic planning: 1. The strategy
More informationEuropean Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction
European Higher Education in a Global Setting. A Strategy for the External Dimension of the Bologna Process. 1. Introduction The Bologna Declaration (1999) sets out the objective of increasing the international
More informationSummary 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 informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationESTONIA. spotlight on VET. Education and training in figures. spotlight on VET
Education and training in figures Upper secondary students (ISCED 11 level 3) enrolled in vocational and general % of all students in upper secondary education, 14 GERAL VOCATIONAL 1 8 26.6 29.6 6.3 2.6
More informationLIVERPOOL 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 informationHead 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 informationTHE QUEEN S SCHOOL Whole School Pay Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationIMPERIAL COLLEGE LONDON ACCESS AGREEMENT
IMPERIAL COLLEGE LONDON ACCESS AGREEMENT BACKGROUND 1. This Access Agreement for Imperial College London is framed by the College s mission, our admissions requirements and our commitment to widening participation.
More informationUniversity 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 informationPOST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013
POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification
More informationINTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families
INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization
More informationReport 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 informationGlobal Convention on Coaching: Together Envisaging a Future for coaching
IGCP National Symposium August 23, 2008 Global Convention on Coaching: Together Envisaging a Future for coaching Michael Cavanagh GCC Steering Committee 2 Overview: 1. What is the GCC? 2. What did it produce?
More informationAccounting & Financial Management
Accounting & Financial Management Your Guide to Academic and Professional Success School Leaver with minimum 3 x C at A-Level or equivalent and IELTS of 6.0 2-year undergraduate degree programme at the
More informationAbstract. Janaka Jayalath Director / Information Systems, Tertiary and Vocational Education Commission, Sri Lanka.
FEASIBILITY OF USING ELEARNING IN CAPACITY BUILDING OF ICT TRAINERS AND DELIVERY OF TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) COURSES IN SRI LANKA Janaka Jayalath Director / Information Systems,
More information