Carers. The College will strive to encourage disclosure from both students and staff of non-education needs such as having carer responsibilities through awareness raising campaigns on the support and potential funding available for carers. In particular we will be part of the Carers Trust ‘Going Higher’ campaign, and we aim to achieve Carer Positive standard. The College is fully committed to engaging students in developing and improving all aspects of our provision and services and in shaping and enhancing their own learning. Our Learning Strategy 2014-18: Empowering Learners clearly sets out or commitment to increase learner ownership of and control over their own learning. We have well- developed and effective processes for recruiting and training class representatives, including the opportunity for returning students to train as “senior class representatives” and take an enhanced role in leading focus groups and training their peers. We engage our students in reflection on and planning for enhancements to learning through our comprehensive biannual Listening to Learners Focus Groups. Our class representatives engage with members of the Senior Management Team through Student Council meetings. We have a strong and active Students’ Association, led by sabbatical officers and supported by a Student Liaison Officer and dedicated administrative support. All of this ensures that the student voice is clearly represented in our processes for self-evaluation, which in turn inform our programme, department and college planning and target-setting processes, including the development of our Outcome Agreement. There is strong student representation on our Board of Management, and representation on board committees, specifically our Strategic Development Committee, which ensures that the student body is also involved in strategic discussions related to our Outcome Agreement and in its approval. Forth Valley College and Forth Valley Student Association (FVSA) are fully committed to the NUS Framework for the Development of Strong and Effective Students Associations. The Student Association regularly carry out evaluation activities against the framework, which is then discussed at their advisory group, which consists of students, officers, College staff and board members, as well as an external student member from another College/University. The Association also carry out annual evaluations using the Student Engagement Framework for Scotland, reviewing SA and College student engagement using the How Good is Our College challenge questions, which are linked to the framework. FVSA activity is mapped out by strategic/operational plans and the elected officers’ plan of work, which contains manifesto promises and policies passed by the Student Council. The Strategic plan was developed in consultation with SA Officers and Staff, Students across all campuses of the College, the FVSA Advisory Group and consultation with the College and other stakeholders. The plan also takes into account evaluation activities and National campaigns and work through NUS. FVSA are supported to meet these plans by staff from all levels and departments across the College. There is effective high-level support and guidance from the Senior Management team through regular meetings with the Principal and a designated Senior Management Mentor. FVSA receive operational support from the Curriculum and Quality team in delivering training to class reps on Listening to Learners and through a range of other departments and staff members who support FVSA in meeting their objectives through collaboration on projects, sharing information and engaging with FVSA activities that benefit the student body. Core Credits target (region) 83,926 84,202 85,694 85,694 % towards core Credits target (region) - - - - The volume of Credits delivered (ESF) 2,370 1,816 1,816 1,816 The volume of Credits delivered (core + ESF) 86,296 86,018 87,510 87,510 Proportion of Credits delivered to learners aged 16-19 45% 46% 45% 45% Proportion of Credits delivered to learners aged 20-24 24% 23% 23% 23% Proportion of Credits delivered to full-time learners aged 16-19 51% 51% 51% 51% Proportion of Credits delivered to full-time learners aged 20-24 22% 22% 22% 22% Proportion of Credits delivered to learners in the most deprived 10% postcode areas 10.5% 12% 12% 12%
Appears in 2 contracts
Sources: Outcome Agreement, Outcome Agreement
Carers. The College will strive to encourage disclosure from both students and staff of non-education needs such as having carer responsibilities through awareness raising campaigns on the support and potential funding available for carers. In particular we will be part of the Carers Trust ‘Going Higher’ campaign, and we aim to achieve Carer Positive standard. The College is fully committed to engaging students in developing and improving all aspects of our provision and services and in shaping and enhancing their own learning. Our Learning Strategy 2014-18: Empowering Learners clearly sets out or commitment to increase learner ownership of and control over their own learning. We have well- well-developed and effective processes for recruiting and training class representatives, including the opportunity for returning students to train as “senior class representatives” and take an enhanced role in leading focus groups and training their peers. We engage our students in reflection on and planning for enhancements to learning through our comprehensive biannual Listening to Learners Focus Groups. Our class representatives engage with members of the Senior Management Team through Student Council meetings. We have a strong and active Students’ Association, led by sabbatical officers and supported by a Student Liaison Officer and dedicated administrative support. All of this ensures that the student voice is clearly represented in our processes for self-evaluation, which in turn inform our programme, department and college planning and target-setting processes, including the development of our Outcome Agreement. There is strong student representation on our Board of Management, and representation on board committees, specifically our Strategic Development Committee, which ensures that the student body is also involved in strategic discussions related to our Outcome Agreement and in its approval. Forth Valley College and Forth Valley Student Association (FVSA) are fully committed to the NUS Framework for the Development of Strong and Effective Students College Students’ Associations. The Student Association regularly carry Executive team carried out a rigorous evaluation activities of FVSA against the frameworkframework then set up an Evaluation Group, which is then discussed at their advisory groupconsisting of a Board Member, which consists an Associate Principal, a Head of students, officers, College staff Department and board members, as well as an external student member from another College/Universitytwo college staff. The Evaluation Team met in December 2015 and reviewed the areas where the Executive Team felt the FVSA were scoring less highly on the self-evaluation tool. The Evaluation Group were able to provide useful advice and actions were agreed for the Executive Team to take forward. Forth Valley Student Association also carry out annual evaluations using have developed a 2 year strategic plan, based around the Student Engagement Framework for Scotland, reviewing SA themes and College student engagement using the How Good is Our College challenge questions, which are linked to principles outlined in the framework. FVSA activity is mapped out by strategic/operational plans and the elected officers’ plan of work, which contains manifesto promises and policies passed by the Student Council. The Strategic plan This was developed in consultation with SA Officers students and Staff, Students across all campuses of the College, the FVSA Advisory Group and consultation with the College and other stakeholders. The plan also takes into account evaluation activities core values which the student body expect FVSA to maintain, including being empowering, engaging, approachable, respectful, friendly, innovative and National campaigns and supportive. The themes of the strategic plan also outline the areas for work through NUSwithin the FVSA operational plan. FVSA are supported to meet these plans in meeting both their operational and strategic plan objectives by staff from all levels and departments across within the College. There is effective highcollege, during term 2016-level support and guidance from the Senior Management team through regular meetings with the Principal and a designated Senior Management Mentor. FVSA receive operational 17 this included support from the Curriculum and Quality team in delivering training reviewing the effectiveness of our class representative structure and the college’s listening to class reps on Listening learners questions in order to Learners improve student representation, college wide support in developing initiatives which improve health and through a range wellbeing including the delivery of other Scottish Mental Health First Aid Training, and support from both the equalities and facilities departments and staff members who support FVSA in meeting their objectives through collaboration on projects, sharing information and engaging with FVSA activities that benefit securing the student bodyprovision of gender neutral facilities across every campus of the college. Part 2 - Outcomes & targets No Measure Performance Current Year Target Targets 1a) Credits Delivered: Core Credits target (region84,391 86,176 84,031 83,984 84,647 84,647 84,647 ESF 0 1,408 2,241 2,230 2,230 2,230 2,230 Core + ESF 84,391 87,584 86,272 86,214 86,877 86,877 86,877 1b) 83,926 84,202 85,694 85,694 % towards core Credits target (region) - - - - The volume Volume of Credits delivered (ESF) 2,370 1,816 1,816 1,816 The volume of Credits delivered (core + ESF) 86,296 86,018 87,510 87,510 to learners aged 16-19 43,533 42,736 39,471 48,279 40,000 40,000 40,000 Proportion of Credits delivered to learners aged 16-19 4552% 48% 46% 4556% 4546% 46% 46% Volume of Credits delivered to learners aged 20-24 18,342 20,145 18,297 17,187 18,300 18,300 18,300 Proportion of Credits delivered to learners aged 20-24 2422% 23% 2321% 2320% Proportion 21% 21% 21% 1c) Volume of Credits delivered to full-time learners aged 16-19 51in the most deprived 10% 51% 51% 51% Proportion of Credits delivered to full-time learners aged 20-24 22% 22% 22% 22% postcode areas 8,331 9,068 9,820 9,139 10,000 10,000 10,000 Proportion of Credits delivered to learners in the most deprived 10% postcode areas 10.59.9% 10.4% 11.4% 10.6% 12% 12% 12% 1d) Volume and proportion of Credits delivered to learners from protected characteristics: Volume of Credits delivered to students where ethnicity is Black or an Ethnic Minority 1,605 1,787 2,482 2,482 2,500 2,500 2,500 Proportion of Credits delivered to students where ethnicity is Black or an Ethnic Minority 2% 2% 3% 3% 3% 3% 3% Volume of Credits delivered to students who are disabled 10,964 14,136 11,985 8,621 12,000 12,000 12,000 Proportion of Credits delivered to students who are disabled 13% 16% 14% 10% 14% 14% 14% Volume of Credits delivered to females (2) 38,980 41,811 40,375 42,244 42,244 42,244 42,244 Proportion of Credits delivered to females (2) 46% 48% 48% 49% 49% 49% 49% Volume of Credits delivered to males (2) 45,412 45,772 45,897 43,970 43,790 43,790 43,790 Proportion of Credits delivered to males (2) 54% 52% 52% 51% 51% 51% 51% Volume of Credits delivered to Care Experienced Learners 1,597 1,578 1,613 N/A 1,700 1,800 1,900 Proportion of Credits delivered to Care Experienced Learners 2% 2% 2% N/A 2% 2% 2% 2a) Number of senior phase age pupils studying vocational qualification delivered by the College 98 159 266 362 380 380 380 2b) Volume of Credits delivered to senior phase age pupils studying vocational qualification delivered by the College 418 873 1,206 1,800 1,850 1,850 1,850 Proportion of Credits delivered to senior phase age pupils studying vocational qualification delivered by the College 0.5% 1% 1.4% 2.1% 2.1% 2.1% 2.1% 2c) Volume of Credits delivered to learners at S3 and above as part of 'school-college' provision 3,704 5,322 4,895 5,000 5,100 5,200 5,300 Proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision 4% 6% 6% 6% 6% 6% 6% 2d) Volume of Credits delivered at HE level to learners from SHEP schools 2,076 2,279 3,574 3,019 3,100 3,100 3,100 Proportion of Credits delivered at HE level to learners from SHEP schools 10% 11% 16% 14% 15% 15% 15%
Appears in 1 contract
Sources: Outcome Agreement