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Case Study - Fife Rape and Sexual Assault Centre (FRASAC) Support Worker at the University of St \u2587\u2587\u2587\u2587\u2587\u2587\u2587\n9.2. The University Equally Safe committee works on Equally Safe: Scotland's strategy for preventing and eradicating violence against women and girls (Scottish Government, 2016). One aim of this work is to improve institutional responses to and support for students and staff who disclose experience of gender-based and sexual violence.\n9.3. In 2020 the University identified the need for specialist, on-site, crisis support for students affected by any form of sexual violence to complement and expand existing support and wellbeing services available within the University. The University approached local specialist support agency, FRASAC, to employ a FRASAC Sexual Violence Support Worker to provide this support.\n9.4. The University funds a 0.6 full-time equivalent FRASAC Sexual Violence Support Worker to support students of all genders. The Support Worker started in October 2021, providing ring- fenced St \u2587\u2587\u2587\u2587\u2587\u2587\u2587 based support to students.\n9.5. The Support Worker\u2019s key responsibilities include: \uf0b7 To provide one to one crisis and early intervention support services to survivors of sexual violence within St \u2587\u2587\u2587\u2587\u2587\u2587\u2587 University \uf0b7 To offer support to friends and other supporters \uf0b7 To provide information and support to access advocacy, sexual health, forensics and information on a needs led basis \uf0b7 To develop and facilitate group work in response to client need and request \uf0b7 To promote and publicise the service to existing and potential referring agencies in Fife \uf0b7 To develop information materials if and when required \uf0b7 To establish and actively participate in partnership working with University of St \u2587\u2587\u2587\u2587\u2587\u2587\u2587. Attend relevant meetings and training when required \uf0b7 To establish and maintain effective liaison with appropriate voluntary and statutory agencies \uf0b7 To ensure clear, accurate and confidential records relevant to the work of the post are kept \uf0b7 To produce regular reports on activities as required \uf0b7 To attend and contribute to FRASAC Team Meetings and Reflective Practice\n9.6. Support can be delivered in person or remotely via video, telephone or email and will integrate into and complement existing wellbeing pathways and services delivered by the University. Students can be referred to FRASAC by Student Services or may self-refer if they do not wish to involve the University. Period Number of Students April 2021-March 2022 33 April 2022 \u2013 June 2022 13 July 2022- Dec 2022 23 Jan 2023- March 2023 14 April 2023-June 2023 21 Total 104 \uf0b7 Number of students who received support up to date: 104 \uf0b7 Average number of sessions attended: 16 \uf0b7 Largest number of sessions attended: 25\n9.7. 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Fair access and transitions\n1.1 Impact and response to COVID-19 on access and transitions in 2020-21 Following the initial lockdown in March, the potential impact on access and progression in 2020- 21 was evident as existing students adjusted to online study and applicants had to contend with uncertainty over school exams and a potentially different study experience. Applications for both FE and HE programmes were affected and by April/May were well down on the previous year. A partnership-wide recruitment and engagement plan was quickly developed using new online platforms to engage with potential students where traditional face-to-face interactions were not possible. This was particularly important once the decision was made to suspend exams and use teacher assessed grades and, specifically for higher education, through the Clearing period. This activity was successful in reversing the earlier application decline. During the recruitment campaign, social media sites were used extensively to promote the support available to applicants and students, both within the university and externally, in particular to ensure priority groups were aware of the dedicated web resources relevant to them. This included care-experienced and estranged students and student carers. Student and applicant communication has been particularly challenging as guidance and restrictions levels changed, most recently with different protection levels across our region. Communication of the changes to course delivery and travel advice were key priorities and our efforts have received some positive feedback from students. Added to this has been the support required for EU students and applicants as impacts of Brexit became clear during the academic year.\n1.2 Continued commitment to key policies, priority groups and targets In higher education, the university achieved substantial growth in non-controlled funded numbers from 2012-13 to 2017-18, plus the successful introduction of nursing and midwifery and teacher education programmes and increases in our taught postgraduate recruitment. However, over the last few years, we had been experiencing a challenging recruitment environment linked to demographic shifts and consequential increased competition across the sector. As highlighted, the initial COVID lockdown affected recruitment mid-way through the 2020-21 cycle. However, the partnership-wide recruitment and engagement plan produced positive results and current forecasts suggest we will exceed the funded FTE target of 5683 by around 400, a significant increase compared to 2019-20. Scotland-domiciled undergraduate entrants: it should be noted that some unstructured part- time provision was re-coded in 2018-19 to reflect the course aims more accurately. This resulted in a reduction in the number of Scotland-domiciled undergraduate entrants as defined by SFC for the outcome agreement national measures. Consequently, some targets were adjusted to reflect the impact of this change based on 2018-19 actual data. Analysis of 2019-20 data showed that entrant numbers had fallen. However, it is expected that this year will return to close to the 2018-19 baseline. In further education, prior to 2019-20 when the COVID-19 pandemic had a significant impact on recruitment, retention and completion of FE students, the university partnership has routinely met our student activity targets, despite facing some significant geographical challenges and a rapidly changing profile of recruitment. While the COVID-19 pandemic has temporarily halted this positive trend and is expected to continue to impact FE activity in 2020-21 and the following academic year, we remain committed to contributing effectively towards key policies, priority groups and targets for our region during this challenging time. This commitment also recognises some of the specific priorities for our region, including our crucial role in ensuring the delivery of a regional STEM strategy and delivery to schools to ensure access to educational pathways for pupils across our rural and remote region. For the 2020-21, a partnership priority is supporting the significant number of COVID-19 impacted deferred students from the previous academic year to return to complete their qualifications, alongside trying to ensure the delivery of programmes to our 2020-21 cohorts. The partnership has reacted quickly and positively to the challenges, continually adapting delivery and assessment models as the COVID-19 situation has evolved, to minimise disruption to student progression and outcomes. Despite this, significant challenges remain for those programmes with mandatory work-based and practical elements such as care, construction, engineering, hair and beauty, and hospitality. While mitigating measures continue to be developed and implemented across all these programmes, challenges remain from the increasing backlog of practical delivery, ever reducing and uncertain timescales for a potential return to workplaces and optimum capacity workshops and college facilities. This is combined with an increasing level of student fatigue and potential disengagement, all of which means a level of non-completion and significant deferral into the 2021-22 academic year is expected.", "hash": "90b83f7f46cfbd60ba4a104b19c65869", "id": 7}, {"samples": [{"hash": "hDERgmFxRTn", "uri": "/contracts/hDERgmFxRTn#outcomes-for-students", "label": "Access Agreement", "score": 20.8206707734, "published": true}], "size": 1, "snippet_links": [{"key": "continue-work", "type": "clause", "offset": [142, 155]}, {"key": "recognition-of", "type": "clause", "offset": [239, 253]}, {"key": "working-with-students", "type": "clause", "offset": [293, 314]}, {"key": "year-period", "type": "definition", "offset": [337, 348]}, {"key": "progress-to-date", "type": "clause", "offset": [451, 467]}, {"key": "based-on", "type": "clause", "offset": [495, 503]}], "snippet": "Through our evaluation and analysis, we have identified a gap in degree attainment of BAME students compared to other student groups. 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strong commitment to widening the access of students progressing into and through higher education. We are committed to the principle of fairness in access to higher education and promoting the success of under-represented groups who may have experienced barriers to entering higher education for social, cultural or economic reasons. We provide a number of different pathways into the university for school and college leavers. We also provide dedicated support to under-represented groups such as those who are care-experienced and mature learners who are entering higher education for the first time. Our approach to widening participation is a holistic one which focuses on the journey that our students take as they move in, move through and move on from Edinburgh \u2587\u2587\u2587\u2587\u2587\u2587 University. We provide a personalised approach to widening participation recognising that all students have their own identities and experiences that they bring, and which enrich our wider community. All our work in this area is supported by our associated plans for delivering high quality learning and teaching and student experience for learners as well as our Corporate Parenting Plan and community engagement. Key priority areas for our widening participation activities include the recruitment and retention of SIMD20 students and a focus on students from schools with low progression rates (including Schools for Higher Education (SHEP) and Lothian Equal Access Programme for Schools (LEAPS) eligible pupils, those who are care-experienced, first in generation students, refugees and applicants from military or ex-military backgrounds. Our work on equality and diversity remains important, investigating the intersections with protected characteristics including students from Black and Minority Ethnic (BME) backgrounds, disabled students and programmes where there is a significant gender imbalance. Supporting student achievement requires an integrated approach internally between our academic Schools and Professional Services while also working alongside external stakeholders such as Schools, Colleges, local authorities and third sector organisations. The University continues to host and play an active role in the Hub for SUCCESS (Support for University and College for Care Experienced in South East Scotland) project which brings together a consortium of tertiary education and local authority partners with the shared interest of promoting tertiary education access and participation to care- experienced individuals of all ages (see \u2587\u2587\u2587\u2587\u2587://\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587.\u2587\u2587\u2587/). Widening participation is an area of strategic importance as articulated through our targets. In 2020/21 we saw a dip in the proportion of entrants from MD20 students dropping to 12.2% (355 headcount) possibly due to the impact of the covid pandemic, but since then we have increased the numbers and proportions of MD20 students. In 2021/22 we had an intake of 400 MD20 students representing 13.4% of the intake and indicative figures for 2022/23 are likely to be 360 students (c.13%). The drop in college entrants to the University recorded in 2022/23 has a direct impact on the number of those entering from deprived neighbourhoods with 19% of direct entrants typically from MD20 postcodes. We remain committed to growing the proportion of MD20 students enrolled to 16%. The University is well established in providing articulation routes across a broad range of subject disciplines and approximately one-third of the University\u2019s annual intake of non-controlled undergraduate Home students are from colleges. Of those students who join the University with a Higher National qualification, we will aim to ensure that over 70% of our entrants with HN qualifications enter with Advanced Standing. The University has Advanced Standing routes into the majority of its subject areas with over 200 formal articulation agreements. These formal routes are underpinned by annual college/university reviews and pre-transition support activities to ensure college students have a smooth transition and integrate well into university study and life. We are currently working with colleges to increase the recognition of prior learning that allows students to enter with advanced progression in selected subjects such as Business Studies, Computing, Engineering and Sport and Exercise Science. Edinburgh College is the largest provider of students to the University, including articulating students, and we are actively engaged in developing new and growing existing partnerships with other colleges in nearby regions, including West Lothian, Borders, Forth Valley and Fife Colleges. We work with colleges to engage with students early in their college experience on the opportunities available and to ensure that the application and transition into university is smooth. We run UCAS application sessions with students and take part in HE fairs in colleges. Once at Edinburgh \u2587\u2587\u2587\u2587\u2587\u2587, the University has successfully embedded a triage approach to supporting widening participation students. Dedicated support is available during application, induction and while at university. Our central Widening Participation Team works in partnership with academic subject areas to provide post transition support, including to MD20 students, college direct entrants, carers and veterans through a range of channels including emails, newsletters and remote 1:1 appointments.\n3.2 High quality, learning and teaching Edinburgh \u2587\u2587\u2587\u2587\u2587\u2587 degree programmes and short courses provide a strong academic framework together with an applied and practical approach that enables our students to develop skills and graduate attributes that serve them well for successful careers. Our Learning and Teaching Strategy 2020-2025 is focused on building an increasingly strong culture of excellence in learning and teaching that is recognised externally and is highly relevant to contemporary issues, such as addressing the climate crisis, and to societal and economic wellbeing. Our last visit from the Quality Assurance Agency was in December 2019 and a summary of the review can be found in this link, \u2587\u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/docs/qaa/reports/edinburgh-\u2587\u2587\u2587\u2587\u2587\u2587-university-elir- outcome-20.pdf?sfvrsn=923aca81_10. Our next review visit is due in the autumn of 2023. The outcome from the ELIR review was positive and that Edinburgh \u2587\u2587\u2587\u2587\u2587\u2587 University has effective arrangements for managing academic standards. A top priority has been to apply learnings from Covid to our teaching practice, particularly from our successful Digital Support Partnership (DSP) Project that commenced at the height of the covid pandemic. We continued a programme of work focused on building capacity for blended learning, which produced a blended learning taxonomy; a set of underpinning principles for designing blended learning and teaching; and a suite of resources and development events for staff on blended learning. Learnings from this experience will inform our learning and teaching activities over the coming years and have already been embedded into the development of our Infrastructure & Estates strategy. All Institutional Learning Reviews which have taken place since the pandemic have included a focus on the student experience of learning and teaching in the online space, and more recently on the transition back to the campus for students on programmes approved for in-person delivery. Our programme leaders incorporate practice deemed positive by students and make these changes permanent \u2013 for example the use of flipped classroom approaches, with pre-recorded lecture materials shared for asynchronous access via the Virtual Learning Environment prior to in-person classroom activities are more common within many of our programmes. We will build on our reputation as an accessible, inclusive, student-centred, and applied university, strengthening our external networks with government, professional bodies, businesses and employers and creating opportunities for upskilling, work-based education, further study and lifelong learning that are fundamental to the skills and wellbeing agenda in Scotland. We recognise the need for growth in high quality taught provision that provides graduates and employers with the right skills for employment. We create opportunities for our students to become highly employable graduates through the acquisition of research skills that align to contemporary challenges, together with interdisciplinary and international experiences. In 2021/22 we developed the ENhance framework which is designed to support curriculum design and enhancement through providing a shared reference point and common vocabulary, give a clear structure to curriculum design and facilitate a more systematic sharing of existing effective practice. There are five main themes for curriculum enhancement: Employability, Global focus, Inclusion, Sustainability and Research and Practice Integration. It is the expectation that all programmes will have full engagement with at least three of the themes by 2025, and all new programmes will be assessed using this framework from 2022/23 onwards. We will embed this into the Quality Framework for the University, with annual programme monitoring and Institution-Led Review the key touch points. We have also made significant progress this year with our Curriculum Management Project in preparation for launch in Spring 2023, which will see the introduction of a simple to use single repository and one stop platform for managing the lifecycle, quality, and governance of our provision. The new approach responds directly to feedback from the academic community about our current processes and will bring greater transparency for all stakeholders involved with managing and delivering our curriculum. Providing an excellent student experience remains a priority for the University. We scored 80% for the key overall satisfaction question in the 2022 National Student Survey, compared with 81% in 2021, (average in Scottish sector, 79%; 75% across all UK). We continue to exceed our benchmark which was 74% this year. We retained our rank as top for student satisfaction in Edinburgh for the third year in a row and were ranked joint 7th out of the 16 HEI\u2019s in Scotland and the 7th highest ranked Modern University in the UK. Our focus for 2022/23 for improving the student experience is centred around several key themes. - Considering the impact of the pandemic on student engagement, we aim to increase the sense of student belonging within formal learning activities and beyond. We will focus on the provision of timely and in-depth feedback to students and on supporting the organisation and management aspects of the student experience, including reviewing the management of student placements. The role of the Personal Development Tutor (PDT) is crucial to ensuring a good student experience and we want to build on the PDT toolkit that we developed and rolled out over the last two years. Supporting our students and ensuring that there is good retention and continuation of students is a strategic priority for the University. Overall, our continuation for UK-domiciled students entering in 2020/21 and continuing in 2021/22 is 89.9% which is a slight drop from 90.9% in the previous year. We know that student retention for 2022/23 has been more severely impacted with many students not returning to their studies in September 2022. A single issue is difficult to pinpoint but contributing factors are the impact of the impact of the pandemic and social isolation, the, cost of living crisis and potentially a buoyant jobs market. Building a sense of community is a priority for the coming year as students return to campus learning and the University experience. As part of our retention and student experience plan, we have an enhanced welcome week to engage early with staff and students. We will continue our transitions work for students entering from college and as part of our outreach activities we will support students from MD20 backgrounds with support from application, offer and throughout their studies. 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[8475, 8490]}, {"key": "participate-in", "type": "definition", "offset": [8529, 8543]}, {"key": "optional-activities", "type": "definition", "offset": [8544, 8563]}, {"key": "in-addition", "type": "clause", "offset": [8637, 8648]}, {"key": "musical-theatre", "type": "clause", "offset": [8892, 8907]}, {"key": "aimed-at", "type": "definition", "offset": [8918, 8926]}, {"key": "prior-experience", "type": "definition", "offset": [8997, 9013]}, {"key": "terms-and", "type": "clause", "offset": [9054, 9063]}, {"key": "musical-director", "type": "definition", "offset": [9313, 9329]}, {"key": "other-developments", "type": "definition", "offset": [9341, 9359]}], "snippet": "3.1 Fair Access and Transitions (+ COWA \u201926, COWA \u201930)\n1 Listed under the publications section 2 People from deprived areas have fair access and are supported to succeed. (Expectation 1) Care\u2010experienced people have fair access and are supported to succeed. (Expectation 2) Institutions work with schools, SFC funded programmes and local communities to support successful pathways and effective transitions for students. (Expectation 6) In 2022-3, this programme will provide a pipeline from Senior School Curriculum for Excellence expressive arts provision to specialist education and training in the performing and production arts. The programme will have two strands as follows: Strand 1 (WACI). A National open access, schools and communities programme in music, dance, drama, production arts, film and music education. It is targeted at low progression schools and other marginalised learners (SIMD 20, care experienced and estranged young people) to raise awareness of, and access to, meaningful pathways to further studies and work opportunities in the creative industries. Strand 2 (Transitions). A National auditioned programme for young people aged 7+, providing a progression route to degree study in the performing arts for people across Scotland with talent and potential and who are interested in pursuing further study and a career in the performing arts. This strand will use a process of early and sustained intervention to progress young people from the ages of 7-11 in music and dance and 16+ years of age across all performing and production art forms offered at RCS and will prepare participants for the rigorous audition, interview and intense training on RCS undergraduate programmes. Each strand of the programme will operate nationally and will ensure that we enhance our effectiveness in providing a progression pathway from Scottish Schools to RCS where, as a priority, students from SIMD 20 data zones and Care Experienced/ Estranged backgrounds will have access to the underpinning education and skills development and support needed to audition successfully for and gain access to the Conservatoire\u2019s undergraduate programmes. Table 3.1.2. RCS Fair Access National Programme Targets for 2022-23 Strand Target Nos 1 (WACI) \u2022 10 \u2018Come and Try\u2019 activities providing a range of high-quality introductory initiatives focused on the creative industries. \u2022 15 \u2018Get ready for application\u2019 activities designed to support senior phase pupils at low progression schools with practical preparation for applications, auditions and interviews. \u2022 10 Outreach interventions in schools \u2022 5 Outreach events/activities in schools/communities \u2022 5 online learning interventions 5 CLPD interventions for teachers 2 (Transitions) 25 Transitions Pre-Juniors in Music and Dance \u2013 120 Transitions Main Cohort, application year and pilot bridging/preparation programmes (including returning students). Total 145 70% SIMD 20/Care Experienced/ Estranged30 % that are BIPOC /Rural/ Carers/ D/Deaf and SIMD40 \u2022 Contextualised Admissions3 We reviewed the effectiveness of our contextualised admissions processes in 2021-2. In 2022- 3 we will use our Fair Access Committee Plenary Sessions to share effective practice across our two schools and work with audition panels to continue to ensure consistency in practice across all undergraduate programmes.\n3 Context is COWA Expectation 4: Prior learning is considered and students are offered the best pathway for them. \u2022 Outreach (including marketing and recruitment)4 We will continue to deliver an annual outreach plan to extend our reach nationally, working with a Scotland- wide network of key collaborators in targeted are/communities of deprivation and rurality using both face-to-face and technology-enhanced methods to raise awareness, and build routes to further study for those with talent and potential in the performing arts from our eligible priority groups in accordance with our Fair Access Plan for 2022-3. \u2022 Supporting Disadvantaged Learners The quality of learning and teaching and the support needs of different priority groups will continue to receive focus. As a target, Transitions students in their year of application to undergraduate study, and former Transitions students on our UG/PG programmes will receive coaching as part of our support model and our younger students will receive 1 to 1/small group pastoral support. We will continue to develop and improve our pilot bridging programme for students interested in a career in music teaching. In 2021-2, seven students took part in this programme and of those, five were eligible to apply for entry to our BEd Music programme and all five were successful in gaining entry in 2022-3. We will continue to offer this in 2022-3 and introduce further bridging provision as part of our new National Programme in the Performing and Production Arts (as detailed above). \u2022 Research and Evaluation Annually, we use a proportion of our funding to undertake evaluation and commission relevant research to inform the impact of our Fair Access interventions and to signal future enhancements and/or new developments. In 2021-2 we have commissioned research into additional support needs for Fair Access students once they transition into undergraduate study and a study on the impact of digital learning on Fair Access students at RCS. We have also funded a series of projects to develop a more detailed understanding of the needs of care experienced and estranged students. The learning from this research will be used to further enhance the support we offer disadvantaged learners in 2022-3. \u2022 Supporting the sector\u2019s delivery of the COWA targets5 We have exceeded the COWA target of 16.2 % Scottish undergraduate first year entrants (SDUEs) from SIMD20 postcodes for the previous two years. In 2021-2 we achieved 17.2%. We have noted a downturn in the number of SIMD20 recruitees to programmes in 2022-23, where we have achieved 11.8%. There are one or two clear reasons for this: one course (Contemporary Performance Practice, BA (Hons)) has a \u2018fallow year\u2019 (no intake in 2022- 23) in order to reconceive the fundamental pedagogical approach of the programme; in other areas, including production programmes, ballet and music, all of which require specialist equipment, access to spaces or \u2018hands-on\u2019 activity like set building, the pandemic impacted learner journeys, creating a barrier to practical learning for many school or College leavers. RCS staff in relevant areas are undertaking additional recruitment work to try to reach school leavers for 2023-24 entry, and encourage applications. Our Transitions programme (details above) is also supporting clear routes into Conservatoire study with intensive mentoring, and learner engagement projects. We anticipate recovering our previous momentum in SIMD20 recruitment over the next two years. Self-evidently, the pandemic disproportionately affected those domiciled in the identified postcodes. \u2022 Articulation/ College Collaboration Historically, RCS has not enabled articulation for incoming students with advanced standing owing to the nature of our programmes, which are delivered in small cohorts, requiring effective group cohesion from the outset, and in which the earlier years of the degree programmes are considered essential for skill development that prepares a student for graduation and meeting programme learning outcomes effectively. In 2022-3 we will undertake exploratory work with a minimum of two colleges offering performing arts provision at SCQF levels 6,7 and 8 to identify opportunities for future collaboration. Our undergraduate curriculum review process is also investigating whether in the medium-term there is potential for the development of courses or routes into RCS that are based on shared provision with targets.\n4 Context is COWA Expectation 5: Transitions and pathways for students are supported and signposted.\n5 Context is COWA Expectation 3: institutions outline how they will support the sector\u2019s delivery of the COWA Colleges, or an expectation of articulation with advanced standing. Our BEd Bridging Programme is for senior phase fair access pupils interested in studying music teaching at RCS. Last year 100% of participants who completed the course gained a place on a music teaching degree. This year we are offering an enhanced programme, based on the Curriculum for Excellence. The course aims to build understanding of related policies, vocal Leadership, lesson planning and coaching skills. Participants can participate in optional activities such as classroom piano accompaniment, music technology and composition. In addition, we have developed a new suite of provision which is designed to enhance transition for fair access students who are interested in progressing to study and/or a career in the Performing and Production Arts. To date we have developed \u2018Get Into Musical Theatre\u2019 which is aimed at fair access pupils aged 14+ interested in Musical Theatre but without prior experience. These weekly sessions run across three terms and help participants to build their confidence in acting, singing, dancing and musicianship. Ten students are currently on the course and are being taught by three outstanding professionals \u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587, Transitions Alumni \u2587\u2587\u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587 and Musical Director \u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587. Other developments of this nature are being piloted during 2022-3 in Production Arts and Film.", "hash": "3ec61011fc320b40b66a4e625d28fdd7", "id": 10}], "next_curs": "Cl4SWGoVc35sYXdpbnNpZGVyY29udHJhY3RzcjoLEhZDbGF1c2VTbmlwcGV0R3JvdXBfdjU2Ih5vdXRjb21lcy1mb3Itc3R1ZGVudHMjMDAwMDAwMGEMogECZW4YACAA", "clause": {"size": 11, "children": [["equalities-and-inclusion", "Equalities and inclusion"], ["learning-with-impact", "Learning with impact"], ["employability-strategy", "Employability Strategy"], ["personal-development-tutors", "Personal Development Tutors"]], "parents": [["targets", "Targets"], ["conclusions", "Conclusions"]], "title": "Outcomes for Students", "id": "outcomes-for-students", "related": [["mechanisms-for-cooperation", "Mechanisms for Cooperation", "Mechanisms for Cooperation"], ["benchmarks-for-measuring-accessibility", "Benchmarks for Measuring Accessibility", "Benchmarks for Measuring Accessibility"], ["motions-for-directions", "Motions for Directions", "Motions for Directions"], ["teams", "Teams", "Teams"], ["solicitations-for-subcontractors-including-procurements-of-materials-and-equipment", "Solicitations for Subcontractors, Including Procurements of Materials and Equipment", "Solicitations for Subcontractors, Including Procurements of Materials and Equipment"]], "related_snippets": [], "updated": "2025-07-07T12:37:54+00:00", "also_ask": [], "drafting_tip": null, "explanation": "The \"Outcomes for Students\" clause defines the expected results or achievements that students should attain as a result of participating in a particular program, course, or educational activity. This clause typically outlines specific skills, knowledge, or competencies that students are expected to demonstrate upon completion, such as mastering certain subject matter or achieving measurable performance benchmarks. By clearly stating these outcomes, the clause ensures that both educators and students have a shared understanding of the goals of the educational experience, promoting accountability and helping to assess the effectiveness of the instruction."}, "json": true, "cursor": ""}}