Programme Development Clause Samples
Programme Development. LOETB has noted its focus on re-aligning provision towards key skills clusters and programme reform and development will play a major part in this. LOETB will work on the reform of PLC provision in line with the findings of the national programme evaluation published by SOLAS in January 2018. This will include the rebalancing of PLC provision towards skills areas with a greater labour market focus and a more consistent approach to work placement. LOETB is also prioritising the expansion of apprenticeship provision, with the development of a new scaffolding apprenticeship and of traineeship provision. As set out in the proposed LOETB contribution to target 6, a 143% increase in learners commencing Traineeship programmes is envisaged by 2020. From 98 starters in 2017 we will achieve 252 starters in 2018 and again in 2019 and 2020. In terms of financial investment, the allocation to Traineeship has increased by 140% on 2017 funding. LOETB has identified Traineeship provision as its most versatile tool to support the development of a contemporary training service that meets the changing needs of employers and skills clusters, supports the individual and collective development of learners and contributes to the social and economic landscape of the region. LOETB has identified skills clusters where local employers are experiencing skills shortages, where DEASP and Jobpath client profiles may provide a match, clusters that have been identified as integral to the economic development of the region: Engineering, Science and Technology [Bio Pharma / Med-tech Traineeship], Health, Family other Social Services, Built Environment, Hairdressing, Beauty & Complementary Therapies, Sport and Leisure, Tourism / Food and Beverage, and Business Administration. In order to base Traineeship provision on the best possible evidence of skills needs and new employment opportunities we are recruiting a researcher for Maternity Leave Cover to undertake Research and Analysis of the Economic, Employment and Social Profile of ▇▇▇▇▇ and Offaly. Also recognising the crucial role of employer engagement in this regard LOETB has dedicated the work of a Training Officer to employer engagement whose role includes the coordination of employer relations in the region. However, each skills cluster also requires a person with sufficient broad knowledge of the area (the specific industry/skills cluster, traineeship models, curriculum content) to explore all elements of the traineeship with employer...
Programme Development. 2.1.1 Programme development process Programmes will be developed in accordance with the Institute of Technology Blanchardstown policy on design, validation and accreditation of new academic programmes (2MP01). These policies and procedures are published on the Institute’s website and are part of the Institute’s quality assurance agreement with FETAC. (▇▇▇▇://▇▇▇.▇▇▇.▇▇/AboutITB/QualityAssurancePolicies/qap.asp) The programme development process begins with the development and approval of an outline programme proposal. Outline programme proposals are submitted to the Academic Council and are evaluated in accordance with the criteria defined in 2MP01. Following approval in principle, a planning board is established to progress programme development. Central to the development stage is the mapping of the programme learning outcomes against the award standard.
Programme Development. The ambition is to develop a sustainable programme that runs in every primary school and every secondary school in Cheshire East. The income that has been identified to date will allow considerable progress toward this ambition. The development of the programme and the prioritisation of opportunities shall be lead by the Emotionally Healthy Schools Project Board. This group shall commission activity under the remit of the programme up to the available budget. The initial Key Milestones for the Project are: Six secondary schools nominated to coproduce the pilot programme – June 2015 CWP commissioned to provide CAMHS leadership - July 2015 Visyon commissioned to provide project management and project worker capacity – September 2015 Project workers start provide support in six secondary schools – January 2016 Project workers stop providing support in six secondary schools – December 2016 Primary school model developed – July 2016 Roll out to other secondary schools planned – July 2016 Precise/further dates for Key Milestones shall be agreed pursuant to Clause 5.3 of the MoU.
Programme Development. MSLETB will continue to undertake regular stakeholder consultation and develop its delivery of flexible FET courses with reference to the National SOLAS FET Strategy 2014-2019, SOLAS FET Planning Parameters 2018-2020 and the SOLAS Corporate Plan 2017- 2019. MSLETB is developing and implementing an integrated FET planning process that ensures that the needs of local communities, learners and employers are identified and responded to in an appropriate and timely manner, in line with the requirements and priorities of the FET Strategy. A significant development in 2018 in MSLETB, is the development of an online/blended resource for teachers/tutors/instructors to deliver the Communications component at NFQ Level 5. This resource will be available to support all course content delivery across MSLETB. MSLETB currently offers, and will expand, a wide range of courses that support the development of learners’ transversal skills, as defined by UNESCO (2014). These include programmes that support the development of the following skills: ― Critical and innovative thinking ― Inter-personal development (e.g. presentation and communication skills, organisational skills, teamwork, etc.) ― Interpersonal skills (e.g. self-discipline, enthusiasm, perseverance, self-motivation, etc.) ― Global citizenship (e.g. tolerance, openness, respect for diversity, intercultural understanding, etc.) ― Media and information literacy, such as the ability to locate and access information, as well as being able to analyse and evaluate media content