Common use of Social Inclusion Clause in Contracts

Social Inclusion. ‌ The College is committed to widening access to further and higher education, particularly for those who face additional barriers to achieving success in education and training. We are the largest contributor to providing meaningful positive destinations for school leavers from Scottish Index of Multiple Deprivation (SIMD) Deciles 1 to 4 (MD10 – MD40) in the Borders. To progress our commitment to social inclusion we have a wide range of employability and access programmes and have introduced an approach to admissions that seeks to offer appropriate places at college to all who wish to study. We will continue to work closely with all the Borders Secondary Schools to ensure that there is a coherent and progressive programme of vocational education in the Senior Phase, which helps to keep all young people engaged with their education and opening up their aspirations for future careers. For those Senior Phase pupils most at risk of disengaging, including those from our most deprived areas and those who are looked after young people, we work with the support of the Xxxxxxxxx Educational Trust. This provides mentoring support during their participation in the Borders College Schools Academy and then assisting them to make a successful transition to College (The Borders Young Talent Programme). We are committed to providing opportunities for school leavers and other residents from the more deprived postcode areas. In 2016/17, the percentage of all College activity delivered to people from MD10 areas marginally increased at 3.5% and again to 3.8% in 2017/18. With the publication of SIMD 2016, the number of MD10 classified postcode areas within the Borders Region diminished. However, the SIMD is limited as a measure of disadvantage. For example, the Scottish Borders has the lowest level of weekly wage of the 32 local authority areas and research undertaken nationally on child poverty indicated that the Borders was now 8th out of 32 areas, i.e. one out of four children in the area were living in poverty. Despite us providing transport from isolated areas, the distances and infrequency of this often presents an additional challenge for our most vulnerable to access learning. One of the most significant challenges we have is the lack of articulation opportunities for Borders students. It is difficult to reach articulation agreements with universities because of the low numbers involved in each curriculum area. It is also challenging for the College to sustain HE provision to HND level given the small numbers involved in some curriculum areas. The College is a member of the Regional Learner Passport Steering Group, which has been created in response to the report from the Commission for Widening Access. We will actively engage in the two work streams of curriculum pathways and admissions and referrals to improve the flexibility and opportunities of routes to degrees for our students. The need for upskilling and provision of higher-level education in the region is essential to build ambition within current communities and deliver on the national and local priority of inclusive economic growth. Outputs for 2019/20

Social Inclusion. ‌ The College is committed to widening access to further and higher education, particularly for those who face additional barriers to achieving success in education and training. We are the largest contributor to providing meaningful positive destinations for school leavers from SIMD (Scottish Index of Multiple Deprivation (SIMDDeprivation) Deciles 1 to 4 (MD10 – MD40) in the Borders. To progress our commitment to social inclusion we have a wide range of employability and access programmes and have introduced an approach to admissions that seeks to offer appropriate places at college to all who wish to study. We will continue to work closely with all the Borders Secondary Schools to ensure that there is a coherent and progressive programme of vocational education in the Senior Phase, which Phase that helps to keep all young people engaged with their education and opening up their aspirations for future careers. For With those Senior Phase pupils most at risk of disengaging, including those from our most deprived areas and those who are looked after young people, we work with the support of the Xxxxxxxxx Educational Trust. This provides Trust to provide mentoring support during in their participation in the Borders College Schools Academy and then final year of school, assisting them to make a successful transition to College (The Borders Young Talent Programme). We are committed to providing opportunities for school leavers and other residents from the more deprived postcode areas. In 2016/172015/16, 3.3% of school leavers enrolling at the College came from the 10% most deprived postcode areas in Scotland (MD10). In 2016/17 the percentage of College activity marginally increased at 3.5% of all College activity delivered to people from MD10 areas marginally increased at 3.5% and again to 3.8% in 2017/18areas. With the publication of SIMD 2016, SIMD2016 the number of MD10 classified postcode areas within the Borders Region diminished. However, it should also be noted that the SIMD is limited as a measure of disadvantage. For example, the Scottish Borders has the lowest level of weekly wage of the 32 local authority areas and recent research undertaken nationally on child poverty indicated that the Borders was now 8th out of 32 areas, i.e. one out of four children in the area were living in poverty. Despite us providing transport from isolated areas, the distances and infrequency of this often presents an additional challenge for our most vulnerable to access learning. When motivation and confidence is low, the fact that one has to rise early to attend college, or that if the bus is missed there is no other accessible way to college presents an additional barrier. One of the most significant challenges we have is the lack of articulation opportunities for Borders students. It is difficult to reach articulation agreements with universities because of the low numbers involved in each curriculum area. It is also challenging for the College to sustain HE provision to HND level given the small numbers involved in some curriculum areas. The College is a member of the Regional Learner Passport Steering Group, which has been created in response to the report from the Commission for Widening Access. We will actively engage in the two work streams of curriculum pathways and admissions and referrals to improve the flexibility and opportunities of routes to degrees for our students. The need for upskilling and provision of higher-higher level education in the region is essential to build ambition within current communities and deliver on the national and local priority of inclusive economic growth. Outputs for 2019/202018/19

Social Inclusion. ‌ The College is committed to widening access to further and higher education, particularly for those who face additional barriers to achieving success in education and training. We are the largest contributor to providing meaningful positive destinations for school leavers from SIMD (Scottish Index of Multiple Deprivation (SIMDDeprivation) Deciles 1 to 4 (MD10 – MD40) in the Borders. To progress our commitment to social inclusion we have a wide range of employability and access programmes and have introduced an approach to admissions that seeks to offer appropriate places at college to all who wish to study. We will continue to work closely with all the Borders Secondary Schools to ensure that there is a coherent and progressive programme of vocational education in the Senior Phase, which Phase that helps to keep all young people engaged with their education and opening up their aspirations for future careers. For With those Senior Phase pupils most at risk of disengaging, including those from our most deprived areas and those who are looked after young people, we work with the support of the Xxxxxxxxx Educational Trust. This provides Trust to provide mentoring support during in their participation in the Borders College Schools Academy and then final year of school, assisting them to make a successful transition to College (The Borders Young Talent Programme). We are committed to providing opportunities for school leavers and other residents from the more deprived postcode areas. In 2016/172015/16, 3.3% of school leavers enrolling at the College came from the 10% most deprived postcode areas in Scotland (MD10). In 2016/17 the percentage of College activity marginally increased at 3.5% of all College activity delivered to people from MD10 areas marginally increased at 3.5% and again to 3.8% in 2017/18areas. With the publication of SIMD 2016, SIMD2016 the number of MD10 classified postcode areas within the Borders Region diminished. However, it should also be noted that the SIMD is limited as a measure of disadvantage. For example, the Scottish Borders has the lowest level of weekly wage of the 32 local authority areas and recent research undertaken nationally on child poverty indicated that the Borders was now 8th out of 32 areas, i.e. one out of four children in the area were living in poverty. Despite us providing transport from isolated areas, the distances and infrequency of this often presents an additional challenge for our most vulnerable to access learning. When motivation and confidence is low, the fact that one has to rise early to attend college, or that if the bus is missed there is no other accessible way to college presents an additional barrier. One of the most significant challenges we have is the lack of articulation opportunities for Borders students. It is difficult to reach articulation agreements with universities because of the low numbers involved in each curriculum area. It is also challenging for the College to sustain HE provision to HND level given the small numbers involved in some curriculum areas. The College is a member of the Regional Learner Passport Steering Group, which has been created in response to the report from the Commission for Widening Access. We will actively engage in the two work streams of curriculum pathways and admissions and referrals to improve the flexibility and opportunities of routes to degrees for our students. The need for upskilling and provision of higher-higher level education in the region is essential to build ambition within current communities and deliver on the national and local priority of inclusive economic growth. Outputs for 2019/202018/19