Common use of Widening participation and outreach activities Clause in Contracts

Widening participation and outreach activities. In supporting the transition to a system of tuition fees and bursaries, the University will draw on its positive experiences of widening participation in a regional context. The University will seek to maintain its extensive commitment to widening participation in the North East region by continuing to encourage the engagement of students from socially disadvantaged and low participation areas in further and higher education by maintaining current levels of activity. A table summarising existing widening participation activities is attached at Appendix 1. In addition to the existing activities listed in Appendix 1 the University will: • Introduce a range of additional student activities to add to the current range of pre-entry activity (‘Passport’ transition events) • Incorporate information, advice and guidance relating to fees, bursaries and scholarships into all existing pre-entry Passport and transition events. • Offer to at least 50% of major feeder institutions the opportunity to select from a range of student funding interventions to be delivered off-site. An important element of the existing widening participation strategy is through the engagement of adults, and particularly those adults seeking to enter, re-enter or progress within the labour market and whom are disadvantaged in doing so by previous low levels of formal educational attainment. This is particularly important in the North East region due to the region’s long history of chronic under-achievement and low staying-on rates. Existing activities in this area include, inter alia: • the funding of outreach workers; • flexible degree entry routes which acknowledge XXXX and provide individualised guidance and routes. In addition to these and to support widening access for mature students the University will: • increase the funded programme of on- campus activities to which potential adult learners are recruited (culminating in a programme of short courses under the ‘Summer College’ and ‘Summer University’ banners); • develop an ‘Adult Passport’ scheme for Access students; The University recognises the value of students from underrepresented groups in encouraging the aspirations and developing the intentions of others from their communities. This is recognised by the use of these students as role models and mentors in the University’s extensive outreach work. The University also recognises that these students often face a greater task in managing a successful transition into Higher Education. This is particularly the case with those from backgrounds where there is little or no history of previous participation. The University therefore plans to introduce the new role of ‘Student Support Officer’ – as a result of which it will appoint individuals who will work to support students in managing the transition from initial application into and through Higher Education. These new appointments will develop existing good practice in order to reinforce a positive experience of Higher Education and will ensure that the University remains aware of, and responsive to, the particular needs of students from non-traditional backgrounds. The University has a mature strategic partnership (‘The University of Teesside Partnership’) with all six FECs and all six Sixth Form colleges in the Tees Valley, along with two neighbouring County Durham FECs, Derwentside and Xxxxxx Auckland. In addition to working together as ‘core’ partners in progression activities, we are jointly seeking to widen access by the development of ‘distributed HE learning centres’ within college premises to provide accessible ‘first step’ HE in the form of a range of UCPDs1, Higher National Certificates and Diplomas and a growing number of Foundation Degrees. There are more than 1300 students currently studying within the partnership and the planned growth is underpinned by successful Foundation Degree ASN bids in 2002/3 and 2003/4 which has allocated 1326 FTE places to the Partnership. We anticipate giving reality to the ‘distributed learning ‘ concept by creating “University Centres” as part of Darlington College’s new building programme and Hartlepool College of Further Education’s campus refurbishment through a successful Strategic Development Fund bid to HEFCE. We have evidence that this strategy is widening participation, both in encouraging less confident students to benefit from the more secure and accessible environment of their local FE college as well as our growing ability to reach into sectors and the workforce in those sectors who have not previously been offered HE progression pathways, via Foundation Degrees. 1 University Certificate in Professional Development, normally 20 credits at HE Level One The University of Teesside has played a leading role in the development of a Regional Lifelong Learning Network for the North East Region. In targeting ‘young people and adults in the workforce’ we aim to widen participation to vocationally qualified employees and to those employees whose knowledge and skills have been developed in the workplace but are not formally accredited. The LLN envisages significant infrastructural developments to access and vocational higher education pathway opportunities which are supported by employers and underpinned by timely information, advice and guidance.

Widening participation and outreach activities. In supporting Throughout the transition to a system first two years of tuition fees and bursaries, the Access Agreement the University will draw on has successfully maintained its positive experiences of widening participation in a regional context. The University will seek to maintain its extensive commitment to widening participation in the North East region position by continuing to encourage the engagement of students from socially disadvantaged and low participation areas in further and higher education by maintaining current levels education. Appendix 1 outlines the activities and initiatives the University is delivering as part of activityits ongoing commitment to widening participation. A table summarising existing widening participation This comprehensive range of activities is attached at Appendix 1. In now includes the outreach work described in the previous Access Agreement in addition to the existing activities listed in Appendix 1 the University will: • Introduce a range of additional student activities to add to the current range extensive on-campus programme of pre-entry activity (‘Passport’ transition events) • Incorporate events which include information, advice and guidance relating to on tuition fees, bursaries and scholarships into all existing scholarships. The pre-entry Passport and transition events. • Offer to at least 50% activities of major feeder institutions the opportunity to select from a University also reflect the increased range of student funding interventions widening participation activity relating to be delivered off-siteprogression through the workplace. An important element The University has established a Workforce Development Centre to meet this particular aspect of the existing widening participation strategy is through the engagement of adults, and particularly those adults seeking to enter, re-enter or progress within the labour market and whom are disadvantaged in doing so by previous low levels of formal educational attainment. This is particularly important in the North East region due to the regionuniversity’s long history of chronic under-achievement and low staying-on rates. Existing activities in this area include, inter alia: • the funding of outreach workers; • flexible degree entry routes which acknowledge XXXX and provide individualised guidance and routes. In addition to these and to support widening access for mature students the University will: • increase the funded programme of on- campus activities to which potential adult learners are recruited (culminating in a programme of short courses under the ‘Summer College’ and ‘Summer University’ banners); • develop an ‘Adult Passport’ scheme for Access students; The University recognises the value of students from underrepresented groups in encouraging the aspirations and developing the intentions of others from their communities. This is recognised by the use of these students as role models and mentors in the University’s extensive outreach work. The Summer University also recognises that these students often face a greater task Programme, which continues to engage adult learners in managing higher education, neatly dovetails into the Adult Passport Scheme to support adult learners transition to higher education. The Student Support Officers have developed best practice to ensure a successful transition into Higher Educationfor groups of students currently underrepresented in higher education. This is particularly the case with those from backgrounds where there is little or no history of previous participation. The University therefore plans to introduce the new role of ‘Student Support Officer’ – as a result of which it will appoint individuals who will work to support students in managing the transition from initial application into and through Higher Education. These new appointments will develop existing good practice in order to reinforce a positive experience of Higher Education and will ensure ensures that the University remains aware of, and responsive to, the particular needs of students from non-traditional backgrounds. The University has a mature strategic partnership (‘The in the University of Teesside Partnership’) with all six FECs Partnership and all six Sixth Form colleges sees this partnership as central to widening participation in the Tees Valley, along with two neighbouring County Durham FECs, Derwentside and Xxxxxx Aucklandregion. In addition to working together as ‘core’ partners in progression activities, we are jointly seeking to widen access by the The development of ‘distributed HE learning centres’ within college premises to provide partner colleges provides an accessible ‘first step’ into HE in the form of a range of UCPDs1, Higher National Certificates and Diplomas and a growing number of Foundation Degrees. There are more than 1300 students currently studying within the partnership and the planned growth is underpinned by successful Foundation Degree ASN bids in 2002/3 and 2003/4 which has allocated 1326 FTE places to the Partnership. We anticipate giving reality to the ‘distributed learning ‘ concept by creating through our “University Centres” as part of in Darlington College’s new building programme and Hartlepool College of Further Education’s campus refurbishment through a successful Strategic Development Fund bid to HEFCEMiddlesbrough. We have evidence that this strategy is widening participation, both in encouraging less confident students to benefit from the more secure and accessible environment of their local FE college as well as our growing ability to reach into sectors and the workforce in those sectors who have not previously been offered HE progression pathways, via Foundation Degrees. 1 University Certificate in Professional Development, normally 20 credits at HE Level One The University of Teesside has played a leading role in is fully engaged with the development work of a the Regional Lifelong Learning Network for the North East Region. In Region(North East Higher Skills Network) and the Pathfinder High Level Skills Project and through targeting ‘young people and adults in the workforce’ we aim to widen participation to vocationally qualified employees and to those employees whose knowledge and skills have been developed in the workplace but are not formally accredited. The LLN envisages significant infrastructural developments to access and vocational higher education pathway opportunities which are supported by employers and underpinned by timely information, advice and guidance.

Widening participation and outreach activities. In supporting Throughout the transition to a system first four years of tuition fees and bursaries, the Access Agreement the University will draw on has successfully maintained its positive experiences of widening participation in a regional context. The University will seek to maintain its extensive commitment to widening participation in the North East region position by continuing to encourage the engagement of students from socially disadvantaged and low participation areas in further and higher education by maintaining current levels education. Appendix 1 outlines the activities and initiatives the University is delivering as part of activityits ongoing commitment to widening participation. A table summarising existing widening participation This comprehensive range of activities is attached at Appendix 1. In now includes the outreach work described in the previous Access Agreements in addition to the existing activities listed in Appendix 1 the University will: • Introduce a range of additional student activities to add to the current range extensive on-campus programme of pre-entry activity (‘Passport’ transition events) • Incorporate events which include information, advice and guidance relating to on tuition fees, bursaries and scholarships into all existing scholarships. The pre-entry Passport and transition events. • Offer to at least 50% activities of major feeder institutions the opportunity to select from a University also reflect the increased range of student funding interventions widening participation activity relating to be delivered off-siteprogression through the workplace. An important element The University has established a Workforce Development Centre to meet this particular aspect of the existing widening participation strategy is through the engagement of adults, and particularly those adults seeking to enter, re-enter or progress within the labour market and whom are disadvantaged in doing so by previous low levels of formal educational attainment. This is particularly important in the North East region due to the region’s long history of chronic under-achievement and low staying-on rates. Existing activities in this area include, inter alia: • the funding of outreach workers; • flexible degree entry routes which acknowledge XXXX and provide individualised guidance and routes. In addition to these and to support widening access for mature students the University will: • increase the funded programme of on- campus activities to which potential adult learners are recruited (culminating in a programme of short courses under the ‘Summer College’ and ‘Summer University’ banners); • develop an ‘Adult Passport’ scheme for Access students; The University recognises the value of students from underrepresented groups in encouraging the aspirations and developing the intentions of others from their communities. This is recognised by the use of these students as role models and mentors in the University’s extensive outreach university‟s work. The Summer University also recognises that these students often face a greater task Programme, which continues to engage adult learners in managing higher education, neatly dovetails into the Adult Passport Scheme to support adult learners transition to higher education. The Student Support Officers have developed best practice to ensure a successful transition into Higher Educationfor groups of students currently underrepresented in higher education. This is particularly the case with those from backgrounds where there is little or no history of previous participation. The University therefore plans to introduce the new role of ‘Student Support Officer’ – as a result of which it will appoint individuals who will work to support students in managing the transition from initial application into and through Higher Education. These new appointments will develop existing good practice in order to reinforce a positive experience of Higher Education and will ensure ensures that the University remains aware of, and responsive to, the particular needs of students from non-traditional backgrounds. The University has a mature strategic partnership (‘The University of Teesside Partnership’) with all six FECs and all six Sixth Form colleges in the Tees Valley, along with two neighbouring County Durham FECs, Derwentside Teesside University Partnership and Xxxxxx Aucklandsees this partnership as central to widening participation in the region. In addition to working together as ‘core’ partners in progression activities, we are jointly seeking to widen access by the The development of ‘„distributed HE learning centres’ centres‟ within college premises to provide partner colleges provides an accessible ‘„first step’ step‟ into HE in the form of a range of UCPDs1, Higher National Certificates and Diplomas and a growing number of Foundation Degrees. There are more than 1300 students currently studying within the partnership and the planned growth is underpinned by successful Foundation Degree ASN bids in 2002/3 and 2003/4 which has allocated 1326 FTE places to the Partnership. We anticipate giving reality to the ‘distributed learning ‘ concept by creating through our “University Centres” as part of in Darlington College’s new building programme and Hartlepool College of Further Education’s campus refurbishment through a successful Strategic Development Fund bid to HEFCEMiddlesbrough. We have evidence that this strategy is widening participation, both in encouraging less confident students to benefit from the more secure and accessible environment of their local FE college as well as our growing ability to reach into sectors and such as the workforce in those sectors who where progression opportunities have not previously been offered HE progression pathways, via Foundation Degrees. 1 University Certificate in Professional Development, normally 20 credits at HE Level One The University of Teesside has played a leading role in made available through the development of a foundation degrees. Teesside University has been fully engaged with the work of the Regional Lifelong Learning Network for the North East RegionRegion (North East Higher Skills Network) and the Pathfinder High Level Skills Project. In targeting ‘young people and adults in the workforce’ we aim It will continue this work to widen participation increase access to higher education for vocationally qualified employees and to for those employees whose knowledge and skills have been developed in the workplace but are not formally accredited. The LLN envisages significant infrastructural developments to access and vocational higher education pathway opportunities which are supported by employers and underpinned by timely information, advice and guidance.