Developing the Young Workforce Sample Clauses

Developing the Young Workforce. ‌ In response to Developing the Young Workforce, we have extended partnerships with community learning and development and local schools, particularly in relation to Rural Skills. These part-time courses offers progression to our full-time NC Rural Skills Course. This has greatly supported student transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways for senior phase pupils in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response...
Sample 1See All (6)
AutoNDA by SimpleDocs
Developing the Young Workforce. ‌ The College has a well-established partnership agreement with Scottish Borders Council’s Education Department for the delivery of course provision for the 9 Secondary schools and Wilton Centre. The College has provided a range of both vocational and academic subjects which enables pupils to develop their employability skills and gain qualifications. The subject areas range from Higher Psychology, construction, motor vehicle, childcare, sport, personal presentation, horticulture and rural skills. There were 574 Senior Phase enrolments in 2016/17. In total, the College had 1889 CREDITs of activity in 2016/17 inclusive of provision for winter and summer leavers. The College is a partner of the South East Scotland Academies Programme (SESAP) with Xxxxx Xxxxxxxx University and Edinburgh College and offers the Health and Social Care and Creative Industries academies. The academies enable pupils to attend college for part of a qualification with some attendance at the University and also a short work placement. The main purpose of the academies is to shorten the learner journey to college or university. There are 31 pupils enrolled across the 2 academies this year. This is a significant reduction on the previous years as a consequence of the reduction in funding available to the local authority, particularly for transport for the pupils to the University. The School/College partnership was reviewed and rebranded Borders College Schools Academy in 2015/16 and the offer of vocational programmes will continue to expand through to 2018, with several new courses delivered to school pupils. The school timetables are aligned to an asymmetric week, with college courses included within the column structure. This enables pupils to select the courses as part of their timetable, particularly a Tuesday and Thursday afternoon. Details of the range of programmes offered and the schools involved are detailed in the table below. Schools Academy Programme 2018/19 Enrols Target SCQF Level Health and Social Care QMU Academy - 1 - Schools Link 14 6 Health and Social Care - Nat 5 - Schools Link 18 5 Foundation Apprenticeship - NPA Social Services and Healthcare - Schools Link 12 6 Foundation Apprenticeship - NPA SS Children & Young People YR1 - Schools Link 12 6 Foundation Apprenticeship - NPA SS Children & Young People YR2 - Schools Link 8 6 NPA : Journalism - Schools Link 12 6 NPA Laboratory Science 12 6 NPA Software Development Schools Academy - Schools Link 12 6 NQ Computing Sci...
Sample 1See All (4)
Developing the Young Workforce. In support of the Developing the Young Workforce strategy, we have developed partnerships with community learning and development and local schools. This has greatly supported students in transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee. Our new Forest Awards will specifically target school pupils across Scotland. The awards are being piloted at level 3 with S2/3 pupils at local high schools. We currently offer a Preparation for FE course at Level 4. We are now exploring offering the course at Level 5 for delivery to local schools. We are also exploring apprenticeships with local employers in relation to Forest College programme.
Sample 1
Developing the Young Workforce. It is recognised that the manifestation of the Wood Commission in the form of “
Sample 1
Developing the Young Workforce. The Developing the Young Workforce (DYW) implementation programme is a seven year long programme to deliver the policy agenda of the Scottish Government in relation to increasing the employment prospects of the young workforce. DYW recommendations are clear for colleges. The main aim is to ensure that all young people have the opportunity to engage in purposeful and directly work related learning while at school, building on the strong school-college partnerships that already exist across the country. The challenge is to extend that offer to all young people, and to create a climate where young people, their parents, teachers and practitioners value – and demand – a range of routes into good jobs and careers, whether that is through our universities, colleges, apprenticeships or training provision. Colleges, as Scotland’s primary providers of vocational education, will have a central role in supporting delivery of this national programme. A genuine, long-term partnership approach between schools, colleges, training providers, employers, parents and young people themselves is central to the success of this agenda. It is only through a partnership approach we will widen the range of options available to young people and support them to make the most appropriate choices for their futures. Our objective is a world-class system of vocational education, in which colleges work with schools and employers to deliver learning that is directly relevant to getting a job, as a mainstream option for all pupils in the senior phase of secondary school. The Regional Outcome Agreement guidance sets specific targets for colleges in relation to delivering DYW. These themes include:  Young people able to access more vocational options during the senior phase of secondary school, which deliver routes into good jobs and careers, developed through effective partnership between schools, colleges, local authorities and other partners  Improving opportunities and experiences for all learners, with a focus on reducing gender imbalance on course take-up  Provision aligned with economic needs and regional planning, with a focus on STEM where appropriate  Further developing college outcome agreements to underpin improvements and measure progress  Modern Apprenticeships focused on higher level skills and industry needs  More employers engaging with education and recruiting more young people  Advancing Equalities The three Glasgow colleges are working closely with local authority p...
Sample 1
Developing the Young Workforce. Scotland’s Youth Employment Strategy The Dundee and Xxxxx Xxxxxxxxxx the Young Workforce Team were appointed in June 2016 to support the implementation of the Scottish Government’s Youth Employment Strategy. Developing the Young Workforce - Scotland's Youth Employment Strategy, published on 17th December 2014, sets out how the Scottish Government will implement the recommendations from the Commission for Developing Scotland's Young Workforce, established in response to recommendations from Xxx Xxx Xxxx to drive the creation of a world class vocational educational system to reduce youth unemployment by 40% by 2021. The College welcomed publication of the report and strategy and has played a key role in supporting the creation of the local DYW Board to lead developments and create an environment where all of the young people within our region have clear, effective and innovative opportunities to develop the skills, ethos and understanding necessary to attain positive careers and impact on local economic growth. The vision and key objective of the DYW board (supported fully by the College) is as follows.
Sample 1
Developing the Young Workforce. Developing the Young Workforce (DYW)
Sample 1
AutoNDA by SimpleDocs
Developing the Young Workforce. ‌ In meeting the ambitions outlined in Developing the Young Workforce: Scotland’s Youth Employment Strategy (2014), Fife College has worked with a number of strategic partners to create capacity, focus and regional coherence to developing the young workforce in Fife. This multi-agency approach reflects a range of positive, long-established and pro-active strategic relationships. Fife Council, Fife College, SDS, local employer groups and the Fife Chamber of Commerce are all well represented on strategic planning groups, all of which are working towards a shared common goal of reducing Scotland’s youth unemployment by 40% by 2021. In order to meet this ambitious target, all strategic partners seek to work together to develop meaningful and wide ranging partnerships with the Industries central to the Fife Economy. There is a positive focus amongst strategic leaders in developing a successful local economy, increasing employment for young people, and streamlining pathways and partnerships for the benefit of all. A significant amount of groundwork has been carried out over the last two years to identify what needs to be done in response to Developing the Young Workforce (DYW) and to establish ways of reducing higher than Scottish average levels of youth unemployment in Fife. In June 2015, Fife became the third Scottish region to establish a DYW Regional Group, with representation from key education and training agencies, SDS and local employers. This group has incorporated the function of the previously established Fife Invest in Young People Group, and over the three year funding period, will integrate the strands of the Opportunities Fife Partnership, which focuses specifically on developing a skilled workforce for the future by tackling barriers to employability, and that of the Fife Economy Partnership, which has responsibility for wider economic development in Fife and draws the majority of its membership from private sector employers. The remit of the Regional Group is to promote productive links between education providers and employers, including the large number of SMEs and micro-businesses in the region. DYW Board Opportunities
Sample 1
Developing the Young Workforce widening access and opportunity: The UHI work -based learning hub is co-ordinating activity across the partnership developing work-based learning relating to Developing the Young Workforce. The university partnership has been awarded funding from SDS for further development of Foundation Apprenticeships for senior phase school provision and Graduate Level Apprenticeships. Within both of these programmes, we have a commitment to promoting equality and widening access. Activities around widening access include: • A planned programme of communication with schools to raise awareness, using our existing marketing and liaison channels and including key partners such as CITB, ICE and CECA. • Support for all on an individual basis to ensure they receive the necessary assistance to achieve their potential. Within this approach, particular attention will be given to any apprentices from under-represented groups and those with protected characteristics to ensure that any potential barriers are identified and addressed. • Additionally, academic partners are able to offer a wide range of support including study strategies and assessment support, scribes, assistive technology equipment, support for dyslexia and visual impairment, reasonable adjustments, flexible working/learning arrangements and support for care-experienced students. Academic partners will also work with employers to ensure appropriate support is provided throughout FA learning, not just in college-led areas. • Our current provision follows a block release pattern, which ensures apprentices from more rural locations can access the relevant underpinning knowledge. With the development of online materials, the programmes will be more accessible for apprentices from across the region and beyond. • The Graduate Level Apprenticeships will provide a natural progression pathway from related work-based learning subject areas available in both school senior phase and FE through relevant Foundation and Modern Apprenticeship programmes. This is evidenced by the fact that the two cohorts of Civil Engineering GLAs recruited so far had all previously completed the related MA. We are committed to working closely with the DYW industry-led groups within our region. Currently, boards have been established in: • Argyll and Bute • Inverness & Central Highland • Moray • North Highland • Perth and Kinross • West Highland The formation of these boards will help to ensure employer engagement in course and curriculum developmen...
Sample 1

Related to Developing the Young Workforce

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 76 technical training events were offered in the second half of 2015. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 57 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Workforce A. The Contractor shall employ only orderly and competent workers, skilled in the performance of the services which they will perform under the Contract.

  • DEVELOPMENT OR ASSISTANCE IN DEVELOPMENT OF SPECIFICATIONS REQUIREMENTS/ STATEMENTS OF WORK Firms and/or individuals that assisted in the development or drafting of the specifications, requirements, statements of work, or solicitation documents contained herein are excluded from competing for this solicitation. This shall not be applicable to firms and/or individuals providing responses to a publicly posted Request for Information (RFI) associated with a solicitation.

  • COMMERCIAL REUSE OF SERVICES The member or user herein agrees not to replicate, duplicate, copy, trade, sell, resell nor exploit for any commercial reason any part, use of, or access to 's sites.

  • Project Team Cooperation Partnering 1.1.3 Constitutional Principles Applicable to State Public Works Projects.

  • Employability Executive acknowledges (i) that Executive has sufficient abilities and talents to be able to obtain, upon the termination of Executive’s employment, comparable employment from another business while fully honoring and complying with the above covenants concerning confidential information and contacts with the Company’s or any of its Affiliates’ customers or employees, and (ii) the importance to the Company and its Affiliates of the above covenants. Accordingly, for a period of one (1) year following the termination of Executive’s employment with the Company and upon the Company’s reasonable request of Executive, Executive shall advise the Company of the identity of Executive’s new employer and shall provide a general description, in reasonable detail, of Executive’s new duties and responsibilities sufficient to inform the Company of its need to request a court order to enforce the above covenants.

  • Sustainable Development 4.1 The Authority will review the Contractor’s Sustainable Development Policy Statement and Sustainable Development Plan submitted by the Contractor in accordance with the Schedule (Sustainable Development Requirements) and then at least annually thereafter.

  • Research, Science and Technology Cooperation 1. The aims of cooperation in research, science and technology, carried out in the mutual interest of the Parties and in compliance with their policies, will be: (a) to build on existing agreements already in place for cooperation on research, science and technology; (b) to encourage, where appropriate, government agencies, research institutions, universities, private companies and other research organizations in the Parties to conclude direct arrangements in support of cooperative activities, programs or projects within the framework of this Agreement, specially related to trade and commerce; and (c) to focus cooperative activities towards sectors where mutual and complementary interests exist, with special emphasis on information and communication technologies and software development to facilitate trade between the Parties. 2. The Parties will encourage and facilitate, as appropriate, the following activities including, but not limited to:

  • Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.

  • Collaboration We believe joint effort toward common goals achieves trust and produces greater impact for L.A. County’s youngest children and their families.

Time is Money Join Law Insider Premium to draft better contracts faster.