Introduction and Context Sample Clauses

Introduction and Context. 1.1 This relationship agreement aims to provide a clear reference for both the University and the Students’ Union, and outlines the basis for the relationship between the two and the principles under which they both will operate. 1.2 The relationship agreement takes into account the Governing Body’s legal requirement under the Education Xxx 0000 to ensure that a Students’ Union should be established that ‘operates in a fair and democratic matter and is accountable for its finances’. It draws upon the March 2011 NUS ‘Good Governance’ project which identified key principles that underpin excellent working relationships between Students’ unions and higher education institutions which were endorsed by Universities UK, the Committee of University Chairs and GuildHE; and HEFCW Circular W14/06HE Revised guidance on good practice in funding of effective, democratic student union, and student representation. 1.3 The University recognises that the Students’ Union is an important partner and plays a key role in enhancing the student experience.

Introduction and Context. Access Agreement

Introduction and Context. 1.1 The merger of Laban and Trinity College of Music on 1st August 2005 established Trinity Laban as the United Kingdom’s first dedicated conservatoire for music and dance. Trinity Laban provides specialist HE performance training to students aspiring to careers as performers, choreographers and composers across the broad range of professional opportunities open to musicians and dancers. Its combined student number is around 900 students of whom approximately two-thirds are undergraduates. 1.3 Building on the long-standing commitment of its legacy institutions to widening participation in professional performance training, Trinity Laban has adopted core aims: ▪ to promote and enable access to HE music and dance training for those with the potential to achieve successful careers as performing musicians, dancers, composers and choreographers, based on attention to individual student ambitions and aptitudes and a strong commitment to equality of opportunity; ▪ to facilitate progression, particularly from groups currently under-represented in HE performance training and employment, through: provision of its own pre-HE training for young people; structured links with FECs, local authority arts and education services; and extensive schools outreach and curricular support activity. 1.4 This access agreement, which covers all of Trinity Laban’s undergraduate degree programmes, sets out how variable fee income will be used to support these goals and to address financial hardship faced by individual students. Trinity Laban will make every practicable effort to ensure that no student is prevented from taking up a place or successfully completing his or her studies on grounds of financial need. 1.5 The agreement has been prepared to cover the period 1st August 2006 to 31st July 2011, but will be subject to annual review and may be amended in the light of ongoing performance against access targets. The current approved version will always be available via the institution’s website and other documents will refer readers to this source or to available hard copies.

Introduction and Context. 1.1 The Vision is to play a role in building communities that are reassured by low levels of crime and environmental nuisance, by a strong sense of belonging and by a positive identity where diversity is valued and there is a strong sense of respect within and between communities. 1.2 The Aim is for partners to use the agreement as a mechanism for harnessing the collective skills, knowledge and activity in the County to create safer and stronger communities and to secure improved outcomes for the people of Cumbria. Community cohesion will improve as a result of tackling crime, environmental issues and securing greater involvement of local people, particularly those in our most disadvantaged neighbourhoods.

Introduction and Context. Please provide a brief summary description your organizations’ role in participating in the ENJF initiative. Include overview of organizational work, programs, and initiatives. (1-2 paragraphs)

Introduction and Context. 1.1 This Relationship Agreement aims to provide a clear and concise account of the relationship between Xxxxxxx Xxxxx Conservatoire of Music and Dance and Trinity Laban Conservatoire of Music and Dance’s Students’ Union (TLSU) and outlines the basis for the relationship between the two parties and the principles under which they both shall operate. 1.2 The Relationship Agreement takes account of the legal requirement on the Conservatoire in the Education Act 1994 to ensure that the Students’ Union operates in a fair and democratic manner and the registered charity status of Trinity Laban. It draws on the March 2011 Guide for members of Higher Education Governing Bodies: Supplementary guide regarding the role of university governing bodies in relation to students’ unions and HEFCW Circular W12/09HE Guidance on good practice in funding of effective, democratic student unions, and student representation issues dated 28 March 2012 and complements the 2018 Student Charter.

Introduction and Context. 1.1 A planning performance agreement (PPA) is a project management tool which the local planning authorities and applicants can use to agree timescales, actions and resources for handling particular applications. It should cover the pre-application and application stages but may also extend through to the post- application stage, such as the discharge of planning conditions. 1.2 They can be particularly useful in setting out an efficient and transparent process for determining large and/or complex planning applications. They encourage joint working between the applicant and local planning authority and can also help to bring together other parties such as statutory consultees. A PPA is agreed voluntarily between the applicant and the local planning authority prior to the application being submitted and can be a useful focus of pre-application discussions about the issues that will need to be addressed. 1.3 They allow for both the developer and the local planning authority to agree a project plan and programme which will include the appropriate resources necessary to determine the planning application or pre-application master planning within a defined timetable.

Introduction and Context. Achieving an inclusive labour market is a multi-faceted challenge and a key concern for European social partners. Employers’ and workers’ representatives at all levels, as well as social dialogue, have an important role to play to address this challenge. In the context of their European Social Dialogue Work Programmes for 2006-2008 and for 2009-2010, and on the basis of their Joint Labour Market Analysis, European social partners agreed to negotiate an autonomous framework agreement on “inclusive labour markets”. The challenging economic and social climate in which this framework agreement has been negotiated in 2008-2009 further strengthens the impetus for social partners to work together to promote inclusive labour markets, to maximise the full potential of Europe’s labour force and to increase employment rates and to improve job quality, including through training and skills development. Inclusion is also an important element of Europe’s response to long-term challenges, in particular demographic change, the shrinking working-age population and the sustainability of social protection systems. Inclusive labour markets are a way of taking advantage of new job opportunities such as those resulting from the ‘greening’ of the economy. The European social partners consider that an inclusive labour market is fundamental in terms of fostering economic development and social cohesion. The Framework Agreement is based on the principle that ensuring inclusive labour markets implies shared responsibilities of employers, individuals, workers, workers’ and employers’ representatives. The social partners are aware of the fact that achieving an inclusive labour market does not depend exclusively on their action. Public authorities and other actors have responsibilities in terms of ensuring that there is a framework which encourages and promotes inclusive labour markets. Inthis context, measures are also necessary, for example in terms of education and training, health, housing, transport, regional and local development. Annex 1 contains a non-exhaustive list of recommendations to public authorities and other actors. Synergies and partnerships need to be developed between different actors in order to increase the effectiveness of such measures. The European social partners furthermore highlight that, alongside this framework agreement, there exist several European legislative and non-legislative instruments of which the implementation and application is particularly rel...

Introduction and Context. The introduction of Agenda for Change (AfC) in 2004 was a significant achievement; bringing together several different pay arrangements into one overall structure underpinned by job evaluation. Whilst this structure has stood the test of time, NHS trade unions and employers have agreed on the need for changes to be made to modernise AfC in a number of areas. The agreement reached in England in 2013 was recognised by all parties as the start of a wider conversation on a refresh of AfC. At the November budget the Chancellor of the Exchequer reconfirmed the intention to end the 1 per cent basic pay policy, and announced that additional funding could be made available for a multi-year pay deal for AfC staff that would support productivity and recruitment and retention. This draft framework document sets out a proposed three-year agreement covering the years from 2018 to 2021. It sets out both the pay investment that will be made and the reforms that employers, NHS trade unions and the Department of Health and Social Care are agreeing to implement over the period of the agreement and going forward. The key objectives in the discussions leading to the details set out in this framework agreement document have been to: • support the attraction and recruitment of staff by increasing starting pay in every pay band • support the retention of staff by increasing basic pay for the 50 per cent of staff who are at the top of pay bands and speeding up progression to the top of the pay band • increase staff engagement by putting appraisal and personal development at the heart of pay progression, so that staff are supported to develop their skills and competences in each pay band and are rewarded for this. This will help ensure that all staff have the appropriate knowledge and skills they need to carry out their roles, so make the greatest possible contribution to patient care. It will be underpinned by a commitment from employers to enhance the relationship line managers have with their staff and to fully utilise an effective appraisal process • ensure that the pay system can support the growing use of apprenticeships in the NHS • ensure that the pay system is supportive of new training pathways and that the health service can deliver on the aspiration to focus on ‘careers, not jobs’ as set out in the draft workforce strategy • map out future work that the NHS Staff Council will undertake to encourage consistency of approach to bank working (including how the service can b...