Right Learning in the Right Place Sample Clauses

Right Learning in the Right Place. 2014-15 was a period of significant expansion in the college’s portfolio of courses. 6 full-time courses and 1 part-time course were offered as detailed below: • 1 year full-time Access to Higher Education: Arts & Humanities • 1 year full-time Access to HE/NC: Celtic Studies • 1 year full-time HNC Social Sciences - Associate Student Programme with Xxxxx Xxxxxxxx University • 1 year full-time NC Rural Skills • 6 month full-time Preparation for FE Course • 16 week full-time NC Rural Skills, in partnership with Scotland’s Rural University College (SRUC) • 1 year part-time NC Rural Skills Course Total SFC funded activity delivered in session 2014-15 was 1,460 WSUMS. The college exceeded its activity target of 1,392 WSUMS by 68 WSUMS (5%). Full-time FE represented 100% of SUMS at the college in 2014-15. Almost all part- time provision was funded by other sources outwith SFC. Actual enrolments against targets for AY 2014-15 are shown below: Course Target Actual student Enrolments Completed Successfully Arts & Humanities 45 41 (91%) 67% HNC Social Sciences 10 18 (+180%) 78% NC Rural Skills 15 16 (106%) 94% HE/NC Celtic Studies 15 6 (40%) 100% Prep for FE 12 10 (84%) 80% This shows that recruitment for Celtic Studies pilot course did not reach target. This was due in part to a short lead in time between funding approval and course start date. The student age balance for 2012-15 was as follows: Age Proportion of learners 2012-13 2013-14 2014-15 Under 16 3% 0% 0% 16-19 16% 22% 28% 20-25 37% 27% 28% 26-40 27% 30% 22% 41 and over 17% 22% 23% The proportion of students aged 16-19 has increased and now matches the proportion aged 20-25, with these age groups representing more than half of all students. The remaining students are evenly split between 26-40 and the 41 and over age groups. The student gender balance for 2012-2015 was as follows: Gender Proportion of learners 2012-13 2013-14 2014-15 Male 62% 73% 60% Female 38% 27% 40% In each of the last three years, the majority of students at the college were male. In 2014-15 60% were male, the smallest majority in the last three years.
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Right Learning in the Right Place. Curriculum Review In line with the outcomes detailed in our 2014/2015 ROA a full curriculum review has been completed. The Curriculum review was set up to consider any significant changes within provision necessary to meet our objectives and was timed to ensure that any refinements and changes to the curriculum would be in in place for the start of the Academic session 2015/16. The review drew on a range of sources in order to provide a clear rationale for our curriculum offer. The Scottish Government’s Post-16 Education Bill, SFC’s Outcomes, our own ROA and analysis of the local economy, all helped to provide guidance and data. Our partner Local Councils and CPP planning was also influential, as was our detailed economic analysis supported by the labour market research provided by SFC and SDS in the form of the Regional Skills Assessment Equally important were our own discussions and consultation with local employers at departmental and Executive level and our own involvement in change projects in various sectors, for example the integration of health and social care. The review is largely focussed on the key subject areas of the curriculum with the assumption that the modernisation of learning and teaching will be running along as a parallel strand through the work of the Leading Learning Academy. The regional nature of the College curriculum and the opportunity offered by merger demanded that the offer is refreshed, improved and reshaped to meet the challenges of a changing economy. What do we know? There are certain broad parameters that drive the way our curriculum will develop, some of these are almost given and will be reflected in the curriculum of many colleges, some reflect changing Government policy and priorities and some are regional in nature:  The College will continue to offer local access to the broad range of curriculum currently on offer in our Arbroath and Dundee campuses.  The College will design and deliver the curriculum that meets the needs of the local, national and regional economies.  The College will prioritise active engagement with industry to establish demand and to ensure the validity and quality of programmes.  The College will continue to work with local schools, social work departments, local authorities, and other community planning partners to ensure that as many opportunities as possible are available to support the achievement of positive destinations under the auspices of the 16 plus learner choices guarantee.  ...
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Right Learning in the Right Place. The college offers a small range of provision which consists primarily of five full-time, FE level programmes. Total enrolments for the year are less than 100 learners, therefore care is required when interpreting percentages and trend data against national performance levels. The college activity level agreed with SFC as a target has increased year on year since 2012. However, each year the college has significantly delivered above this target as detailed in Table 1. Actual enrolments against targets for AY 2014-15: Course Target Actual student‌ Enrolments‌‌ Completed Successfully Arts & Humanities 45 41 (91%) 61% HNC Social Sciences 10 18 (+180%) 82% NC Rural Skills 15 16 (106%) 94% HE/NC Celtic Studies‌ 15 6 (40%) 100% Prep for FE 12 10 (84%) 80% . Over the last three years, early withdrawal rates in full-time FE programmes are slightly more than the national sector performance level. However, due to the small scale of provision, this represents one or two learners. Full-time FE further withdrawal rates have improved over the last three years, and are five percentage points lower than the 2013-2014 national sector performance level. Successful completion rates for full-time FE provision is 77%, eleven percentage points above the national sector performance level. There is an improving trend over the last three years. The full-time FE Access to Arts and Humanities programme (SCQF Level 6) aims to prepare and enable learners to progress to further study. The successful completion rate for this programme is low at 61%. However, of the number of learners who completed their programme successfully, 81% progressed to university; 7% onto a college programme and 8% entered employment. Overall, this progression rate is positive and in line with the aims of the programme. The college has recently introduced an HNC Social Sciences programme (SCQF Level 7) delivered in partnership with Xxxxx Xxxxxxxx University. This is the college’s only HE provision. The programme has a successful completion rate of 82% which is eleven percentage points above the national sector performance level. Fourteen learners completed the programme successfully and twelve progressed to study at a university. Recruitment for Celtic Studies pilot course did not reach target. This was due in part to a short lead in time between funding approval and course start date. Route Map for Students • Full-time Preparation for FE Course (SCQF Level 4) offers progression from community-based provision a...
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Right Learning in the Right Place. Objective Activities Timescale
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Right Learning in the Right Place. Secure coherent provision of higher education in Scotland in line with the SFC’s statutory obligation Introduction The university’s strategy contains specific objectives to:  develop students’ capabilities to thrive in an increasingly multi-disciplinary and fast changing world of work  lead thinking in the development of professional practice and emerging professions and roles; and  engage with employers and professions to develop workforce skills and capabilities to meet the needs of the economy and society Responding to current and future skills requirements The university is committed to providing the appropriate portfolio of courses for the region and to ensuring the currency and validity of those courses, the achievement of this is evidenced through, for example:  high demand of the university’s courses both by school-leavers and those articulating from college courses (see Aim 1)  accreditation of such courses through professional and statutory bodies  close involvement of industry representatives in developing new courses and shaping current course changes  involvement of visiting lecturers from relevant sectors in the teaching of courses  active policy of recruiting academic staff from industry to ensure course relevance  extensive range and depth of staff networks within their sector/s  incorporation of work related experiences within the majority of the university’s courses, which will be developed further through the funding the university has received for the Talent Exchange project (see Aim 4)  cognisance of the Skills Investment Plans produced by Skills Development Scotland  working actively with SDS and NESCOL to develop an integrated apprenticeship framework (see Aim 4)  the model used for the Access to Law programme, which was designed and is provided jointly with Ledingham Chalmers A significant feature of the university’s course portfolio is the high demand for the university’s graduates by employers. This is due to a number of features of the university’s provision, including the:  close engagement with employers in the design and approval of all courses;  high priority given to the provision of work-related experiences (including formal placements)  involvement of industry practitioners, including professional bodies, in course delivery and assessment  provision of state-of-the-art teaching and training facilities  development of key transferable skills through the teaching and assessment practices involved in course ...
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