Withdrawal of Funding for Equivalent Or Lower Level Qualifications (Elqs)
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Teacher Ed Directory
South East Teacher Education Directory The following research was gathered by contacting, via email, all South East providers listed on the talent website at www.talent.ac.uk. Information was requested about generic teacher education programmes and specialist literacy, language and numeracy ( Additional Diploma courses and Level 3 specialist skills programmes). The table below contains information from the providers who responded to the email. Provider websites and online brochures were used to fill in any gaps. Overall responses ranged from 1 additional diplomas to around 50% for providers listed as offering PTLLS programmes. There was a nil return for L3 subject skills programmes. Preparing to Teach in the Lifelong Learning Sector (PTLLS) courses Provider Course Type Target Audience Duration Dates Times Location Modes of delivery Cost How to find out more Alton College PTLLSProspective Teachers. 8 sessionsThursdays 16.00-20.00Alton CollegeClassroom based£325 with 5% online Visit: In-post Teachers, Assessors etc. from discount www.altoncollege.ac.uk (Post-16 Sector) 13/01/2011 Amersham & PTLLS10 weeksJan 2011 Mon CheshamClassroom based£295Visit: Wycombe College 13.30-16.30 http://www.amersham.ac.uk/ Apr 2011 Tues or ring 01494 585406 17.30 – 20.30 Andover College PTLLSIn service local trainers & college staff10 weeksJan 2011 17.30- 20.30 Andover College30 hours contact time£184Visit: April 2011 www.andover.ac.uk or call Karen Smith on 01264 360016 Bracknell & PTLLSThis course is for pre-service, in- 11 weeksApril 2011Thurs 09.30 – 12.30Church -
Rules for Candidates Wishing to Apply for a Two Year
GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude. -
Equality, Diversity and Inclusion in Music Higher Education
Equality, Diversity and Inclusion in Music Higher Education Convened by the Royal Musical Association and MusicHE (formerly NAMHE) in partnership with the International Association for the Study of Popular Music (UK and Ireland), the Society for Music Analysis, the Society for Education, Music and Psychology Research (SEMPRE), LGBTQ+ Music Study Group and the British Forum for Ethnomusicology Friday 24th January 2020 125 Conference Suite, City, University of London, London EC1V 0HB 1 Suggested hashtag for live tweeting #EDIMusicHigherEducation2020 Photographs will be taken at this event for use by RMA and MusicHE. Please let one of the organizers know if you do not wish to be included in such photographs. 2 SCHEDULE Arrival and Registration from 9am Welcome. 9.20am Laudan Nooshin and Helen Julia Minors Panel 1. 9.30-10.35 Vocal Studies, Opera and Ablism Chair: Byron Dueck (Open University) Daniel Galbreath and Richard Shrewsbury (Royal Birmingham Conservatoire, Birmingham City University). ‘Opera Nation: Diversifying Vocal Study in Higher Education’ Ellan Alethia Lincoln-Hyde (SOAS). ‘Opera, Ableism and Marjorie Lawrence (1907-1979): An Historical Case Study of Increasing Accessibility in Tertiary Music Education’ Andrew Hugill (University of Leicester). ‘Aural Diversity’ Tea/coffee. 10.35-11.00am Panel 2. 11-12.20pm Difference, ‘Race’, Sexuality, Intersectionality Chair: Victoria Armstrong (University of Surrey) Rachel Cowgill (University of York), Thomas Hilder (Norwegian University of Science and Technology) and Danielle Sofer. ‘“Queer Academic Activism: Intersectional Perspectives on Equality, Diversity and Inclusion in Music Departments Today’. Maiko Kawabata (Royal College of Music) and Shzr Ee Tan (Royal Holloway, University of London). ‘An Intersectional, Historically Aware, Minority-Led Approach to EDI in Music Education’ Genevieve Robyn Arkle (University of Surrey). -
COMPASSANNUALREPORT2008-09.Pdf
PAGE 2 Contents ANNUAL REPORT 2008F09 www.compassonline.org.uk Introduction 3 Members and supporters 5 Local Groups 5 Events 6 Campaigns 9 Research, Policy & Publications 11 E-communications & website 14 Media coverage 14 Compass Youth 15 Other networks 16 Staff and office 16 Management Committee members 17 Donors 17 Financial report 19 Regular gift support/standing order form 20 PAGE 3 Introduction ANNUAL REPORT 2008F09 www.compassonline.org.uk The following report outlines the main work and progress of Compass from March 2008 through to early September 2009. For legal requirements we’re required to file an annual report for the financial year which runs from March-March, for the benefit of members we’ve included an update to September 2009 when this report was written. We are very pleased with the success and achievements of Compass during this past year, which has been the busiest and most proactive 12 months the organisation has ever been though in its 6 years of existence, the flurry of activity and output has been non-stop! Looking back 2008/2009 saw some clear milestone successes both politically and organisationally for Compass. Snap shots include the launch of our revolutionary process to generate new and popular ideas for these changed times with our How To Live In The 21st Century policy competition where we encouraged people to submit and debate policy ideas; to organise meetings in their homes and we ran a series of regional ideas forums across the country - over 200 policies were submitted and then voted on by our members – our biggest ever exercise in membership democracy. -
Windfall Tax Campaign Toolkit ‘A Windfall for Social and Environmental Justice’
cDIREoCTIONmFOR THE pass DEMOCRATIC LEFT February 2009 Windfall Tax Campaign Toolkit ‘A windfall for social and environmental justice’ By Gemma Tumelty & Jenna Khalfan Windfall Tax Campaign Toolkit Introduction & Contents Rising energy and fuel prices are affecting everyone but it's the poorest and those on fixed incomes who are paying the heaviest price for the essentials of life - light and heat. This situation is unsustainable and should be challenged. Compass believes that the moment is right for the government to levy a sensible one off windfall tax on the energy and oil companies to guarantee social and environmental justice for the common good of people living today and for future generations. The government can move quickly and decisively now - but it needs to know that this is what the people want. We have developed a toolkit to help you campaign locally and nationally to have your say in this important debate. Contents 1. Briefing questions and answers 2. Key statistics 3. Campaign aims and actions 4. What you can do locally a. Get local Labour Party, Students’ Union and trade union support b. How to Lobby your MP c. Local media d. energy companies 5. Building a local coalition: pensioners groups, anti-poverty groups, church groups, fuel poverty groups, single parent networks etc Appendix 1. Who supports a windfall tax 2. Model letter to MPs 3. Model letter to the Chancellor Windfall Tax Campaign Toolkit www.compassonline.org.uk PAGE 1 1. Briefing questions agreed to raise this to a £150 million a be particularly targeted at families in or and answers year by 2010, with the rate of price rises facing fuel poverty. -
(Recognised Bodies) (England) Order 2013
STATUTORY INSTRUMENTS 2013 No. 2992 EDUCATION, ENGLAND The Education (Recognised Bodies) (England) Order 2013 Made - - - - 27th November 2013 Coming into force - - 30th December 2013 The Secretary of State for Business, Innovation and Skills makes the following Order in exercise of the powers conferred by section 216(1) of the Education Reform Act 1988( a). Citation, commencement, application and revocation 1. —(1) This Order may be cited as the Education (Recognised Bodies) (England) Order 2013 and comes into force on 30th December 2013. (2) This Order only applies in relation to England( b). (3) The Education (Recognised Bodies) (England) Order 2010 is revoked( c). Recognised Bodies 2. The bodies specified in the Schedule are designated as bodies which appear to the Secretary of State to be recognised bodies. David Willetts Minister of State for Universities and Science 27th November 2013 Department for Business, Innovation and Skills (a) 1988 c.40. (b) By virtue of the National Assembly for Wales (Transfer of Functions) Order 1999 (S.I. 1999/672) and the Scotland Act 1998 (Consequential Modifications) (No 2) Order 1999 (S.I. 1999/1820) the powers conferred by section 216 of the Education Reform Act 1988 are exercisable by the Secretary of State only in relation to England. (c) S.I. 2010/2618. SCHEDULE Article 2 Anglia Ruskin University Archbishop of Canterbury, The Arts University Bournemouth, The Ashridge (Bonar Law Memorial) Trust (also known as Ashridge) Aston University Bath Spa University Birkbeck College, University of London( -
Fact Service Issue 10
FACT SERVICE 37 Gender pay gap across EU member states 39 NHS members' links to private healthcare Factory output up, but below pre-crisis peak 38 Poor mental health of 'blue light' staff 40 Mergers and takeovers at record low Pay and expenses for top university job Jobs growth for women is in low-paid jobs Annual Subscription £84.50 (£71.50 for LRD affiliates) Volume 77, Issue 10, 12 March 2015 the Czech Republic and Malta (both -4.1 pp) and Gender pay gap across Cyprus (-3.7 pp). In contrast, the gender pay gap has risen between EU member states 2008 and 2013 in nine EU states, with the most sig- The UK had the sixth widest gender pay gap nificant increases seen in Portugal (from 9.2% in across the 28 European Union (EU) member states 2008 to 13.0% in 2013, or +3.8 pp), Spain (+3.2 pp), in 2013. Latvia (+2.6 pp), Italy (+2.4 pp) and Estonia (+2.3 pp). Eurostat’s gender pay gap represents the dif- ference between average gross hourly earnings Figures released by Eurostat on International Wom- of male paid employees and of female paid em- en’s Day put the UK gender pay gap at 19.7%, while ployees as a percentage of average gross hourly the widest gap was in Estonia with a 29.9% gap. The earnings of male paid employees. other four countries with wider pay gaps than the UK were: Austria (23.0%), Czech Republic (22.1%), Germany (21.6%) and Slovakia (19.8%). -
Solent Skills Advisory Panel Local Skills and Labour Market Analysis
Solent Skills Advisory Panel Local Skills and Labour Market Analysis June 2020 1 2 Contents Foreword 1. Introduction 7 2. Economic & Labour Market Landscape in the Solent 10 2.1 Demographics 11 2.1.1 Population by Broad Age Group 11 2.1.2 Internal and International Migration 14 2.2 Labour Market 17 2.2.1 Economic Activity 17 2.2.2 Employment 20 2.2.3 Unemployment 21 2.2.4 Commuting 23 2.3 Solent Businesses 25 2.4 Economic Landscape 28 2.4.1 Gateway Economy 28 2.4.2 Economic Output 29 2.4.3 Economic Output by Sector 32 2.5 Productivity 35 3. The Demand for Skills in the Solent 39 3.1 Industrial Structure 41 3.2 Occupational Structure 46 3.3 Skills Demand by Industry and Occupation 49 3.4 Job Vacancies and Skills Demand 51 3.5 Future Skills Demand 52 3.5.1 Expansion Demand and Replacement Demand 53 3.5.2 Net Skills Requirement by Occupation & Qualification 54 3.6 4th Industrial Revolution and Skills 58 3.6.1 Automation and Future of Employment in Solent 60 3.7 Skills for the Future 64 3 4. The Supply of Skills in 66 Solent 4.1 Skills in the Workforce: 67 4.1.1 Advanced Skills 70 4.1.2 Intermediate Skills 73 4.1.3 Low Skills 76 4.2 Skills System 79 4.2.1 Secondary Education - Participation and Attainment 79 4.2.2 Further Education - Learning and Training 83 4.2.3 Further Education - Education and Training 85 4.2.4 Further Education - Apprenticeships 91 4.2.5 Higher Education 97 4.2.6 Employer Sponsored Training 103 4.3 Skills Deprivation and Inequality 105 4.3.1 Young People Not in Education, Employment or Training (NEETs) 105 4.3.2 Education and Skills Deprivation 106 5. -
Varsity Issue
“If I can’t dance, I don’t want your revolution” Can the arts world do anarchy? The Independent Cambridge Student Newspaper since 1947 | varsity.co.uk | Friday February 23 2007 | Issue 654 »Comment Streeting hangs Why airline environmental policy is pie in the CUSU out to dry sky »Exec members accuse former President of“betrayal” PAGE 9 that I now have responsibilities to ALICE WHITWHAM represent over a hundred other stu- »Features Chief News Editor dent unions. Although I know that EMI boss John my personal position on the matter is Former CUSU President Wes the same as the official NUS man- Gildersleeve Streeting has been accused of “betray- date, the NSS was a never a main ing” his former student union by plank in my manifesto”. talks to current Exec members after changing NUS President Gemma Tumelty Jossie his stance on the inclusion of Cambridge criticised the unwillingness of students in the National Student Cambridge students to participate in Clayton Survey (NSS). Streeting, who initiated the survey. “It only exacerbates the about the worth the CUSU boycott of the survey while reputation Cambridge has of being an President in 2004-5, went before the elitist institution, somehow separate of degrees PAGE 14 Common’s Education Select Committee from others and affected by utterly on Monday February 19 and accused different circumstances, which is not the CUSU policy of “perpetuating the the case”. She believes it is “valuable” old school tie and secret handshake” and for students who enjoy such a reputa- “doing themselves no favours”. tion as that of Cambridge “to be able »Food During his term as CUSU President to feed into a number of organisations Streeting promoted a policy which that make decisions on future stu- Varsity ponders described the government-backed dents’ experience”. -
Home to School Transport & Post-16 Travel Arrangements Policy 2021
Southampton City Council Home to School Transport & Post-16 Travel Arrangements Policy 2021-2022 Page 1 of 33 Contents Introduction ........................................................................................................................... 3 Legislative Context and other Related Documents ................................................................ 3 1. Transport Assistance (Early Years – Age 16) ................................................................. 4 2. Post-16 Statement for Students in Further Education and Continuing Learners ............. 7 3. Exceptional Circumstances Criteria.............................................................................. 10 4. Additional Information .................................................................................................. 13 Appendix 1 .......................................................................................................................... 18 Appendix 2 .......................................................................................................................... 20 Home to School Transport & Post-16 Travel Arrangements Policy 2021-2022 Version Version 2 Approved by Cabinet Date last Approval date 01/08/2020 19/03/2019 amended Lead Tammy Marks, Service Manager: Review date 01/04/2022 officer SEND Contact [email protected] Effective date 01/09/2020 Page 2 of 33 Introduction I. This policy sets out Southampton City Council’s approach to the operation of home to school transport in Southampton. It sets out -
The University of Chichester Annual Report and Financial Statements for the Year Ended 31 July 2018
The University of Chichester Annual Report and Financial Statements for the year ended 31 July 2018 Pages About The University of Chichester 1 Directors, Governors and Advisers 4 Strategic report 7 Corporate governance and internal controls statement 19 Statement of the responsibilities of the Board of Governors 27 Independent Auditors' report 29 Consolidated and University statement of comprehensive income and expenditure 32 Consolidated and University statement of changes in reserves 33 Consolidated and University balance sheet 34 Consolidated statement of cash flows 35 Statement of accounting policies 36 Notes to the accounts 41 The University of Chichester About The University of Chichester The University of Chichester is a modern University with a proud history stretching back over 180 years. The Bishop Otter College was established by the Bishop of Chichester in 1839 as a men’s teacher training college and admitted its first students in 1840. It moved to the current site in Chichester in 1850, and these original buildings form the historic core of the campus in Chichester still known as the Bishop Otter campus. In 1873, the College changed to training women teachers as a result of a campaign supported by Louisa Hubbard, Florence Nightingale and Elizabeth Garrett Anderson. It became co- educational in 1957. The Bognor Regis College of Education was set up in 1946 as an emergency training college for men and women to meet the shortage of teachers after the Second World War. It was located in a crescent of three beautiful Regency houses that still form the heart of the Bognor Regis campus today. -
Admissions Policy
University of Chichester Admissions Policy Admissions Policy Approved by Academic Board September 2013 1 University of Chichester Admissions Policy Contents 1. Definition 2. Principles 3. Selection 4. Applicants with Disabilities and Specific Learning Difficulties 5. Roles and Responsibilities 6. Staff Development 7. Feedback, Appeals and Complaints 8. Obligations on the applicant – including DBS and occupation health checks 9. Professional Requirements 10. Applicants with Criminal Convictions 11. Changes to Programmes of Study prior to Arrival 12. Data Protection and Confidentiality 13. Monitoring and Review Appendices: Appendix A Minimum Entry Requirements Appendix B Admissions Processes Appendix C Entry with Credit procedures Appendix D Disability Appendix E Applicants with criminal convictions Appendix F Applicants under 18 Appendix G Non-standard Entry Procedures for the First Year of an Undergraduate Programme Appendix H Progression Agreements Appendix I Recruitment (Marketing and Information Provision) 2 University of Chichester Admissions Policy ADMISSIONS POLICY 1 Definition For the purpose of this document the Admissions Policy encapsulates all activities, policies, procedures and practices involved in the process of admitting students to taught programmes at the University of Chichester. Admissions to postgraduate research programmes are covered elsewhere through our agreement with the University of Southampton. The Admissions Policy covers admissions to undergraduate, postgraduate, UK and international applicants from both