DOCSLIB.ORG

Equality, Diversity & Inclusion Report 2020-2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Equality, Diversity & Inclusion Report 2020-2021 1 OUR COMMITMENT The transition into the 2020s marks a time the world will never forget. By the end of March 2020, almost all of the College’s delivery migrated to education accessible on-line, with both staff and students having to get used to what was to become the ‘new normal’. In this extraordinary era, extraordinary measures were needed to keep up with the times, and at Walsall College, we pride ourselves on going the extra mile to maintain communication with our students and stakeholders, through high quality education and continued support. We remain proud of our reputation of providing students with a high-quality learning experience in an environment which is inclusive, diverse and welcoming. Whilst delivering education remotely, and students accessing this remotely, we had to prioritise continuity and learning which would trigger student attainment and enable them to progress as planned. Our passion for inclusion and respect however, meant that all efforts were made to continue to promote and celebrate diversity and recognise that our differences make us unique, and there is more that brings us together than separates us. Students have a legal right to teaching that does not discriminate against them on grounds of age, disability, ethnicity, gender reassignment, pregnancy or maternity, religion or belief, sex, or sexual orientation. Disabled students have a legal right to reasonable adjustments to ensure that their needs to access education are met. We are proud of our reputation and inclusive approach which enables individuals to achieve their potential and progress in their chosen career pathway. The importance of education is clear and we acknowledge the positive impact of education and the potential to transform lives by overcoming educational and economic disadvantage. We celebrate and champion diversity and go beyond what is expected in our drive for inclusion and community development. In order to reach their potential, students and staff must be able to flourish at the College and feel that they have a fair and equal chance to achieve and progress. We therefore, support our College community to achieve excellence by continuing to “bring talent to life”. Our Corporate Strategy outlines our intent to ensure Walsall College is at the forefront of providing innovative, high quality education and skills for an evolving and modern Britain. This supports us to create an aspirational, motivated and diverse community which is able to thrive in a changeable global economy. We respond to the huge range of needs expressed by our students, staff and stakeholders and celebrate the benefits of difference. Walsall College has a passion to ensure we meet the demands of this changing world, to be agile, innovative and creative, thereby, providing individuals, businesses and our community with the skills necessary for a modern economy. We work with over 1,000 employers, universities, schools and local, regional and national partners and work proactively with businesses to ensure our curriculum is fit for the future. The FE Sector has a responsibility to provide individuals with the skills necessary for success in an ever-changing environment. Driving prosperity for the borough of Walsall remains a continued focus for the College and working closely with our partners to identify key opportunities, innovative activity and developments is a priority. 1 Students who choose to study with us receive a holistic education that supports their personal development, confidence, health and wellbeing and prepares them for their next steps into work or higher levels of study in a local, national or global context. Our Adult and Community Learning offer enables us to deliver an educational solution for the borough of Walsall, giving local residents the opportunity to progress from Entry Level courses right through to Degree Level. This has meant our adult provision is stronger than ever before and our widening participation, intergenerational learning and community cohesion work is more effective. We offer education through 30 community venues across the Borough. We aim to continue to develop a corporate culture that is inclusive at all levels and in every system and process. Through our Equality, Diversity and Inclusion Policy we work with people from across the College and beyond not only to meet our statutory responsibilities, but to exceed them. We facilitate awareness raising events for our students to ensure they embrace the College ethos and celebrate our differences and uniqueness. The College embodies Positive Communities and British Values and this is recognised by those with whom we work. Students, staff and visitors to the College recognise the inclusive nature of the College ethos and understand our expectations for equality, diversity and inclusivity. Equality and diversity and a commitment to inclusion are embedded in our mission: “Walsall College is uniquely and proudly vocational, delivering technical, professional and community education. Our greatest passion is unleashing the potential of individuals, communities and businesses; our greatest legacy is the talent of our students: skilled, professional and enterprising”. Our vision is accessible to all students, regardless of their sex, race, ethnic origin, disability, sexual orientation, religion or belief, marital status or age. We will provide them: “an excellent learning experience, education and skills development to support them into higher levels of study and jobs”. Our commitment to equality, diversity and inclusion continues to be evident in the shared values outlined within our Corporate Strategy: 2 We continue to encourage students and staff to disclose information in relation to protected characteristics to enable us to more effectively understand our community and to target activity where required. There is a guide to inform both staff and students about this initiative called, ‘Why are we asking?’ and this is available either electronically, via the Equality and Diversity site or as a hard copy document. Work will continue to increase disclosure of protected characteristics and this remains embedded in our equality objectives. Walsall College is passionate about helping students to achieve positive outcomes whether that is to get back into work, start a new career or climb the career ladder. To support this, we offer a broad and varied curriculum from entry level through to higher education, top up degrees and professional level qualifications all of which are designed to give our students the skills employers want and need. THE LOCAL CONTEXT Population Whilst we have seen some improvements in the overall local and regional economy when compared to previous years, the context remains extremely challenging, with a clear need for Walsall College to continue to provide opportunities for high quality education and training which will not only ultimately improve the local and regional prosperity, but also the prospects of residents in terms of lifestyles, health and wellbeing and social mobility. Walsall is a net importer of people both nationally and globally and, therefore, the Borough of Walsall has a diverse population, which varies greatly from one ward to another. There are around 75 community languages spoken in Walsall. Walsall has an estimated population of 285,500 (ONS 2019 Mid-Year Estimates), comprised of approximately 21.7% children under 16 (62,100), 60.7% working-aged 16-64 (173,300), and 17.6% 65+ over (50,100). Nearly four fifths (79.1%) of the population are economically active, of whom 74.2% are in employment; this compares to 74.7% in the West Midlands (WM) as a whole and 76.2% in Great Britain (GB). 2% fewer people are in employment than nationally. Workless households comprise 17.4% of households in Walsall compared to 15.3% (WM) and 13.9% (GB). 3 Walsall is expected to see continued and consistent population growth, projected to increase by 7% to an estimated 304,400 by 2030, and further by 13% to an estimated 320,400 by 2040 (2020 ONS, 2018- based projections). Source: ONS 2020 Source: ONS Population estimates based on single year of age (2019) Walsall Council’s local integration strategy, Walsall for All (2019) indicates: • 1 in 4 residents from a minority ethnic group (just under 25%) • For 7% of Walsall residents, English is not their first language • 68% of secondary schools are classed as segregated • The Borough has the 12th highest residential segregation in the UK (Walsall.gov 2019). • 68% of residents in the Palfrey ward are from an ethnic minority group compared to 4% in Pelsall. Walsall for All is a long-term strategy for creating strong and integrated communities in Walsall. It recognises the numerous strengths as well as our challenges, and sets out the steps to break down barriers to integration. Walsall College very much supports this strategy and works in partnership with our communities to promote and celebrate equality, diversity and inclusion. Health Health in Walsall is worse than the England average on a number of indicators: hospital stays for alcohol related harm and self-harm, smoking related deaths, rates of sexually transmitted infections and TB, levels of excess weight and physical activity is worse than average and, therefore, life expectancy in Walsall is less (source: ONS Life expectancy at birth and at age 65 years by local areas, UK (2019)). Indices of Multiple Deprivation The English Indices of Deprivation (IMD), produced by the Department for Communities and Local Government (DCLG), identify small areas of England, which are experiencing multiple aspects of deprivation. This makes them an important tool for identifying and understanding deprived areas and for targeting resources effectively. They are based on the concept that deprivation consists of more than just poverty; so, while poverty is related to not having enough money to live on, deprivation refers to a much broader lack of resources and opportunities. The indices are based on seven different domains (or aspects) of deprivation, which are weighted as follows: 4 1. Income deprivation (weighted 22.5%) 2.
Load more

Recommended publications
  • Walsall College 2019-20 Access and Participation Plan
    Walsall College 2019-20 Access and Participation Plan Assessment of current performance Walsall is the thirtieth most deprived local authority ward in the UK, with below average levels of employment and a high number of residents (30%) who are economically inactive, compared with the West Midlands (24.9%) and UK averages (22.3%). Walsall College stands out as a ‘beacon of hope’ within the Black Country area, and is proud to inspire our students to increase their aspirations and life goals. A recent study from the Office for National Statistics (ONS) shows Walsall in the top four towns in England with the greatest share of the most deprived households. Walsall is the eighth most deprived town in terms of education. The work the College does is vital to the regeneration of the greater Walsall area. Walsall has significantly lower qualifications within its population, when compared with England and Wales. The number of pupils leaving school without five GCSEs is 3% higher than the national average, at 50.8%. Of the 3,477 16-18 students starting in September 2016, over 50% had either no maths or English GCSE at grade C or above. The percentage of Walsall residents with a level 4 qualification has improved from 18.2% (in 2010) to 24.3% (in 2016), but is still 13% behind the national average. These statistics are at the heart of our Widening Participation Strategy. Socio-economic factors, whether measured in terms of family income, occupational classification or neighbourhood, remain a key factor of educational attainment at school level and access to Higher Education (HE) or Higher Apprenticeships.
    [Show full text]
  • The Education (Listed Bodies) (Wales) Order 2004
    EM NATIONAL ASSEMBLY FOR WALES STATUTORY INSTRUMENTS 2004 No. (W. ) EDUCATION, WALES The Education (Listed Bodies) (Wales) Order 2004 EXPLANATORY NOTE (This note is not part of the Order) This Order lists the name of every body which is not a recognised body within section 216(4) of the Education Reform Act 1988 but which either— (a) provides any course which is in preparation for a degree to be granted by such a recognised body and is approved by or on behalf of that body; or (b) is a constituent college, school, hall or other institution of a university which is such a recognised body. Every university, college or other body that is authorised by Royal Charter or by or under Act of Parliament to grant degrees and every other body for the time being permitted by these bodies to act on their behalf in the granting of degrees, is a recognised body. The Order updates and replaces the list of bodies contained in the Education (Listed Bodies) (Wales) Order 2002, which is revoked. There are omitted from the Schedule to this Order a number of bodies previously within the list but which no longer provide courses that are approved by or on behalf of a recognised body. The Schedule includes a number of bodies that were not previously within the list but which now provide courses that are approved by or on behalf of a recognised body and incorporates other minor amendments and name changes. EM STATUTORY INSTRUMENTS 2004 No. (W. ) EDUCATION, WALES The Education (Listed Bodies) (Wales) Order 2004 Made 2004 Coming into force 1 December 2004 In exercise of the powers conferred on the Secretary of State by section 216(2) of the Education Reform Act 1988(1) and now vested in the National Assembly for Wales(2) the National Assembly for Wales makes the following Order: Citation, commencement, application and revocation 1.
    [Show full text]
  • Ofs 2018.06 Annex A: 2019-20 Access And
    Walsall College 2019-20 Access and Participation Plan Assessment of current performance Walsall is the thirtieth most deprived local authority ward in the UK, with below average levels of employment and a high number of residents (30%) who are economically inactive, compared with the West Midlands (24.9%) and UK averages (22.3%). Walsall College stands out as a ‘beacon of hope’ within the Black Country area, and is proud to inspire our students to increase their aspirations and life goals. A recent study from the Office for National Statistics (ONS) shows Walsall in the top four towns in England with the greatest share of the most deprived households. Walsall is the eighth most deprived town in terms of education. The work the College does is vital to the regeneration of the greater Walsall area. Walsall has significantly lower qualifications within its population, when compared with England and Wales. The number of pupils leaving school without five GCSEs is 3% higher than the national average, at 50.8%. Of the 3,477 16-18 students starting in September 2016, over 50% had either no maths or English GCSE at grade C or above. The percentage of Walsall residents with a level 4 qualification has improved from 18.2% (in 2010) to 24.3% (in 2016), but is still 13% behind the national average. These statistics are at the heart of our Widening Participation Strategy. Socio-economic factors, whether measured in terms of family income, occupational classification or neighbourhood, remain a key factor of educational attainment at school level and access to Higher Education (HE) or Higher Apprenticeships.
    [Show full text]
  • Managing Colleges Into the Next Century. Coombe Lodge Report. INSTITUTION Staff Coll., Bristol (England)
    DOCUMENT RESUME ED 378 358 CE 067 949 AUTHOR Brace, Diane; And Others TITLE Managing Colleges into the Next Century. Coombe Lodge Report. INSTITUTION Staff Coll., Bristol (England). REPORT NO ISSN-0305-8441 PUB DATE 90 NOTE 78p. AVAILABLE FROMStaff College, Coombe Lodge, Blagdon, Bristol BS18 6RG, England (7 pounds). PUB TYPE Collected Works Serials (022) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) JOURNAL CIT Coombe Lodge Report; v22 n5 1990 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Educational Administration; Educational Objectives; Foreign Countries; Higher Education; Marketing; *Partnerships in Education; *Progrpm Administration; *Strategic Planning; *Technical Institutes; Vocational Education IDENTIFIERS Educational Marketing; *Great Britain ABSTRACT This document contains seven papers about managing Great Britain's further education colleges in the next century. The papers examine a wide range of administrative issues, including building on human resources investments through strategic planning, maintaining relationships with local education authorities, customer satisfaction as a marketing strategy, the potential benefits of restructuring a further education college into a flat structure in which clients are given a more active role, strategies to achieve racial/sexual equality and combat all forms of disadvantage at the administration level, and the need for further education colleges to continue adapting to economic and social changes. After a foreword by Susan Leather, the following papers are included: "Strategic Planning" (Ann Limb); "Principalship in the 1990s" (Patricia Twyman); "Marketing or Customer Care?" (Gillian Brain); "The Whole College Approach" (Rosemary Gray); "Ensuring Esteem for All in College: Aims and Objectives" (Helen Gilchrist); "Articles of Partnership" (Ethlyn Prince); and "Coming Through" (Diane Brace). Several articles included bibliographies.
    [Show full text]
  • West Midlands
    West Midlands Introduction The West Midlands has an area of just under 13,000 km2. Around 5.2 million people live in the region, giving a population density of 405 people per km2. This is close to the average for England, but West Midlands metropolitan county – which consists of Birmingham, Coventry, Dudley, Sandwell, Solihull, Walsall and Wolverhampton – is the second most densely populated urban area in the country after London. It has nearly 3,000 people per km2. Birmingham has just under 1 million inhabitants, making it the second largest city in the UK. Other significant urban areas are Stoke-on-Trent, Worcester, Coventry, Wolverhampton and Stafford. Economic development The economic output of the West Midlands is just around £63 billion, 8.2 per cent of the total UK GDP. Manufacturing industry is responsible for just over a quarter of employment and almost 30 per cent of GDP, the highest proportion for any region in the UK. However, the manufacturing industry is declining in favour of service industries. Unemployment in the region is above the national average at 5.9 per cent. The total income of higher education institutions in the region is over £990 million per year. Higher education provision There are 12 higher education institutions in the West Midlands: eight universities and four higher education colleges. There are an additional 41 further education colleges with students taking higher education courses. All nine Staffordshire FECs offering HE courses have joined a funding consortium of 12 institutions led by Staffordshire University. The higher education student population is over 127,000 full-time equivalent (FTE) students.
    [Show full text]
  • FOI 158-19 Data-Infographic-V2.Indd
    Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Sta­ordshire University 80 Bath Spa University 40 Edge Hill
    [Show full text]
  • Professional Development Networks Summer Term 2014/15
    Professional Development Networks Summer Term 2014/15 BUSINESS DEVELOPMENT MANAGERS COLLEGE HE CLERKS ESTATES AND SUSTAINABILITY HEADS OF SPORT GOVERNORS FINANCE DIRECTORS IT MANAGERS HR MANAGERS INTERNATIONAL MARKETING & PRESS OFFICERS PRINCIPALS’ FORUM PROCUREMENT EFFICIENCY FORUM MIS MANAGERS LLDD QUALITY, EXCELLENCE & INNOVATION Our Professional Development Networks are free to attend for all staff in our member colleges. Network meetings provide a forum for professional exchange with colleagues, receive relevant updates from key external partners and AoC, support the exchange of good practice, and act as a springboard for collaborative development projects between colleges. NETWORKING OPPORTUNITIES REGIONAL UPDATES SHARE BEST PRACTICE COLLABORATION SHARING EXPERTISE NATIONAL UPDATES COLLEGE CASE STUDIES COLLEGE TOURS PEER SUPPORT TRAINING OPPORTUNITIES POLICY UPDATES COMPARE PRODUCTS AND SERVICES HEAR FROM EXPERTS Forthcoming Network Dates Curriculum and Quality College HE 9 June 2015 | Heart of Worcestershire College: Worcester Campus Heads of Sport 4 June 2015 | Sandwell College LLDD 24 June 2015 | Dudley College Quality, Excellence & Innovation 19 May 2015 | Heart of Worcestershire College: Redditch Campus Business Development Business Development Managers 20 May 2015 | North Warwickshire and Hinckley College: Nuneaton and Marketing Campus International 14 May 2015 | Warwickshire College Group: Rugby College Marketing & Press Officers 10 June 2015 | Shrewsbury College of Arts and Technology Leadership and Principals’ Forum: 10am
    [Show full text]
  • Regional Governance Newsletter Spring Issue 2017
    Regional Governance Newsletter Spring Issue 2017 elcome to the AoC West Midlands Governance WNewsletter for the spring term. This issue includes information about events we have run in the region, and up and coming activity for those involved in governance. We’ve also included articles and information about resources and best practice. In this edition: • A round up of national and regional governance news and forthcoming events • Top twelve tips on lesson observation for governors • A letter from your new AoC WM Governors’ Council representative, John Bolt • Links to resources National and regional governance news National Activity webinars aligned to the ICSA Level 6 Advanced Certificate in Corporate Governance, all of which will be underpinned by online support. National Leaders of Governance – limited funding remains for We will be contacting all FE clerks before the end of March with further colleges details and a self assessment questionnaire to identify their needs and to help shape the programme content. Limited funding remains for colleges to access support from the current National Leaders of Governance (NLG) programme. Regional Activity Consultancy support is available for chairs of governors, governance professionals and boards of governors on a range of subjects including We have continued to deliver our regular regional programme of Saturday area review implementation and Ofsted preparation. workshops and weekday networks, together with additional project activity supported by ETF. There is no charge to colleges as the programme is funded by The Education and Training Foundation (ETF). Introduction to College Funding and Financial Accountability Colleges that have received support in previous years are able to apply Steve Sawbridge, AoC WM Regional Director, and Peter Merry Finance again in this new round of funding.
    [Show full text]
  • Powering Your Future with University Level Courses 2021/22
    2021/22 STAY LOCAL GO FURTHER POWERING YOUR FUTURE WITH UNIVERSITY LEVEL COURSES ACCESS TO HE • HIGHER LEVELS COURSES HIGHER LEVEL/DEGREE APPRENTICESHIPS 5 REASONS TO STUDY SPENDHERE LESS Study our HNC/D and top-up courses at a fraction of the price of university with no compromise on quality. ACHIEVE MORE Our close industry links will help you get the skills that employers are looking for and put you on course to the career you want. FANTASTIC FACILITIES That’s how OFSTED - as well as our students - rate Walsall College’s campuses. SMALL CLASS SIZES Our lessons are taught in small classes increasing the one-to-one support from your lecturer. 3 YEARS = 3 QUALIFICATIONS You can progress from a number of our HNC programmes, all the way to degree level. 2 WELCOME Jatinder Sharma OBE ... to Walsall College. We are successfully Principal and Chief Executive, registered with the Office for Students (OfS) Walsall College and members of the Quality Assurance Agency for Higher Education (QAA). With our high quality yet affordable route to degrees, we make it our mission to boost your job prospects and earning potential. If it’s a successful career you want, we have a wide range of courses designed with industry input and taught by expert tutors to give you the skills that employers tell us they want. Read some of our former student stories throughout this guide, and you’ll see for yourself the emphasis we place on giving students an advantage in the world of work. There’s never been a better time to join us.
    [Show full text]
  • Procurement Efficiency Forum Minutes
    Procurement Efficiency Forum Date: Wednesday 12 November 2014 Time: 10.00 – 1.00 pm Venue: Stafford College Minutes Present Apologies Bev Eastgate – Stratford upon Avon College Adrian Durnell – Walford & North Shropshire Corinna Marsh - Birmingham Metropolitan College College Alan Lynes – Heart of Worcestershire College Deborah Evans – Stafford College Dave Candlin - Walford & North Shropshire Louise Hollinshead - Stafford College College Roger Bevan – Warwickshire College Group Fiona Yardley - BMETC Sara King – Association of Colleges West Frank Adams – Dudley College Midlands Gita Chauhan – Solihull College Sue Perry - City of Wolverhampton College & Helen Daniel – Stafford College Walsall College Russ Bevan – Herefordshire & Ludlow Yasmin Byrne - Association of Colleges West College Midlands Sandra Buttigieg – King Edward VI College Nuneaton Guest speaker Karen Edmeads - Crescent Purchasing Consortium PART A – PRESENTATIONS 1. WELCOME, INTRODUCTIONS AND APOLOGIES Sara welcomed everyone to the meeting and noted the apologies received. Sara thanked Deborah for hosting the meeting. Sara wanted to formally thank Pat Eagle for her contribution to these networks and wish her the best of luck in her new role. Housekeeping was advised by Deborah. 2. OVERVIEW OF PROCUREMENT FROM HOST COLLEGE Deborah provided the group with an update on procurement at Stafford College. Since Pat Eagle’s departure, the college currently do not have a Procurement Officer. Procurement activities: . Re-tendered insurance. Ran a mini tender for grounds maintenance contract through CPC to look after the college and football grounds. Tendered and awarded a contract for uniforms. During the summer the college implemented ID cards and a cashless system. ID cards are linked to Wisepay. New tills are in place in the canteen to enable this facility and IT team were heavily involved.
    [Show full text]
  • 237 Colleges in England.Pdf (PDF,196.15
    This is a list of the formal names of the Corporations which operate as colleges in England, as at 3 February 2021 Some Corporations might be referred to colloquially under an abbreviated form of the below College Type Region LEA Abingdon and Witney College GFEC SE Oxfordshire Activate Learning GFEC SE Oxfordshire / Bracknell Forest / Surrey Ada, National College for Digital Skills GFEC GL Aquinas College SFC NW Stockport Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnsley College GFEC YH Barnsley Barton Peveril College SFC SE Hampshire Basingstoke College of Technology GFEC SE Hampshire Bath College GFEC SW Bath and North East Somerset Berkshire College of Agriculture AHC SE Windsor and Maidenhead Bexhill College SFC SE East Sussex Birmingham Metropolitan College GFEC WM Birmingham Bishop Auckland College GFEC NE Durham Bishop Burton College AHC YH East Riding of Yorkshire Blackburn College GFEC NW Blackburn with Darwen Blackpool and The Fylde College GFEC NW Blackpool Blackpool Sixth Form College SFC NW Blackpool Bolton College FE NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bradford College GFEC YH Bradford Bridgwater and Taunton College GFEC SW Somerset Brighton, Hove and Sussex Sixth Form College SFC SE Brighton and Hove Brockenhurst College GFEC SE Hampshire Brooklands College GFEC SE Surrey Buckinghamshire College Group GFEC SE Buckinghamshire Burnley College GFEC NW Lancashire Burton and South Derbyshire College GFEC WM Staffordshire Bury College GFEC NW Bury Calderdale College GFEC YH Calderdale Cambridge Regional College GFEC E Cambridgeshire Capel Manor College AHC GL Enfield Capital City College Group (CCCG) GFEC GL Westminster / Islington / Haringey Cardinal Newman College SFC NW Lancashire Carmel College SFC NW St.
    [Show full text]
  • WMREDI Policy Briefing Series May 2021 Priorities for Up-Skilling and Re
    WMREDI Policy Briefing Series May 2021 Priorities for up-skilling and re-skilling: what role can and should universities play? Abigail Taylor, Anne Green and Sara Hassan Summary and policy recommendations Universities and colleges in the West Midlands are contributing considerably to up-skilling and re-skilling through developing future sectoral skills, piloting new ways of learning, supporting graduate employability, addressing access to higher education (HE) barriers, developing pathways between further education (FE) and HE, introducing applied higher-level skills development initiatives and working with regional governance stakeholders. Strengthening partnership working across universities and regional stakeholders is crucial to effective up-skilling and re-skilling over the next decade. Key skills-focused partnership opportunities for universities relate to developing analysis of skills needs in local areas, improving support for graduates given the challenging labour market caused by the Covid-19 pandemic, better linking skills to innovation and developing higher level skills through regional investment and R&D and innovation activities. The research identifies 12 key short- and long-term priorities for universities and other regional stakeholders to expand their role in up-skilling and re-skilling. They include simplifying progression routes between FE and HE. 1 Introduction This briefing summarises findings from a research project examining the role of universities in skills and regional economic development. It identifies key short and medium-term priorities for the up-skilling and re-skilling of school leavers, graduates and existing employees in the West Midlands. It analyses the current and potential future role of universities within this. Based on analysis of 22 interviews conducted in winter/spring 2020/2021 with universities and selected colleges in each Local Enterprise Partnership (LEP) area in the West Midlands Combined Authority area, as well as their partner organisations, it contrasts experiences across the various universities.
    [Show full text]