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(Scotland) Regulations 1988
Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. STATUTORY INSTRUMENTS 1988 No. 1447 (S.137) EDUCATION, SCOTLAND The Central Institutions (Recognition) (Scotland) Regulations 1988 Made - - - - 11th August 1988 Laid before Parliament 17th August 1988 Coming into force - - 8th September 1988 The Secretary of State, in exercise of the powers conferred on him by section 135(1) of the Education (Scotland) Act 1980(1)and of all other powers enabling him in that behalf, hereby makes the following Regulations: Citation and commencement 1. These Regulations may be cited as the Central Institutions (Recognition) (Scotland) Regulations 1988 and shall come into force on 8th September 1988. Recognition as central institutions 2. The educational establishments for the provision of further education named in the Schedule to these Regulations shall be and are hereby recognised as central institutions. Revocation of Regulations 3. The Central Institutions (Recognition) (Scotland) (No. 2) Regulations 1985(2)are hereby revoked. St Andrew’s House, Edinburgh Ian Lang 11th August 1988 Minister of State, Scottish Office (1) 1980 c. 44; section 135(1) contains a definition of “central institution” relevant to the exercise of the statutory powers under which these Regulations are made. (2) S.I.1985/678 Document Generated: 2020-03-26 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. -
The Open University in Scotland's Outcome Agreement with the Scottish Funding Council 2020-2023
THE OPEN UNIVERSITY IN SCOTLAND’S OUTCOME AGREEMENT WITH THE SCOTTISH FUNDING COUNCIL 2020-2023 Contents The Open University ...............................................................................................1 Geographical reach .....................................................................................................1 Our curriculum .............................................................................................................2 Our staff .............................................................................................................................3 Equality Impact Assessment ...............................................................................3 UK departure from the European Union ................................................... 4 The Learner ............................................................................................................... 5 Commission on Widening Access Implementation ...........................5 Mental health and well-being ............................................................................6 Student safety ...............................................................................................................7 Gender ...............................................................................................................................7 Student voice .................................................................................................................9 Widening Access and Retention Fund .......................................................9 -
How Effective Is the Use of Social Media by the Top Ten Scottish Universities?
How effective is the use of social media by the top ten Scottish Universities? Effective use of social media by the top ten Scottish universities 2015 Contents I. Introduction ........................................................................................ 3 II. Methodology........................................................................................ 4 III. Universities Evaluated ....................................................................... 5 IV. Results .................................................................................................. 6 Being there ............................................................. 7 How big is your audience? .................................... 8 Are you actually doing anything? ........................ 9 How engaging are you? ....................................... 10 Top Posts .............................................................. 11 Reaching a wider audience ................................ 13 V. Conclusions ........................................................................................ 15 VI. Appendix ............................................................................................ 16 University selection ............................................. 16 A guide to our metrics ........................................ 16 VII. Florizel Media Ltd.............................................................................. 17 2 | PAGE Effective use of social media by the top ten Scottish universities 2015 Introduction Florizel Media looked -
Academic and Managerial Discourses of Knowledge Transfer
Lost in Translation: Academic and managerial discourses of knowledge transfer Alec Wersun A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education The University of Edinburgh December 2007 Regulation 3.8.7. Declaration • I have composed this thesis • The thesis is my own work • The thesis has not been submitted for any other degree or professional qualification except as specified. Signature: ………………………………………… i Acknowledgements The desires to learn and explore have been with me from an early age. Thank you both mum and dad for giving me both of these things. While the Ed.D took almost five years to complete, I feel that it is in some ways an accumulation of lifelong learning and great teaching. There are far too many positive influences to list them all, but I would like to acknowledge all their influences on my learning. Sincere thanks to my current University employer who supported me financially and provided me with the encouragement, time and space to embark on and complete this academic and personal challenge. A special mention to all members of the Ed.D programme Cohort 3 who provided wonderful companionship of scholarly and other kinds. They provided many hours of lively and stimulating debate in Simon Laurie House, in a relaxed and supportive environment. I would also like to acknowledge the support of all the other Ed.D cohorts that provided a constant stream of material for critical evaluation. My thanks go to the whole Ed.D programme team for creating a stimulating environment for such a wonderful journey of discovery and learning. -
International Commission for the History of Universities: Colloquium
Constructing a new university tradition: the curious emergence of "democratic intellectualism" as the distinctive mark of the Scottish universities in the 19th century Donald J. Withrington A royal commission on the Scottish universities, the first on higher education in Britain in the 19th century, was appointed in 1826 and reported in 1830. Its report provides an unparalleled critique, carefully framed and intelligently incisive, of the state of the five Scottish college- universities which had been founded in the 15th and 16th centuries. It is a good starting point for our search after the principles and ethos of "democratic intellectualism" which has been claimed as a singular, ancient and distinctively Scottish inheritance - distinctive, especially, in any comparison with Oxford or Cambridge or Trinity College, Dublin, within the United Kingdom. And the commissioners themselves, in 1826-30, were sharply and sensitively aware of the distinctiveness of what they found, and were heartily in favour of retaining it where it clearly supported the national interest. Indeed, the universities were - as they noted - above all, national assets:[1] There are few National Institutions of long-standing which have been more powerfully modified by the circumstances of the country than the Universities of Scotland; and they have undoubtedly been gradually adapted in an eminent degree to the particular demands upon them, arising from the circumstances of the people for whose benefit they were designed... So, then, the universities had "adapted in an eminent degree" and it is plain from the volumes of evidence which the commisssion took, that these adaptations had mostly taken place comparatively recently - over the two generations or so since the mid-18th century. -
Supporting Scotland's Colleges and Universities
Supporting Scotland’s Colleges and Universities Coronavirus (COVID-19) – Further and Higher Education Sustainability Plan July 2020 Supporting Scotland’s Colleges and Universities Coronavirus (COVID-19) - Further and Higher Education Sustainability Plan Foreword Throughout the COVID-19 pandemic our colleges and universities have responded with remarkable pace and agility and I pay tribute to all staff and students for their hard work and contribution to the national effort to tackle the virus. Colleges and universities themselves are being hit hard by the consequences of the pandemic. This is of particular concern given the economic and social importance of them as educators, innovators and major employers. In both urban and rural areas they are key “anchor organisations”, as recognised by the report of the Advisory Group on Economic Recovery1. We will need our colleges and universities more than ever going forward given their essential role in Scotland’s recovery. The Scottish Funding Council’s (SFC) projections for Scottish colleges point to a loss of £12.3 million due to COVID-19 in this academic year, with the majority of colleges now forecasting deficits in Academic Year (AY) 2019-20. The impact in AY 2020-21 is expected to be even more severe. The SFC’s initial analysis is that the impact on Scottish universities in AY 2019-20 alone will be around £72 million in lost income. In AY 2020-21, an operating deficit of between £384 million and £651 million is expected, a large part of which is due to the anticipated reduction in the numbers of international students. We do not yet know to what extent these predictions will become reality but we must plan for these scenarios. -
A STRATEGIC ANALYSIS of the SCOTTISH HIGHER EDUCATION SECTOR’S DISTINCTIVE ASSETS a Study Commissioned by British Council Scotland
A STRATEGIC ANALYSIS OF THE SCOTTISH HIGHER EDUCATION SECTOR’S DISTINCTIVE ASSETS A study commissioned by British Council Scotland Neil Kemp William Lawton April 2013 British Council Scotland Waverley Gate (Fourth Floor) 2-4 Waterloo Place Edinburgh EH1 3EG United Kingdom T +44 (0)131 524 5700 F +44 (0)131 524 5701 [email protected] PHOTOGRAPHER CREDITS Pages 2, 7, 8, 21, 37, 51, 55 © Olya Tyukova / papajka.com © British Council 2013 The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. www.britishcouncil.org CONTENTS FOREWORD.................................................................................................................................................................................................................................................................3 EXECUTIVE SUMMARY .........................................................................................................................................................................................................................................4 SECTION 1 INTRODUCTION ....................................................................................................................................................................................................................7 1.1 Background .................................................................................................................................................................................................................. -
COVID-19: Scotland's Colleges and Universities
SPICe Briefing Pàipear-ullachaidh SPICe COVID-19: Scotland's colleges and universities Lynne Currie This briefing provides a round-up of COVID-19 guidance and support for universities, colleges and their students and staff in the first months of 2021. 1 March 2021 SB 21-15 COVID-19: Scotland's colleges and universities, SB 21-15 Contents Summary ______________________________________________________________3 2021 COVID-19 guidance _________________________________________________4 Essential staff and student attendance ______________________________________5 Phased return of staff and students _________________________________________6 Timetable for return of students __________________________________________7 International and overseas students ______________________________________8 COVID-19 impact on students _____________________________________________9 Housing ______________________________________________________________9 Students returning home ______________________________________________10 Student attainment and progression _______________________________________ 11 Mitigation measures __________________________________________________12 Online learning ______________________________________________________13 Dental students _____________________________________________________14 Mental health and wellbeing _____________________________________________14 Summary of COVID-19 student support funding ______________________________15 COVID-19 financial impact on institutions __________________________________16 Colleges_____________________________________________________________16 -
England and Scotland
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1917, No. 16 STUDIES IN HIGHEREDUCATION IN ENGLAND AND SCOTLAND wrni SUGGESTIONS FOR UNIVERSITIES ANDCOLLEGES IN TIIE UNITED STATER , By GEORGE EDWIN MACLEAN FORMERLY PRESIDENT OF THE STATE UNIVERSITY OFIOWA I WASHINGTON GOVERNMENT PRINTING OFFICE 19I7 ADDITIONAL corms OP TIM PUBLICATION MAT III PILOCUIRD ROM TIN BUTIRINTENDENT OP DOCUMENTS GOVIINISINT !SUITING °MCA WAEISINOTON, D. C. AT 25 CENTS PER COPY CONTENTS. Letter of transmittal Pg 5 Preface Introduction__ 9 PART LIIISTOIIGL STUDIES NDSUGGESTION/I. Chapter I.First group of universitiesOxford,Cambridge, Durham__ Chapter H.Scotch universities- 13 St. Andrews 46 Glasgow se Aberdeen Edinburgh 61 Chapter IIIUniversity of London University College 67 King's College r Imperial College of Science and Technology 77 The London School of Economics and Political 7S Science fk2 A group of institutions belonging to theuniversity Brown Animal Sanatory Institution 85 85 Physiological Laboratory S Francis Galton Laboratory for NationalEugenics $0 Goldsmiths' College 86 The organization of the university 95 Chapter IV.The new or provincial universities Manchester 102 Birmingham 112 Liverpool 116 Leeds 119 Sheffield 125 N., Bristol 127 Chapter V.Independent universitycollegesExeter, Nottingham, Read- ing, Southampton 130 Chapter VI. Technical colleges andschools 136 Chapter VII.Agricultural colleges andschools Chapter VIII.Women's colleges 139 143 PANT H.TOPICAL STUDIESAND SUGGESTIONS. Chapter IX.Organization andadministration ofuniversities. Chapter X. University officers 159 170 Chapter XLProvisions for thefaculty_ 182 Chapter XILState aid andvisitation Fr- 190 Chapter XIII.Coordination ofinstitutions______________ ________ Chapter XIV.--Applied science and '195 professional education___,__________ 20,5 Chapter XV.Advanced studyand research without graduate Gager XVI.Laminations schools__ 214 228 8 Pam Chapter XVILCurricula _ Chapter X VIII.Student life Chapter XIX.--Erniversity extension teaching 249 ParrIII.-STATISTICAL TABLES. -
University of Aberdeen Outcome Agreement 2018-19
University of Aberdeen Outcome Agreement with the Scottish Funding Council 2018/19 University of Aberdeen 2018/19 Outcome Agreement EXECUTIVE SUMMARY This document is the University of Aberdeen Outcome Agreement for 2018/19; an annual update, which forms part of its three year Agreement published in 2017 (available here). The document is structured to align with the University’s own Strategic Plan (2015-20), available here, and it systematically addresses the areas of strategic importance identified by the Scottish Government for prioritisation and enhanced focus via the SFC guidance for 2018/19 to 2020/21 (SFC/GD/20/2017), under the ethos of intensification. These include widening access, articulation, gender and addressing skills shortages in the economy, among others. The document sets out what targets the University has in place against all key priority areas to help underpin delivery of collective targets at national level, in line with Government expectations. It then outlines, for each area, what steps are being taken by the institution, both strategically and operationally, to deliver on targets set. 2 University of Aberdeen 2018/19 Outcome Agreement Contents FOREWORD FROM THE PRINCIPAL .............................................................................................................. 4 INTRODUCTION .......................................................................................................................................... 5 1. PEOPLE ......................................................................................................................................... -
(Scotland). PUB DATE 96 NOTE 64P.; Photographs May Not Reproduce Clearly
DOCUMENT RESUME ED 407 700 EA 028 284 TITLE Guide to Education and Training in Scotland. INSTITUTION British Council, Edinburgh (Scotland). PUB DATE 96 NOTE 64p.; Photographs may not reproduce clearly. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Compulsory Education; Educational Resources; Elementary Secondary Education; Foreign Countries; *Governance; *Government School Relationship; Higher Education; *National Curriculum; Preschool Education; Public Policy; *Public Schools; *School Administration; Vocational Education IDENTIFIERS *Scotland ABSTRACT Scotland is known for its high standards in education and training at all levels. This guide offers an overview of how education and training is managed in Scotland. It contains information on the different sectors in education, progressing from preschool to higher education; a summary of the way in which education in Scotland is funded,managed, and evaluated by the central government and local education authorities; detailed information on the role and responsibilities of the educational agencies; and full contact information for the 46 further education colleges and 23 higher education institutions. (LMI) * ********** ******* ***** ****** ***** * ******** ************************************* Reproductions supplied by EDRS are the best that can be made from the original document. ***** ****** **************** ******* ******************************* ****** ********* AVAILABLE COPY BEST s e (ERIC) CENTER INFORMATION RESOURCES EDUCATIONAL THE TO BY GRANTED BEEN IjQS MATERIAL THIS DISSEMINATE AND REPRODUCE TO PERMISSION policy. or position OERI official represent necessarily not do document this in stated opinions or view of Points quality. reproduction improve to made been have changes Minor it. originating organization or person the from received as reproduced been has document This (ERIC) CENTER INFORMATION RESOURCES EDUCATIONAL Improvement and Research Educational of Office EDUCATION OF DEPARTMENT U.S. -
Who, Where and When: the History & Constitution of the University of Glasgow
Who, Where and When: The History & Constitution of the University of Glasgow Compiled by Michael Moss, Moira Rankin and Lesley Richmond © University of Glasgow, Michael Moss, Moira Rankin and Lesley Richmond, 2001 Published by University of Glasgow, G12 8QQ Typeset by Media Services, University of Glasgow Printed by 21 Colour, Queenslie Industrial Estate, Glasgow, G33 4DB CIP Data for this book is available from the British Library ISBN: 0 85261 734 8 All rights reserved. Contents Introduction 7 A Brief History 9 The University of Glasgow 9 Predecessor Institutions 12 Anderson’s College of Medicine 12 Glasgow Dental Hospital and School 13 Glasgow Veterinary College 13 Queen Margaret College 14 Royal Scottish Academy of Music and Drama 15 St Andrew’s College of Education 16 St Mungo’s College of Medicine 16 Trinity College 17 The Constitution 19 The Papal Bull 19 The Coat of Arms 22 Management 25 Chancellor 25 Rector 26 Principal and Vice-Chancellor 29 Vice-Principals 31 Dean of Faculties 32 University Court 34 Senatus Academicus 35 Management Group 37 General Council 38 Students’ Representative Council 40 Faculties 43 Arts 43 Biomedical and Life Sciences 44 Computing Science, Mathematics and Statistics 45 Divinity 45 Education 46 Engineering 47 Law and Financial Studies 48 Medicine 49 Physical Sciences 51 Science (1893-2000) 51 Social Sciences 52 Veterinary Medicine 53 History and Constitution Administration 55 Archive Services 55 Bedellus 57 Chaplaincies 58 Hunterian Museum and Art Gallery 60 Library 66 Registry 69 Affiliated Institutions