VCS & FE Partnership Working Survey

Total Page:16

File Type:pdf, Size:1020Kb

VCS & FE Partnership Working Survey VCS & FE Partnership Working Survey The Forward Communities project is funded by the Learning and Skills Improvement Service (LSIS) to look at ways of encouraging partnership working between the Voluntary and Community Sector (VCS) and Further Education colleges (FE). This survey is aimed at investigating potential opportunities for partnership working and the prospect of establishing on-going relationships between the two sectors. Please complete this short questionnaire, which should take no more than 10 minutes of your time, by 28 February 2011. In order to accurately monitor responses, if you do not wish to take part, please can you respond in the section at the bottom of the survey. The information you provide will be held by the Forward Communities project and shared with LSIS, if requested, as part of the project monitoring. We will treat your identity in confidence; any summary of the survey findings will be presented as a collective response - we will not disclose individual organisation data. Organisation Name: Organisation Website: General contact email address: 1. What area is served by your organisation? (please select all that apply) East Midlands Wide Derby Derbyshire Leicester Leicestershire Lincoln Lincolnshire Northampton Northamptonshire Nottingham Nottinghamshire Rutland 2. Which best describes the role of your organisation? (please select all that apply) Frontline service delivery Infrastructure Advocacy & campaigning Other (please specify): 3. Does your organisation attend any network meetings where requests for specific training or courses are discussed? Cross-sector network meetings Own sector network meetings Don't attend any network meetings where learning Both needs are discussed Please select all that apply: Local learning partnership Area forums Community learning champions Informal adult learning Community operation groups Neighbourhood management Community learning groups Local/regional PCT Local learning consortium LA adult & community learning BME networks Equality networks Other local authority e.g. jobs and skills groups (please specify): Network discussing training needs for specific groups e.g. mental health, disability, migrants, ex- offenders and lone parents etc (please specify): Other (please specify): 4. Are you aware of the following third sector support organisations? (please select all that apply) East Midlands Learning Support Network East Midlands Learning & Skills Partnership National Learning Alliance Consortia Plus No, but I would be interested to find out more 5. Does your organisation have a current relationship or has your organisation had in the past any relationship with an FE college? Yes, current Yes, previous Never had a relationship with an FE College (go to Q.8) 6. Which FE colleges have you had a relationship with? (please select all that apply) Derbyshire: Chesterfield College Derbyshire: Derby College Leicestershire: Brooksby Melton College Leicestershire: Leicester College Leicestershire: Loughborough College Leicestershire: Stephenson College Leicestershire: South Leicestershire College Lincolnshire: Boston College Lincolnshire: Lincoln College (which also operates Lincolnshire: Grantham College Newark College) Lincolnshire: New Stamford College Northamptonshire: Northampton College Northamptonshire:The Tresham College (which also Nottinghamshire: Castle College covers Rutland) Nottinghamshire: Newark College (which also Nottinghamshire: New College Nottingham operates Lincoln College) Nottinghamshire: North Nottinghamshire College Nottinghamshire: South Nottinghamshire College Nottinghamshire: West Nottinghamshire College Nottinghamshire: Landsmark College (Worksop) Nottinghamshire: Portland College (Mansfield) Other (please specify): 7. Which type of relationship do you have with them? (please select all that apply) Equal partnership for delivery of a project Sub-contracted by a college Sub-contracted to a college Contracted by a college to deliver on their behalf Joint bid with my organisation as the prime/lead Joint bid with college as the prime/lead organisation organisation Buying in training for service users Buying in specific training for workforce development Providing specific training to a college Providing a tutor as a guest lecturer College provides tutors for delivery of courses in College rents rooms for delivery of courses in the your venue community Renting rooms for delivery of college courses for Delivering Information Advice and Guidance (IAG) workforce development for the college as part of college provision Providing a venue for hosting Information Advice and Signposting Guidance (IAG) Advertising college courses Providing a tutor as a consultant Other (please specify): 8. In your organisation's own experience, what are the biggest barriers to engagement with the FE colleges? (please select all that apply) No experience of trying to engage with FE colleges Have not found any particular barriers No response from the college College too slow to respond so opportunity missed Not easy to identify who to talk to with at the college Being passed around college departments Timing of the request does not fit in with the Uncertainty about what the college can and cannot college's timetable fund College willing to engage, but then appropriate Do not feel that the financial incentives provided by funding not available the college are fair Often feel marginalised in allocation of resources Different drivers and strategic aims Lack of understanding about the VCS makes working Often feel that the college cannot offer what is together difficult required to meet the needs of the VCS partner Too much bureaucracy from the FE college makes it Do not feel valued in partnerships prohibitively difficult Perception that the college want to take over rather Lack of trust: for example, after discussing than work in partnership community needs, the college has gone ahead alone Other (please specify): 9. Does your organisation have experience of delivering training or working in partnership to facilitate the delivery of training? Yes, working in partnership to facilitate the delivery Yes, delivering training of training No (go to Q.11) 10. What type and/or level of training? (please select all that apply) Training around statutory requirements eg Health & Safety, Food Hygiene, Safeguarding, Race Equality etc (please specify): Awareness raising around protected characteristics - Definitions within the Equality Act 2010 (please specify): Specialist training eg Health, Environmental, Community Development etc (please specify): Tutor Training (PTTLS/CTTLS) Apprenticeships (16-19 yr olds) Adult Apprenticeships Non-accredited short courses for Adults (19+) Non-accredited short courses for Young People (14 - Non-accredited short coures for Learners with 19 yrs) Learning Difficulties (LLDD) Up to the age of 25 Accredited courses up to Entry level Accredited courses up to Level 1 Accredited courses up to Level 2 Accredited courses up to Level 3 Accredited courses up to Level 4 Accredited courses up to Level 5 Other eg peer management (please specify): 11. Do you have any experience of administering funding for projects or training? Yes (please specify below): No 12. Which system do you use to track service users progression into training? Informal Management information systems Shared system with another organisation (please specify): Other (please specify): Don't track progression 13. Which system do you use to track service users progression into employment? Informal Management information systems Shared system with another organisation (please specify): Other (please specify): Don't track progression 14. Which type of Information Advice and Guidance (IAG) do you offer around training and progression? Informal Formal/training IAG delivered in house Formal IAG brought in to talk to service users Signpost to external IAG Don't offer or signpost to any IAG 15. One of the aims of this project is to identify potential joint working opportunities between the VCS and FE colleges. Would you be interested in investigating ways in which you could work more closely with the FE college sector? (please select all that apply) Developing joint service planning Working together with the college to improve the learning offer to the local community Contracting a college as a delivery partner Ways of working in partnership with FE colleges to deliver training or projects to meet identified community needs Ways of working in partnership with FE colleges to identify joint bid writing opportunities Working in partnership as joint delivery partners on a project Delivering specialist workforce development training to a FE college Opportunities to provide a visiting lecturer delivering specialist training to an FE college Delivering informal training about work related to your organisation (eg healthy eating, mental health, bullying etc) to college staff or students Ways of working together to enhance the development offer to staff and/or volunteers in both sectors (eg via secondment opportunities) Ways the VCS and FE colleges can work together to support learners moving between informal and formal accredited further or higher education (not necessarily within an FE college) Working in partnership to develop a handbook for tutors to use, which promotes working in the VCS as a career choice and/or the benefits associated with volunteering Ways of working in partnership to deliver specialist training to meet workforce development needs Offering rooms to rent for delivery of college courses
Recommended publications
  • Refresh of the Janet Network in the East Midlands Roll Out: Scheduled Virgin Media Connection Date Is 24Th September (I.E
    REFRESH OF THE JANET NETWORK IN THE EAST MIDLANDS ROLL OUT: SCHEDULED VIRGIN MEDIA CONNECTION DATE IS 24TH SEPTEMBER (I.E. BY THAT DATE) UNLESS OTHERWISE STATED READY FOR SERVICE: FINAL MIGRATION WILL BE COMPLETED BY EMMAN IN AUTUMN 2013 NB: EVEN WHERE THE TELCO IS LATE DELIVERING, CONNECTIVITY WILL BE MAINTAINED THROUGH EXISTING CONNECTION. ACCESS CIRCUITS Status Status Status Status Status Status Status Customer "B" END Remote Sites "A" END University Band Circuit ID Post Code Supplier POP Sites Post Code Supplier width Bilborough College NG8 4DQ BT BT 100Mb 27/06 BT planning and survey 11/07 BT fibre work complete 01/08 BT FF & T to be 15/08.VM seeking 22/08 still awaiting 04/09 - telco delivery College Way. Openreach Openreach work complete. A to B end. confirmed 02/09/13 confirmation that the Derby confirmation that BT FF & complete Nottingham University of Nottingham cabinet is in place with T will be 02/09 Cripps CC. University NG7 2RD power so that the works Park Nottingham will go ahead as scheduled. 60 Bishop Grosseteste University LN1 3DY BT University of Lincoln LN6 7TS BT 1Gb As per contract - connection 11/07 BT fibre work complete 01/08 Final Fit and Test date 15/08 Final Fit and Test date As previous update 18/09 - BT amending College. Openreach Main Admin Building, Openreach not required until Dec 1 A to B end. TBA. TBA. presentation to mulimode Newport. Lincoln Brayford Pool. Lincoln 61 Boston College PE21 6JF BT University of Lincoln. LN6 7TS Virgin Media 200Mb 20/06 U of Lincoln end is VM - 25/07 ECD currently 02/09 01/08 - BT need to complete 15/08 BT awaiting access 22/08 BT access to Boston 18/09 - telco delivery Skirbeck Road.
    [Show full text]
  • Under-16 Home to School Transport Policy and Post-16 Transport Policy
    POST-16 TRANSPORT POLICY STATEMENT 2017/18 ACADEMIC YEAR NOTTINGHAMSHIRE COUNTY COUNCIL POST-16 TRANSPORT POLICY STATEMENT – 2017/18 ACADEMIC YEAR 1. Summary of Policy Statement This statement informs learners and their parents/carers of the support for transport that is available to help them access post-16 learning opportunities. The Council has consulted with various stakeholders in preparing this document. The statement includes information from the Council and provides links to enable learners and their parents/carers to access the most up to date transport and travel information from schools, colleges of further education, transport providers and other relevant sources. The aim is to provide the most up to date information about how to get to school or college. The statement also explains the support available to learners with special educational needs and or learning/mobility difficulties and gives information about the Council’s scheme of independent travel training. 2. Post-16 Travel Assistance Scheme 2017/18 2.1 Who is eligible to join the scheme? To participate in the scheme a student must:- • be a Nottinghamshire County resident (excludes students resident in Nottingham City) • be attending a full time course (a minimum of 540 guided learning hours per year over a period of a least 30 weeks) at a school (including Academies), college of further education or Independent Specialist Provider that is funded directly by the Education Funding Agency (the scheme does not apply to fee paying independent schools, higher education courses or universities) • live more than three miles from the school/college using the nearest available walking route • be over compulsory school age but under 19 years of age on 1 September 2017 For entitlements and additional benefits that are available for students with a disability or special transport need, see parts 4-6 below .
    [Show full text]
  • Transport Policy Statement for Learners Aged 16-18 in Further Education and Continuing Learners Aged 19 and Over
    Leicester City Council Education and Children’s Services Transport policy statement for learners aged 16-18 in further education and continuing learners aged 19 and over. Valid from: 1 August 2015 to 31 July 2016 1. Summary of Policy Statement and Main Objectives This document sets out the support available to young people of Leicester entering or continuing with full-time Post 16 Education to encourage participation and prevent transport being a barrier to young learners. It provides the most up to date details of charges and means testing procedures. It gives advice on the support available to learners with learning/mobility difficulties to encourage independent travel to and from the place of learning. 2. Details of concessionary fares. Leicester City Council – provision for mainstream learners A bus pass costing £425 is available for Leicester resident pupils over statutory school age if they live more than 3 miles but less than 20 miles from the school/college attended, and if the student is aged 16, 17 or 18 at the start of the college year. The pass allows travel on both First and Arriva buses to get to school/college. There are alternatives to the Leicester City Council Bus Pass. If you only need to use a bus from one operator, you could get better value in terms of price and flexibility by purchasing a season ticket directly from a commercial bus operator. Before you apply for a Leicester City Council bus pass we strongly urge you to consider all of the commercially available alternatives. Most commercially available season tickets allow you to travel at any time and on any day including weekends.
    [Show full text]
  • College Higher Education
    College Higher Education Directory of courses www.reach.ac.uk What is College Higher Education (CHE)? College Higher Education (CHE) is an alternative route to gaining a University Degree. Students study for their undergraduate programme in a College environment. Colleges have very high standards of teaching and learning as they are monitored for Quality Assurance by both QAA and Ofsted. Colleges offer a wide range of university level courses including Higher National Certificates, Higher National Diplomas, Foundation Degrees, Higher Level Apprenticeships and Honours Degrees. Most of the courses can be studied on a full or part time basis. Through their unique relationships with Universities, Colleges are able to offer routes from their courses to Honours Degrees and other higher levels of study across many subject areas. These flexible awards offer a ‘2 +1 approach’ that evidence excellent partnerships with awarding Universities. That’s two years at College with 1 more year at University to achieve the full Honours Degree. Still a three year journey to a Degree. Colleges work very closely with a broad spectrum of local and national companies ensuing that the education and training they offer equips students for future employment. All Colleges within the REACH partnership have specialist and industry standard resources and equipment, offering some of the best and most up-to date learning facilities in the City and County. CHE has high overall student satisfaction combined with competitive fees and high levels of tutor contact and support. To find out more about the courses on offer and Open Days go to www.reach.ac.uk Contact: Brooksby Melton College Lynn Barrett [email protected] Course Title Level Awarding Body/ Length Of Mode of Delivery Any Other Relevant University Course i.e.
    [Show full text]
  • School/College Name Post Code Group Size Allestree Woodlands School
    School/college name Post code Group Size Allestree Woodlands School DE22 2LW 160 Anthony Gell School DE4 4DX 70 Ashby School LE65 1DT 106 Bilborough College NG8 4DQ 300 Bluecoat Academies Trust NG8 5GY 260 Carlton le Willows Academy (formerly School & Tech. College) NG4 4AA 100 Charnwood College (Upper) LE114SQ 76 Chellaston Academy DE73 5UB 175 Chesterfield College S41 7NG 45 Chilwell Sixth Form NG95AL 80 Colonel Frank Seely Comprehensive School NG14 6JZ 34 Countesthorpe Leysland Community College LE8 5PR 80 De Lisle College LE11 4SQ 143 Derby Manufacturing University Technical College DE24 8PU 11 East Leake Academy LE12 6QN 66 Garibaldi College, Mansfield NG19 0JX 30 Grimsby Institute University Centre DN34 5BQ 59 Groby Community College LE6 0GE 140 Joseph Wright Centre DE564BW 3 Kenilworth School CV8 1FN 324 Kesteven & Grantham Girls School NG31 9AU 174 Kirk Hallam Community Academy DE7 4HH 25 Landau Forte College DE1 2LF 136 Leicester College LE1 3WL 100 Littleover Community School DE23 4BZ 190 Loughborough College LE11 3BT 189 Loughborough High School LE11 2DU 90 Lutterworth College LE17 4EW 62 Melton Vale Post 16 Centre LE13 1DN 100 Montsaye Academy (formerly Montsaye Community College) NN14 6BB 50 Noel-Baker Academy DE24 0BR 28 Northampton Academy, Northampton NN3 8NH 135 Nottingham Academy NG37EB 75 Nottingham High School NG74ED 130 Nottingham University Academy of Science and Technology NG7 5GZ 60 Ockbrook School DE723RJ 30 Ormiston Bushfield Academy PE25RL 88 Our Lady's Convent School, Loughborough LE11 2DZ 21 Peterborough School
    [Show full text]
  • Education and Training Providers
    Post Holbrook education opportunities Landmarks Specialist College - Chesterfield 01246 433788 Specialist Independent college for people with learning difficulties and disabilities. Their mission – To deliver high quality education and support that maximises life opportunities for our learners. T2 – Derby 01332 370978 At Transition2 we believe that all our alumni should move on from education into meaningful opportunities in adult life, through which they can continue to develop their skills as lifelong learners, as well as share their assets with the community as active citizens. Derby College – Broomfield 01332 387473 Derby College is a further education centre with sites located within Derbyshire. It delivers training in workplace locations across England. An extensive working estate, the campus supports the land based, leisure, sport and public services sectors, with Students on a variety of pathways leading to positive destinations in the world of work, further and higher education. Buxton & Leek College 0800 074 0099 Vocational course levels are BTEC’s, NVQ’s, Developing skills, Working towards Independence and Independence & Living Skills and Learning for Leisure. Entry level 1–3 for students who find learning difficult or who have become disengaged with education. You will be given the support you need in an all- inclusive learning environment. Level 1 – 3 and beyond also available. Portland College – Mansfield 01623 499111 A leading specialist college. Working with disabled people to develop their employability, independence and communication skills. With such a wide range of qualifications available - from pre-entry level to level 3, we will tailor a programme to suit your individual disability or needs. RNIB College – Loughborough 01509 611 077 RNIB College Loughborough supports a wide range of students to achieve their goals.
    [Show full text]
  • This Is a List of the Formal Names of The
    This is a list of the formal names of the Corporations which operate as colleges in England, as at 7 August 2019 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 Bilborough College SFC EM Nottingham 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 Brooksby Melton College AHC EM Leicestershire 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]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College Hinckley College and North Warwickshire College for Technology and North Warwickshire and Hinckley 7 Coventry & Warwickshire Double dissolution 01-Mar-96 Art College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College North Warwickshire and Hinckley 7 Hinckley College and North Warwickshire College for Technology and Art Coventry & Warwickshire Double dissolution 01-Mar-96 College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • Teacher Regional Improvement Project (TRIP) Summaries - Round 1
    Teacher Regional Improvement Project (TRIP) summaries - round 1 Lead Delivery Partner is indicated in bold type. Knowledge Hub: North (12 projects) 1. Blackpool and The Fylde College, Nelson and Colne College, The Lancashire LEP, Wakefield College, Bolton College, Hopwood Hall College The aim of the project is to undertake research to inform the development of long term CPD to support teaching staff who are in line to deliver the first T Level in Construction (Design, Surveying and Planning), with a specific focus on emerging technologies. 2. Bolton College, Blackburn College, Greater Manchester Combined Authority, Hopwood Hall College, The City of Liverpool College, Oldham College, Priestly College, Wirral Metropolitan College The project aims to test effective strategies for the development of industry-level knowledge and skills required by teachers delivering the T Levels in Digital. The project will seek to identify effective methods for embedding employer support to help bridge the gap between industry needs and teaching knowledge and experience, for the delivery of the three Digital T Level pathways. 3. Burnley College, Blackburn College, Priestley College, Myerscough College, Bolton College, Southport College, STEMFirst, Develop EBP The project aims to analyse the impact of industry placements on the teaching and learning cycle to enable partners to support both learners and employers before, during and following an industry placement as well as aligning classroom delivery to the placement objectives. 4. Gateshead College, Stockton Riverside College, Derwentside College, Lakes College The project aims to develop teaching practice in innovative assessment methods in Early Years and Childcare which will allow students to generate evidence of their core skills and to ensure that assessment methods are in line with industry needs.
    [Show full text]
  • UCC Destination Data
    Destination Data Year 11 Gatsby Benchmark 8 – Personal Guidance The destination data provides evidence that students have received personal guidance that has enabled them to make sustainable choices for their Post-16 destination. UCC continues to enable young people to move onto further education of their choosing, including A Level Qualifications, NVQ Level Qualifications, Apprenticeships or Full Time Employment and Training. Despite the many challenges that that the students face when making post-16 choices, the guidance that is given to our students means that UCC consistently performs above the national average of 94%. The main challenge faced by UCC students is the lack of Sixth-Form at the college. Students are faced with the task of finding a Post-16 provider that offers the course they want to go onto. For some students, this can involve an additional 3 hours travelling each day, on top of their studies. This means that finding the right Post-16 provider is crucial for our students, heightening the importance of the personal guidance. On average, our students go on to 29 different providers each year. This includes apprenticeships and employment. When receiving personal guidance, students are able to explore all the options that are available to them. This is done through group work, small group work or 1:1 via our careers advisor. This is supplemented throughout the year with post-16 talks and visits. Destination Data Year 11 School Leavers - 2020 Total Number of Total Number in Post-16 Total Number of NEET Total Number of Students:
    [Show full text]
  • Learning Technologist Award 2014
    UNIVERSITY COSECTOR OF LONDON Learning Technologist of the Year Awards 1997–2016 The Association for Learning Technology Learning Technologist of the Year Awards celebrate and reward excellent practice and outstanding achievement in the learning technology field. The Awards are open to individuals and teams based anywhere in the world. They celebrate and reward excellent practice and outstanding achievement in the learning technology field and promote intelligent use of Learning Technology on a national scale. The Awards were supported by CoSector – University of London and were presented at the 2016 ALT Annual conference in Warwick on the evening of 7 September 2016. This year, we also celebrate 10 years of the Award. Turn over for details of the winners not only of this year’s Award but also for an overview of the last 10 years. Individual Awards Winner Daniel Scott, Barnsley College Daniel’s submission describes his journey as he extended his role as a Learning Technologist and the milestones he achieved. Daniel dedicated himself to training and developing a new Instructional Designer and Learning Technologist workforce, through the Digital Learning Design qualification suite. Daniel went above and beyond his role, and he designed, delivered, assessed and managed the Level 4 Certificate in Technology in Learning Delivery to staff. He is highly proactive, reflective and evaluative of his experiences and professionalism through his personal and professional blog, which enables him to inform his and the organisation’s development. Runner-up Chrissi Nerantzi, Manchester Metropolitan University Chrissi works as an academic developer in the Centre for Excellence in Learning and Teaching at Manchester Metropolitan University.
    [Show full text]