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Beacon for Wales Final Report Beacon for Wales - Final Report 1
Beacon for Wales Final Report Beacon for Wales - Final Report 1 Contents Executive Summary 2 Strategic priorities for the Beacon 4 Overall approach to culture change 4 Impact 7 Stories of change 17 Lessons learnt 19 Beacon for Wales Sustainability plans 21 Final Report Conclusions and recommendations 22 2 Beacon for Wales - Final Report Beacon for Wales - Final Report 3 Executive Summary 27 projects exploring new ways of undertaking engagement or working with new audiences were funded and these delivered over 35,000 The Beacon for Wales has initiated a culture change in Welsh Universities where public engagement is more embedded, more contact hours of engagement. supported and more visible than it was 5 years ago. The Beacon for Wales was a partnership Glamorgan and Cardiff universities have adapted The project also looked to engage with policy between Cardiff University, University of their reward and recognition structures so that makers in Wales to improve the quality of Glamorgan, Techniquest, Amgueddfa Cymru staff can include public engagement activities public, political and academic dialogue in Wales. – National Museum Wales and BBC Cymru as a dedicated part of their role. At Cardiff, Events were attended by many Ministers and Wales. Working in the context of Wales, the two academic promotions are being made on the Assembly Members. We also began a pairing lead universities, Cardiff and Glamorgan, and basis of excellent engagement work. Glamorgan scheme linking Welsh politicians with academics the other Welsh universities have supported has appointed a reader and a fellow in public across Wales which will be continued next and encouraged their staff and students to engagement. -
Future Directions for Higher Education in Wales: Students As Partners
Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39. -
SB 13/2014 Students in Higher Education Institutions, 2012/13
SB 13/2014 20 February 2014 Students in Higher Education Institutions – Wales, 2012/13 This Bulletin provides information about students enrolled at Welsh Higher Education Institutions (HEIs) and Welsh domiciled Higher Education (HE) students enrolled at HEIs throughout the UK in the 2012/13 academic year. The data included are taken primarily from the Higher Education Statistics Agency (HESA) Student Record and based on the HESA standard registration population, which includes student enrolments throughout the year. Summary of main findings Compared with 2011/12, enrolments at Welsh HEIs fell by 2 per cent in 2012/13, whilst HE enrolments by Welsh domiciled students at UK HEIs saw a slightly smaller decrease of one per cent. The two per cent fall in enrolments was evenly split between full-time postgraduate and full-time undergraduate enrolments. Part-time enrolments at Welsh HEIs have fallen from around 51,000 in 2006/07 to just below 36,000 in 2012/13, a 30 per cent decrease. Overall there were 101,270 Welsh domiciled enrolments to HE at UK HEIs in 2012/13, approximately 800 fewer than in the previous year. Enrolments of Welsh students peaked in 2004/05, with a downward trend in numbers since then. The fall in part-time undergraduate enrolments has been the main factor in the overall decrease in numbers. In 2012/13, there were 21,610 Welsh domiciled enrolments at UK HEIs outside of Wales and 33,080 enrolments at Welsh HEIs from students normally resident elsewhere in the UK. Wales remained a net importer of students, although the net flow into Wales fell by 12 per cent in 2012/13. -
Policy for the Sensitive Disposal of Fetal Remains of Less Than 24 Weeks of Gestation
Ref: PATH 02 Policy for the sensitive disposal of fetal remains of less than 24 weeks of gestation INITIATED BY: Cellular Pathology Service manager APPROVED BY: Pathology Integrated Governance Group DATE APPROVED: 30/5/2014 VERSION: 1.0 OPERATIONAL DATE: 30/5/2014 DATE FOR REVIEW: 30/5/2015 DISTRIBUTION: Cwm Taf University Health Board Policies and Procedures SharePoint site FREEDOM OF INFORMATION STATUS: Open Ref:PATH 02 Policy V 1.0 CONTENTS Policy Definition......................................................................................i 1. Purpose...........................................................................................1 2. Policy Statement..............................................................................1 3. Principles.........................................................................................1 4. Scope .............................................................................................2 5. Legislative and NHS Requirements.....................................................2 6. Procedure........................................................................................2 7. Training Implications......................................................................14 8. Review, Monitoring and Audit Arrangements......................................14 9. Managerial Responsibilities..............................................................14 10. Retention or Archiving.....................................................................15 11. Non Conformance...........................................................................15 -
ICT Use and Connectivity of Minority Communities in Wales
Connected Communities ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry 1 ICT USE AND CONNECTIVITY OF MINORITY COMMUNITIES IN WALES ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry Executive Summary This project has aimed to gain an understanding of the impact of Information and Communication Technologies (ICTs) on changing cultures and patterns of connectivity within and between minority communities and the potential of multifaceted digital divides in constraining or shaping these forms of connectivity. It has used Wales as a test-bed and focused on ethnic communities (and their language and cultural attributes) and people with disabilities. The project activities ranged from reviewing the literature and existing research to undertaking stakeholder engagement activities. The project findings highlight that ICTs and the Internet are perceived as being key to promoting community connectivity in contemporary society and that the minority communities are at risk of both social and digital exclusion. There is clear anecdotal evidence that these communities require bespoke policy which reflects their specific needs and requirements. However, the evidence provided in existing (mostly quantitative) research data fails to adequately explore these issues and „grey data‟ is both difficult to identify and access. Therefore there is a clear rationale for developing more qualitative, fine grained, community-based -
Deposit Draft Local Development Plan 2006 - 2021 Preserving Our Heritage • Building Our Future Contents
Deposit Draft Local Development Plan 2006 - 2021 Preserving Our Heritage • Building Our Future Contents Chapter 1 Introduction and Context ......................................3 Chapter 7 Monitoring and Review Framework....................117 Introduction...................................................................3 Appendix 1 Detailed Allocations ..........................................121 Structure of document ..................................................4 a) Housing Allocations .............................................121 Key facts about Rhondda Cynon Taf.............................5 b) Employment Allocations......................................128 Links to other Strategies................................................5 c) Retail Allocations .................................................130 National Planning Policy and Technical Advice.........11 d) Major Highway Schemes......................................131 How to use the document...........................................15 e) Sites of Important Nature Conservation Chapter 2 Key Issues in Rhondda Cynon Taf .........................17 and Local Nature Reserves ..................................133 Chapter 3 Vision and Objectives ..........................................21 Appendix 2 Statutory Designations.......................................137 Chapter 4 Core Strategy.......................................................25 Appendix 3 Local Development Plan Evidence Base..............139 Key Diagram ................................................................28 -
Between the Generations in Wales Raising the Profile Of
Between the Generations In Wales Raising the Profile of Intergenerational Practice March 2007 For Lloyds TSB Foundation for England and Wales Foreword Intergenerational Practice (IP) is an innovative response to the issues raised by the progressive ageing of the Welsh population, more than 28 per cent of which will be over the age of 60 by 2020. It is, therefore, a vital strand of the Welsh Assembly Government Strategy for Older People in Wales, which aims to encourage a coordinated and effective response to this issue through collaboration between different community partners, such as the Welsh Assembly Government, local government and the voluntary and private sector. The strategy makes a specific commitment to developing intergenerational linkages in Wales and I was, therefore, delighted to approve the Beth Johnson Foundation for Assembly funding of £87,000 over three years to develop and implement a Welsh IP strategy. While IP is being developed strongly in a number of areas of the UK, I believe that this will be the first time that it has been linked to a national strategy. The Cymru Centre for Intergenerational Practice (CCIP), through its work with the Beth Johnson Foundation, has already developed an impressive range of local IP approaches and projects – a sample of which are outlined in this booklet. Hard work has been rewarded with tangible progress and visible results: intergenerational work in Wales has already contributed to the breakdown of harmful stereotypes by providing a framework for the young and old to adopt an active role in helping themselves and their own communities, together. -
Promise and Performance
PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT PROMISE AND PERFORMANCE: The Report of the Independent Review of the Mission and Purpose of Further Education in Wales in the context of the Learning Country: Vision into Action PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES AND IS LABELLED AS SUCH IN THE DOCUMENT December 2007 Acknowledgements: The Chair and Panel would like to thank all those who gave their time and evidence to the Review and supported their work over the last 12 months. Especial thanks should go to the groups of learners who made such clear, articulate and constructive contributions. ISBN 978-0-7504-4482-8 For further copies of this report and queries please contact: Webb Review Secretariat Welsh Assembly Government Unit 6, St Asaph Business Park, St Asaph Denbighshire LL17 0LJ Telephone: 01745 538761 E-mail: [email protected] The report is also available to download at: http://new.wales.gov.uk/topics/educationandskills/ policy_strategy_and_planning/127035/webb-report?lang=en This Review has been conducted by an independent panel of three experts. Sir Adrian Webb (Chair) Professor Sir Adrian Webb is Chair of the Pontypridd and Rhondda NHS Trust and a non-executive member of the Welsh Assembly Government’s Executive Board. He was Vice-Chancellor of the University of Glamorgan until December 2005. He was previously an academic at the London School of Economics and Professor of Social Policy at Loughborough University. His academic career resulted in many research projects, publications and consultancies. -
Title Four Stages of Lifelong Learning
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Kyoto University Research Information Repository Four Stages of Lifelong Learning : An Institutional Case Study Title from Wales Author(s) Saunders, Danny; Adams, Helen; Jones, Gwynoro Citation Lifelong education and libraries (2005), 5: 135-141 Issue Date 2005-05-01 URL http://hdl.handle.net/2433/43708 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University 135 Four Stages of Lifelong Learning: An Institutional Case Study from Wales Danny Saunders, Helen Adams and Gwynoro Jones In this article a lifelong learning case study is presented from Wales. It supports national and regional strategies which stress the need for widening access and increasing participation within higher education. Four stages of education are identified within a continuum of learning which covers the developmental lifespan. First is compulsory education in primary and secondary schools, with a special emphasis on helping teenagers who lack confidence or motivation. Second, disadvantaged young adults who join universities, and the need for special campus based support through the development of retention initiatives. Third, continuing professional development and work-based learning for employees who find it difficult to visit a university campus. Fourth, community based learners who are especially linked with unemployment or retirement. The case study emphasises the value of using non-threatening learning environments which then lead to other things. It concludes with the recognition of the need for diverse and flexible progression pathways which emerge for students of all ages as they gain in confidence. These pathways begin with workshop or project based activity which is essentially non-assessed but which can lead in to more mainstream awards in further and higher education. -
1. PURPOSE of the REPORT 1.1 to Provide Members with The
RHONDDA CYNON TAF COUNTY BOROUGH COUNCIL OVERVIEW & SCRUTINY COMMITTEE 9th DECEMBER 2020 POSITION STATEMENT – SCRUTINY OF FLOODING IN RCT DURING 2020 REPORT OF THE SERVICE DIRECTOR, DEMOCRATIC SERVICES & COMMUNICATIONS 1. PURPOSE OF THE REPORT 1.1 To provide members with the opportunity to consider the detail (as outlined below) of the recent Scrutiny Enquiry session relating to the severe flooding which impacted across the County Borough during 2020 and to consider the next steps to be taken with this process. Detailed verbal accounts from local members (Appendix 1) Written submissions by individual ward members or party groups (Appendix 2); Report to Full Council and Power point presentation (25th November 2020)(Appendix 3) Enclosed summary of information gathered over the last two months. 2. RECOMMENDATIONS It is recommended that Members:- 2.1 Consider the information considered to-date from partners, Council Officers and local members 2.2 Support the emerging themes identified within this report and request for this information and the comments of members, including written submissions received through the scrutiny inquiry process, to be presented to the Chief Executive and Cabinet, for consideration as part of the internal review. In doing so consider any recommendations or comments committee may wish to make at this point in the scrutiny process. 2.3 Confirm committees request to scrutinise how the Council will respond to the Section 19 statutory report that the Council is required to undertake in respect of the February Floods -
120 Bus Time Schedule & Line Route
120 bus time schedule & line map 120 Blaencwm - Caerphilly via Porth View In Website Mode The 120 bus line (Blaencwm - Caerphilly via Porth) has 6 routes. For regular weekdays, their operation hours are: (1) Blaen-Cwm: 6:12 AM - 8:15 PM (2) Caerphilly: 6:32 AM - 7:08 PM (3) Pontypridd: 6:40 PM (4) Porth: 7:20 AM - 9:30 PM (5) Porth: 3:35 PM - 9:13 PM (6) Tonypandy: 5:25 AM Use the Moovit App to ƒnd the closest 120 bus station near you and ƒnd out when is the next 120 bus arriving. Direction: Blaen-Cwm 120 bus Time Schedule 103 stops Blaen-Cwm Route Timetable: VIEW LINE SCHEDULE Sunday 8:05 AM - 4:05 PM Monday 6:12 AM - 8:15 PM Interchange, Caerphilly Station Terrace, Caerphilly Tuesday 6:12 AM - 8:15 PM South Gate Square, Caerphilly Wednesday 6:12 AM - 8:15 PM Cardiff Road, Caerphilly Thursday 6:12 AM - 8:15 PM Castle Entrance, Caerphilly Friday 6:12 AM - 8:15 PM The Piccadilly (Nantgarw Road), Caerphilly Saturday 6:12 AM - 8:15 PM 3 Nantgarw Road, Caerphilly Crescent Road, Caerphilly Aber Station, Caerphilly 120 bus Info Direction: Blaen-Cwm Martin's Farm, Caerphilly Stops: 103 Trip Duration: 111 min Cwrt Rawlin Inn, Caerphilly Line Summary: Interchange, Caerphilly, South Gate Nantgarw Road, Caerphilly Square, Caerphilly, Castle Entrance, Caerphilly, The Piccadilly (Nantgarw Road), Caerphilly, Crescent Cwrt Rawlin School, Castle View Road, Caerphilly, Aber Station, Caerphilly, Martin's Farm, Caerphilly, Cwrt Rawlin Inn, Caerphilly, Cwrt Clos Enfys, Castle View Rawlin School, Castle View, Clos Enfys, Castle View, Ffordd Traws Cwm, Caerphilly -
Higher Education Reconfiguration
Members’ Research Service: Topic Brief Gwasanaeth Ymchwil yr Aelodau: Papur Byr Higher Education Reconfiguration Introduction The Welsh Assembly Government (WAG) decided in 2002 that in order for the higher education (HE) sector in Wales to reduce overhead costs, and to attract research investment, it would require reconfiguration. The detail of this proposal is available in the WAG policy document Reaching Higher i. In the same year, in response to Reaching Higher, the Higher Education Funding Council for Wales (HEFCW) launched the ‘Reconfiguration and Collaboration’ (R&C) fund to support the reshaping of the sector in the interests of achieving major performance gains and enhanced competitiveness. During the first phase of this fund, 2002-04, the fund supported the merger of Cardiff University with the University of Wales, College of Medicine, in 2004. In 2004 the Minister for Education and Lifelong Learning reiterated the WAG’s commitment to the reconfiguration of the HE sector. Following an appraisal of the sector’s performance, HEFCW launched the second phase of the R&C fund, to run from 2004/05 until further notice. In reporting to the Education, Lifelong Learning and Skills Committee in 2006, HEFCW voiced concerns about meeting the targets set by the WAG in Reaching Higher. Specifically targets relating to reducing administrative costs and attracting more research fundingii. Recent progress on the reconfiguration agenda has included the merger of Merthyr College and the University of Glamorgan, a strategic alliance being formed between the Royal Welsh College of Music and Drama and the University of Glamorgan, and the establishment of several research and enterprise partnerships Progress since 2002 Successful Merger On 1 December 2004, Cardiff University and the University of Wales, College of Medicine formally merged into one institution with more than 5,000 staff, 22,000 students and an annual turnover of £300 million iii.