DOCSLIB.ORG

Funding: HE Student Bursary Fund 2000-01

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Funding: HE Student Bursary Fund 2000-01 Funding: HE Student Bursary Fund 2000-01 To be read in conjunction with Circular 00/14 To Principals of colleges in receipt of specific HE access funds Chief education officers Further information: Robin Richmond – Funding Team Tel 024 7686 3383 Fax 024 7686 3112 E-mail [email protected] or Funding and research and statistics helpdesk Tel 024 7686 3224 or write to: The Further Education Funding Council Cheylesmore House Quinton Road Coventry CV1 2WT HE Student Bursary Fund 2000-01 Introduction 1 In Circular 00/14: Learner Support Funds 2000-01 information is given on learner support funds for the 2000-01 teaching year. These funds are intended to meet: • general access needs for further education (FE) students • specific access needs of higher education (HE) students • additional costs faced by full-time undergraduate, and full- and part-time school-centred initial teacher training (SCITT) and postgraduate certificate in education (PGCE) mature students in FE colleges who have dependent children • childcare costs for FE students • residential accommodation costs for FE students who have to study away from home. 2 The circular sets out the eligibility criteria for learner support funds and the terms and conditions governing the use of these funds for 2000-01. It also includes provisional allocations of FE and HE access funds, the FE childcare fund and the FE residential bursary fund to colleges in the further education sector, external institutions and higher education institutions for 2000-01. 3 Advance notification of the new HE bursary fund for mature students is also included in Circular 00/14: Learner Support Funds 2000-1. The terms and conditions governing the use of this fund for 2000-01 and the allocations to colleges offering Council-funded HE provision are now available from the Department for Education and Employment (DfEE) and are set out in this document. Background 4 The bursary fund is part of a new support package for HE students announced by the secretary of state for education and employment. The DfEE has allocated £1.36 million for bursaries for HE students in FE colleges for 2000-01. Allocations of this fund will be additional to the existing allocations of specific HE access funds. 5 The fund will run for one year only. It is intended to phase out payments gradually from September 2001-02, taking account of existing commitments to students, following the introduction of childcare grants of up to £100 a week for each child to students with dependent children. Local education authorities will administer these new grants. 6 The fund will change in nature in 2001-02 to enable institutions to provide non- repayable bursaries for young students from disadvantaged backgrounds. Purpose of the New HE Bursary Fund 7 The fund will provide bursaries for full-time undergraduate, and full- and part- time SCITT and PGCE mature students in FE colleges who have dependent children. The bursaries, which will be given according to need, will be for up to £1,000. They are for students with dependent children and are intended to help many mature students with children - especially lone parents - with the additional costs they face on 2 entering higher education, particularly childcare, but also travel and other course- related costs. Both new entrants and existing students will be eligible. The bursaries will be discretionary, and will be administered by colleges. HE students in receipt of bursaries may receive additional help from the HE and FE access funds. Basis of Distribution 8 In line with the guidance from ministers, the new fund has been distributed among colleges offering HE provision. The fund has been allocated on the basis of full-time equivalent (FTE) numbers of full-time students aged 25 or over on HE level qualifications. The provisional rate is £181.92 for each FTE. 9 Colleges with less than 1.0 FTE full-time students have not received an allocation. However, they have been included in annex B for completeness. Where allocations have been made there is a minimum allocation of £500. While the bursaries are for up to £1,000 in most cases, colleges with small allocations will not be able to give this amount. Learner Support for HE students in FE Colleges 10 Both part-time and full-time HE undergraduate students are eligible for specific HE support (existing access and new bursary funds) and, where necessary, the general FE access fund: see paragraphs 4 – 6 in supplement A, annex A of Circular 00/14. Postgraduate students are eligible only if they are facing severe hardship. Eligible HE students should be considered for the new bursary fund before they can be considered for specific HE or general FE access funds. HE students are not eligible for support from FE childcare or residential funds (see Terms and conditions and guidance notes on the new HE bursary fund are given in annex A to this document). Guidance on hardship loans for 2000-01 will be issued by the DfEE in August 2000. 3 Table 1. Learner support for HE students in FE colleges FE colleges Part-time HE students Full-time HE students Support Fee Other Childcare, Other access needs Childcare, category remission access travel and other travel and other needs course- related course- related costs costs Funding source Existing specific HE New HE Existing specific HE New HE access fund bursary fund access fund bursary fund Funding type Grant Student All home students Mature home All home students All mature eligibility (inc. those on students on (inc. those on undergraduate criteria sandwich courses) SCITT and sandwich courses) and PGCE other than PGCE training other than home students postgraduates, unless courses with postgraduates, unless with dependent facing severe dependent facing severe children hardship. children hardship. Students losing Students losing employment. employment Benefit recipients Priority groups National policy and priority groups Students achieving Lone parents Lone parents regular and significant part-time attendance Not eligible Students on franchised or partnership HE courses Mature students Students eligible for Mature students in receipt of a a student loan, but in receipt of a TTA bursary not applying in full TTA bursary or in part Notes: i. Unspent HE bursary allocations may be vired to the HE access fund to help other HE students ii. Specific HE access funds may be paid to recipients of mature student bursaries, but may not be used to meet general FE access needs iii. General FE access funds may be paid to HE students who have taken up fully their HE loans and any other HE entitlement. Students over 25 do not need to have taken up a hardship loan iv. HE students are not eligible for FE childcare and residential bursary funds This table contains new information and replaces table 2 in Circular 00/14. 11 General FE access funds cannot be paid to students in FE colleges on franchised HE courses, who can only receive student support from their franchisor or HE institution. The franchise rule also applies to partnership arrangements where the course delivery is split between the HE institution and an FE college and the student is registered at the HE institution. Colleges should liaise with HE institutions to ensure that adequate support services are available for franchised and partnership students. 12 For the purpose of administering these funds, a part-time HE student is a student who is working to a minimum of 60 credit points in a teaching year where the full- time equivalent is 120 credit points, or 50% of a course in other schemes. 4 Availability of FE and HE Funds for Childcare Support 13 FE students in colleges and external institutions are eligible for childcare support from the FE childcare and general access funds. HE students in FE colleges are eligible for childcare support from the HE bursary fund. FE students on Council-funded provision in HE institutions are eligible for childcare support from the FE childcare fund see Table 2. Table 2. Sources of childcare funds in FE and HE institutions FE colleges and external HE institutions institutions FE students HE students FE students HE students (colleges only) FE childcare fund ! " ! " General FE access fund ! " " " Specific HE access fund " " " " Specific HE bursary fund " ! " " Benefit Implications 14 Subject to parliamentary approval, the Department of Social Security (DSS) proposes to disregard in full these bursaries for mature students, as they are not intended for general living costs. Further guidance is given in annex A. Allocations 15 The allocation of the HE student bursary fund to colleges offering Council-funded HE provision is shown in annex B, together with a re-statement of their allocations of other funds. Funds included in the total for administration have been increased to reflect this additional allocation of funds. The allocations shown in annex B are provisional and may be amended once the enrolment data have been validated or in the light of other developments. 16 It is open to any college to decline the allocation offered if it considers that the level of the allocation is such that the administrative burden of complying with the terms and conditions outweighs the possible benefit to students. Institutions declining their allocation of the HE student bursary fund are asked to complete a copy of the certificate included in supplement B, annex F of Circular 00/14. Payments 17 The DfEE has set terms and conditions under which HE student bursary funds may be paid and these are set out in annex A. Failure to comply with the terms and conditions could result in access funds being withheld from the Council or individual colleges. 5 18 Before HE student bursary funds may be paid to a college, the Council must receive a completed copy of the certificate included in supplement B, annex F in Circular 00/14 to confirm that the college accepts the allocation made, or a reduced amount, and will comply with the terms and conditions.
Load more

Recommended publications
  • Directory of HE in FE in England 2007
    Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies .
    [Show full text]
  • College Employer Satisfaction League Table
    COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH
    [Show full text]
  • Aylesbury College
    Aylesbury College REPORT FROM THE INSPECTORATE 1997-98 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1998 You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 8 Curriculum areas Construction 10 Engineering 16 Business 22 Health and social care 29 Hairdressing and beauty 35 English, sociology, psychology and law 41 Languages 46 Provision for students with learning difficulties and/or disabilities 51 Cross-college provision Support for students 57 General resources 64 Quality assurance 71 Governance 77 Management 83 Conclusions 92 College statistics Aylesbury College Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect.
    [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]
  • 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]
  • A Case Study Exploring the Societal Gatekeeper Role of an Ofsted
    A case study exploring the societal gatekeeper role of an Ofsted inspector, using a systems thinking model of creativity, in the business studies curriculum in Further Education colleges in England by Jesvir Kaur Mahil BA (Hons), PGCE, MBA A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham August 2017 0 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This study explored my own societal gatekeeper role as an Ofsted inspector, using a systems thinking model of creativity, within the domain of vocational business studies curricula, in Further Education (FE) colleges in England. My research questions sought to explore how business teachers and inspectors define, recognise, measure, reward and promote creativity skills in vocational business education. To provide a definition of creativity, I propose a framework based on its seven key aspects: process, person, place, pressures, product, persuasion and permanence. In addition to evidence-based success, I argue that we recognise the need for trust and freedom, through quality of relationships, to stimulate creativity.
    [Show full text]
  • Develop Your Workforce Employer’S Guide to Higher Education This Booklet Sets out to Explain How Higher Level Skills Can Benefit Your Business
    Develop your workforce Employer’s Guide to Higher Education This booklet sets out to explain how higher level skills can benefit your business. We’ll show how you, your business and workforce can benefit from work-based higher education and the various levels and types of qualification available. We’ll direct you to where you can access higher education near you and provide other useful contact addresses. What are higher level skills? “High level skills – the skills associated with higher education – are good for the individuals who acquire them and good for the economy. They help individuals unlock their talent and aspire to change their life for the better. They help businesses and public services to innovate and prosper. They help towns and cities thrive by creating jobs, helping businesses become more competitive and driving economic regeneration. High level skills add value for all of us.” Foreword, Minister of State for Lifelong Learning, Further and Higher Education ‘Higher Education at Work – High Skills: High Value’, DIUS, April 2008 Why? There are good reasons why you should consider supporting your workforce to achieve qualifications which formally recognise their skills and why those skills will improve your business opportunities: • you will be equipped with the skills needed to meet current and future challenges in line with your business needs • new ideas and business solutions can be generated by assigning employees key project work as part of their course based assignments • your commitment to staff development will increase motivation and improve recruitment and retention • skills and knowledge can be passed on and shared by employees Is it relevant to my business? Universities are keen to work with employers to ensure that courses reflect the real needs of business and industry and suit a wide range of training requirements.
    [Show full text]
  • Using Mobile Technology for Learner Support in Open Schooling
    Using Mobile Technology for Learner Support in Open Schooling A Report to the Commonwealth of Learning Cambridge Distance Education Consultancy Von Hügel Institute St Edmund’s College Cambridge UK February 2009 Contents Page 1. Executive Summary 3 2. Background 5 3. Introduction 8 4. Methodology 12 5. Definitions 13 6. Key Findings 15 7. Strategic Issues for Institutions 23 8. Evaluation, Student Feedback and Quality Assurance 29 9. Conclusions and Recommendations 32 10. References 35 Appendices: Appendix 1. Summary 36 Appendix 2. European Higher Education (HE) Report 48 Appendix 3. UK Schools and Further Education Report 54 Appendix 4. Detailed site visit reports 4.1 Learning2Go 79 4.2 The Open University 89 4.3 Tribal CTAD 92 Appendix 5. Bibliography 95 This report was compiled by Anne Gaskell and Roger Mills, Research Associates at the Von Hügel Institute, St Edmund’s College, Cambridge, UK with help from Merritt Associates. 2 1. Executive Summary ‘Recently (10 th February 2009) Amazon’s vice-president for digital business, Ian Freed confirmed that it plans to let mobile-phone users download Kindle books’. Quoted from the New Statesman 23 rd February 2009. (see www.newstatesman.com ) If there is any doubt that mobile technologies are here to stay, this statement shows that Amazon believes that smartphones, not digital readers like the Kindle or the Sony e- book are the next big thing for e-books. In Japan, ‘mobile phone novels-or mbooks ( Keitai shosetsu ) have become a publishing sensation. Some are professional novels, downloaded onto mobiles, but more startling are the novels - mostly high school romances - that are actually written on mobiles by…….
    [Show full text]
  • Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20
    Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20 The following institutions are members of QAA for 2019-20. To find out more about QAA membership, visit www.qaa.ac.uk/membership List correct at time of publication – 18 June 2020 Aberystwyth University Activate Learning AECC University College Al-Maktoum College of Higher Education Amity Global Education Limited Anglia Ruskin University Anglo American Educational Services Ltd Arden University Limited Arts University Bournemouth Ashridge Askham Bryan College Assemblies of God Incorporated Aston University Aylesbury College Bangor University Barnsley College Bath College Bath Spa University Bellerbys Educational Services Ltd (Study Group) Bexhill College Birkbeck, University of London Birmingham City University Birmingham Metropolitan College Bishop Grosseteste University Blackburn College Blackpool and The Fylde College Bolton College Bournemouth University BPP University Limited Bradford College Brockenhurst College Buckinghamshire New University Burnley College Burton & South Derbyshire College 1 Bury College Cambridge Regional College Canterbury Christ Church University Cardiff and Vale College Cardiff Metropolitan University Cardiff University CEG UFP Ltd Central Bedfordshire College Cheshire College South and West Chichester College Group Christ the Redeemer College City College Plymouth City of Bristol College City, University of London Colchester Institute Coleg Cambria Cornwall College Coventry University Cranfield University David Game College De Montfort
    [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]
  • PDF the Whole Schedule
    Document Generated: 2019-04-14 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. SCHEDULE Article 2 PART 1 Bodies providing Courses in preparation for a Degree Section 1 (Generally) Abington and Witney College Academy of Circus Arts and Physical Theatre (Circomedia) The Academy of Contemporary Music Academy of Live and Recorded Arts Academy of Music and Sound Access to Music Ltd Accrington and Rossendale College Action on Addiction (Centre for Addiction Treatment Studies) (CATS) Active Learning Adult Learning Wales (Addysg Oedolion Cymru) Air Warfare Centre (AWC), RAF Waddington Airways Aviation AiTS UK All Nations Christian College All Saints Centre for Mission & Ministry Alton College Amersham & Wycombe College Amity University (IN) London Animal Health Trust Architectural Association School of Architecture Armagh Observatory Arts Educational Schools, London Asante Academy of Chinese Medicine Askham Bryan College Ashton Sixth Form College Association of Chartered Certified Accountants Aylesbury College Ayrshire College The Babraham Institute Backstage Academy Barking and Dagenham College Barnet and Southgate College Barnfield College 1 Document Generated: 2019-04-14 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. Barnsley College Basingstoke College of Technology Bath Centre for Psychotherapy & Counselling (BCPC) Bath College BBC Academy Bedford College
    [Show full text]
  • Post-16 Buckinghamshire County Council Travel Policy
    Local Authority Post 16 Transport Policy Statement 2017/2018 Transport policy statement for learners aged 16–18 and continuing learners aged 19 and over Name of Local Authority: Buckinghamshire County Council Department Responsible: Children’s Social Care and Learning 1. Summary of Policy Statement and Main Objectives Buckinghamshire County Council is committed to ensuring that students aged 16–19 have access to educational opportunities at school or college, enabling them to acquire the knowledge, skills and experience necessary for them to pursue their chosen careers and, more importantly, to meet the challenge of employment and personal development in the future. This Policy Statement describes the assistance with transport costs that is available to students aged 16-19, resident in Buckinghamshire, who are undertaking full-time further education courses. This statement is published in line with the Department for Education national guidance: www.gov.uk/government/publications/post-16-transport-to-education-and-training 2. Financial Support Schemes 2.1. The 16-19 Bursary Fund A key priority of the Government is to close the gap in attainment between those from poorer and more affluent backgrounds, and to ensure every young person participates in and benefits from a place in 16-19 education and training. The Government provides funding to tackle disadvantage both through the Education Funding Agency’s (EFA) funding formula and through the £180 million 16-19 Bursary Fund to help young people meet the costs of participating in education and training post-16. The scheme is made up of two elements: Bursaries of £1,200 a year are available for the most vulnerable groups.
    [Show full text]