Durham E-Theses
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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 -
Institute of Education, University of London Copyright Declaration
Institute of Education, University of London This is a thesis accepted for a Higher Degree at the Institute of Education, University of London. It is an unpublished document and the copyright is held by the author. The author has agreed to the distribution of his/her thesis through the Institute of Education Institutional Repository. All persons consulting the thesis must read and abide by the Copyright Declaration below. Copyright Declaration I recognise that the copyright of the above described thesis rests with the author and that no quotation from it or information derived from it may be published without the prior written consent of the author. Stuart Gardner Institutional Differences in 16-19 GCE Advanced Level Education in England Thesis submitted for the award of the degree of: Doctor of Philosophy Institute of Education University of London 2007 Abstract The primary focus of this thesis is on whether there are any significant differences in the experiences of young people aged 16-19 studying GCE Advanced Level which result from whether they attend a school sixth form, sixth form college or tertiary college in England. The study uses quantitative and qualitative data to consider whether there are differences in examination achievement by young people or in their perception of their wider educational experience. The study also uses qualitative data on the views of senior staff in those institutions and of policy makers. The study is original in three respects: young people in the three different types of institution completed an identical questionnaire, and were interviewed on the same basis; an original analysis of value-added data for tertiary colleges, separated from general further education colleges; and the research makes use of the researcher’s extensive access to, and involvement in, contemporaneous 14-19 policy development. -
Managing Colleges Into the Next Century. Coombe Lodge Report. INSTITUTION Staff Coll., Bristol (England)
DOCUMENT RESUME ED 378 358 CE 067 949 AUTHOR Brace, Diane; And Others TITLE Managing Colleges into the Next Century. Coombe Lodge Report. INSTITUTION Staff Coll., Bristol (England). REPORT NO ISSN-0305-8441 PUB DATE 90 NOTE 78p. AVAILABLE FROMStaff College, Coombe Lodge, Blagdon, Bristol BS18 6RG, England (7 pounds). PUB TYPE Collected Works Serials (022) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) JOURNAL CIT Coombe Lodge Report; v22 n5 1990 EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Educational Administration; Educational Objectives; Foreign Countries; Higher Education; Marketing; *Partnerships in Education; *Progrpm Administration; *Strategic Planning; *Technical Institutes; Vocational Education IDENTIFIERS Educational Marketing; *Great Britain ABSTRACT This document contains seven papers about managing Great Britain's further education colleges in the next century. The papers examine a wide range of administrative issues, including building on human resources investments through strategic planning, maintaining relationships with local education authorities, customer satisfaction as a marketing strategy, the potential benefits of restructuring a further education college into a flat structure in which clients are given a more active role, strategies to achieve racial/sexual equality and combat all forms of disadvantage at the administration level, and the need for further education colleges to continue adapting to economic and social changes. After a foreword by Susan Leather, the following papers are included: "Strategic Planning" (Ann Limb); "Principalship in the 1990s" (Patricia Twyman); "Marketing or Customer Care?" (Gillian Brain); "The Whole College Approach" (Rosemary Gray); "Ensuring Esteem for All in College: Aims and Objectives" (Helen Gilchrist); "Articles of Partnership" (Ethlyn Prince); and "Coming Through" (Diane Brace). Several articles included bibliographies. -
Gower College Swansea, May 2016
Higher Education Review: Wales of Gower College Swansea May 2016 Contents About this review ................................................................................................................ 1 Amended judgement - June 2017 ...................................................................................... 2 Key findings ........................................................................................................................ 5 QAA's judgements about Gower College Swansea ............................................................... 5 Good practice ....................................................................................................................... 5 Recommendations ................................................................................................................ 5 About Gower College Swansea ............................................................................................ 6 Explanation of the findings about Gower College Swansea ............................................ 7 1 Judgement: The maintenance of the academic standards of awards offered on behalf of degree-awarding bodies and/or other awarding organisations ........................... 8 2 Judgement: The quality of student learning opportunities ............................................... 22 3 Judgement: The quality of the information about learning opportunities .......................... 44 4 Judgement: The enhancement of student learning opportunities .................................... 48 5 Commentary -
Transport Policy Statement for Students Aged16-18 in Further Education and Continuing Students Aged 19 and Over
Local Authority Transport Partnership Policy Statement 2014/15 Transport policy statement for students aged16-18 in further education and continuing students aged 19 and over Department Responsible: Children Adults & Families 1. Summary of Policy Statement and Main Objectives (this section should give an overview/statement of intent of what the LA’s transport policy is and what the subsequent desired outcomes are). This policy statement sets out the way in which South Tyneside Council has decided to exercise its powers and duties in relation to the provision of school and college transport for learners aged 16-19 in accordance with Section 509 of the Education Act 1996, as amended by Section 83 of the Education and Inspections Act 2006. The policy seeks to ensure that no South Tyneside learner is prevented from continuing in further education due to lack of transport provision or lack of financial support with transport costs. It outlines the provision of transport schemes and assistance for post 16 learners who live and study in South Tyneside or those learners who live in South Tyneside and attend an educational establishment outside of the Borough if it is the nearest provider offering the appropriate course. This document sets out the current policy of South Tyneside Council, which it should be noted could be subject to change in the future. Therefore, this policy does not amount to a legitimate expectation that any service currently offered will continue to be offered. This policy is based on the following key principles: • The promotion of increased independence and social inclusion of young people, recognising the context of their age and ability. -
Provisional Conference Programme
PROVISIONAL CONFERENCE PROGRAMME DAY ONE TUESDAY, 8th JANUARY 2013 Start Time Room 9:30 am Registration 406 Early morning tea, coffee, pastries and exhibits & 407 Presenters - this is a good time to upload your slides & check equipment 10:30 am Formal Welcome 013 Malcolm Murray Durham University 11:00 am Keynote 1 013 The learning ecology: why the promise of an economy of scale has not been achieved Professor Allison Littlejohn Glasgow Caledonian University 12:00 noon Strand A Sessions - 30 minutes Meeting the Needs of Online Learners, the Challenges of Shaping a 013 New approach to distance Learning Esther Jubb Derby University Being in the Middle (Wo)man – Designing Assessment Workflows 202 that make everyone happy-ish Adel Gordon University of Northampton Integrating a Personal Learning Space with the Institutional VLE 203 Matthew Wheeler & Andy Holmes Brown PebblePad (sponsor) 12.30 pm Lunch & Exhibits 406 & 407 1.30 pm Strand B Sessions - 30 minutes Doing more with Less: Approaches to providing Blackboard support 013 to Academic Staff in the context of reduced staffing Sharon Flynn & Paul Gormley National University of Ireland Enhancing the Learner Experience for 1£$: LTI to the Rescue 202 Simon Booth University of Stirling & Stephen Vickers Title to be confirmed 203 Hal Herzog Learning Objects (sponsor) 2.00 pm Strand C Sessions - 45 minutes Discussion on Blackboard Mobile 013 Richard Lilliker Middlesbrough College Alex Spiers Liverpool John Moores University Bryony Bramer Regent’s College Richard Glover Teesside University Peter -
Understanding the Further Education Market in England
BIS RESEARCH PAPER NUMBER 296 Understanding the Further Education Market in England JULY 2016 Page 1 This Research Paper was prepared for the Department for Business, Innovation and Skills by Frontier Economics. Authors: Sarah Snelson and Kat Deyes. Contact: Sarah Snelson, Associate Director of Public Policy, [email protected] Acknowledgements: We are indebted to all the stakeholders who gave up their valuable time to contribute to shaping our work. We are especially grateful to Olivia Dorricott (Education and Training Foundation), Julian Gravatt (Association of Colleges), Stewart Segal (Association of Employers and Learning Providers), Lynsi Hayward-Smith (HOLEX and Local Education Authority Forum for the Education of Adults), David Massey (UKCES), Michael Davis (UKCES) and Professor Lorna Unwin (Institute of Education UCL) who provided particular insights as our “critical friends” on this project. The encouragement, support and expert advice, and review comments, of members of the BIS project team are also gratefully acknowledged. The views expressed in this report are those of the authors and do not necessarily reflect those of the Department for Business, Innovation and Skills. Department for Business, Innovation and Skills 1 Victoria Street London SW1H 0ET www.gov.uk/bis Page 2 Contents Executive Summary ...................................................................................................................... 5 Our approach ............................................................................................................................. -
Implementing Gnvqs. a Manual. INSTITUTION Further Education Unit, London(England)
DOCUMENT RESUME ED 384 793 CE 069 491 TITLE Implementing GNVQs. A Manual. INSTITUTION Further Education Unit, London(England). REPORT NO FEU074; ISBN-1-85338-366-X PUB DATE 94 NOTE 301p. AVAILABLE FROM Further Education Development Agency,Citadel Place, Tinworth Street, London SEll 5EH, England,United Kingdom (15 British pounds). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Curriculum Development; Educational Certificates; Evaluation Methods; Foreign Countries; Marketing; Postsecondary Education; Program Design; Program Development; *Program Implementation; Standards; Student Certification; Student Evaluation; Student Recruitment; *Vocational Education IDENTIFIERS *General. National Vocational Qualif (England) ABSTRACT This manual provides a comprehensive guide tocollege activities associated with the implementation ofGeneral National Vocational Qualifications (GNVQs) in Britain. Part Aaddresses GNVQ curriculum planning and management at the collegelevel. This part includes the following sections: description of thecontext; questions that need to be addressed at the collegelevel to provide a framework for the detailed planning by program teamsand other staff; common systems that need to beestablished; resourcing decisions, including external funding, allocating internal resources,and facilities and equipment); and staff roles and development.Part B focuses on program design and delivery by programteams. Section 1 on program organization dealswith design principles, year patterns, timetables, additionality, core skills, and workexperience. Section 2 focuses on marketing and recruitment,including the context and methods. Section 3 describes the entry process frominduction through initial diagnostic assessment and finally to actionplanning. Section 4 on learning deals with active learners,curriculum development, and supporting learning. Section 5 describes assessmentand managing the assessment process as well as quality assurance andrecord keeping. -
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 -
Staff at Further Education Institutions in Wales, 2017/18
Staff at Further Education Institutions in 24 May 2019 Wales 2017/18 SFR 35/2019 Key points About this release During 2017/18, staff numbers directly employed by further education This statistical first (FE) institutions in Wales amounted to 8,520 full time equivalents (FTEs). release provides Chart 1: Full-Time Equivalent Staff Numbers by pay expenditure information on the category, 2012/13 to 2017/18 number of full time equivalent (FTE) staff 10,000 (including work-based 8,000 learning and adult community learning) 6,000 directly employed by further education 4,000 institutions at any time during the academic year 2,000 Staff numbers Staff 2017/18. The data used in this release were 0 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 collected from the Teaching and Learning Departments Teaching and Learning Support Services institutions by the Welsh Other Support Services Administration and Central Services Government via the Other Finance Record. Additional detail is The overall number of FTE staff directly employed by FE institutions in available on the Welsh Wales rose by 6 per cent between 2016/17 and 2017/18. Government's interactive There were increases in FTE staff numbers in 8 of the 13 FE institutions data dissemination to varying degrees but most notably at Cardiff and Vale College, where service StatsWales. there was an increase of 340 FTE staff (a 40 per cent increase). This was In this release due to the acquisition of two work-based learning training providers during By institution 2 2016/17 and 2017/18. -
Welsh Language Policies
Pontarddulais Town Council Welsh Language Policy Contents Statement ....................................................................................................................................... 2 Objectives ....................................................................................................................................... 2 Introduction to Pontarddulais Town Council ............................................................................. 2 New Policies and Initiatives .......................................................................................................... 3 Service Planning and Delivery ..................................................................................................... 3 Commitment to Standard ............................................................................................................ 4 Written Communication ............................................................................................................... 4 Telephone Communication ......................................................................................................... 5 Public Meetings .............................................................................................................................. 5 Council Meetings ........................................................................................................................... 5 Face to Face Meetings with the Public ..................................................................................... -
Staff at Further Education Institutions in Wales 2015/16
9 May 2017 Staff at Further Education Institutions in SFR 51/2017 Wales 2015/16 Key points During 2015/16, staff numbers directly employed by Further Education About this release (FE) institutions in Wales amounted to 7,755 full time equivalents (FTEs). This Statistical First Chart 1: Full-Time Equivalent Staff Numbers by Further Education Release provides Institution, 2015/16 information on the 1,400 number of staff full time 1,200 equivalents directly 1,000 employed by Further 800 Education institutions at 600 any time during the 400 Staff numbers academic year 2015/16. 200 The data used in this 0 release were collected from the institutions by the Welsh Government via the Finance Record. Institution Additional detail is available on the Welsh Government's interactive data dissemination The overall number of staff FTEs directly employed by FE institutions in service StatsWales. Wales fell by 8.4 per cent between 2014/15 and 2015/16, largely driven by a decrease in the Teaching and Learning Departments category. This continues the decrease seen since its peak in 2012/13, to its now lowest level. All institutions experienced a decrease in staff FTE numbers compared to the previous year, to a varying degree. In this release By institution 2 By pay expenditure category 3 Notes 5 Statistician: Matthew Richardson ~ 0300 025 6555 ~ [email protected] Enquiries from the press: 0300 025 8099 Public enquiries : 0300 025 5050 Twitter: @statisticswales Table 1: Full-Time Equivalent Staff Numbers by Further Education Institution, 2008/09 to 2015/16 (a) Institution 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Bridgend College 580 575 595 605 650 590 570 460 Coleg Ceredigion 125 125 125 130 135 135 135 125 Coleg Gw ent 1,045 950 925 955 985 975 905 865 Merthyr Tydfil College (b) .