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College Annex
The Marches and Worcestershire Area Review College annex November 2016 Contents1 Heart of Worcestershire College 3 South Worcestershire College 5 Worcester Sixth Form College 6 Kidderminster College 7 Hereford College of Arts 8 Hereford Sixth Form College 10 Herefordshire and Ludlow College 11 New College Telford 13 North Shropshire College 14 Shrewsbury College of Arts and Technology 16 Shrewsbury Sixth Form College 18 Telford College of Arts and Technology 19 1 Please note that the information on the colleges included in this annex relates to the point at which the review was undertaken. No updates have been made to reflect subsequent developments or appointments since the completion of the review. 2 Heart of Worcestershire College Type: College of general and further education Location: The college operates from 4 main key sites; Worcester, Malvern, Redditch and Bromsgrove. The college is bordered by Birmingham, Solihull, Herefordshire, Gloucestershire and Warwickshire Local Enterprise Partnership: Worcestershire LEP Principal: Mr Stuart Laverick Corporation Chair: David Rood Main offer includes: Provision for 16 to 18 year olds and adults across a range of subject sector areas Apprenticeships University and professional Details about the college offer can be reviewed on the college website Specialisms: The Malvern campus is the college's "Construction Centre of Excellence" and opened in 2006 Partnerships: On 1st August 2014, Worcester College of Technology and North East Worcestershire College merged to become Heart of Worcestershire -
A Focus on the West Midlands Region Williamson, T
To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Williamson, T. Submitted version deposited in CURVE May 2016 Original citation: Williamson, T. (2015) To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region. Unpublished PhD Thesis. Coventry: Coventry University Copyright © and Moral Rights are retained by the author. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. Some materials have been removed from this thesis due to third party copyright. Pages where material has been removed are clearly marked in the electronic version. The unabridged version of the thesis can be viewed at the Lanchester Library, Coventry University. CURVE is the Institutional Repository for Coventry University http://curve.coventry.ac.uk/open To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region By Thomas Williamson Ph.D. August 2015 A thesis submitted in partial fulfilment of the University’s requirements for the Degree of Doctor of Philosophy To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region ii To what extent can universities create a sustainable system to support MSMEs? A focus on the West Midlands region Acknowledgements The competition of this study was the result of a long journey involving the contributions and support of many people. -
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 . -
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 -
Staffordshire University Access Agreement 2018-19
STAFFORDSHIRE UNIVERSITY ACCESS AGREEMENT 2018-19 Introduction 1. Staffordshire University has developed an ambitious new statement of its strategy, expressed in its Strategic Plan 2016-2020 approved by the Board of Governors in September 2016. In the section on Connecting Communities, the plan states that the University will: work with our Schools, Colleges and Partners to continue to RAISE ASPIRATIONS and improve progression in the region into Higher Education be connected LOCALLY contributing to local social and economic development and to improve the local education standards of our community offer flexible, inclusive and ACCESSIBLE COURSES supporting study anytime and anywhere. 2. These strong statements of intent direct the University’s approach to widening participation in higher education and to the promotion of social mobility. The refreshed approach is described in this 2018-19 Access Agreement. As the new statement of strategic direction was approved after the 2017-18 Access Agreement was submitted, there have been certain changes of emphasis and balance between this Access Agreement and the previous one. 3. To ensure a coherent high quality experience for all students at each stage of their education, the University has established the Student Journey programme, described in more detail later. It spans the range from outreach and recruitment through transition to University, retention of those recruited, supporting academic success and the development of wider employability attributes leading to employment or further study. These stages fully align with the access, student success and progression dimensions of the OFFA guidance. 4. The University has established a wide network of partner institutions, including local sixth form and further education colleges and through those partnerships is able to provide flexible and diverse routes to higher education. -
Your Skills, Your Future
Your Skills, Your Future In this issue... Pages 4-5 Additional Support & Incentives for Employers Page 6 NEW - FREE Adult Courses* *for people aged 19+ and living in the West Midlands Combined Authority Area Page 14-15 Sector Based Work Academies Page 16-17 NEW - £1,000 if you offer Work Experience to a T Level Learner And much more… Apprenticeship Cash incentive scheme extended and increased! See pages 8-9 Summer 2021 Welcome We all know that these are challenging times for business and if we are to emerge from the impact of COVID-19, protect jobs and create long term stability for the West Midlands economy, we will have to take the long view whilst managing the immediate effects on day-to-day business. Through talking to many of Dudley College of Technology’s employer partners, we know that you are keen to understand the ways in which we can continue to fulfil your training needs and help you to access the expanding of government measures designed to support your workforce development. In this context this updated brochure aims to give you an overview of what’s on offer. We now have an exciting and expanding range of Part-Time Courses that will give your staff the chance to expand their skills and knowledge. If they live in the West Midlands and are aged 19+ these courses are absolutely free. You will discover Apprenticeship incentives, now extended to 30th September 2021, that from 1st What will College be like for your staff when they access these April 2021 attract up to £4,000 for every new apprentice you hire. -
Locally Responsive, Regionally Valued, Globally Competitive: a Strategic Plan for Dudley College of Technology 2016 - 19 2 Introduction
LOCALLY RESPONSIVE, REGIONALLY VALUED, GLOBALLY COMPETITIVE: A STRATEGIC PLAN FOR DUDLEY COLLEGE OF TECHNOLOGY 2016 - 19 2 INTRODUCTION CONTEXT VISION WHAT WE WILL DO OUR PLANNED STRATEGIC OUTPUTS For more information log on to www.dudleycol.ac.uk CONTENTS FOREWORD 4 HIGHER SKILLS LEARNERS 53 150 YEARS+ OF PROFESSIONAL AND Context 54 3 TECHNICAL EDUCATION IN DUDLEY 8 Vision 55 CONTENTS RESPONDING TO THE SKILLS NEEDS What we will do 56 OF THE REGION 10 Our planned strategic outputs 58 OUR MISSION AND VISION 15 DUDLEY COLLEGE WORLDWIDE 59 DIVERSE STRATEGIES FOR OUR KEY Context 60 CLIENT GROUPS 17 Vision 62 APPRENTICES 17 In-country operations 63 Context 18 UK based learners 65 Vision 19 Our planned strategic outputs 66 What we will do 21 CROSS COLLEGE ENABLING AND Our planned strategic outputs 26 SUPPORT SERVICES 67 Our support services 68 FULL TIME LEARNERS AGED 16-18 YEARS 27 Our facilities and resources 69 Context 28 Developing our people 72 Vision 30 Safeguarding and promoting British values 74 What we will do 31 Meeting our corporate and social responsibilities 75 Our planned strategic outputs 35 FINANCIAL STRENGTH 77 FULL TIME A LEVEL LEARNERS AGED16-18 YEARS 37 Context 78 Context 38 Maintaining our financial strength 79 Vision 39 Maximising income 79 What we will do 40 Maximising liquidity 79 Our planned strategic outputs 43 Strong financial control 80 FULL TIME AND PART TIME ADULT STRATEGIC RISKS 82 EDUCATION LEARNERS 45 Identifying and overcoming the key challenges to Context 46 the delivery of this plan 82 Vision 47 TO FIND OUT MORE 84 What we will do 48 Our planned strategic outputs 51 For more information log on to www.dudleycol.ac.uk FOREWORD The college’s Strategic Plan 2013-16 set an ambitious vision for 4 FOREWORD our development over the period. -
The Education (Listed Bodies) (Wales) Order 2004
EM NATIONAL ASSEMBLY FOR WALES STATUTORY INSTRUMENTS 2004 No. (W. ) EDUCATION, WALES The Education (Listed Bodies) (Wales) Order 2004 EXPLANATORY NOTE (This note is not part of the Order) This Order lists the name of every body which is not a recognised body within section 216(4) of the Education Reform Act 1988 but which either— (a) provides any course which is in preparation for a degree to be granted by such a recognised body and is approved by or on behalf of that body; or (b) is a constituent college, school, hall or other institution of a university which is such a recognised body. Every university, college or other body that is authorised by Royal Charter or by or under Act of Parliament to grant degrees and every other body for the time being permitted by these bodies to act on their behalf in the granting of degrees, is a recognised body. The Order updates and replaces the list of bodies contained in the Education (Listed Bodies) (Wales) Order 2002, which is revoked. There are omitted from the Schedule to this Order a number of bodies previously within the list but which no longer provide courses that are approved by or on behalf of a recognised body. The Schedule includes a number of bodies that were not previously within the list but which now provide courses that are approved by or on behalf of a recognised body and incorporates other minor amendments and name changes. EM STATUTORY INSTRUMENTS 2004 No. (W. ) EDUCATION, WALES The Education (Listed Bodies) (Wales) Order 2004 Made 2004 Coming into force 1 December 2004 In exercise of the powers conferred on the Secretary of State by section 216(2) of the Education Reform Act 1988(1) and now vested in the National Assembly for Wales(2) the National Assembly for Wales makes the following Order: Citation, commencement, application and revocation 1. -
Annual Report and Financial Statements 2019/20
Charity Number: 1147717 Company Number: 08049710 Annual Report and Financial Statements 2019/20 Charity Number: 1147717 Company Number: 08049710 CONTENTS Chief Executive’s Report ............................................................................................................................................................................................................... 2 Strategic Review ........................................................................................................................................................................................................................... 10 Report of the Governors and Corporate Governance Statement ................................................................................................................................. 17 Independent Auditor’s Report to the Board of Governors of Harper Adams University ...................................................................................... 23 Statement of Accounting Policies ........................................................................................................................................................................................... 25 Consolidated Statement of Comprehensive Income and Expenditure ....................................................................................................................... 29 Consolidated and University Statement of Changes in Reserves ................................................................................................................................ -
Entrepreneurial Intent on Induction to Undergraduate Business Courses: a Comparison of Two Higher Education Institutions in the UK
Entrepreneurial Intent on Induction to Undergraduate Business Courses: A Comparison of Two Higher Education Institutions in the UK. Lead author: Dr Peter McLuskie Co-authors: Dr Charlotte Cary, Dr Kelly Smith, Dr Tom Williamson, Dr Susan Sisay Abstract Topic This study explores Entrepreneurial Intent (EI) in undergraduate students on induction across two UK Higher Education Institutions (HEIs) at the transition point between secondary and tertiary education levels. Aim The aim of this study is to explore patterns of self-reported EI in new undergraduate Business students from two UK HEIs. This study builds on previous research at Coventry University (Williamson and Wick 2013 and Smith et al 2017) in order to see if the high EI rates recorded at Coventry University are replicated across other institutions. It reports on the response of students from two UK HEI Business Schools (Coventry and Birmingham City University – BCU), entering undergraduate study in 2018. The study will compare data collected during induction week, before any formal teaching has commenced. Findings The study confirms findings from previous studies and demonstrates that students from both institutions recorded higher than normal levels of EI. However, there were several differences between the student responses from the two institutions and these are discussed later in the paper. Contribution This study explores the EI of students during the university induction period in the moment prior to starting their formal HE studies. This period of undergraduate study has been relatively ignored in the wider field of EI and can help shed light on the shifting aspirations of students as they progress through HEI. -
2815 SIR Web Brochure 2/6/08 11:25 Page 1
2815 SIR Web Brochure 2/6/08 11:25 Page 1 Further Education Workforce Data for England An Analysis of the Staff Individualised Record (SIR) Data 2006/07 2815 SIR Web Brochure 2/6/08 11:25 Page 2 Foreword I am delighted that Lifelong Learning UK (LLUK) is publishing this report at this time. In December 2007 LLUK published the first Workforce Strategy for the Further Education sector 2007-2012, development of which we facilitated on behalf of the wider FE System in England. This first strategy for the workforce in the further education sector included four priorities for action. Priority 1 was ‘Understanding the nature of the workforce’ and comprised three themes: 1. Gathering robust data on the further education workforce 2. Using data to understand the further education workforce and improve future planning 3. Using data to understand workforce diversity and target actions. During the consultation and development phases of the Workforce The Workforce Strategy implementation plan was published in Strategy, it became apparent that this work was necessary, not only March 2008 and is available on the LLUK website (www.lluk.org). to assist workforce planning, but also to deliver realistic forecasting The plan captures the actions and milestones committed by key at national level to assist in informing policy development, national stakeholders and partners during 2008-09 to contribute towards investment and other types of support for the workforce. Only the achievement of outcomes anticipated by 2011. Both the through the provision of comprehensive and accurate data can strategy and the implementation plan are intended to act as informed decisions be made about funding, and targets set for resources to support individual employers’ strategic workforce positive interventions. -
Staffordshire University Register of Collaborative Provision Section 1
Staffordshire University Register of Collaborative Provision Staffordshire University offers higher education awards in collaboration with a number of UK and international partners. This register provides details of our collaborative provision by partner institution. Section 1 shows courses in full approval. Section 2 shows partners and courses on teach out. Section 3 provides details of apprenticeship employers. Date of revision: June 2020 Section 1: Courses in Full Approval Study Course Name School Arrangement Type Mode Asia Pacific Institute of Information Technology (Sri Lanka Colombo Site) Partnership Start Date: 1999 BA (Hons) Accounting and Finance BLE Franchise FT BA (Hons) Law LPF Franchise FT BA (Hons) Marketing Management BLE Franchise FT BEng (Hons) Software Engineering CDT Franchise FT BEng (Hons) Software Engineering (two-year accelerated) CDT Franchise FT BEng (Hons) Software Engineering (with a placement year) CDT Franchise FT BSc (Hons) AI and Robotics CDT Franchise FT BSc (Hons) Computer Science CDT Franchise FT BSc (Hons) Cyber Security CDT Franchise FT BSc (Hons) International Business Management BLE Franchise FT BSc (Hons) International Business Management (two-year accelerated) BLE Franchise FT LLB (Hons) Law LPF Franchise FT LLM International Business Law LPF Franchise FT MBA Business Administration BLE Franchise PT MSc Computer Science (Business Computing) CDT Franchise PT Asia Pacific Institute of Information Technology (Sri Lanka Kandy Site) Partnership Start Date: 1999 BA (Hons) International Business Management