FOR ’S COLLEGE SECTOR

2019

Retain and attain Colleges are using quality improvement methodology to improve retention and attainment p10

College innovation Collaborating with businesses through the SFC Innovation Voucher scheme p18

New Principals Meet the new Principals in the sector and find out their plans for the year ahead p24

Creative ’s creative industries need colleges to prepare young people with new skills for future business needs FOR SCOTLAND’S COLLEGE SECTOR

2019

Retain and attain Colleges are using quality improvement methodology to improve retention and attainment p10

College innovation Collaborating with businesses through the SFC Innovation Voucher scheme p18

New Principals Meet the new Principals in the sector and fi nd out their plans for the year ahead p24

Creative colleges Scotland’s creative industries need colleges to prepare young people with new skills for future business needs 18

2019 16 Editor Wendy Grindle [email protected]

Assistant Editor Lauren Hendrick [email protected]

Front Cover: © College UHI, Fashion show 8

Reach is produced by Connect Publications (Scotland) Limited on behalf of College Development Network Contents Studio 2001, Mile End 12 Seedhill Road ROUND-UP ESSENTIAL SKILLS Paisley PA1 1JS 04 Key updates 20 Attributes for life Highlighting key projects and initiatives. The and Angus College Attributes Tel: 0141 561 0300 programme. Web: www.connectcommunications.co.uk INTERVIEW 08 Go for it! DIGITAL PRACTITIONER Richard Lochhead MSP shares his views. 22 Virtual water rescue uses VR for learning. IMPROVEMENT PROJECT

10 Retain, attain and share! COLLEGE LEADERSHIP College Development Network Improving retention and attainment. Airthrey Castle 24 The Principal aims The new college Principals reveal their University of Stirling INDUSTRY SPOTLIGHT plans for 2019. FK9 4LA 12 Creative industries Learn what this sector has to offer. HEALTH AND WELLBEING E-mail: [email protected] INCLUSION Web: www.cdn.ac.uk 28 Positive health An holistic approach to wellbeing from 16 Family learning UHI. Company Limited By Guarantee Glasgow Clyde tackles attainment. Registered in Scotland No: 143514 INNOVATION THE LAST WORD Scottish Charity No. SC021876 VAT No. 617148346 18 College innovation 30 Love and learning The SFC Innovation Voucher scheme. Supporting care-experienced learners.

2 | 2019 © , Daydream Believers

12

The creative industries are ever-changing and an extremely competitive environment. It’s important our students get access to professionals who have experienced the highs and lows of the sector throughout their careers and can offer valuable advice and guidance.

Welcome THE first issue of Reach Our striking cover image Employers today are valuing with modern skills, knowledge received so much positive comes from an Inverness College skills such as creativity and self- and experience. feedback, and this year UHI fashion show. Our management just as much The sector’s role as an we’re delighted to be colleges are rich with as technical knowledge. educational and economic expanding the magazine creativity, and on Essential skills are driver has surely never been with lots of new content. page 12 we explore a clear focus at more important for Scotland, in In this issue I hope you’ll find the creative Dundee and uncertain and changing times. some inspiration and plenty of industries and how Angus College information, and we have some colleges can best (page 20) and their great interviews too. work with a sector award-winning Find out more about the which is worth programme, D&A ambitions of Richard Lochhead £3.7bn to the Scottish Attributes. MSP for the college sector (page economy. There’s no doubt that 8) and how this chimes with the In a world of increasing colleges are leading the way Jim Metcalfe, Chief Executive, aims and aspirations of some of automation and artificial when it comes to developing College Development Network our recently appointed Principals. intelligence, creativity is king. students and equipping them (CDN)

There’s no doubt that colleges are leading the way when it comes to equipping students with modern skills, knowledge and experience. 2019 | 3 Round-up

#ChooseCollege – Promoting colleges as Plan A The CDN Marketing and Communications Network has collaborated with colleges across Scotland on a national STV advert and campaign. Designed to raise the profile of the college sector, the campaign highlights the variety of colleges and courses available and presents college as a first choice for students. The advert ran on STV and STV Player throughout November 2018. It was also featured at the Scotland versus Argentina rugby game at Murrayfield on 24 November. Alongside the advert, a website for the campaign was launched, allowing prospective students to seek out their local college and College Expo19 – showcasing case studies from the sector. The advert and campaign page can be viewed at: Success in a Changing World www.cdn.ac.uk/choose-college

ollege Expo19 post-16 education and planning is underway for will take place training. It is a celebration an even more exciting on Wednesday of college excellence, a event for June 2019. 12 and hub for staff development Submissions for CThursday 13 June 2019 and practical innovation, session proposals are at Perth College UHI and and an opportunity to open until the end of will explore the theme participate in cutting- January and we are “Success in a Changing edge debate on keen to hear from you World”. vocational learning. if you have an idea for College Expo is a Following the huge a session. Submit your free landmark event for success of the inaugural session at: www.cdn. everyone involved in College Expo last year, ac.uk/college-expo

4 | 2019 ROUND-UP

Achieve the insight and agility to become more financially sustainable, and deliver on student attainment expectations.

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Empowering the world of education

CDN_benchmarking_scottishcolleges.indd 1 21/11/2018 15:27 ROUND-UP

Language Professional Standards for linking, Lecturers in Scotland’s Colleges An ambitious collaboration between around three interdependent elements: business College Development Network (CDN), the 1. Professional Values General Teaching Council for Scotland 2. Professional Knowledge and (GTCS), the Scottish Government, college Understanding thinking staff and key partners saw 3. Professional Practice. publication of the new They embed the rapid changes CDN partnered with SCILT, Scotland’s Professional Standards seen across the learning and National Centre for Languages, to deliver for Lecturers in teaching landscape in an event dedicated to language learning in Scotland’s Colleges in recent years, address the college sector at Edinburgh College in November last year. advances made in November 2018. Extensive digital technology, The event highlighted the role that consultation and and consider what modern languages can play in developing a robust review that means for the employability and career aspirations of process guided by today’s college students in schools, colleges and universities. a Steering Group teaching practitioners It demonstrated innovative approaches to chaired by Mhairi and learners. building the bridge between employers and Harrington OBE, The new Professional all sectors of education, highlighting the role resulted in a modernised Standards will be used for a range of languages in the creation of an outward- set of Standards which provide a of purposes including: looking labour market, based on current professional framework for college ●● Underpinning future professional effective partnerships. lecturers. teaching qualifications for lecturers in “This was a truly inspiring event,” said The consultation took place during the Scotland’s colleges Suzanne Marshall, Curriculum and Teaching 2017-18 academic session and included ●● Developing critically reflective and Lead at CDN. “We heard from key employers an online survey, which received more than evaluative practitioners in the service and STEM industries about the 1,600 responses, and 25 focus groups and ●● Supporting professional dialogue and value of languages in these sectors. Staff in-depth interviews involving college staff collegiate working now have lots of ideas to help them put and key stakeholders. ●● Supporting professional development languages on the local map.” The feedback informed a draft set of the ●● Contribute to ongoing development The event also saw the launch of the Standards which were “road tested” by a across the sector. Business and Language Toolkit, which reference group made up of teaching staff Jim Metcalfe, Chief Executive of CDN, is designed to help colleges create local drawn from colleges across Scotland, plus said: “I am delighted that this collaborative events that highlight the business value of a final online consultation at the beginning process has produced a robust, modern languages through direct engagement with of the 2018-19 session inviting participation set of Standards addressing the future employers. These sorts of events have been from college staff and stakeholders. needs of learners and employers. CDN successful in enabling staff to demonstrate Lecturers work within a diverse, will now be working hard to provide the first-hand to students, regardless of their complex and dynamic environment and continuing development our sector needs intended career aspiration, the value of the Standards are designed to support in the coming years.” language learning. and encourage them to develop a clear The Professional Standards for understanding of their role and how they Lecturers in Scotland’s Colleges may be For more information and to download contribute to wider student outcomes. viewed and downloaded at www.cdn. the Business and Language Toolkit and The revised Standards are developed ac.uk/professional-standards associated resources please visit: http://bit. ly/SCILT-Business-Toolkit-and-Videos

6 | 2019 ROUND-UP

Simply the best

CDN was delighted to welcome John eye on cdn.ac.uk for the Swinney, Deputy First Minister of Scotland 2019 call for entries. and Cabinet Secretary for Education and Skills to the CDN College Awards 2018. Find out more and watch our film at: The Awards are a key date in the college cdn.ac.uk/cdn-college-awards-2018 calendar and showcase the impact the sector is having every day for our learners, communities and the wider economy. Will 2019 be your winning year? Keep an

Sponsored by: Sponsored by: Sponsored by: Sponsored by:

 College Colleague Digital Learning Award Employer Connections Essential Skills Award of the Year Award Winner: Dundee Award Winner: Dundee and Winner: Alison Martin, and Angus College Winner: Angus College Dumfries & Galloway College Highly Commended: Highly Commended: Highly Commended: Ayrshire College Highly Commended: Colin McLaughlin, Commended: Edinburgh College Commended: Ayrshire College West College Scotland West College Scotland Commended: Dundee and Commended: Steve Swinley, Angus College

Sponsored by: Sponsored by: Sponsored by: Sponsored by:

 Health Promoting Inclusive College Award Innovation Award Marketing and College Award Winner: Fife College Winner: Communications Award Winner: Ayrshire College Highly Commended: Highly Commended: Winner: West College Scotland Highly Commended: West College Scotland Ayrshire College Highly Commended: Inverness College UHI Commended: Commended: Fife College Commended: Glasgow Clyde College Commended: UHI

Sponsored by: Sponsored by:

Student of the Year Award Sustainability Award The Judges’ Award 2018 Winner: Teresa Elliott, Winner: Edinburgh College Dundee and Angus College Moray College UHI Highly Commended: Essentials Skills Award – D&A Highly Commended: Dumfries & Galloway College Attributes Carol Hunter, Fife College Commended: Dundee and Commended: Sarah Cameron, Angus College Edinburgh College

2019 | 7 INTERVIEW Go

Richardfor Lochhead was appointed it! Minister for Further Education, Higher Education and Science in September 2018. Reach finds out more about him

The CDN Marketing and How do you see the Learner Communications Network has led Journey incorporating and a national campaign to raise the maximising college learning profile of the college sector – do experiences? you agree that college should be Plan A for an increasing number of Since I was appointed Minister prospective students? I have spent a great deal of time reflecting on my own learner Colleges have always offered life-changing journey. I gained an HNC from pathways for Scotland’s students. the Glasgow Central College Students, now more than ever, need of Commerce in 1987, and flexible learning that is tailored and with a period of employment in personalised to their needs. We have a vast between, I graduated with a BA number of opportunities in post-secondary (Hons) from the University of education in Scotland and students are best Stirling in 1994. placed to make decisions on what skills The Learner Journey review they particularly want to gain, whether it be made the case that to build our for entry into the workforce or to progress in understanding of the different their chosen career. pathways, we need to know For some, college is about enabling them more about the prior attainment to have a second chance to access education of learners who enter college and skills. For others, college provides the and what added value they skills needed for work, and for some, colleges receive from attending. provide access to higher level technical skills, We also need to be clear on often as part of a route to a degree. what we define as success for Education is the defining mission of this different groups of learners. Government and we strive for excellence in When it comes to retention education provision for whatever choice our and progression it was stated students make, whether that be at college that we need to think about or university. the effectiveness of different

8 | 2019 modes of study and the nature of provision in helping different groups of learners achieve the best outcomes. In recognising the various pathways for college students, it is important that we continue to maximise the value of the different curriculum options. In particular, that we build on the successes of the Developing the Young Workforce programme and the progress with the Foundation Apprenticeship, to establish routes that support the parity of college opportunities so that learners have the greatest Innovation has confidence of the outcome of become a key issue Richard Lochhead their investment in learning, for colleges - how would MSP meeting college students thereby maximising you like colleges to play their their retention and part in the national innovation outcomes. challenge? individuals enterprising, adaptable and Innovation is important for any institution, resilient. whether it be government, a business, a Colleges should deliver a broad range of college or a university. Improving processes, subjects and qualifications more focused inventing new products is crucial in than ever on meeting local labour market improving living standards and maintaining demand. All college students should have economic growth. Simply put, if we do not the opportunity to develop the skills for innovate we stagnate. learning, life and work – making them stand In relation to our innovation ambitions, out in the competitive and ever changing progress is already being made to enhance jobs market, and equipping them with the and better recognise the contribution our essential skills and knowledge needed to colleges make to innovation, including forge successful careers. improving the reach into our Innovation We know that in order to compete Centres. successfully in a rapidly changing global We are all aware of the reputation and economy, Scotland’s employers need a impact of Scotland’s universities in this workforce equipped with a broad range of important area. I see a real opportunity skills, knowledge and attributes. Employers’ to maximise the key role of colleges in demands for essential skills are now reaching out to SMEs and supporting both better understood and the response of our their skills and their innovation needs. education system is much clearer. I see the College Innovation Fund as Our colleges are also well placed to help a space to pilot new approaches and us deliver these ambitions. Now more demonstrate success in strengthening and than ever, colleges are delivering courses enhancing the links between colleges and that focus on economic need and provide industry. opportunities for students to progress to employment and degree level study. What are the essential skills that colleges should instil in students Finally, what is your message for their future success in learning, to our college students? life and work? Go for it! College learning is life changing Colleges have a key role in ensuring that and opens up a lot of opportunities, whether learners have the opportunity to develop that be through employment or further the widest skill set – the skills that make study. Enjoy your experience.

2019 | 9 Retain, attain and share! Find out how five colleges are using quality improvement methodology to improve retention and attainment

ollowing the announcement in both the classroom and within college in March 2017 of the Scottish systems. Now, in the second year of their Government’s “College Improvement improvement work, as evidence is starting to Project”, five colleges formed a emerge about what works in which contexts, Fnational improvement project to apply the five colleges are thinking about how they improvement methodology to raise can develop their approach across the sector attainment and improve retention. as a whole and share their findings and Dundee and Angus College, Edinburgh approach with a wider audience. College, Inverness College UHI, and West College Scotland have What are the challenges? formed improvement teams to determine In the past, policy makers and others have what things have the biggest impact on the been guilty of thinking about retention learner experience and which of these could within further education in college as if it be tested and adapted by other colleges to involved a typical learner. Moreover, that the benefit of the sector as a whole. the contribution made by a college for that What makes this project different is that learner might exist in isolation of that made the colleges are looking in detail at the by school, families and communities. combined impact of small scale changes The diversity of the learner, alongside the

10 | 2019 NATIONAL IMPROVEMENT PROJECT

Being involved in this national improvement project and engaging with QI methodology has enabled us to understand our system and, most importantly, challenge assumptions. While we don’t want to catch analysis paralysis I think it would be fair to say D&A have caught the bug!

wider educational attainment challenge, is “The use of a Pareto chart to demonstrate reflected in college statistics, which show visually the real areas for improvement has that around a third of students who enrol been really helpful in focusing efforts in the on a full-time further education course for right direction. While we don’t want to catch a recognised qualification don’t stay the analysis paralysis I think it would be fair to course and attain the qualification for which say D&A have caught the bug!” they enrolled. Building on the learning from year one Tackling this and raising attainment is, of the project, year two will see the college therefore, a shared priority across all of teams focusing their improvement effort on education, and its solution is complex, three specific themes: involving many contributing and challenging ●● Services to Support Learning factors, including deprivation, local ●● Engaging in College Life economic factors and other characteristics ●● Teaching and Learning – colleges as of student intake such as age and gender. learning organisations. Through this project, the five colleges Learning events to support these themes have set out to raise the spotlight on the are in progress, bringing together a valuable diversity of college learners and bring into mix of support staff, teaching staff and focus the different and often very personal students from across the five colleges. reasons for why learners study and are The first of these events in 2018, saw more motivated to progress, as well as looking at than 30 college staff and students come the processes, systems and practices within together over two days at CDN’s office in the colleges which are designed to support Stirling to devise, plan and understand how student success. to measure the impact over time of changes The colleges are clear that responding to to improve practice. the different learning styles and support needs To maintain momentum, the of students is an important part of what improvement teams are now hosting colleges do to ensure the best educational events within their colleges, designed to experience for their learners. And, therefore, support staff and students in using the the key to their successful progression. quality improvement tools and techniques To deliver this, the colleges are using new and to widen the understanding of Quality improvement techniques alongside existing Improvement methods. Feedback so far has tried and tested practices to adapt systems been positive. and strengthen the quality of their relationship Liz Cook, Quality Manager at Inverness with their students in order to raise attainment. College UHI says: “The benefits of the project have been to provide a stimulus for staff to What has been done? refresh their engagement with improvement Starting small but thinking big, the colleges activity and, most importantly, to ensure the have been engaging their staff and students focus and effort is on the test for change.” to try out new approaches to improving practice; gathering information and learning How will we measure success? about what makes the biggest difference to By building capability in QI techniques, the learner experience. project teams expect to see an increase Each college has taken forward their in completion rates in the areas their tests ideas in their own unique context, but with have focused on. an ambition to share their experience across However, improving retention and the sector, allowing others to learn from and attainment in the wider college sector will, test these approaches in their own settings. of course, be a longer term endeavour, POSTER DRAWINGS As Gail Graham, Quality Manager at Dundee requiring more systematic application of the Sandra-Jane Grier, Lead, CDN and Angus College notes: “Being involved methodology as well as an expansion in the in this project and engaging with Quality sharing of evidence, to build an informed Improvement (QI) methodology has enabled toolkit of improvements that the sector can us to understand our system and, most be confident make a difference. Our colleges importantly, challenge assumptions. are well-placed to achieve this.

2019 | 11 INDUSTRY SPOTLIGHT

A nation of creativity

rom famous actors Ewan McGregor, educated in the latest technologies. for much-needed financial investment in Sean Connery and James McAvoy, Luise Yang, Policy and Research Officer Scotland, to attract and retain talent, as well to world-leading talent emerging at the Creative Industries Federation, says: as the current lack of available support for from Glasgow School of Art, to “The creative industries in Scotland are small businesses and creative individuals. FMike Dailly, who first put Dundee on the growing at a tremendous rate, in terms of Many people employed within the sector map for computer games, Scotland is a Gross Value Added (GVA) even faster than work in micro-businesses or on a freelance creative nation. London. Between 2010 and 2016, there was basis and feel detached from the decisions Our first design museum, the newly 47% growth in this sector in Scotland. Young of policy-makers and the workforce at large. opened V&A Dundee, tells a global story, people and those changing career are looking Luise explains: “There needs to be more investigating the international importance outside of London – Edinburgh, Glasgow and awareness that over 95% of creative industry of design alongside presenting Scotland’s Dundee are now seen as great creative hubs.” companies have fewer than 10 employees, outstanding achievements. However, the creative industries are so a lot of interventions by policy or business The creative industries are one of the inherently multidisciplinary industries, support networks need to work for these fastest growing parts of our economy, requiring a tricky combination of creative, micro-businesses. Throwing money at a with huge potential stemming from our technological and business skills to drive sector is not enough, the issue is how do you strengths in computer games and software continued innovation. support a business of three people to take development, digital technology and film and Industry members of the Scottish on an intern or an apprentice and ensure that TV. Our universities and colleges are well Government’s Creative Industries Advisory we are developing a creative environment for known for producing high-calibre graduates Group continue to highlight the demand the future.”

Human creativity changing technical skills, increasing importance will be placed on what In a technological future, where self- are called “soft skills” – creativity, driving cars and automation are the emotional intelligence, self- norm, humans will no longer have to management and so on. Employers do many of the more mundane jobs will come to value these skills as that exist today. In addition, with a much as technical skills for a rounded rapidly changing working environment, worker with the ability to adapt and young people just starting school are change quickly, as only humans can.” extremely likely to be doing jobs that Looking to prepare for the don’t exist at all yet. future of work, David says According to innovation foundation colleges and universities need Nesta, people working in the to consider how to produce creative technologies have a distinct graduates with the technical advantage; creative jobs are hard to skills and emotional intelligence. automate. “One of the things that is not Here in Scotland, the Centre for fully embedded in most learning is Work-based Learning is looking at this accreditation or formal valuing of area too. those soft skills. With a reimagining Programme Director David Coyne of the future of work, we will need explains: “Research has been done to develop those uniquely human that indicates that in addition to abilities.”

12 | 2019 © Hufton Crow © Hufton

The newly opened design musuem, the V&A in Dundee

The creative industries are extremely digital innovation of our age, “we need to requirement for industry relevant work-based varied, spanning the 16 sub-sector areas of reimagine this as a ‘creative-tech’ sector”. learning in partnership with schools, colleges advertising, architecture, cultural education, To stimulate continued growth and and universities, as well as integration of computer games, design, visual art, crafts, develop a talent pool against a background business development, entrepreneurship writing and publishing, TV and radio, of such complexities, Skills Development and innovation skills within Scottish creative music, fashion and textiles, performing Scotland’s three-year Skills Investment Plan education and vocational training. arts, photography, software and electronic for the sector was developed. It emphasises The Scottish Government recently publishing, heritage, and film production. the need to support young people to build launched the £500,000 College Innovation And this assembly of industries will continue a portfolio of technical, digital, creative Fund to support innovation in Scotland’s to evolve. A recent review of the sector, and career management skills for those economy through colleges and innovation led by ITV Executive Chairman Sir Peter aspiring to work in the creative industries. centres. Mike Cantlay, Chair of the Scottish Bazalgette, stated that with the continued The Skills Investment Plan also highlights a Funding Council, said: “Colleges across

Continues overleaf >

2019 | 13 ’s inaugural Creative Industries Symposium

Worth £3.7bn to the Scottish economy

More than 15,000 companies in the sector > Continued from previous page Daydream Believers Edinburgh College is one college which has

Scotland already play an incredibly been working to embed strong employer important role in helping businesses engagement at each stage of young More than to be innovative. This funding takes people’s journeys through education and things to a new level, especially in helping into employment in the creative industries. to exploit the very exciting opportunities The Daydream Believers programme is

70,000 being created through the innovation the brainchild of students Niamh Curran and people employed centre programme.” Holly McNie and is sponsored by partner Connect Forth, a project developed by agency, Threebrand. Originally launching as Forth Valley College staff and students, was highlighted as a best practice example at the launch of the new fund. Connect Students and staff from Forth Valley College Forth – which offers radio, filmed podcasts, launched a new website platform, Connect Forth 47% social media platforms and a striking brand GVA growth between – has developed an online option to bring all the streams together for students to 2010 and 2016 develop, as they study for their BA Digital Media integrated degree. Student Ellie Donald said: “I have really enjoyed being a part of Connect Forth as it gives you a 91% lot of creative freedom as well as industry of the Scottish experience as we are working as part of a proper management team.” population is engaged Luise says colleges have a great role in cultural activity to play in the creative industries: “Though traditionally, higher education was the only way to enter the industry, colleges should be increasingly seen as an alternative There are 16 entry pathway with high-quality and sub-sectors in the unique training courses. Also, they can offer students access to local business

creative industries partnerships and open up opportunities for young people in the industry.”

14 | 2019 INDUSTRY SPOTLIGHT

the Creative Ambassadors project, student ambassadors began working with six local secondary schools, delivering workshops on creativity and careers. In 2017-18, the project expanded and became Daydream Believers. It is part of Edinburgh College’s Engaging Schools Programme, which aims to transform how educators work together to create the workforce of the future. The programme involves workshop sessions for school pupils, using design processes used at colleges and in industry. An online course run by students, lecturers and agency partners also helps pupils and teachers navigate design processes. Work is assessed and the top submissions displayed at the College’s show at the Dovecot Gallery. The winning pupils become Daydream Believers and are invited to attend a one-week course at the College. The course offers secondary school Forth Valley College students pupils aged 12 to 14 the chance to researching, developing and experience college life, meet employers and producing a piece of wearable art visit Scotland’s leading design agencies. Throughout the week, college students and employers work alongside the pupils on and was also presented to John Swinney important our students get access to various challenges, sharing their insights MSP at the Scottish Learning Festival in professionals who have experienced the and skills while also promoting creative September 2017. highs and lows of the sector throughout thinking and problem solving. 20 pupils The College has developed employability their careers and can offer valuable advice (The Daydream Believers) from 11 schools skills for its existing students, pairing up and guidance. Combining education with completed the 2017-18 course, completing each student with mentors from local design industry experience is crucial in preparing tasks and a live project brief from partner agencies to advise them on projects and students for the world of work. Initiatives businesses including Skyscanner, career options. Partners also set students like our Daydream Believers programme Whitespace, Realise and Campfire to learn one-day guerrilla design projects, where and Creative Industries Employability about digital skills and careers. mentors turn up unannounced in the Day offer students real insight into what Daydream Believers is highlighted by the morning and set a design challenge to be it takes to make it in the world of work SQA on its Best Practice Showcase website, completed that day. Many of the students and we hope to build on these in years have secured internships as a result of their to come to ensure we’re developing the mentor relationships. creative talent of the future.” Film and TV students at Edinburgh Similarly, City of Glasgow College’s College also work with employers inaugural Creative Industries Symposium including the BBC and Scottish Motor brought together photographers David Racing Championships, producing sports Eustace and Grant Scott, Creative Director broadcasts and commercial videos. of Graven, Jim Hamilton, and designer, The College’s Creative Industries Gillian Kyle, to share their interpretation Employability Day has run for six years and understanding of creativity and how it and provides an opportunity for students impacts and influences their professional to boost their employability, and for staff practices. and students to develop partnerships Sandra Gunn, Faculty Director for with employers. The 2018 event saw 700 Creative Industries at City of Glasgow students hear from 58 speakers from College, said: “It was genuinely refreshing creative businesses and arts organisations, to hear people give their personal take and get involved in workshops provided on creativity and their fearlessness in by BBC Scotland, the Traverse Theatre, showing vulnerability and honesty. The Business Gateway, DF Concerts, the symposium and related exhibitions Cultural Enterprise Office, Creative Scotland created opportunities to showcase the and FreeAgent. work of our students. We endeavour to Edinburgh College’s Head of Creative develop a learning environment where Industries Jakki Jeffery said: “The creative curiosity, imagination, exploration and industries are ever-changing and an experimentation are fostered – creativity extremely competitive environment. It’s is not taught, it’s nurtured.”

2019 | 15 Attainment starts with family learning Sheila White explains how Glasgow Clyde College has been tackling the attainment gap through family learning

16 | 2019 INCLUSION

he Community Learning and Development (CLD) team at included environmental as well as active living messages. The story Glasgow Clyde College has focused work on raising the will now form the basis of reading in the school curriculum. aspirations and achievements within a group which is The Chief Executive’s department at Glasgow City has adopted this often distanced from learning. The team has developed model of learning to engage the wider community around an activity Tcreative ways to equip and build capacity amongst parents and to which will be called “Learner’s Voice”. This will be used to encourage capitalise on family learning opportunities to raise attainment and adult learners from the city’s poorest areas to evaluate the needs close the poverty-related attainment gap. of their locality and will use photography and written narratives to They set out to develop literacy and numeracy courses by creating articulate this. a learning environment which would blend core learning skills with a practical-based curriculum, fostering curiosity, creativity ESOL through Story Telling and imagination through a variety of learning experiences. This ESOL through Story Telling courses were delivered over 12 weeks meant that adults were more comfortable in their learning, which and were taught by a qualified Glasgow Clyde College ESOL tutor. encouraged them to take on challenging topics. Parents had previously expressed an interest in using English in social Three of the core courses that have been delivered over the last contexts and everyday conversation to help children read books, to year are: improve pronunciation, grammar and vocabulary. Using story telling ●● Story Telling through Photography has allowed them to gain a solid grounding in grammar ●● ESOL (English for Speakers of Other Languages) and vocabulary while learning the skills of reading through Story Telling to their children in English. This progression in ●● Supporting Parents Supporting Children: their English language has also given many of Numeracy and Mathematics Level 1 the parents the confidence to take up college places. ESOL through Story Telling has been Story Telling through Photography newly credit rated through SCQF and will now In the 12-week Story Telling through provide certificated learning for parents. Photography course, the college used language and photography to engage Supporting Parents Supporting families in core literacy learning alongside Children the practical skill of photography. Teaching In Supporting Parents Supporting Children, two diverse yet complementary subjects the College has developed courses which enabled learners to develop written narrative by support parents to become proficient in first using the lens of a camera to build a story mathematics and numeracy by becoming the board, which was then used to describe a range of educators of their own children in these areas. scenarios of interest to them. This has encouraged families who Developing courses which help parents understand would not have normally engaged in literacy-based activity to become the ideas and language of Curriculum for Excellence and the correct active story tellers. mathematical language used when engaging children, alongside a One primary school working with Chinese parents developed a firm grounding on the subject, has given them both the confidence colourful booklet to let other families know about useful places to and the skills to become parent educators to their children. visit in their area. Pictures were taken of interesting local landmarks Most recently, a parent class has been studying introductory algebra and, working with their children, they wrote an imaginative tale of a and supporting their children in this area. One parent recently described dragon’s adventure through their local area. her joy and her child’s “surprise” when she was able to help with an This story was translated into Mandarin by the families, supporting algebra problem at home, stating: “I’ve been doing that in our class!” the effort to develop the children’s language skills. In addition to the These classes have been enthusiastically welcomed by several book, which was professionally printed, the group held a successful Glasgow schools as a way in which parents can develop the photography exhibition inviting members of the community and confidence to help raise the attainment of their children. Supporting supporters from across the educational establishment. Parents Supporting Children: Maths and Numeracy Level 1 has now The team hopes to credit rate this course through SCQF by spring been SCQF credit rated and will be delivered as a certificated course 2019 which would offer certification to learners. to parents. In another example, parents created a fictional story about the The team hopes to continue to credit rate their community courses place in which they live, around the Maryhill Canal area. This story with SCQF to widen access and inclusion to learning.

Feedback from the the reading of traditional tales from the continue to meet for coffee and a chat. schools included: students’ own countries but translated “There has been an increased involvement into English. The fact that some parents from the parents, in some cases expressing “Glasgow Clyde College did an excellent in the group so lacked confidence to a desire to become parent helpers.” job both designing and writing the course even attempt to speak, but developed the to meet the parents’ specific needs and confidence to read their stories aloud to the Sheila White is CLD Manager at Glasgow delivering the great material in an engaging class was very inspiring. Clyde College. Alan Milson, CLD Worker, and warm way. This can be seen by the “I also felt that before the course began worked on these projects. Three of the evaluations, attendance and ‘impact some parents were very isolated within the projects will be on the Education Scotland statements’ gathered. community but by the end they had made Improvement Hub (education.gov.scot/ “The culmination of the course was connections with other parents and still improvement/) as exemplar practices.

2019 | 17 INNOVATION

What links reindeer tracking and 3D printed textiles? College innovation!

Innovation Vouchers are available to fund collaborative Learning Lab at the College, which is a space promoting the use of innovative technology projects between Scottish businesses and colleges. through hands-on learning, after £5,000 Here we learn about some of those projects was awarded to the collaboration. She was provided with guidance, expert knowledge n the academic year 2017-18, Scottish as a textile. Her pioneering idea was that the and practical supervision of the use of Funding Council Innovation Vouchers lace fabric would be printed in a single piece equipment as she endeavoured to develop valued at more than £24,000 were and not printed in component parts that are innovative lace fabric using 3D printing. awarded to fund five individual then joined together. Brian Riley, Business Advisor, Dundee and Icollaborative projects between Scottish This is a new innovative use of an Angus College, said: “From the perspective businesses and colleges. established printing technique, as no of the College, this is an example of One of these was between independent other company or designer is using the cutting-edge research and development fashion designer Karen Hamilton and technology to produce textiles, with activity within commercial fabric design and Dundee and Angus College. Karen wanted the potential to transform the industry. construction and depending on outcomes, to produce a prototype using different Therefore, support was required to access could inform future curriculum content and printing filaments which would allow her to the specialist equipment and resources. afford student project opportunities. print unique lace designs that can be used Karen was able to collaborate with the “The project has provided an excellent Image © Alex Smith, Cairngorm Reindeer Herd

18 | 2019 opportunity to engage in applied research – John McNair, Head of Regional Business something not normally associated with the Development at New College Lanarkshire, Funding for college sector – using internal resources and said: “This is a great opportunity for the College innovation academic staff with expertise in digital and and NRG to collaborate and co-create a targeted related areas of work activity. It represents a digital technology solution that supports the Did you know that funding is available for colleges to fine example of commercial and academic charity’s aim of providing a more sustainable work with businesses and partnership and will serve as a good model for and innovative service.” organisations for research future such collaborations.” A very different kind of collaboration between and development activity? Innovation Vouchers have helped to fund The Reindeer Company Ltd and Inverness College Up to £5,000 of funding several other industry-led collaborative projects, UHI is that of the Secret Lives of the Cairngorm aimed at encouraging first including three with City of Glasgow College. Reindeer. This project, which has recently been time partnerships between a City of Glasgow College is collaborating with granted a £5,000 Innovation Voucher, will use company and further education college is available through Altitude Thinking to develop, construct and cutting-edge tracking technology to enhance Interface, which administers test a prototype of a programmable drone that reindeer management and the experiences the ’s will be used to navigate Scottish waterways of people visiting the reindeer herd in the Innovation Voucher Scheme. while producing accurate, real-time reports on Cairngorms as well as the online experience. The pollution levels and water conditions. collaboration is in its early stages, so it is a case The main highlights of the The £5,000 Innovation Voucher will allow the of “watch this space”. Scheme are: partners to look at engineering development for James Frew was awarded an Innovation ●● The value of a Standard subsequent drones with enhanced capabilities Voucher to collaborate with West College Innovation Voucher is to remove litter and other pollutants from Scotland (WCS) to develop a new between £1,000 and £5,000, waterways using suction pumps. innovative training planning process, which covers the staff Douglas Morrison, STEM and including monitoring certification project costs and is paid Innovation Lead at City of renewals, developing directly to the college. Glasgow College, said: individual training plans ●● The company contributes “The Innovation Voucher and measuring the an equal value in cash or Scheme has opened up impact of training through in kind (such as staff time, new opportunities to Achievement Measurement materials or equipment) or a support the College’s Indexing. combination of both. SME (small to medium Andrew Fogarty, ●● All SMEs (from sole traders sized enterprises) Head of Energy and up to 250 employees max), partners in realising Fashion designer Karen Engineering, West social enterprises and third productivity gains and Hamilton is creating College Scotland, said: sector organisations with unique designs with improved performance the help of Dundee and “The Innovation Voucher main company operations through innovation. We Angus College has allowed James Frew in Scotland can apply for a are currently working and WCS to collaborate voucher to partner with a with three companies on positively to implement business Scottish college. projects aiming to enhance improvements and develop more ●● Businesses are eligible to water quality and reduce water bound refuse, meaningful relationships that are mutually apply for one Standard to reduce the time taken to survey historic beneficial. In doing so, our staff at the College Innovation Voucher with a buildings using thermal imaging drone have been able to use this knowledge to work college partner. Follow-on inspections, and to connect communities with other organisations to help them improve Innovation Vouchers are through virtual reality conferencing. and enhance the products and services that available to continue the “The scheme rightly recognises the vital they offer.” relationship. role that colleges play in supporting local It is envisaged that whilst improving the ●● Projects must be innovative businesses to develop their workforce and relevance of training interventions, significant (a novel/pioneering idea) introduce new products and services. Our cost savings and improved efficiency will be and lead to new products, academic teams are also finding these realised through a more planned services or processes that collaborations incredibly valuable, with learning and systematic approach to will benefit the company and from project activity being integrated into training. Scottish economy. curriculum delivery for our students.” Dr Siobhán Jordan, ●● Up to four businesses can New College Lanarkshire and charity New Director of Interface, said: also apply together to pool Rhythms for Glasgow (NRG) also received “Innovation Vouchers can their vouchers to solve a £5,000 through the scheme to develop an be beneficial for college common issue. online service platform for disadvantaged and staff, enabling them to work excluded people who wish to either use or on real-life challenges Information on Innovation contribute to the creative industries in the local with businesses as Vouchers can be found at: deprived area. they research interface-online.org.uk/ The charity in North Glasgow provides music and develop how-we-can-help/ and arts workshops and opportunities for people products, Dale Colley of Altitude Thinking funding/standard- Ltd has tapped into the expertise living in areas of high deprivation who experience a services and at City of Glasgow College on innovation-vouchers range of barriers to accessing creative industries. processes.” drone development

2019 | 19 ESSENTIAL SKILLS Attributes

Team for life Player Dundee and Angus College strives to give students the opportunity to access a range of life experiences that will develop their essential skills. Here we find out how they have achieved this through the D&A Attributes programme Professional Standards ver the past three years, Dundee The support from local employers was the overall and Angus College has developed incredible. Businesses such as McGill’s programme and is and refined the D&A Attributes Engineering, Dundee City Council Waterfront, happy to highlight programme with direct input creative and digital company, Bright Solid, the value of that Ofrom local employers. It was designed to local solicitors, call centres and Sports attribute in terms of complete the full educational circle and help Scotland all had valid (and remarkably their business. nurture a more “rounded” student with all consistent) points to make. Through a range Manager of Dundee the attributes needed to be both successful of focus groups and iterations the 12 key and Angus Domino’s Planner/ and sought after. attributes that underpin the D&A Attributes Pizza Franchises, Organiser The D&A Attributes programme is a programme were developed. Steve Robson, said: “For voluntary opportunity open to every student success in any type of and is built around the College’s aim to work there is a need both ensure that D&A students are sought The people that we for the relevant technical and after by local and national employers. The occupational skills, but also the programme’s attributes are built around employ will need a full generic life skills and aptitudes employer feedback with respect to the range of attributes just which underpin and enhance effective most important skills they are looking for in like those highlighted in performance in any type of work.” students leaving college. this programme, which we The great thing about the D&A So how does it work? The College began Attributes programme is its flexibility. by working closely with around 50 local both welcome and support This means students can choose to businesses, with students and staff to get complete just one attributes badge or a comprehensive picture of what the key you can follow a Pathway to Success attributes that each group felt were the most The 12 D&A Attributes and complete multiple badges that important in creating a positive career or Each attribute is supported by a local build into awards (three bronze, six silver future pathway. employer, who has put their name to and nine gold).

Example activity  Estimated time commitment: A large selection of options have been built to cater for the interests of all students. For One lunchtime per week. We are looking example, students can enrol as an Enablement Volunteer: for students who can commit to at least one full semester, to gain two badges.  Tasks/responsibilities with Gowrie Care Support Staff. You will D&A Attributes badges that can be You will work with individual and groups receive a basic introduction and training achieved: of Supported Education students in a session from the Gowrie Care Team. ●● Confident/Realistic befriending role, encouraging them to We are looking for students who have ●● Flexible take part in wider activities in the College, skills that they are keen to share: arts and ●● Good Communicator explore new areas of the College and crafts, sport, fashion, photography; or ●● Industry Knowledge experience new interactions and social students who love to chat! ●● Positive environments. All activities will be supported by ●● Professional Standards You will be working in partnership Gowrie Care and Learner Engagement. ●● Team Player

20 | 2019 Additional Structured opportunities and Qualifications Work projects/activities (such as those Confident/ described on page 20) are available Ethic Realistic throughout the year, and students can also gain attributes by working with their lecturers, fellow students and support teams on one-off projects and other activities such Flexible as: ● Class and Lead Representatives ● Pop-Up Shops ● Sports Union ● Valeting@D&A enterprise ● Skills for Learning, Life and Good Work The 12 D&A ● Mock Communicator Interviews ● Fashion Show Attributes ● Volunteering ● MotivateMe! ● Library Volunteer ● Enterprise volunteer. The most rewarding Planner/ part of this story is the Honest Organiser response from students and local businesses, who have bought into the D&A Attributes programme. Following a pilot programme with 30 students, the D&A Industry Attributes programme was launched Positive in October 2017. Since then almost Knowledge 300 students have completed Multitasker attributes badges, with 80 achieving D&A Attributes Gold, Silver or Bronze awards. One student, Kristopher, a Good 2 Great Student Ambassador, said: “Working in hospitality, you are customer facing. This experience will be great for my confidence, self- To achieve an award, however, students on the right path, not only with Dundee belief, and future career.” must demonstrate 90% attendance and City Council as an employer, but other Through the skills developed have a positive recommendation from a employers within the area.” on the D&A Attributes programme member of staff. Students who receive a Lynne McKay, Development Manager students have gained a broad Gold Award can also be nominated for the from the CIOB in Scotland, agrees: “The range of essential skills, secured Principal’s Award. people that we employ will need a full range employment, been promoted at Each badge is flexible in terms of of attributes just like those highlighted in work, and obtained places at their content and is developed as appropriate this programme, which we both welcome university of choice. to the student’s level of study. As a result, and support.” Ola, Events Assistant, said: students can build up their badges across The D&A Attributes are learner-led, with “Helping with college events is a their studies at different levels. students building their own reflective great buzz. Not only am I helping to Jay Grant, Projects and Development log of experiences in respect of their improve the student experience, but Manager, Dundee City Council (DCC), said: chosen badge(s) through extra-curricular I am also cementing real skills like “As an organisation we look for these 12 engagement and volunteering. This was an working under pressure!” attributes from individuals to set them interesting change of approach.

2019 | 21 DIGITAL PRACTITIONER

Find out how digital approaches and role play provided Ayrshire College students with a real-life taste of what it’s like to be involved in a river rescue

esigned by Ayrshire College staff, Fire and Rescue Service to create a water was recorded by the College’s Learning the water rescue virtual reality (VR) rescue situation that would enable students Technology Department, using a state of project saw various departments to assess an incident and improve their first the art 360-degree 4K camera. This camera coming together with the Scottish aid skills. The idea behind this was to train and footage allowed students to carry out a first DFire and Rescue Department to deliver an assess the students in a virtual environment. aid assessment and the treatment of injuries engaging, innovative vocational learning Greig Fleming, Station Manager at Ayr within the water rescue scenario. experience. It also addressed local and Community Fire Station said: “The Scottish Students watched the incident using virtual national water safety agendas. Fire and Rescue Service have entered into reality goggles and commented on what One key community priority in South a strong local partnership with Ayrshire actions they would carry out. The footage Ayrshire is to improve community safety College, working together to provide an includes “pop up” questions, which can be with a focus on water safety. Fire and rescue educational package that can be adapted downloaded using the Wonda VR app and crews regularly respond to emergency calls when working within our local communities.” then by clicking on a customised QR code. from people who have got into difficulty in While the initiative was taught and delivered It is anticipated that Ayrshire College will the water and need to be rescued. by the College’s Care Department, it was utilise the VR technology in summative The water rescue virtual realtity (VR) project developed by various partners within the assessments for first aid. was designed in partnership with the Scottish College. Footage of the water rescue The SQA has expressed an interest

22 | 2019 Next steps

During 2019, further activity is planned, including the chance to carry out joint CPR training between college students and Strathclyde Fire and Rescue staff with a terrorist scenario, which again will be used for first aid assessment within the college and for Community Safety Awareness Training by Strathclyde Fire and Rescue Services. Students from the Drama Department and from make-up artistry courses will participate in the scenario during the planning, preparation and delivery stages.

Professional Standards for Lecturers in Scotland’s College

The revised Professional Standards for Lecturers in Scotland’s Colleges emphasise the importance of technology-enhanced approaches in learning, teaching and assessment. A digital mindset provides an opportunity for enhanced collaborative practice with local and global communities. The Standards also remind us that we need to work on our cyber resilience, in our personal and professional roles. Ultimately, we rely on our judgement to decide what will benefit our students; that might be training future automotive mechanics to deliver inspection summaries via video, or carers to edit shared documents online. If you are looking for somewhere to start, then: ●● Why not come along to a CDN TeachMeet? An informal gathering after work where we share stories and the odd cake or two. Keep an eye out on our events page for future meetings. ●● Keep updated with the latest innovations and developments in teaching practice by subscribing to our monthly newsletter https://www. cdn.ac.uk/tick-to-talk/ and to our weekly news from the sector https:// paper.li/ColDevNet/1443012593#/ in supporting this initiative, which would the students for real scenarios they might face ●● Look out for our new 23 Things see Ayrshire College as the first college in in a health care setting after a river incident. resource, a free online course tailored Scotland to use technology in this way. The partnership has been so successful to the college sector, filled with ideas Following on from the first aid scenario, that the Scottish Fire and Rescue Service on how to develop your digital skills - firefighters demonstrated the procedures that and Ayrshire College will continue to work www.cdn.ac.uk would be adopted at a real-life water rescue, together to develop and maximise learning including the use of a rescue sled to rescue opportunities for Ayrshire College students and casualties from the water. This helped prepare Strathclyde Fire and Rescue staff.

2019 | 23 COLLEGE LEADERSHIP

The Principal aims The college sector has seen a number of new Principals appointed. Reach speaks to five of them about their priorities for the coming year

Jackie Galbraith Principal of West Lothian College, was previously Vice Principal at Ayrshire College “My top priority is for our students to stay on course and succeed in what they set out to achieve when they decided to come to college. Excellent learning and teaching is fundamental to that, as is effective support for those who face barriers that get in the way of their success. Removing barriers is important. That’s why, for example, in response to feedback from our Student Association and staff that more and more students are experiencing poverty, we now offer free soup and a roll so that no student has to face their learning on an empty stomach. “Our purpose is to help our students achieve their full potential, to be an outstanding vocational education provider completely in tune with the skills requirements of the regional economy, and to provide vital support for inclusive growth in local communities. Therefore, listening and responding to employers and community stakeholders is another priority high on my list. “West Lothian has seen improvement in full- and part-time student outcomes over the past three years, and in 2017-18 made very good growth in employment is also forecast in West Lothian for the next progress on improving FE full-time student success. Learning from ten years in most industry sectors. That’s a fantastic opportunity for others is essential and I’ve encouraged teaching and support staff the College and our students, and will drive a fundamental review of to visit other colleges to find out how they are tackling some of the our curriculum to make sure it is fit for the current and future needs problems we are facing. of the region’s economy. “One way that the College is tackling the attainment gap is through “There is no doubt that financial sustainability is a major international work placements which are supported by Erasmus+ challenge for colleges. Our main financial challenge in the year funding. We use these placements to engage reluctant learners and ahead is improving our IT infrastructure so that it meets the digital those most at risk of dropping out of college. They provide students expectations of our students. Close behind is the need to refurbish who have never been abroad the opportunity to broaden their horizons. student-facing parts of our estate, for example to create a modern As a result, the College has seen improved results and better retention learning resource centre and a one-stop shop for student services, to rates among students from areas of multiple deprivation. Over 100 enhance the learning experience of our students. students each year benefit from international placements. “The main thing that I’d like to achieve this year is that more “West Lothian has one of the youngest populations in Scotland, students successfully complete the qualifications they set out to and the population is predicted to grow each year for the next achieve. Whether coming to college is a first choice or second chance, ten years. This is very different to the trend in most other parts of I want to make sure that West Lothian College is never second best Scotland and presents a huge opportunity for the College. Sustained and that all of our students have a first-class experience.”

24 | 2019 Liz Connolly was internally promoted to Principal of West College Scotland “Our Board has been working on a new corporate strategy, so I’ve taken the opportunity to share that with staff and get their thoughts and ideas. I’ve also been meeting with stakeholders to understand what they want from us as a college. “Probably the biggest change for me is the sheer breadth of the Martin Jones role. As well as running the business, there is a huge external element Principal of Argyll College UHI, to the job, and as we serve a large and fairly complex region, that was previously a Senior Lecturer in Law adds to the diversity. at Glasgow Caledonian University “All colleges are doing different things as we seek to meet the “The College has just embarked on the development of its strategy needs of our regions. As a college we have over 40% of our students for the next five years and so I am fortunate to be able to help guide from SIMD20 which defines much of what we do. We are also very and shape it during the first few months of my tenure. My sense is proud of the way we work with employers, particularly in the support that staff are eager to set a course for the next stage of the College’s they provide inside the classroom, providing live projects as an growth and development and they are very much open to fresh ideas. integrated part of our students learning. This really helps prepare our “Argyll College UHI serves some of the most remote areas in students for the world of work. Scotland, making it possible for rural communities to access FE and “We are constantly looking to review the nature of our programmes HE opportunities. Our student experience mirrors the realities of to ensure that they meet the needs of our students and the employers the modern workplace and remote working practice, making use of we work with. We are definitely seeing a move towards more part- video technologies and online collaboration whilst enabling people to time provision in response to changes in patterns of demand, and we remain in the communities and environment they love. This is a very need to continue to be flexible and adaptive to ensure that we can important element in preventing further rural depopulation. respond to change. “Our HE numbers have grown significantly over the past few years “Ensuring the best use of the resources that we have available is as more students decide to remain in Argyll. We’ve greatly expanded paramount to make sure that we generate the greatest impact. We do our provision of apprenticeships and we will continue to work to require investment in our estate to create the 21st-century learning meet employer demand for a skilled local workforce. We have also environments that our students require. We will continue to work successfully introduced teacher training as part of our offer in recent with partners and stakeholders to determine the best way to move years. This development is of regional strategic importance given the forward with this. difficulties often encountered filling vacant teacher posts in rural areas. “It is critically important that we continue to work with employers “We need to continue to develop innovative ways of working with to understand their needs now and in the future, to ensure that local employers. We are fortunate enough to have employers in our we are equipping our students with the skills that they require for region who are keen to work with us in order to create outcomes which employment and to help them secure a rewarding and fulfilling career. are not only mutually beneficial but which also have the students as To help us better understand the needs of local employers we recently future employees at their core. The percentage of our FE students conducted a skills survey, “Our Workforce, Our Future”. More than 230 entering employment in 2017 was 10% above the national average. companies employing in excess of 65,000 people responded and “Aside from crystallising the strategy of Argyll College, I would this has given us a real insight into the future requirements of local like to see it maintain its strong record of student attainment whilst employers.” broadening and deepening its relationships with key employers.” Continues overleaf >

2019 | 25 COLLEGE LEADERSHIP

> Continued from previous page

Audrey Cumberford previously Principal of West College Scotland, is now Principal of Edinburgh College “I firmly believe colleges can prosper in an uncertain policy and funding context and in an environment where digital and Carol Turnbull technological advances are impacting upon everything we do – Principal of Dumfries and Galloway College, taking up post as and at a pace which is exponential. We must be fundamentally Principal of Ayrshire College more collaborative, outward-looking and socially productive; where Firstly, I want to listen and hear about what the College does well, the College serves the needs of students and is recognised as a areas for improvement, identify where the College can make the most key contributing partner in Edinburgh’s, and Scotland’s, inclusive impact and also to find out what staff, learners and stakeholders economic, cultural and social growth. expectations are of me. “There are many things that impact on the profile of a college Ayrshire College is approximately four times bigger than Dumfries whether that’s the demography of the local population, the levels of and Galloway College and works with three local authorities, whilst deprivation, levels of unemployment and the demands of industry. Dumfries and Galloway only has one. I’ve only visited Ayrshire As employment levels rise we are experiencing a shift from full- College a few times but I get a strong sense of a friendly college, time to increasing demand for part-time, for adult returners and for committed to learners, some fantastic facilities (and some areas for individuals in work looking to up-skill or re-skill. Our apprenticeship improvement) – all of which are similar to Dumfries and Galloway. activity continues to increase, ranging from foundation apprentices My vision for the College is one where all learners maximise through to graduate apprentices. their potential, where the College is embedded in the communities “The curriculum portfolio at the College evolves constantly and it serves, and one that is a beacon of success for the sector. is shaped by both student demand and the demands of industry, #AyrshireFirst – First for Learners, First for stakeholders, First for and that will not change. The speed of change in our environment, Staff, First for the Sector. in particular the impact of new and emerging technologies on what Through increased employer engagement, more part-time and we do and how we do it – along with the impact on businesses and work-based learning opportunities, clear pathways and progression the skills required for Scotland’s future workforce – will undoubtedly routes, business support and innovation, I envisage the College being shape what we do. Our focus is also on the future skills needs of our at the heart of inclusive economic growth, and making a significant students and our business partners which means we need to be in a contribution to the social and economic prosperity of the region. I position not only to meet immediate needs of our region but also put also want it to be an organisation that exceeds expectations and one the foundations in place to meet future demand. where staff and learners excel and are proud to be part of. “There is no doubt the skills of Scotland’s future workforce will be The college sector is integral to supporting inclusive economic different to the critical skills gaps of today – and colleges must be a growth and this is increasingly being recognised through initiatives large part of the solution to both. I believe colleges already go beyond such as the Flexible Workforce Development and Innovation Funds simply engaging with employers and are committed to creating a that are exclusive to colleges. This is also an area on which I have a culture where employers and colleges co-exist and co-invest in our strong focus as I believe having a highly skilled regional workforce vocational system. The need for up-skilling and re-skilling individuals that meets the current and future needs of employers is essential for in work is becoming increasingly important and will undoubtedly the success and prosperity of a region. impact on the intensity of our collaborations with employers. I think there are further opportunities for increased employer “The scale and reach of our College is significant and that comes engagement, especially with SMEs. I’d like to see further development with a huge responsibility to the local areas we serve and our region and implementation of our digital skills strategy, and a move towards as a whole. more work-based and part-time learning opportunities. And, finally, I “The real test of the character of Edinburgh College will be how want to make sure that we celebrate success – for learners, staff, the we respond not just to the challenges but the opportunities that are College and the region. ahead of us.”

26 | 2019 PROFESSIONAL DEVELOPMENT

Charting a path to success John Rafferty CMgr FCMI, reflects on his leadership journey with College Development Network (CDN)

hroughout my career I’ve numerous conferences over the years and along with my CV and copies of my other always maintained some form found the CMI conference to be one of qualifications to reach a judgment, which in of continuous professional the most engaging. This is because it is my case led to a successful outcome. learning. However, I found a professional association of managers The new professional standards Tthat the busier I became, and the more from every possible sector you can in both teaching and my career developed, the less time I imagine; it is not focused leadership in FE seemed to have to do any pieces of “deep upon any one sector in puts critical learning”. I therefore chose the Chartered particular. reflection and Management Institute Certificate in It was after this career planning Strategic Leadership and Management, that I started and development delivered by CDN, which struck a nice thinking seriously at the top of balance between being substantial enough about aiming the agenda. to be meaningful yet flexible enough to fit for Chartered Interestingly, so in amongst my other commitments as a Manager status. too does the senior manager with a young family. Achieving this 15 - 24 Learner My previous academic qualifications would not only Journey mainly testified to my readiness for a secure full CMI Review which teaching career I had long since moved membership, requires us on from – possibly a common feature with access to to instil these of managers in FE. I’d also studied their library of skills in our own management at postgraduate level before, online journals and students. It seems but this was long before I’d ever worked video resources for obvious that increasing as a manager and it did not include the managers, but it would the focus on career planning most recent developments in management also both test and certify my capabilities as skills for students has to begin with getting research which I had to catch up on. a reflective practitioner of the art and science better at these skills for ourselves, so that we The CMI suite of qualifications was a good of management. might practice what we preach. solution for me for a variety of reasons. Firstly, Successfully completing my CMI The CMI approach is in my view one way they can be completed mostly online with a Postgraduate Certificate, which took to do this; it’s an appropriately testing process minimum amount of time taken out of work. about six months, was the first stage in but a fair one and one which leaves you with Secondly, they can be undertaken at a variety this process as it refreshed and updated a much clearer appreciation of where you are of SCQF levels. Also, they don’t break the bank, my knowledge of management theory. I as a manager. For me, it has left me with the either for yourself or your employer. Another then embarked on completing the written clearest sense I have ever had in my career of great feature is that they have a number of application for Chartered Manager, a task what my strengths and weaknesses are and exit points: finish one unit and you get the CMI made infinitely easier having just completed where I must go next with regards to career Award, two or three units gets you the CMI the assessments for the CMI qualification. long professional learning. It could be a route Certificate and five or more the CMI Diploma. The final components of the process were that suits you too. Being introduced to CMI also turned an hour-long telephone interview and a out to be of significant value in itself. For written testimony from my line manager FOR FURTHER INFORMATION example, during my course I was given to corroborate the authenticity of the To find out more about CDN’s Management the opportunity to attend the annual CMI achievements described. The assessment and Leadership courses please visit: www. conference in Edinburgh. I’ve attended panel then considered all this evidence, cdn.ac.uk/management-and-leadership/

2019 | 27 HEALTH AND WELLBEING

Lindsay Snodgrass, Head of Student Services at Inverness College UHI, explains how a holistic approach to mental wellbeing has seen a reduction in students withdrawing from their courses

Positive health

ental ill health Personal Academic Tutors poses an increasing ●● An online Mental Health challenge to the Toolkit – giving staff college sector, and confidence in recognising Msociety in general. student mental ill health at an The whole college approach has to best support their students In response to this, Inverness early stage been successful in: and recognise emerging issues College UHI has adopted a two- ●● “Baggage” theatre production ●● Early recognition of those who through investment in staff pronged approach, focusing on – a student-led play to raise are at risk of not successfully development proactive initiatives to promote awareness as part of staff completing their course ●● 91% of students are “very and maintain positive health development to the various ●● Provision of the appropriate satisfied” or “satisfied” with whilst also ensuring that they issues and “baggage” and bespoke support students Wellbeing and Counselling remain responsive to students which individuals (staff and require to sustain their studies services (SSES results) who experience difficulties. This students) carry around and ●● Improved successful outcomes ●● Increased number of referrals approach takes account of the bring to college which may in 2016-17 and successful referral linkages between environmental, affect study and work ●● A reduction in further outcomes to keep students on social and physical health. ●● Ongoing staff development withdrawals in 2016-17 their course It is an inclusive model that sessions run in partnership ●● Colleagues feeling more aware, ●● Student nominations for shifts support from being with external agencies on supported and confident in how support staff in HISA reactive to more proactive; a range of mental health and to a wider social model issues experienced by of health. This approach also students including Personality was delivered to all students to maintain a positive mental focuses on working with Disorders; Autism Awareness; early in the academic session to attitude. external partners from NHS and Stress Management; and enable awareness raising and to In addition to the resilience third sector agencies to provide Mindfulness. equip students with strategies to workshops the College put on a comprehensive support help overcome possible future a range of workshops to class package for our students. This investment in staff challenges. At the end of the groups on various aspects of A key aspect of the whole development has had a positive sessions the students created a maintaining positive mental college approach is staff impact on staff awareness, personal wellbeing action plan health, such as Coping with development, which has confidence and ability to deal to be used when they feel they Exam Stress and Mindfulness. included: with difficulties students may start to encounter challenges. It ran a range of events and ●● New staff induction around experience. Feedback from both the campaigns throughout the the importance of student For 2017-18, resilience Personal Academic Tutors and year focussed around health mental wellbeing workshops were introduced students has shown these to improvement and prevention of ●● Mental Health First Aid for all students focusing on be useful in helping individuals ill health, including: courses specifically targeting positive mental wellbeing. This identify key stressors and ways ●● Smoking Cessation

28 | 2019 their anxieties and work Responding to emerging towards solutions to student issues overcome them Specific processes have ●● Paws for Stress – an been put in place to enable initiative run in partnership the College to identify, at with Canine Concern the earliest point, when an Scotland Trust to provide individual requires enhanced stress relief at peak times of support. INSIGHT monitoring the academic year and tracking system flags ●● A Men’s Group – a peer are used with priority groups, support group run in including those who have partnership with Andy’s Man’s disclosed an additional Club to encourage males to support need such as mental share problems and reduce ill health. This enables the the risk of suicide Personal Academic Tutor ●● Reach Out Health Walks to keep a closer eye on – this is a new initiative in individuals at risk of having response to reluctance by more challenges. A referral some predominantly female system is in place which class groups to get involved directs individuals to specialist in physical and health support through a wellbeing promoting activities. The service. college’s Introduction to Care A triage system takes a Level 4 course run a weekly three-pronged approach, student led walking group for directing students according students, staff and members to need – either to counselling, of the community with wellbeing, or outside agencies. student volunteers trained as The College counselling Walk Leaders through Paths service offers a six-session for All Scotland. This initiative model of support with a built- has been dual focused in in evaluation to consider the (Highlands and Islands keeping students healthy. This tackling social isolation impact of the support. There is Student Association) Awards, work includes close partnership among both students and a direct referral system to local reflecting the impact of the with the Highlands and Islands vulnerable members of GPs for individuals who are service on students’ lives. Student’s Association, to gain the community but has deemed to have longer term their support, which involves also helped participants to needs. For crisis cases there is The College places great high student improve their social, a system of direct referral into emphasis on the promotion engagement. emotional, NHS Psychological Services. of positive health and early and mental Despite the increasing identification of individuals who wellbeing. numbers of students requiring may require support. It puts a The support, the College has focus on raising awareness at a initiative successfully resourced whole college level of the growing has had a services and met demand so challenge around student mental positive far. This has been achieved ill health and the importance of impact on through commitment from retention senior managers to the whole among the college approach; innovative ●● Drug and Alcohol Awareness student approaches in how the service ●● Safe Use of Social Media group is managed; use of counselling ●● Safe Partying with 92% placement students (final year ●● Arrive Alive / Safe Driving predicted students on the Diploma in ●● Harassment successful Person Centred Counselling); ●● Happy, Healthy You completion. and recruiting Wellbeing ●● Healthy Body Healthy Mind. The College also Ambassadors across the Autism charity which recognises the need for student body to deliver In addition, several support allows students to share their students to have time out wellbeing sessions. groups were made available experiences, challenges and and a quiet space at times, There is no doubt that the for individuals who may be at solutions and it has a well-established work undertaken has made risk, including: ●● Anxiety Group – a peer Wellbeing Garden and a Quiet a significant contribution in ●● Autism Initiative – a support group run by the Room where students can addressing the health and peer support group run in Wellbeing Officer which escape from the busy campus wellbeing needs of staff and partnership with a local allows students to express environment. students.

2019 | 29 THE LAST WORD L ve and learning Sarah-Jane Linton, Head of Faculty and Strategic Lead for Widening Access at Edinburgh College

here’s growing interest in the work of renowned placing some CEYP at risk of becoming homeless. I attended The San Francisco Doctor Nadine Burke-Harris and her Rock Trust Youth Homelessness Conference at the end of September underpinning theory of Adverse Childhood Experiences in Edinburgh and they, like me, are deeply concerned that the number (ACE) on the poor physical and mental health of adults, of homeless, vulnerable young people will rise due to this practice by Twith a recent conference hosted in Glasgow aiming to make some local authorities. All of this interesting theory, changing policy Scotland the first ACE aware nation. This theory focuses on and improved practice doesn’t seem to offer a complete solution, so childhood trauma and 10 specific areas for concern, ranging from how do we fix it? verbal abuse and lack of nurture, to sexual and physical violence, Sarah Cameron, recently commended as CDN Student of the Year, which act as multipliers for early morbidity. is a care-experienced, Grade A HND legal services Edinburgh College I took the ACEs test with my three foster sons, all of whom student, who lost both her mother and grandfather through murder. scored at least 9 out of 10. Even with my short sample, it’s clear Sarah is smart, a lone parent and aspires to become a lawyer. The that a high score would indicate care experience is likely. So I’m Commission on Widening Access has achieved many things, but pleased, as a foster parent and college senior manager, that public Sarah will still have to start at SCQF level 7, first-year undergrad, and services are waking up to this. Scotland’s care system is undergoing resit two years of study when she undoubtedly could navigate deftly an independent review, while in tandem around Family Law with her lived experience an historic enquiry of abuse in care and proven intellect. Is it fair that she is reviewing practice and cases up should be delayed from qualifying for two until 2015. The earlier work of John years? Carnahan and the Violence Reduction We should be proud that 40% of Team in Glasgow also illustrates the young people leaving care go to power of multi-agency approaches to college but only 4% go to university. To understanding the impact of trauma, ensure our care-experienced learners poverty of ambition and early death. sustain and attain, they need patience So, what’s the relevance to colleges? and understanding of the impact of Along with this surge of interest in their trauma but most of all, they need early trauma is the legislative impact of love. My 16-year-old foster son received Corporate Parenting. Public organisations a standing ovation in the Palais de Nations and their staff have been writing strategies as a human rights defender when he said: “I’ve and Who Cares? Scotland (of which I’m a Board done nothing miraculous, I’m just like every other trustee) has been working tirelessly to train corporate young person in care, only I’ve been lucky to be loved.” parents to better understand our care-experienced I mentor an Edinburgh College alumni, Alicia Santana, an population. Edinburgh College hosted the first Corporate incredibly talented young musician who is care-experienced Parenting Celebration for Who Cares? Scotland and the Scottish and studying her BMus at Napier University. There’s much Funding Council in November 2018, where FE and HE Corporate to be done to improve the lives of Scotland’s care-experienced Parents gathered to share practice and ensure a smoother pathway population, and it’s unquestionably a rights based issue, that I hope for care-experienced learners through college and university. when addressed will see care experience become the 10th protected This legislation has been bolstered in education by the First characteristic. But while change is happening with our policy makers, Minister’s decision to increase the FE bursary to create parity of let’s be the change these young people need in our colleges now. I financial support for young care-experienced learners at college. An ask you not only to respect your care-experienced student population, excellent decision, but one that has created an interesting response but to treat them with dignity and show them love in your practice – from professionals, including concerns that CEYP (Care-Experienced with our growing understanding of the impact of Adverse Childhood Young People) will use the money unwisely, to the disappointing Experience. Colleges across Scotland are leading the way to success, practice by at least 11 local authorities in Scotland who have reduced let us multiply their chances of success and becoming nurturing through-care expenses in line with the increase in bursary - thus parents themselves by showing them love.

30 | 2019 Pride o’ Worth – Nicola McKenzie, Glasgow City Council presented by John College winners dazzle at SQA Star Awards Swinney, Deputy First Minister

Scotland’s colleges and their learners lit up the stage with a host of wins at the Scottish Qualifications Authority’s annual Star Awards, which were hosted by TV and radio presenter Kaye Adams at Kelvingrove Art Gallery and Museum in Glasgow.

The SQA Star Awards are unique — they recognise both the individuals working towards SQA qualifications, and the organisations that deliver those qualifications. They reward people and institutions which have demonstrated an outstanding Lifelong Learning – Sheila White, commitment to education and training. Glasgow Clyde College

Glasgow Clyde College, in partnership with Glasgow City Council, lifted the prestigious Pride o’ Worth Award for Centres for the Glasgow School-College Inclusion Programme, which also won the Promoting Inclusion Award earlier in the evening. The programme sees young people who are disengaged from the traditional school environment undertake SQA qualifications at the college.

The college also won the award for Lifelong Learning Centre, for SQA Champion – Kirsten Amis, Glasgow its Community Learning and Development team’s work offering Clyde College language courses to parents whose first language is not English, so they can play a more active role in their child’s education.

Teaching staff at the college were also recognised at the ceremony, as senior lecturer Kirsten Amis was named SQA Champion for her work on the development of a new Higher National Diploma in Counselling.

Dundee and Angus College was named winner of the Partnership of the Year award. Students there are linked with local and global Partnership of the Year – Gillian tech companies while they are still at college, giving them a McGovern, Dundee and Angus College flavour of working life after graduation, and preparing them to make a successful transition into employment.

Ross Munro was winner of the College Candidate of the Year category which was sponsored by College Development Network. Ross combines studying for a National Certificate in Sport and Fitness at Ayrshire College with competing as a successful wheelchair athlete, and using sport to inspire other disabled young people in the community.

Speaking about the winners and highly commended finalists, SQA College Candidate of the Year – Chief Executive, Dr Janet Brown, said: "Every year I am amazed presented to Ross Munro by Jim by the stories of achievement, ingenuity, and accomplishment of Metcalfe, CDN our Star Awards winners. Every one of them, and all the highly commended finalists, fully deserve the recognition that they have received."

Find out about all the SQA Star Awards winners and highly commended finalists at www.sqa.org.uk/star #COLLEGEEXPO19 COLLEGE EXPO19 WEDNESDAY 12 - THURSDAY 13 JUNE AT PERTH COLLEGE UHI

College Expo is a free landmark event for everyone involved in post-16 education and training. The two-day College Expo19 is a celebration of college excellence, a hub for staff development and practical innovation, and an opportunity to participate in cutting-edge debate on vocational learning.

FOR MORE INFO VISIT: CDN.AC.UK/COLLEGE-EXPO

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