London Colleges' Manifesto for the Mayor
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Woodhouse College
Woodhouse College REPORT FROM THE INSPECTORATE 1997-98 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1998 You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 5 Curriculum areas Computing 7 Science 13 Business 19 Modern languages 25 Cross-college provision Support for students 31 General resources 39 Quality assurance 45 Governance 53 Management 59 Conclusions 67 College statistics Woodhouse College Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect. -
Pro-Bono-Forum-2014-10
2014 EUROPEAN London PRO BONO The Mermaid 5-7 November FORUM ProgramB1_170x255mm_LONDON.indd 1 04/08/14 14:40 2014 European Pro Bono Forum 5–7 November The Mermaid London PILnet Sustaining Partners 2 l 2014 European Pro Bono Forum, London Photo l Nick Kenrick Welcome from PILnet As the European pro bono movement takes root around the world, PILnet brings its 2014 European Pro Bono Forum to London, a global legal capital about to celebrate the 800th anniversary of the Magna Carta. The London legal community has been a leader in the development of pro bono practice, and London is fertile ground for developing new approaches to strengthening the rule of law. But any conversation about pro bono in the U.K. must acknowledge recent cuts to legal aid that have left people across the country unable President to access the legal advice they need in order to secure justice. Many look to pro bono to fill the gap. But can it? Should it? A debate about these questions will kick off this year’s workshops. The Forum is our opportunity to re-think pro bono’s place within the panoply of legal solutions to our most pressing societal challenges. These challenges are not limited to the U.K., nor are they limited to problems of access to basic legal advice. Across Europe and beyond, we are experiencing new threats to privacy, freedom of association and the rights of LGBTI people. Climate change, immigration and global PILnet’s health issues also concern us all. We have endeavored to put together a rich program featuring front-line practitioners that will inspire us to engage on these issues and many others. -
Open Letter to Address Systemic Racism in Further Education
BLACK FURTHER EDUCATION LEADERSHIP GROUP 5th August 2020 Open letter to address systemic racism in further education Open letter to: Rt. Hon. Boris Johnson, Prime Minister, Rt. Hon. Gavin Williamson MP, Secretary of State for Education, funders of further education colleges; regulatory bodies & further education membership bodies. We, the undersigned, are a group of Black, Asian and Minority Ethnic (BAME) senior leaders, and allies, who work or have an interest in the UK further education (FE) sector. The recent #BlackLivesMatter (#BLM) global protest following the brutal murder of George Floyd compels us all to revisit how we address the pervasive racism that continues to taint and damage our society. The openness, solidarity and resolve stirred by #BLM is unprecedented and starkly exposes the lack of progress made in race equality since ‘The Stephen Lawrence Enquiry’. Against a background of raised concerns about neglect in healthcare, impunity of policing, cruelty of immigration systems – and in education, the erasure of history, it is only right for us to assess how we are performing in FE. Only by doing so, can we collectively address the barriers that our students, staff and communities face. The personal, economic and social costs of racial inequality are just too great to ignore. At a time of elevated advocacy for FE, failure to recognise the insidious nature of racism undermines the sector’s ability to fully engage with all its constituent communities. The supporting data and our lived experiences present an uncomfortable truth, that too many BAME students and staff have for far too long encountered a hostile environment and a system that places a ‘knee on our neck’. -
College Open Day List
Open Events 2019-2020 Please check the sixth form/college website to confirm dates and times of open events, as they may be subject to change, and new dates may be added You will also need to check if you need to register in advance or attend with a parent/carer Places to study in Newham Brampton Manor Academy November 2019 (Date to be confirmed in September – Roman Road E6 3SQ check website regularly) 020 7540 0500 / bramptonmanor.org [email protected] Booking required via website The Building Crafts College Open every Thursday 1pm-4pm Kennard Road, London E15 1HA Online application form 020 8552 1705 / thebcc.ac.uk / [email protected] Chobham Academy No dates released yet, check the website regularly for 40 Cheering Lane, London E20 1BD information 020 3747 6060 / chobhamacademy.org.uk [email protected]. (Open day usually in November, check website regularly) uk ELAM (East London Arts & Music) Thursday 7 November 2019, 5pm-7pm 45a Maltings Close, London E3 3TA Arrive 5pm for 5.30pm talk 020 75152159 / elam.co.uk [email protected] Arrive 6pm for 6.30pm talk No admission after 6.30pm Bookings via website Applications are now open for 2020 London Academy of Excellence Wednesday 30 October 2019, 4pm-8pm Broadway House, 322 High Street, London E15 1JA Wednesday 13 November 2018, 4pm-8pm 020 3301 1480 / excellencelondon.ac.uk / Sat 23 November 2019, 10am-4pm [email protected] Booking required via website which will open at the beginning of October Applications open Monday 28th October 2019 London Design -
ANNUAL REPORT 2009 Index
ANNUAL REPORT 2009 Index Free Representation Unit Annual Report to 31 March 2009 Page Chair’s Introduction 1 Case Studies 2-11 Trustees’ Report 12-16 Legal and Administrative Information 17 Independent Auditors’ Report 18 Statement of Financial Activities 19 Balance Sheet 20 Principal Accounting Policies 21 Notes to the Accounts 22-26 Donors 27-28 We are most grateful to Royle Financial Print Limited for their generous sponsorship of the costs of this annual report. The case studies on pages 2 to 11 show a few of our volunteer representatives (‘reps’) and tell the stories of some of the cases which they have handled. In those stories, the client names used are fictitious but do together give an indication of the gender and ethnic origin of our clients. The cover photograph is of FRU volunteer Sarah-Jane Smiles, who tells the story of one of her cases on page 10. Photograph by Patrick Barth © King’s College London. Chair’s Introduction As usual, Clive Tulloch has been so successful in providing “more volunteers are being recruited a link between staff and the management committee that it and more cases are being completed in becomes hard to see how FRU ever managed without him. both of the core areas of employment We are also grateful to our funders, without whom FRU would and social security law” not have achieved such an excellent set of financial results this year. Regrettably, this will not continue unless new sources FRU has enjoyed another successful year. A change to the of funding are found for the future, especially in these difficult ratification process has meant that more volunteers are being economic times. -
The Reverend Professor June Boyce-Tillman MBE (FHEA, FRSA, LRAM, PGCE, BA Hons)
- CURRICULUM VITAE - The Reverend Professor June Boyce-Tillman MBE (FHEA, FRSA, LRAM, PGCE, BA Hons) Academic & Professional Qualifications 1955 – 1962 Southampton Grammar School for Girls GCE A Level: Music (A) Latin (A) History (C) State Scholarship 1962 – 1965 St Hugh’s College, University of Oxford BA Honours Music Class II 1965 – 1966 Institute of Education, University of London PGCE Primary / Secondary 1976 LRAM (Piano Teaching) 1980 – 1986 Institute of Education, University of London (part-time) PhD Towards a model of the development of musical creativity: a study of the compositions of children aged 3-11. Employment & Other Professional Experience: Teaching 1966 – 67 Class Teacher with responsibility for Music, Southfields Junior Mixed School 1967 – 69 Class Teacher with responsibility for Music, Hogarth Junior Mixed School 1969 – 73 Head of Music Department, Burlington Grammar School for Girls 1971 – 90 General Musicianship Tutor, ILEA Centre for Young Musicians 1978 – 82 Tutor in charge of Piano Laboratory, Pimlico School 1978 – 90 Part-time Music Teacher, Furzedown Primary School 1985 – 90 Teacher / Tutor Primary PGCE, London University Institute of Education 1986 – 90 Part-time Music Teacher (GCSE), Graveney Comprehensive School 1990 - Various, The University of Winchester (formerly King Alfred’s College): The University of Winchester Position Senior Lecturer in Music Principal Lecturer and Reader in Music Principal Lecturer and Reader in Community & Performing Arts Professor of Applied Music Teaching Areas BA Primary Education: -
This Is a List of the Formal Names of The
This is a list of the formal names of the Corporations which operate as colleges in England, as at 7 August 2019 Some Corporations might be referred to colloquially under an abbreviated form of the below College Type Region LEA Abingdon and Witney College GFEC SE Oxfordshire Activate Learning GFEC SE Oxfordshire / Bracknell Forest / Surrey Ada, National College for Digital Skills GFEC GL Aquinas College SFC NW Stockport Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnsley College GFEC YH Barnsley Barton Peveril College SFC SE Hampshire Basingstoke College of Technology GFEC SE Hampshire Bath College GFEC SW Bath and North East Somerset Berkshire College of Agriculture AHC SE Windsor and Maidenhead Bexhill College SFC SE East Sussex Bilborough College SFC EM Nottingham Birmingham Metropolitan College GFEC WM Birmingham Bishop Auckland College GFEC NE Durham Bishop Burton College AHC YH East Riding of Yorkshire Blackburn College GFEC NW Blackburn with Darwen Blackpool and The Fylde College GFEC NW Blackpool Blackpool Sixth Form College SFC NW Blackpool Bolton College FE NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bradford College GFEC YH Bradford Bridgwater and Taunton College GFEC SW Somerset Brighton, Hove and Sussex Sixth Form College SFC SE Brighton and Hove Brockenhurst College GFEC SE Hampshire Brooklands College GFEC SE Surrey Brooksby Melton College AHC EM Leicestershire Buckinghamshire College Group GFEC SE Buckinghamshire Burnley College GFEC NW Lancashire Burton and South Derbyshire College GFEC WM Staffordshire Bury College GFEC NW Bury Calderdale College GFEC YH Calderdale Cambridge Regional College GFEC E Cambridgeshire Capel Manor College AHC GL Enfield Capital City College Group (CCCG) GFEC GL Westminster / Islington / Haringey Cardinal Newman College SFC NW Lancashire Carmel College SFC NW St. -
Annual Report 2019/20 Welcome Welcome
ANNUAL REPORT 2019/20 WELCOME WELCOME Welcome from Jayne Dickinson Contents Chief Executive College Group and Principal of East Surrey College Welcome .........................................................................3 It is with pride that I introduce this Annual Report as Chief Executive of Orbital South Colleges and Principal of East Surrey College. Merger on 1 February 2019, marked an important milestone for both East Meet the Team ...............................................................4 Surrey College and John Ruskin College and for local skills in our communities. This past year, it has been more important than ever to stand together to keep learning going while the pandemic has raged. And Financial Highlights ........................................................5 we certainly have. College Overview .......................................................6-7 Our brilliant staff worked tirelessly to move learning online, ensuring our students remained safe and our business intact. Working closely with schools, councils, businesses and external agencies, we kept Further Education ..........................................................8 students motivated about careers while also using the time to plan for our return to on-campus learning. A huge investment in John Ruskin College saw three brand new construction skills workshops established Higher Education ...........................................................9 over summer 2020 and a major new Construction Skills Centre opens its doors during summer 2021. Our -
Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology -
FOI 158-19 Data-Infographic-V2.Indd
Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Staordshire University 80 Bath Spa University 40 Edge Hill -
The Blended Project: Collaborative Blended Learning 22
E-learning making it work Supported by: A series of 20 handouts from the ALT/LSDA "E-learning making it work conference" held in London on 13 October 2005. All of the handouts in the series, as well as a compilation of them, can be accessed in PDF format from http://www.alt.ac.uk/fe_practitioner_conference.html Contents 1. MyKnowledgeMap: the Retail Academy 2 2. South Birmingham College: a teacher training gateway 5 3. South East Essex College: seeNet - a college intranet 8 4. London Online: an innovative approach to training for online interactive materials production 11 5. Lancashire Learning Partnership: e-learning transformation – making it happen 14 6. Bournemouth and Poole College: adding a richer blend to health and social care 18 7. The BlendEd project: collaborative blended learning 22 8. East Midlands Adult and Community Education Services: an adult, community and family regional e-learning community 25 9. The College of West Anglia: facilitating the production of professional development journals (PDJ) and the development of reflective practice through blended e-learning 28 10. City and Islington College: using a project management method to define and deliver e-learning projects 31 11. Oldham College: on-line initial assessment 34 12. Tameside College: embedding e-learning pedagogy in initial teacher training 37 13. Stephenson College: the perceptions of teachers on the development on online learning in a further education college 39 14. blueIRIS: using audio to deliver information and learning content to any audience 43 15. Salisbury College: mobile technology in teaching and learning 47 16. The Sheffield College: the Young People Speak Out blended learning course and the Hip Hop Digital Sounds and Creative Writing course 51 17. -
Applying Student Number Controls to Alternative Providers with Designated Courses
APPLYING STUDENT NUMBER CONTROLS TO ALTERNATIVE PROVIDERS WITH DESIGNATED COURSES Government response MARCH 2013 Applying Student Number Controls to Alternative Providers with Designated Courses Contents Government response.................................................................................................................... 3 Background................................................................................................................................... 3 Who responded to the consultation...............................................................................................3 What did the consultation tell us? ................................................................................................. 4 What were the major views raised? .............................................................................................. 4 How will the Government respond and what will happen next?.................................................... 4 Summary of responses to questions............................................................................................ 7 1. Name of organisation (or name of person if the response is a personal response and is not submitted on behalf of an organisation)? What type of organisation is it? (e.g. Alternative Provider, HEI, FEC, Regulatory Body etc.) ................................................................................... 7 2. Do you have a preference for Method 1 (control based on eligible students) or Method 2 (control based on students accessing