DOCSLIB.ORG

Routes Into Leisure & Tourism

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Routes Into Leisure & Tourism Routes into Leisure & Tourism (including Hospitality, Catering and Sport) www.ahkandm.ac.uk Introduction Leisure, tourism and catering industries are booming. Are you aware of the current career opportunities within these industries? This booklet tells you about the courses that are available in Kent and Medway to help you get qualified for a career in these fields. You can choose to do a short course to boost your Many of the courses on offer are current prospects or take a longer course to flexible and family friendly, and become qualified in something new. Before students often take a year or two out you know it, you could become a qualified before taking a second, or even a chef, a professional football coach or a tour third course. Of course, this means manager! you’re always improving your career and pay prospects. Once you’ve Training in these industries will not only prepare read through the booklet and have you for an exciting job, but will also teach you an idea what you would like to do, valuable “soft skills” that you can use in any take a look at the progression maps industry. Being able to interact well with clients, at the back; Travel and Tourism, effectively manage your staff or business in Hospitality and Catering and Sport addition to multi-tasking and working in teams each have their own map. These are all skills you can develop now and carry will tell you the courses that are with you throughout your career. available and where. Looking at this map will also help you see what type of employment or further courses they can lead onto. Please seek advice before enrolling on a course to make sure it is the best one for you. www.ahkandm.ac.uk 1 Which Career? You may not have what it takes to be a professional cricketer, but that doesn’t mean that you can’t have a career in sports. Maybe you are not interested in baking cakes, but being a butcher is more your style? There are many options within the hospitality, catering, tourism and sports industries. Have a look at these examples to get your creative juices flowing and then chat with your careers advisor: CATERING Please see Hospitality & Catering map in the back of this booklet to get started Baker Bakers work in plant bakeries (with machinery and production lines), in- store bakeries (usually supermarkets) and craft bakeries (small shops). Butcher (retail) Retail butchers buy stock, cut and bone meat, and serve customers at the counter. Catering/ They manage staff recruitment, training, organise shifts and breaks, Restaurant Manager and keep staff motivated. Chef Chefs are responsible for the preparation and cooking of food, using a variety of cooking techniques. Chef de Partie/ The person in charge of a section of the kitchen is known as a Section Chef chef de partie, or section chef and is responsible to the sous chef or under- chef. Commis Chef A chef in training who works in each area of the kitchen and assists with food prep. Head Chef/ The head chef is responsible for running the entire kitchen, Maitre de Cuisine monitoring and maintaining the quality of food the kitchen produces. Tasks include gourmet menu planning, dealing with suppliers, managing the budget and organising staff. Kitchen Supervisor/ They organise and oversee the work done by their team, plan menus, Manager order food and keep control of the budget by minimising waste and maximising efficiency. Sommelier An expert in all elements of wine service who advises on wine-food pairing as well as history on particular vintages. Sous Chef The sous chef has experience in every department and can run a large kitchen on behalf of the head chef if necessary. Waiter/Waitress They serve customers by taking orders, serving food and preparing tables. 2 www.ahkandm.ac.uk Case Study 1 SAMANTHA I left school at 16 with my GCSEs because after so many years in school, I realised that academic work just wasn’t what I enjoyed. I decided to train for a job I really wanted. I have always been attracted to catering and hospitality because you can do anything from cookery to hotel management: there are loads of jobs available and the skills you learn in one area can also help you in another area. I don’t think I could ever run out of interesting job options. I took the Professional Chef’s course straight after I left school because I’ve always enjoyed cooking: it’s challenging because you have to be creative, organised, and able to cope under pressure. I’m currently working towards my Advanced Craft qualification which will enhance my career prospects at a supervisory level while working in a nice restaurant in town. The whole process will have taken me 3 years by the time I finish and I can go straight into a kitchen as a chef or section head. If I want, I could even take a job with a tour operator or a cruise and ferry operator and work abroad. I feel I’ve got lots of options and decisions ahead of me, but I also feel secure in the knowledge that I’m learning a profession and doing something I love. The case studies in this booklet are fictional examples based on real students. www.ahkandm.ac.uk 3 Which Career? TRAVEL AND TOURISM Please see Travel & Tourism map in the back of this booklet to get started Air Cabin Crew Air cabin crew, also known as flight attendants, are responsible for the care and safety of air passengers during flights. Air Traffic Controller Air traffic controllers monitor and direct air traffic in order to maintain a safe distance between aircraft. Some controllers regulate airport traffic, while others regulate flights between airports. They use both radar and their vision. Airport Information Employed by the airport, they provide information on flights and Agent services, direct passengers, make announcements and handle complaints. Events Manager Events managers plan, co-ordinate and publicise promotional, educational, corporate, sporting and social events. Holiday Centre Worker Holiday centre workers are employed by caravan parks, holiday centres or camps in roles such as waiters/waitresses, cooks, chefs, counter service staff and group leaders. Passenger Liner Passenger liner stewards attend to customer service needs on Steward board ship. They will usually work in one particular area of the cruise liner, such as the cabin or bar area. Resort Representative They represent the tour operator and aim to ensure the success of clients’ holidays (usually abroad). Travel Agency Sales They advise clients and sell them holidays and travel. Much Consultant of their time is spent dealing with clients in person, so agents must be good listeners and familiar with a variety of locations and packages. Travel Courier Travel couriers are responsible for making sure that travel arrangements for parties of holiday-makers run smoothly. Tour Guide They escort visitors around cities, historic buildings, gardens, religious sites, museums and other places of interest and may sometimes even be actors or actresses who become a particular character to do so. Tour Manager Tour managers work for tour operators and are responsible for organising and accompanying tours. They make sure all the travel arrangements for a group of tourists go as planned and that the accommodation, meals and service are satisfactory. Tourist Information They provide information, in person, in writing and on the Centre Assistant telephone, in order to help customers make the most of their visit to the local area. 4 www.ahkandm.ac.uk HOSPITALITY Please see Hospitality & Catering map in the back of this booklet to get started. B & B Owner Bed and Breakfast owners provide accommodation in their home or nearby residence. They must be good hosts and be able to do everything from housekeeping and cooking to giving tourist advice and managing finances. Director of The Director of Human Resources is responsible for staffing qualified personnel; ensuring Human Resources employment statute compliance; overseeing all aspects of wage, benefit, worker’s compensation unemployment; training program direction, implementation and administration; and employee relations coaching, counselling and discipline. Director of Sales They supervise and train all Sales Staff, including conducting performance evaluations; work with the General Manager to ensure business goals are met; and maintain good relations with local government and local companies. Travel may be part of this job. Hotel General Manager They oversee the running of hotels and are responsible for managing their staff in areas such as food and refreshments, accommodation and amenities, entertainment and conference facilities. Hotel Receptionist They make reservations and cancellations, allocate rooms and hand out keys to guests or porters. They may also handle financial transactions and book excursions. Hotel Sales Consultant They meet with individual and corporate clients to ensure their needs are catered for, including booking conferences, banquets and other business activities. They also develop relations with current clients and attract new ones. Housekeeper Manager They are responsible for organising the housekeeping staff in a hotel to ensure that all rooms are kept clean, tidy and welcoming. SPORT Agent Sports agents negotiate playing or coaching contracts, work out product endorsement fees, and provide financial, investment, and tax advice. They may also offer personal and legal advice to clients. Fitness Instructor They teach correct fitness methods in classes such as aerobics, yoga, spinning and kick-boxing. They plan classes and make sure facilities are safe. They may also encourage participants to continue with exercise and healthy living. General Managers They coordinate the activities of teams and athletic departments. They are responsible for personnel decisions involving coaches, athletes, and support staff; and they often supervise employees who manage sports facilities.
Load more

Recommended publications
  • Skills and Employability Service
    Skills and Employability Service By: David Knox To: ELS partnership board Date 21/10/15 Subject Skills and Employability - Guilds Classification: Hospitality, Leisure and Tourism is the most advanced guild so far with a wide range of support across the sector, culminating in the Big Hospitality Conversation with a date yet to be decided. There was a HLTT zone at the Kent Choices 4 U Live event in March. An employability passport is being reviewed with The Abbey School, MidKent College, The Rosemary Shrager Cookery School and East Kent College. Other key stakeholders include Visit Kent and Springboard UK, Tom Oulton is currently working with them for feedback on the pilot and agreeing the next stages. We have coordinated the schools engagement for Rosemary Shrager and her apprenticeship scheme this year. Between February and May twelve events in local schools were held. The feedback has been very good, and the school has received a good level of applications for the September start. The guild plans to create a web-based portal to assist employers to signpost changing employment and skills needs to ensure providers can meet existing demand and deliver skills pipelines in advance of future requirements. The portal will provide training and skills information, advice and guidance about entry paths to the sector and a means for employers to offer work experience, apprenticeships, part and full time work and professional career opportunities. The portal will link with Kent County Council’s Kent Choices 4U site. A scoping meeting has taken place with Visit Kent about whether Transport and Logistics would be set up as separate guilds, however from discussions with employers it was agreed to keep them as part of this guild.
    [Show full text]
  • Invest in Dover Brochure
    £ www.investindover.co.uk Welcome... to the Enterprise Coast Nowhere is better for doing business and trade with Europe! Just 21 miles from France, our coastal location is our greatest asset. And it can be yours too with affordable office and commercial space, a highly skilled workforce, and an enviable coastal lifestyle. And all just an hour from London! We’re home to Europe’s premier ro/ro port handling £100 billion worth of trade and 13 million ferry and cruise passengers annually. The Port of Dover is investing for the future too. Alongside major capital works to the Eastern Docks ferry terminal, a £200 million redevelopment of the Western Docks will see the construction of new cargo berths, logistics and distribution facilities. And we’re looking for leisure, hotel and residential investors for an exciting new marina and mixed-use waterfront regeneration opportunity. The Enterprise Coast is also a global hub for life sciences and biotech. Discovery Park in Sandwich is the UK’s most successful Enterprise Zone with a thriving scientific and business community, from international ‘big pharma’ to high-tech entrepreneurs, all operating in a campus setting with state-of-the-art facilities. With unrivalled incentives for new and growing businesses thanks to its Enterprise Zone status, Discovery Park is the perfect location for start-ups and growing businesses. Green technologies are the focus of the Betteshanger Sustainable Parks. Led by Hadlow College this unique project on a 121 hectare site near Deal will create the UK’s first sustainable business park. The exemplar zero-carbon buildings will include incubator units for R&D in renewables and agritech, alongside ‘living labs’ for sustainable land management, water and food security, and eco-tourism.
    [Show full text]
  • Hadlow College Inspection Report
    Hadlow College Inspection report Audience Published Provider reference Post-sixteen January 2006 130733 Contents Basic information about the college 3 Background of the organisation 4 Scope of the inspection 4 Summary of grades awarded 6 Curriculum areas 6 Overall judgement 7 Main findings 9 Curriculum area inspections 13 - 2 - Inspection report: Hadlow College 05-09 December 2005 Basic information about the college Name of college: Hadlow College Type of college: Specialist land based Principal: Paul Hannan Address of college: Hadlow, Tonbridge, Kent TN11 0AL Telephone number: 01732 850551 Fax number: 01732 853207 Chair of governors: Harvey John Guntrip Unique reference number: 130733 Name of reporting inspector: Peter Brook ALI Dates of inspection: 5 - 9 December 2005 - 3 - Inspection report: Hadlow College 05-09 December 2005 Background of the organisation 1. Hadlow College is a specialist land based college, located four miles from Tonbridge in west Kent. The main campus is situated on a 256 hectare estate which includes farms, horticultural production, animal care and equine units. There is residential accommodation for 175 learners. Courses are also run at centres in Mottingham (South London), Canterbury, and two centres in Faversham. The majority of learners aged 16-18 travel to college centres within or adjacent to their home LEA boundary. The college mission is ‘to deliver excellent, accessible education and training in land based subjects to all who want to learn’. 2. The area served by the college varies from relatively prosperous west Kent to areas with pockets of deprivation including Medway and some London boroughs. Unemployment is low in Kent at 1.9%, but relatively high in Greenwich at 4%.
    [Show full text]
  • KS4/5 VSK Contacts 2020
    Transition Team Areas covered 2020-2021: Sam Perrin Sam Perrin Catherine Thompson Catherine Thompson Transition Leads: *lead professional for young people in *lead professional for young people in 6th Forms in North and West Kent 6th Forms in East and South Kent Kent Areas: NORTH WEST SOUTH EAST Post 16 Support Officer: TRACY HUNT JADE-AMORA OMOLEIGHO HELEN BROWN ALEX KNIGHT Caseloads made up of: • College • College • College • College • Specialist Providers • Specialist Providers • Specialist Providers • Specialist Providers • NEET • NEET • NEET • NEET • Employed • Employed • Employed • Employed • Training Providers • Training Providers • Training Providers • Training Providers • Volunteering • Volunteering • Volunteering • Volunteering • Not Known • Not Known • Not Known • Not Known • Custody Areas supporting: • Dartford • Ashford • City of Canterbury • Thanet • Gravesham • Maidstone • Dover • Canterbury (College only) • Sevenoaks • Tonbridge and Malling • Deal • Canterbury Coastal • Swanley • Tonbridge Wells • Folkestone • Swale • Sandwich • Medway College link: • North Kent College Dartford and • Ashford College • East Kent College Dover • East Kent College Broadstairs Gravesend • West Kent College Tonbridge • East Kent College Folkestone • East Kent College Canterbury (Non • Mid Kent College Medway • Hadlow College • East Kent College Canterbury ESOL Students) • East Kent College Sheppey (ESOL students only) VSK pre 16 Areas Assistant Head: Sarah Howell Jo Hayes/Jen Kemp (job share) Carole Bailey Simon Fosse Collins Key Stage 4 Progression Advisor: Peter Wheatley Lindsey Hargreaves Paula Howe Yonnette Ward Amanda Ormond - Senior Education Support Officer Nina Windle - EWO Out Of County Team Karen Wood - Key Stage 4/5 Progression Advisor Sam Oxberry - FELO .
    [Show full text]
  • Openair@RGU the Open Access Institutional Repository at Robert
    OpenAIR@RGU The Open Access Institutional Repository at Robert Gordon University http://openair.rgu.ac.uk Citation Details Citation for the version of the work held in ‘OpenAIR@RGU’: NOLAN, M. E., 2014. The content, scope and purpose of local studies collections in the libraries of further and higher education institutions in the United Kingdom. Available from OpenAIR@RGU. [online]. Available from: http://openair.rgu.ac.uk Copyright Items in ‘OpenAIR@RGU’, Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in ‘OpenAIR@RGU’ infringes copyright, please contact [email protected] with details. The item will be removed from the repository while the claim is investigated. ROBERT GORDON UNIVERSITY Aberdeen Business School The Content, Scope and Purpose of Local Studies Collections in the Libraries of Further and Higher Education Institutions in the United Kingdom Marie E. Nolan A thesis submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy 2014 Abstract This research examines the presence of and reasons for local studies resources in the libraries and learning centres of further and higher education institutions in the United Kingdom. The study’s aims were to investigate the content and scope of local collections in academic libraries, to examine the impact these collections have on teaching, learning and research within the institutions, and to compile an inventory of local resources in college and university libraries. Using an approach combining basic- and applied research, the study represents the most comprehensive investigation of local resources in academic libraries so far.
    [Show full text]
  • Art, Craft and Design Education
    Making a mark: art, craft and design education 2008/11 This report evaluates the strengths and weaknesses of art, craft and design education in schools and colleges in England. It is based principally on subject inspections of 96 primary schools, 91 secondary schools and seven special schools between 2008 and 2011. This includes five visits in each phase to focus on an aspect of good practice. The report also draws on institutional inspections, 69 subject inspections in colleges, and visits to a sample of art galleries. Part A focuses on the key inspection findings in the context of the continued popularity of the subject with pupils and students. Part B considers how well the concerns about inclusion, creativity and drawing raised in Ofsted’s 2008 report, Drawing together: art, craft and design in schools, have been addressed. Contents Executive summary 1 Key findings 3 Recommendations 4 The context of art, craft and design education in England 5 Part A: Art, craft and design education in schools and colleges 6 Achievement in art, craft and design 7 Teaching in art, craft and design 14 The curriculum in art, craft and design 25 Leadership and management in art, craft and design 33 Part B: Making a mark on the individual and institution 39 Progress on the recommendations of the last triennial report Promoting achievement for all 41 Providing enrichment opportunities for all 46 Developing artists, craftmakers and designers of the future 48 Focusing on key subject skills: drawing 51 Further information 57 Notes 58 Further information 59 Publications by Ofsted 59 Other publications 59 Websites 59 Annex A: Schools and colleges visited 60 Executive summary Executive summary Children see before they speak, make marks before they Stages 1 and 2 and was no better than satisfactory at Key write, build before they walk.
    [Show full text]
  • The New and the Old: the University of Kent at Canterbury” Krishan Kumar
    1 For: Jill Pellew and Miles Taylor (eds.), The Utopian Universities: A Global History of the New Campuses of the 1960s “The New and the Old: The University of Kent at Canterbury” Krishan Kumar Foundations and New Formations1 It all began with a name. A new university was to be founded in the county of Kent.2 Where to put it? In the end, the overwhelming preference was for the ancient cathedral city of Canterbury. But that choice of site was by no means uncontested. There was no lack of alternatives. Ashford, Dover, and Folkestone all put in bids. The Isle of Thanet in East Kent was for some time a strong contender, and its large seaside town of Margate, with its many holiday homes, undoubtedly seemed a better prospect than Canterbury for the provision of student accommodation, in the early years at least. Ramsgate too, with a large disused airport, was another strongly- urged site in Thanet. But as far back as 1947, Canterbury had been proposed as the site of a new university in the county. That proposal got nowhere, but the idea that Canterbury – rather than say Maidstone, the county capital, or anywhere else in Kent – should be the place where and when a new university was founded had caught the imagination of many in the county. Thanet might, from a practical point of view, have been the better site. But it lacked the cultural significance and the wealth of historical associations of the city of Canterbury. Moreover the University of Thanet, or the University of Margate or Ramsgate, did not have quite the same ring to it as the University of Kent or the University of Canterbury.3 That at least was the strong opinion of the two bodies that brought the University into being, the Steering Committee of Kent County Council and the group of the great and the good in the county that came together as “Sponsors of the University of Kent”- most prominent among them being its chairman, Lord Cornwallis, Lord Lieutenant of Kent and former chairman of Kent County Council.4 2 Canterbury having been chosen as the site, what to call the new foundation? That proved trickier.
    [Show full text]
  • 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
    [Show full text]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College North Warwickshire and Hinckley 7 Hinckley College and North Warwickshire College for Technology and Art Coventry & Warwickshire Double dissolution 01-Mar-96 College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • Your Place at University – Student Guide
    Your Place at University Finding your way through the university application process A guide for Students Introduction Going to university is an exciting experience. However, the application process can be confusing, with so much information available and so many choices to make. This guide is not intended to provide step by step instructions on how to apply, but is instead a companion for you as you go through the application process. It aims to demystify some of the common areas of confusion and to help you avoid the pitfalls. Some students have to overcome significant barriers to reach university. Many universities view applications from these students in a positive way. They recognise that such applicants must have high levels of motivation and determination to achieve what they have achieved. In researching this guide we talked to staff in universities to understand what it is they really look for in potential students, as well as teachers and tutors in schools and colleges who support students through the process of applying to university. We have also held discussion groups with students who have gone through, or are getting ready to go through, the application process themselves. The key messages are clear: Research courses and universities thoroughly Apply early Make sure your application is the best that it can be We hope you find this guide useful and we wish you every success in your studies and future career. Acknowledgements Researched and written by Vanessa Wennerstrom from Aimhigher Kent and Medway. We are extremely grateful
    [Show full text]
  • Module Record Only 1996/97
    Module Record Only 1996/97 Module Record Field Field Description Field Field Field Nr. Abbrev'n Length Type 1 Record type indicator RECID 5 Numeric 2 HESA institution identifier INSTID 4 Alphanumeric 3 Campus identifier CAMPID 1 Alphanumeric 4 Module title MTITLE 80 Alphanumeric 5 Module identifier MODID 12 Alphanumeric 6 Proportion of FTE FTE 5 Numeric 7 Proportion not taught by this institution PCOLAB 5 Numeric 8 Credit transfer scheme CRDTSCM 1 Numeric 9 Credit value of module CRDTPTS 3 Numeric 10 Level of credit points LEVLPTS 1 Numeric 11 Module length MODLEN 2 Numeric 12 Cost centre 1 COSTCN01 2 Numeric 13 Subject area of study 1 SBJ01 3 Alphanumeric 14 Proportion of subject 1 SBJPER01 5 Numeric 15 Cost centre 2 COSTCN02 2 Numeric 16 Subject area of study 2 SBJ02 3 Alphanumeric 17 Proportion of subject 2 SBJPER02 5 Numeric 18 Not used VLEVEL 2 Numeric 19 Other institution providing teaching 1 TINST1 7 Alphanumeric 20 Guided learning hours GLHRS 5 Alphanumeric t Required for December return Field Field Description Field Field Field Nr. Abbrev'n Length Type 1 Record type indicator RECID 5 Numeric STATUS Compulsory. TIMESCALE Required in the July data collection only. VALID ENTRIES 96011 Combined student/course record. 96012 Student record. 96013 Module record. 96014 Aggregate record of non-credit-bearing courses. 96016 First destination supplement. 96017 Trainee teacher information supplement (Scotland). 96019 HE in FE Colleges. 96021 Staff individualised record. 96022 Staff aggregate record. 96023 Staff load record. 96024 Research output record. 96031 Finance statistics return. 96032 Estate record. 96111 Students on low credit-bearing courses - English and Welsh institutions only (Combined record).
    [Show full text]
  • Chief Executive's Annual Report
    Chief Executive’s Annual Report 2015/16 Having come to terms with the unexpected 2015 General Election outcome and welcomed the firming of policy direction and funding priorities, the Brexit vote and the consequent change of ministers re-created the air of uncertainty towards the end of the year! Some of the decisions that had been expected around apprenticeships, devolution of skills budgets, implementation of the Skills Plan and Higher Education reform have been delayed – add the range of possible implications of Brexit and one would need to be clairvoyant to plot the road ahead with any certainty. 1. Landex Board At the 2015 AGM held in November, Ann Turner and Meredydd David OBE were elected as joint Chairs, and Andrew Counsell was re-elected as Vice-Chair. Gillian May and David Henley were elected to the Board to replace Des Lambert OBE and Chris Ball respectively. Des Lambert had worked tirelessly for Landex over a long period, and had represented the sector with a wide range of other organisations. We wish him a long and happy retirement. National Directors Tim Jackson, Principal, Sparsholt College Mike Johnson, Director, Bedford College (Shuttleworth) Gillian May, Principal, Berkshire College of Agriculture David Llewellyn, Vice-Chancellor, Harper Adams University. Russell Marchant, Principal, Hartpury College. Ann Turner, Principal, Myerscough College. Regional Directors South West: Andrew Counsell, Principal, Duchy College. London & South East: Paul Hannan, Principal, Hadlow College. North West: Meredydd David OBE, Principal, Reaseheath College. West Midlands: Jackie Doodson, Principal, North Shropshire College. East & East Midlands: David Henley, Principal, Easton & Otley College. North & North East: vacancy N.
    [Show full text]