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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. -
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. -
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%. -
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 . -
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. -
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. -
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. -
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 -
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 -
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 -
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). -
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.