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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. -
Times Regional Newspaper Now Covering Tonbridge “Brand to Hand Distribution, 50% of All Our Papers Are Handed out by Hawkers Every Week Directly to Readers”
OF TONBRIDGE OF TUNBRIDGE WELLS Tonbridge Castle ALL THE NEWS THAT MATTERS Times regional newspaper now covering Tonbridge “Brand to hand distribution, 50% of all our papers are handed out by hawkers every week directly to readers” The Times of Tunbridge Wells launched in that which appears in the Tunbridge Wells restaurants and coffee shops March 2015 and has quickly established itself newspaper, it’s good news for our advertisers • Online via: www.timesoftunbridgewells. as the biggest circulated weekly newspaper in as all advertisements, with the exception of co.uk with a fully interactive digital the area. Published at 6am every Wednesday, the cover positions, will automatically be version boosted by an app available in this quality free newspaper features a lively published in both newspapers. apple istore or google play mix of local, national and international news This will provide local companies and from a variety of different sectors including brands with an unrivalled effective marketing Furthermore we deliver our newspaper lifestyle, education, business and property. platform. through selected residential letterboxes March 2016 sees the launch of the Times We ensure your advertising is seen weekly within Tunbridge Wells and Tonbridge every of Tonbridge edition, a new free weekly by making our newspapers available in: Wednesday and Thursday, plus our team newspaper exclusively for the residents, of Hawkers actively hand our newspapers businesses and visitors to the Kent market • Over 50 newsagents and to shoppers, commuters and visitors each town. The Tonbridge edition will mirror supermarkets including Sainsbury’s, week. This provides a highly effective mix of the same high quality editorial, design and Tesco and Co-op. -
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. -
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. -
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). -
This Is a List of the Formal Names of the Corporations Which Operate As Colleges in England, As at 17 April 2018 Some Corporatio
This is a list of the formal names of the Corporations which operate as colleges in England, as at 17 April 2018 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 Accrington and Rossendale College GFEC NW Lancashire Activate Learning GFEC SE Oxfordshire Ada, National College for Digital Skills GFEC GL Alton College SFC SE Hampshire Aquinas College SFC NW Stockport Ashton-under-Lyne Sixth Form College SFC NW Tameside Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnfield College GFEC E Luton 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 GFEC NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bracknell and Wokingham College GFEC SE Bracknell Forest Bradford College GFEC YH Bradford Bridgwater and -
South Kent College
REPORT FROM THE INSPECTORATE South Kent College January 1996 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 every four years. The inspectorate also assesses and reports nationally on the curriculum and gives advice to FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circular 93/28. They involve full-time inspectors and registered part-time inspectors who have knowledge and experience in the work they inspect. Inspection teams normally include at least one member who does not work in education and a member of staff from the college being inspected. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1996 You may photocopy this report. CONTENTS Paragraph Summary Introduction 1 The college and its aims 2 Responsiveness and range of provision 6 Governance and management 16 Students’ recruitment, guidance and support 23 Teaching and the promotion of learning 31 Students’ achievements 44 Quality assurance 53 Resources 61 Conclusions and issues 74 Figures GRADE DESCRIPTORS The procedures for assessing quality are set out in the Council Circular 93/28. During their inspection, inspectors assess the strengths and weaknesses of each aspect of provision they inspect. Their assessments are set out in the reports. They also use a five-point grading scale to summarise the balance between strengths and weaknesses. The descriptors for the grades are: • grade 1 – provision which has many strengths and very few weaknesses • grade 2 – provision in which the strengths clearly outweigh the weaknesses • grade 3 – provision with a balance of strengths and weaknesses • grade 4 – provision in which the weaknesses clearly outweigh the strengths • grade 5 – provision which has many weaknesses and very few strengths. -
237 Colleges in England.Pdf (PDF,196.15
This is a list of the formal names of the Corporations which operate as colleges in England, as at 3 February 2021 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 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 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. -
Routes Into Education Teaching and Early Ye a R S in Kent and Medway Introduction
Routes into Education Teaching and Early Ye a r s in Kent and Medway www.ahkandm.ac.uk Introduction Do you have a lot of patience, enthusiasm and a desire to help others learn and grow? If so, a career in education might be for you! Whether it is teaching science at secondary school, Portuguese at primary school or helping toddlers take their first steps, there are many options within teaching and early years worth exploring. In this booklet you will find information about the opportunities available in Kent and Medway to get the qualifications you need. Many of the courses are flexible and even family friendly. The government has recognized the Some students choose to take a year or two growing need for teachers, especially out before taking a second, or even a third in areas such as science, maths and course. Of course this means you’re always languages; and there may be special improving your career and pay prospects as incentives available in these areas. well. Take a look at the progression maps enclosed at the back of this booklet: one gives a route into teaching and the other into early years and educational support. The maps indicate which courses are available where and what type of employment or further courses they can lead on to. 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? There are many different jobs in the primary and secondary education sectors as well as in early years. -
Ashford, Kent Canterbury Study Centre 14 July – 18 August 16 June – 25 August Prices
PERSONAL INFORMATION Family Name Emergency contact numbers for parents : First Name Male Female Date of birth D D / M M / Y Y Arrival date Nationality Departure date Passport No. Number of weeks Occupation Where did you hear about Concorde? Street Town Region I have read the booking conditions - page 4 Post Code Country Signature Tel/Fax E-mail Date COURSE DATES & FEES Ashford School, Ashford, Kent Canterbury Study Centre 14 July – 18 August 16 June – 25 August Prices Residential ages 10 – 18* years Price Ages 10 – 13 & 14 - 18* years per week Homestay ages 12 – 18* years per week Homestay full-board accommodation, packed lunch, tuition, Residential full-board accommodation, tuition, standard social programme £505 standard social programme £658 Tuition and Programme only £332 Homestay full-board accommodation, packed lunch, tuition, Tuition only £202 standard social programme £505 Daily transport to and from college Tuition and Programme only £332 Compulsory for 10 + 11year olds £49 Tuition only £202 Daily transport to and from college £49 Kent College, Canterbury Hot cafeteria lunch £40 10 July – 21 August Residential ages 8 – 12 & 13 -18* years Prices Christ Church College, Broadstairs Campus Homestay ages 12 – 18* years per week 07 July – 11 August Prices Residential full-board accommodation, tuition, Ages 12 – 18* years per week standard social programme £658 Residential full-board accommodation with en-suite room, tuition, standard social programme £658 Homestay full-board accommodation, lunch + 2 evening meals in college, tuition,