learning & teaching and student services committee meeting ... · 3/15/2016 · 1 learning...

Board of ManagementLearning & Teaching and Student Services Committee

Meeting of 15 March 2016


Notice

Learning & Teaching and Student Services Committee

NOTICE OF MEETING

There will be a meeting of the Learning & Teaching and Student Services Committee on Tuesday 15 March 2016 at 1400 hours in G10, Aberdeen City Campus.

MEMBERS OF THE BOARD OF MANAGEMENTMs. K AndersonMr. D AndersonMs. A BellMs. S CormackMr. D Duthie (Chair)Prof. J HarperMs. C InglisMs. S MassonMr. R McGregorMr. D RussellMs. A SimpsonMr. R WallenMs. K Wetherall

IN ATTENDANCEMr. N Cowie, Vice Principal Business ServicesMr. J Davidson, Vice Principal Learning & QualityMs. E Hart, Vice Principal Human ResourcesMs. P May, Secretary to the Board of ManagementMs. P Kesson, Minute Secretary


Agenda

Learning & Teaching and Student Services Committee

Agenda Meeting of 15 March 2016

1. Apologies for Absence

2. Minute of Previous Meeting2.1 Meeting of 26 January 2016 (paper enclosed)

3. Matters Arising from the Minute of the Previous Meeting (paper enclosed)

4. Principal’s Report (paper enclosed)

5. Matters for Decision5.1. Students’ Association Conditions of Grant (paper enclosed)5.2. Technology Enhanced Learning Strategy (paper enclosed)5.3. Course Fee Policy (paper enclosed)

6. Matters for Discussion6.1. Promoting Enterprise and Entrepreneurship in Learning (paper enclosed)6.2. Curriculum Planning Arrangements for AY2016-17 (paper enclosed)6.3. Student Performance Indicators AY2014-15 (paper enclosed)6.4. Learner Progression – First Destination and Progression Pathways AY2014-15 (paper enclosed)6.5. Corporate Parenting Plan (paper enclosed)6.6. Students’ Association Update (paper enclosed)

7. Papers for Information7.1. Student Activity, AY2015-16 (paper enclosed)7.2. Key Quality Performance Indicators (paper enclosed)7.3. Student Support Funds (paper enclosed7.4. Regional Curriculum Mapping (paper enclosed)

8. Summation of Business and Date and Time of Next Meeting

Reserved Item of Business

9. Matter for Discussion9.1. Outreach Learning Centres

10. Summation of Reserved Item of Business

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Learning & Teaching and Student Services CommitteeMeeting of 15 March 2016

Agenda Item 2.1

Draft Minute of Meeting of 26 January 2016

The meeting commenced at 1400 hours.

PRESENT: K Anderson, D Anderson, A Bell, S Cormack, D Duthie (Chair), C Inglis, S Masson, D Russell, A Simpson, R Wallen, K WetherallIN ATTENDANCE: K Milroy, N Cowie, J Davidson, E Hart, P May, P KessonOBSERVER: R Fraser

Members recorded their congratulations to Stephen Smith (staff representative) on his new appointment and thanked him for his input to the work of the Committee.

1. Apologies for AbsenceApologies were received from J Harper.

2. Minute of previous MeetingThe Minute of Meeting held on 17 November 2015 was approved.

3. Matters arising from previous MeetingThere were no matters arising.

4. Project SEARCH PresentationThe Committee received a presentation from Andrew Thomson, Project SEARCH Lecturer, and Lisa Mant, Marketing Assistant. The presentation covered the following areas:

• What is Project SEARCH? - History, Key concepts, Internships, Programme Outline, Benefits

• Update on successes and next steps

• A former intern’s perspective – Lisa Mant

• Further information

The Convenor thanked Andrew and Lisa for their contributions and they left the meeting at this time.

5. Report by the PrincipalThe Committee noted a report providing information on: fund raising events for Syrian refugees; re-alignment of Teams within the School of Creative Industries, Computing and Business Enterprise; student helpdesk; growth in School-College links; visit to Belfast Metropolitan College; Chair of SCQF Partnership Board; RC20/20; meeting with MPs and MSPs; and Developing the Young Workforce Regional Steering Group.

Mr Wallen provided additional information on the student helpdesk; a very interesting and useful visit to Belfast Metropolitan College; RC20/20; and Developing the Young Workforce.

Mr Wallen reported that the College has been shortlisted for four categories of the upcoming College Development Network Marketing Awards.

Mr Wallen informed Members that Mr Davidson is following up on programmes to address skills shortages in IT subjects.

Mr Duthie congratulated Mr Wallen on his appointment as Chair of the SCQF Partnership Board.

Mr Duthie commented on the very positive meeting with MPs and MSPs and thanked the Students’ Association for their contribution which he said was well received.

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Agenda Item 2.1

6. Matters for Decision6.1 Report on the Work of the Academic Board and its Sub-Committees The Committee considered a paper providing information on progress with the work of

the Academic Board.

Information was provided on the Learning and Teaching Development Committee; Quality Improvement and Assurance Committee; Curriculum Approval Panel; and the Inclusiveness and Guidance Committee.

Mr Davidson informed Members that Ms Gardner, the College’s HMI, had been invited to attend the next meeting of the Academic Board.

The Committee noted the work of the Academic Board and approved the minor amendments to the membership of the sub-committees of the Academic Board.

6.2 Student Alcohol and Substance Misuse Policy The Committee considered the Student Alcohol and Substance Misuse Policy.

Members noted that the Policy contained a number of amendments which had been suggested when the Policy was considered at the November 2015 meeting of the Committee.

The Committee approved the Student Alcohol and Substance Misuse Policy.

6.3 Course Fees Policy The Committee considered the College’s Course Fee Policy.

Members noted that the Policy had been amended to include a paragraph on employer-related fees. Following a short discussion, a statement in relation to course fee refunds with exceptional circumstances was also amended to read that the Principal’s decision would be final.

The Committee approved the College’s Course Fees Policy and agreed that it would next be reviewed in January 2017.

The Committee agreed to consider agenda items 7.5 and 7.6 at this time. Ms Lamont, Interim Manager of the Students’ Association joined the meeting as an

observer.

7.5 Update on Students’ Association ActivitiesThe Committee considered and noted a report prepared by the two Presidents of the Students’ Association.

Information was provided on student engagement; documentation; elections; Christmas Fayres; and complaints.

7.6 Students’ Association Audit IssuesThe Committee considered a paper providing information relating to the audit of the College Students’ Association for the 2014-2015 tax year.

Members noted that the paper referred to historical events at a time before the former Manager of the Association took up his post, and before the Trustee Board came into being.

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Agenda Item 2.1

Members were advised that the accounts for the period in question will remain ‘qualified’. It was also noted that the Trustee Board have been in communication with the Office of the Scottish Charity Regulator (OSCR) to advise them of the situation and a ‘Lessons Learned’ Report, requested by OSCR, is currently in preparation. In response to a query, it was confirmed that OSCR has not indicated any risk to the charitable status of the Association.

Members were informed that the Audit Committee of the Board were aware of the situation and had assurances that, going forward, this situation will not be repeated. It was noted that the Audit Committee at its meeting earlier that day had agreed to recommend to the Trustee Board that 6-monthly management account reports are produced.

Mr Wallen said that in the past the Association have had to abide by the College’s ‘Conditions of Grant’ which involved the production of monthly financial statements. Mr Wallen said he would bring this matter to the next meeting of the Committee for discussion.

Ms Hart was requested to discuss the skills matrix of the Trustee Board with the Chair of the Trustee Board.

Mr Duthie commented that it was reassuring to note the actions that had been taken but stressed that the issues were historical and may never be resolved.

6.4 Future Arrangements for the Students’ Association Ms Anderson and Ms Wetherall declared an interest in this item by virtue of their role as

Presidents of the Students’ Association.

The Committee considered future arrangements for the College Students’ Association.

Members considered the information provided in a paper which had been prepared by the Students’ Association Manager, together with potential models of structure for the Association. Mr Wallen commented that it was important to choose a structure which would be effective in making sure the Association could carry out its role in the College.

Ms Anderson and Ms Wetherall were invited to give their views but were informed they could not contribute to any decision made.

After some discussion, including consideration of the effectiveness and affordability of the various structure models submitted by the Trustees of the Association, the Committee endorsed Model D as the preferred option, and granted the block grant requested on that basis. It was noted that any structure adopted would be the subject of review in a year’s time when the Students’ Association next submit an application for a block grant.

Ms Hart said she would provide feedback to the Trustee Board on the decision reached and highlight the Board’s view of the importance of the College having a strong student voice.

Members noted that a Board Member serving on the Trustee Board would create a conflict of interest.

Ms Bell left the meeting during discussion of the above item.

Ms Lamont left the meeting at this time.

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Agenda Item 2.1

7. Matters for Discussion7.1 Student Activity 2015-16 The Committee considered information on the current status of student activity and early

student withdrawal rates for AY2015-16.

Members noted the current favourable position attained in the generation of 90% of the required activity for the year, and Mr Davidson confirmed that the College was on track to meet its SFC funded activity target by the end of the year.

Mr Cowie commented that, with the Business and Community Development activity still planned for the remainder of the year, he expected the Department to achieve its agreed activity target by the end of the year.

The Committee noted the paper and offered its congratulations on the improvements in the College’s early withdrawal rates.

7.2 Progress with Curriculum and Student Services Objectives The Committee considered information on progress with meeting the priority outcomes

for the College set out in the Regional Outcome Agreement (2015-16).

Information was provided on the progress in meeting the priority outcomes for the curriculum and student services; progress towards the output targets in the Regional Outcome Agreement; curriculum planning in the context of the Regional Outcome Agreement; and external audit measuring progress.

The Committee noted the paper and were pleased to learn that the College’s Outcome Agreement Manager is most impressed with the collaboration of the two local universities and the College in the areas of IT and Computing. Effective collaborative working in relation to Project SEARCH was also noted.

7.3 European Projects Update The Committee considered and noted a paper on the completed, current and proposed

European Projects at the College.

7.4 Enrolment Data by Age and Gender The Committee considered and noted a paper providing information about the age and

gender profiles of the student body.

In response to a question as a matter of interest Mr Davidson agreed to confirm the age of the College’s oldest current student.

Ms Simpson left the meeting at this time.

Items 7.5 and 7.6 were considered earlier in the meeting.

8. Papers for information8.1 Key Quality Performance Indicators The Committee noted a paper providing information on key performance indicators

relating to the Quality function.

Information was provided on lesson observation; external verification visits; student engagement; complaints; and compliments and thanks.

Mr Wallen said he would ascertain the issues raised in relation to the complaints categorised as health and safety.

Mr Davidson commented that work was being undertaken to minimise the number of complaints.

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Agenda Item 2.1

8.2 Business and Community Development Activity Update The Committee noted a paper providing an update on the activity being undertaken

by Business and Community Development (BCD) in the current academic year.

The Committee recorded its thanks to Score for its sponsorship of the ‘Young Women into Engineering’ Programme.

8.3 Student Support Funds The Committee noted a paper providing information on amounts allocated for various

support funds and comparative spend of AY2015-16 and AY2014-15.

Information was provided on bursary funds; discretionary and childcare funds; Educational Maintenance Allowance (EMA) programme; disbursement of funds in AY2015-16; and SFC allocation AY2015-16.

Mr Cowie provided an overview of the current student funding position in terms of committed funds and an expected decrease to reflect Block 1 withdrawals. Mr Cowie advised that the position was being closely monitored by the Student Funding Team who are currently providing him weekly updates.

8.4 Attracting Diversity – Equality in Student Recruitment in Scottish Colleges Project The Committee noted a paper providing information on the project being run by the

Equalities Challenge Unit (ECU); equality outcomes; and the composition of the project team.

9. Summation of Business and date of next MeetingThe next meeting of the Learning & Teaching and Student Services Committee is scheduled to take place on Tuesday 15 March 2016 at 1400 hours.

Reserved Item of Business

10. Matter for Discussion10.1 Outreach Learning Centres Update

Additional InformationA paper was tabled providing information on recent activities which had taken place in the College, together with monies raised for charities.

The meeting concluded at 1555 hours.

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Agenda Item 3

Matters Arising from the Minute of the Previous Meeting

1 Introduction1.1 This paper is to update the Committee on matters arising from the minute of the meeting

of 26 January 2016.

2 Matters Arising2.1 The following provide an update on matters discussed at the last meeting of the Committee:

4 Report by PrincipalThe College Development Network Marketing Awards were held on 03 March 2016. North East Scotland College was recognised in four categories as follows:

• Promotional Literature - Gold

• Communications and PR - Silver

• Design - Silver

• Students’ Award for Prospectus – Bronze.

6.1 Report on the Work of the Academic Board and its Sub-Committees The College’s HMI, Ms Gardner attended a meeting of the Academic Board held

on 03 March 2016.

6.3 Course Fees Policy Subsequent to agreeing course fees at the last meeting of the Committee an issue

has been identified that needs to be recognised within the College’s Course Fees Policy. This matter will be discussed under Agenda Item 5.3.

6.4 Future Arrangements for the Students’ Association Members will be provided with an update at the meeting on developments relating

to the future structure of the Students’ Association.

7.4 Enrolment Data by Age and Gender In response to a request from Members regarding the College’s oldest current

student, Mr Davidson provided the following information:

• Full-time Female – Aged 72 studying NC Photography

• Full-time Male – Aged 65 studying HND Art and Design

• Part-time Female – Aged 83 studying ECDL

• Part-time Male – Aged 73 studying Conversational Spanish.

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Agenda Item 3

8.1 Key Quality Performance Indicators In response to a query from members regarding the issues raised in relation to four

complaints categorised as Health and Safety, Mr Wallen provide the following information:

• a complaint by a student with mobility difficulties who said that other students had not given priority to her in a lift on the City Campus. (This complaint is about the behaviour of other students, rather than about College arrangements. To address the issue security staff attended at the lifts in busy periods for the first few weeks of the year)

• a complaint by a student about the way first aid treatment was provided after a sports injury

• a complaint from a student who was asked to take her young child out of a busy canteen area where the child was felt to be a risk

• a complaint about the way security staff spoke to a student who was smoking in an area where smoking is prohibited.

8.4 Attracting Diversity – Equality in Student Recruitment in Scottish Colleges Project The ECU visited the College on 24 February 2016 to meet with the College’s Project

Team. It was agreed that the two areas of focus for the project will be ‘Women into Computing’ and ‘Men into Care’. A research gathering exercise on these two areas is currently being undertaken and an action plan will be developed in due course.

10.1 Outreach Learning Centres Update This will be discussed under Agenda Item 9.1.

3 Recommendation3.1 It is recommended that the Committee note the contents of this paper.

Rob Wallen Principal

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Agenda Item 4

Principal’s Report

1. Introduction1.1. The purpose of this report is to inform members of the Committee about significant

developments.

2. National Bargaining2.1. The position with National Collective Bargaining remains that the support staff unions

have accepted the pay offer but the EIS has declared a dispute and is balloting on industrial action.

2.2. The support staff pay-rise (1% or £300) was paid in the February pay. The same pay rise will be implemented for lecturing staff in March, based on advice from Colleges Scotland.

3. Foundation Apprenticeships3.1. John Davidson, Vice Principal (Learning and Quality) has been selected to be the Colleges

Scotland representative on the SDS Foundation Apprenticeship Partnership Group.

4. Two-years on Review of the Merger4.1. On 26 February 2016, staff of the Scottish Funding Council visited the College to meet with

senior managers and Board Members to talk about their findings from their review of the merger that formed NESCol, two years after the event. Their overall conclusion was that the merger had been exemplary.

5. Open Day5.1. The Aberdeen campuses open day was held on 12 March 2016.

6. Action Learning Project on College Evaluation6.1. On 11 February 2016 a meeting was held at the Scottish Funding Council offices in Edinburgh

to consider the reports produced by the three colleges involved in the Action Learning Project on college evaluation. The meeting reached no firm conclusion as to which of the three approaches was preferred as a model for future roll-out across the Sector.

7. Supporting the Economy in Fraserburgh7.1. Neil Cowie, Vice Principal (Business Services) has been active in supporting the work to

address the unemployed situation in the North of Aberdeenshire. The number of people claiming unemployment benefits in the Banff & Buchan area has increased 70% compared with the equivalent time last year.

8. Recommendation8.1. It is recommended that the Committee note the contents of this report.

Rob WallenPrincipal

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Agenda Item 5.1

Students’ Association Conditions of Grant

1. Introduction1.1 The purpose of this paper is to provide the Committee with a copy of the Conditions of

Grant to agree for the Students’ Association.

2. Conditions of Grant2.1 At its meeting of 26 January 2016 the Committee agreed a grant of £80,000 to the

Association to support Model D.

2.2 The Committee also asked that Conditions of Grant were produced and a draft is attached as Appendix 1 to this paper. These are based on the conditions of grant that applied in the former Aberdeen College.

3. Recommendation3.1 The Committee is asked to review and, if so minded, agree the Conditions of Grant.

Rob Wallen Elaine HartPrincipal Vice Principal Human Resources

Agenda Item 5.1

Appendix 1

STUDENTS’ ASSOCIATION Conditions of Grant Academic Year 2016/17

1. The Board of Management has attached conditions to the payment of grantto the North East Scotland College Students’ Association. Acceptance ofgrant by the Students’ Association demonstrates that the Association agreesto comply with the conditions set out below.

2. The Students’ Association Trustee Board shall establish and maintainprocedures for the recording of all financial transactions, including:• The purchase of goods for sale;• The sale of goods;• The receipt of funds for facilities/equipment, and;• The security of the Association’s assets.

3. The Students’ Association Trustee Board is responsible for ensuring that theseprocedures are routinely and consistently implemented.

4. The Students’ Association shall ensure that a Registered Auditor undertakes anannual external audit of its financial statements. The Students’ AssociationTrustee Board shall provide externally audited accounts within four months ofthe end of the financial year to the Secretary of the Board of Managementfor presentation to the Board of Management.

5. The Students’ Association Trustee Board shall present a budget income andexpenditure account and balance sheet for the subsequent financial year tothe Board of Management as part of the Association’s request for funding forthat year.

6. The Students’ Association Trustee Board shall establish and operate separatestanding orders for meetings of the Executive and for meetings of theAssociation. Standing Orders shall include requirements relating to:• The frequency and conduct of meetings of the Association and Trustee

Board;• Timescales and process for drawing up agenda;• Timescale for distribution of agenda and papers; and;• Process and timescale for preparation and distribution of records of

meetings.

7. The Students’ Association Trustee Board is responsible for the properimplementation of standing orders.

8. The College may suspend payment of grant if the Students’ Association doesnot comply with Conditions of Grant.

February 2016

Draft

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Agenda Item 5.2

Technology Enhanced Learning (TEL) Strategy

1. Introduction1.1. The purpose of this report is to assist the Committee when considering the approval and

adoption of a Technology Enhanced Learning (TEL) strategy.

2. Aims of the Technology Enhanced Learning2.1. The overall aim of the Technology Enhanced Learning (TEL) Strategy (Appendix 1) is to

outline the strategic direction for the use of digital technologies within the curriculum at North East Scotland College (NESCol).

2.2. It also aims to homogenize the various ICT/TEL related objectives described across multiple existing College strategies (the ICT, Learning Resources and Learning and Teaching Strategies).

3. Rationale for the Strategy3.1. During the Board of Management Planning Event (06 and 07 November 2015) a considerable

emphasis was placed on the future of the College. In particular, several discussion-based sessions focused on the importance of technological change and the likely demands and expectations of future learners and other stakeholders.

3.2. The constructive and positive feedback from this event suggested that the College should develop further its approaches for promoting technology as a resource for learning. Consequently, the development and implementation of a TEL strategy would seem an appropriate starting point for signposting the College’s intent in progressing such an initiative.

3.3. As well as the aforementioned internal drivers, various external agencies acknowledge that Technology Enhanced Learning can play a vital role in delivering a range of key educational priorities. These include:

• Enhancing the learning, teaching and assessment experience of both staff and students;

• Raising attainment;

• Tackling inequalities and promoting inclusion by improving accessibility to study;

• Improving transitions into employment and developing digital literacies;

• Transforming existing processes to deliver more cost-effective, time-effective, sustainable and scalable business and education systems;

• Meeting learner expectations relating to the use of and access to IT at College.

(Jisc, 2015; The Scottish Government, 2015; HEFCE, 2009)

4. Strategy Outline4.1. The draft Strategy identifies how NESCol will address the above-mentioned educational

priorities by developing and embedding the use of digital technologies within all learning and teaching teams and key support services.

4.2. The Strategy outlines how NESCol intends to increase and enhance the use of the Virtual Learning Environment (VLE) and other appropriate digital technologies to transform the student experience and improve organisational efficiency.

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Agenda Item 5.2

4.3. The Strategy also outlines the College’s aspirations for future learning and teaching developments and outlines a plan, aligned to the College’s Vision and Values, to ensure that existing pedagogical practice can be further advanced. This will enable more effective development and implementation of TEL initiatives across College teaching teams whilst ensuring the effective and efficient use of College resources.

4.4. The Strategy seeks to address the current unevenness of student experiences with learning technologies across the College and aims to encourage staff and student to begin using technology in increasingly more sophisticated ways.

5. Strategy Development 5.1. The TEL Strategy is founded on evidence gathered from a wide consultation carried out

over the past year. Sources include, but are not limited to, the results of recent Bring Your Own Device (BYOD) surveys, the Staff Digital Skills Scan undertaken by all curriculum teams, input from the College’s Digital Strategy Group and qualitative data gathered from the College’s quality audit and focus group programme.

5.2. In addition, the Strategy is – as previously noted - informed and shaped by a range of external drivers including Scottish Government policy and regional consolidation.

6. Recommendation6.1. It is recommended that the Committee considers the approval and adoption of the

College’s proposed TEL Strategy.

Rob Wallen Neil CowiePrincipal Vice Principal – Business Services

Agenda Item 5.2

Appendix 1 Technology Enhanced Learning (TEL) Strategy Introduction and Context The use of digital technology to enhance learning and teaching is not a new concept, indeed for over ten years NESCol has been encouraging the use of IT within the curriculum via the provision of a dedicated VLE, Blackboard (and Moodle at Fraserburgh Campus). Blackboard enables students to be effectively supported online by providing them with access to all essential learning, teaching and assessment resources, key course information, interactive multimedia content and personal progress information. Blackboard can also serve as a portal, allowing students to access a range of web based and externally hosted materials, such as the library’s e-‐resources and various interactive resources which can enhance and enrich their learning experience further. Whilst the College has now reached a point where the use of Blackboard is fairly embedded within learning and teaching activities its use remains somewhat basic in most teaching areas. Blackboard and other associated digital resources offer much more than just serving as a repository for information. When used in their most powerful capacity online learning environments can be collaborative workspaces where staff and students can interact anytime, anyplace and from any device. With Blackboard the College is always open for business as students can access resources and submit work at time and from a place convenient to them. When considered in the context of transformative change, the VLE and other digital technologies offer many opportunities to NESCol staff and students. By using such environments and technologies more fully it is possible to negate the need for students to travel to college to sit passively in a lecture theatre or classroom to receive a lecture. Time spent in class can be dedicated to actively working on more engaging collaborative, complex and challenging projects as much of the basic information can be delivered online via the VLE. Further, cross-‐college and cross-‐campus collaboration is made easier via the use of the collaborative digital tools available via Blackboard. Staff and students can create blogs, wikis, journals and e-‐portfolios to help them create, manage and share content in a range of formats, from audio and video to PDFs and other such file types. Staff and students can benefit from a more refined and efficient assessment experience as much online assessment deliverable via the VLE enables auto-‐marking and instant feedback, and students can receive online qualitative feedback on essays and larger pieces of coursework in audio format, enabling staff to provide far more detailed and richer feedback than would be possible by writing. The College is now operating in an age where innovation is not optional. Technological change is happening regardless, and every year the College is faced with students, employers and other stakeholders with increasing expectations regarding the use of digital resources and technologies in the curriculum. NESCol must be responsive to this change and ensure that it capitalizes on all of the opportunities that digital technologies provide by using them to transform the way that learning, teaching and assessment occurs at the College. This TEL Strategy describes a strategic plan aimed at achieving this.

The Technology Enhanced Learning Strategy aims to:

1. Enhance and transform the experience of all NESCol students wherever, whenever and however they engage in learning, teaching and assessment.

2. Embed the use of digital technologies within all day-‐to-‐day educational activities where appropriate, thereby normalising the use of such resources.

3. Enable staff to use the VLE and other digital technologies in increasingly more sophisticated and innovative ways to facilitate inspirational experiences for students.

4. Develop the digital literacy of both staff and students.

5. Encourage innovation in the design and implementation of new learning, teaching and assessment activities and the re-‐design of existing activities, to incorporate effective uses of the VLE and other appropriate digital technologies.

6. Ensure that student expectations relating to the use of personal devices (BYOD) at College are met.

7. Enable staff, via the strategic implementation of relevant digital technologies and online procedures, to enhance efficiency in the learning, teaching and assessment process.

The specific strategies to achieve each objective are described below:

1. Enhance and transform the experience of all NESCol students wherever, whenever and however they engage in learning, teaching and assessment:

a. Ensure all students have a consistently high quality experience of effectively embedded digital technologies whilst undertaking their respective courses;

b. Establish Blackboard Quality Standards thus creating a set of minimum and aspirational standards in the use of the VLE to ensure a consistent student experience across the college e.g. tracking & displaying assessment progress via grade centre;

c. Improve staff knowledge and understanding via a targeted CPD programme, of relevant pedagogies and teaching strategies that maximise the use of digital technologies.

2. Embed the use of digital technologies within all day-‐to-‐day educational activities, where appropriate, thereby normalising the use of such resources:

a. Provide a clear and targeted action plan to increase use of the VLE in curriculum areas that have been slow to embrace its routine use;

b. Increase the use of online marking and feedback in both formative and summative assessment;

c. Embed the use of digital technologies within all common day-‐to-‐day activities i.e. promoting a “paperless where possible” ethos to maximise the use of the VLE and

reduce reliance on printed handouts and assessments;

d. Require curriculum teams to reflect on TEL practice within the quality review and curriculum planning processes;

e. Encourage curriculum teams to make explicit their plans to embed TEL and strategies to increase use of the VLE within their Programme Delivery Guidelines.

3. Enable staff to use the VLE and other digital technologies in increasingly more sophisticated and innovative ways to facilitate inspirational experiences for students:

a. Promote and champion the 3E’s Framework to help effectively embed technology into the learning, teaching and assessment process by providing a practical, illustrative example based guide to implementing technology;

b. Ensure the availability of state-‐of-‐the-‐art digital resources and technologies within learning environments which are conducive to positive learner experiences and outcomes, regardless of College location;

c. Encourage the use of online assessment as the standard assessment approach where appropriate;

d. Assist staff to provide opportunities for online formative assessment and feedback to reinforce knowledge and understanding.

4. Develop the digital literacy of both staff and students:

a. Enable access to online support resources and networks to encourage greater participation from all staff and students;

b. Provide access to face-‐to-‐face-‐support via the Student Helpdesk and IT Centre in both individual and group settings to help encourage skill development;

c. Provide staff with access to a range of accessible and flexible training opportunities to develop their understanding of alternative pedagogies and new digital technologies/ resources;

d. Require an element of TEL development to feature, at least annually, in all teaching staff CPD.

5. Encourage innovation in the design and implementation of new learning, teaching and assessment activities and the re-‐design of existing activities, to incorporate effective uses of the VLE and other appropriate digital technologies:

a. Support and encourage staff to adopt more flexible and “blended” teaching strategies freeing up time for active and collaborative activities in class;

b. Disseminate innovate practice highlighting exciting approaches to TEL via multiple channels;

c. Promote alternative pedagogies and provide specific support and guidance related to flexible and active study;

d. Support teams to locate, access and develop high quality online learning resources.

6. Ensure that student expectations relating to the use of personal devices (BYOD) at College are met:

a. Create straightforward student access to Blackboard and all essential learning materials, regardless of device used;

b. Blend, in an appropriately balanced manner, face-‐to-‐face contact from curriculum staff with Blackboard-‐based, high quality online learning opportunities;

c. Support students to use whatever online applications/digital resources they choose to assist their learning.

7. Enable staff, via the strategic implementation of relevant digital technologies and online procedures, to enhance efficiency in the learning, teaching and assessment process:

a. Emphasise the use of technology to enable operational improvement within curriculum teams (e.g. providing greater flexibility for students; making resources more accessible; reducing marking time etc.);

b. Promote the development of permanent learning objects, such as recorded lectures, online interactive quizzes and student-‐created content, that can be redeployed each year.

The TEL Strategy builds on the previous guidance provided to staff by expanding on the expectations relating to the use of the VLE to enable active and collaborative learning to occur. In this respect it aligns directly with the College’s Learning and Teaching, Student Engagement and Curriculum Strategies and the Vision and Values.

Whilst it is not the intention of this Strategy to require teams to develop online courses, or units that that are deliverable in a fully online format, it is expected that all curriculum teams embrace digital technology to benefit as many aspect of the learning, teaching and assessment experience as is realistically possible.

Responsibilities for the Strategy

Strategic responsibility for the Technology Enhanced Learning Strategy rests with the Head of Learning Resources.

Related Documents

• Curriculum Strategy • Learning and Teaching Strategy • Embedding Good Practice in the Curriculum Strategy • Learning Resources Strategy • ICT Strategy • Student Engagement Strategy.

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Agenda Item 5.3

Course Fee Policy

1. Introduction1.1. The purpose of this paper is to allow the Committee to consider a revised version of the

Course Fee Policy.

1.2. This paper is also being considered by the Finance and General Purposes Committee at its meeting on 15 March 2016.

2. Background2.1. At its meeting on 26 January 2016 the Committee considered a revised version of the

College’s Fee Policy.

2.2. Subsequent to that meeting an issue has been identified that needs to be recognized within the Policy and as such a revised version has been brought forward for consideration.

3. Context3.1. At the time of incorporation, the position in colleges in Scotland (such as Aberdeen College

and Banff & Buchan College) was that learners from England, Wales and Northern Ireland were able to access college courses in Scotland on the same basis as Scottish students, subject to some specific considerations. Most importantly the individual’s enrolment attracted Scottish Office funding – i.e. the enrolment was counted towards the wSUMs activity target of the College.

3.2. When the Scottish Government introduced the arrangements whereby the fees for advanced level courses (i.e. HNC and HND provision) of Scottish students were paid by SAAS (i.e. so that the individual student did not pay any fee for the programme) students from other parts of the UK were not covered by this provision – i.e. they had to pay the fee, though the fee was at the same level as the fee paid by SAAS for Scottish and (other, non-UK, EU) students. (The exclusion of England, Wales and Northern Ireland is possible under EU law as they are part of the same sovereign state as Scotland and a state can decide how it differentiates between arrangements for different parts of the population within its own borders – whereas under EU law whatever applies to Scottish students must apply to other students from other states of the EU.)

3.3. Although at this stage non-Scottish UK students had to pay the fee, their enrolment could still be counted towards the College’s activity target – and as such the fee levied is only a small proportion of the cost of the activity – with the rest covered by the grant-in-aid provided to the College.

3.4. This is reflected in the current version of the College’s Course Fee Policy.

4. Current Position4.1. However, it is now the case that non-Scottish UK students are excluded from the funded

activity (unless they have had three years of residence within Scotland – i.e. can demonstrate that they are now Scottish-domiciled).

4.2. As such, the fee charged for enrolment of students from other parts of the UK needs to be reconsidered.

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Agenda Item 5.3

5. Possible Options5.1. There are, in fact, relatively few UK students with a home address outwith Scotland who

enroll on College courses and as such the issue is not a huge one in terms of volume.

5.2. One option therefore would be to continue to ask these students to pay the “home fee”; the total income associated with that enrolment would, however, be less than for a Scottish student on the same programme. (ca £1,500 in the case of a HND student as compared with perhaps £4,500 for a Scottish student (the actual value depends on the credit band the programme falls into – i.e. more for Engineering than for Social Science)).

5.3. Another option would be to treat students from other parts of the UK the same as “overseas” (i.e. non EU) students – currently about £10,000.

5.4. A third option would to be to create a fee rate that was equivalent to the combined fee and grant-in-aid received for a Scottish student – i.e. ca £4,500 (though varying depending on the credit-banding of the course).

5.5. In coming to a decision on these matters we have to take into consideration the likely impact on enrolments if the full “overseas” fee was levied (and indeed the impact that is likely if a new “home nations” fee rate is created that is equal to the SAAS fee plus the credit-related income).

6. The OPITO UOGITTS Programme6.1. One special case relates to the students on the OPITO UOGITTS technician training

programme. In this case OPITO pays a fee for each student on the programme (rather than the fee being paid by SAAS) but the activity is also counted towards the College’s credit target in the case of Scottish students. In effect the grant-in-aid allows the fee level to be set at a lower level than if the activity was “commercial” (i.e. with no Scottish Government support).

6.2. Of the current OPITO intake the vast majority have a Scottish home address but recruitment is UK-wide and there are three students whose home address is in one of the other three “home nations”.

6.3. A question arises as to whether the fee levied from OPITO needs to differentiate between the majority of students and these three. It can be argued that at present the College is subsiding OPITO for these three students as we have only the OPITO fee and no credit-based funding for these students.

6.4. We could seek for these three students (and for others in similar circumstances in the future) a higher fee from OPITO to cover the absence of Scottish Government funding. Alternatively we could accept that a small minority of the entrants do not attract grant-in-aid but that the majority do and, taken in its totality, the combined fee and grant-in-aid income for the group is adequate to cover the costs.

6.5. In coming to a decision it will be important to take into consideration the likely impact on the College’s relationship with OPITO.

7. Recommendation7.1. It is recommended that the Committee consider the position regarding fees for students

from other “home nations” of the UK on full-time College courses.

Rob WallenPrincipal

25


Agenda Item 6.1

Promoting Enterprise and Entrepreneurship in Learning

1. Introduction1.1. The purpose of this report is to provide the Committee with information on North East

Scotland College’s approaches to developing Enterprise for the AY2015-16.

2. Enterprise and Entrepreneurship in North East Scotland College2.1. The North East Scotland Enterprise Steering Group was formed two years ago to help

provide appropriate support for colleagues who are embedding enterprise in their curriculum areas. Two meetings have taken place in AY2015-16 (although work continues in between these face to face sessions). The remit of the group is to:

• Network with internal and external partners to secure opportunities for staff and students that lead to the development of entrepreneurial and employability skills and experiences;

• Collect, collate and disseminate good practice.

2.2. The College has worked closely with Bridge2Business which is a programme that offers college students first hand opportunities to engage with appropriate entrepreneurial role models. Bridge2Business participate in our Steering Group meetings and they have commended the group on its work, remit and sincere enthusiasm in supporting enterprise development.

2.3. NESCol will be participating in a new initiative to extend and support collaborative working and the sharing of good practice. Bridge2Business is launching the TEEN Forum: Tertiary Enterprise Educators Network in the North East later this year. The Forum will include representation from North East Scotland College, Universities, the Scottish Institute for Enterprise (SIE), Elevator and Bridge2Business, entrepreneurs, and others. This Forum has the potential to replace current good practice meetings. One advantage of TEEN is that interaction will be online, eliminating the need to find suitable meeting times and travel. The overall aim is to create a sustainable network of professionals involved in tertiary education with a passion and commitment to entrepreneurship, driving policy, sharing and disseminating knowledge and good practice.

2.4. Following on from successful joint collaborative enterprise meetings in AY2014-15, a sharing practice event with Robert Gordon University is planned for March 2016.

2.5. A small sample of the many activities to date include:

• 950 College students registered for the Elevator Conference in November 2015.

• A series of Dragon’s Den style pitches from students on the Digital Media courses took place in December 2015.

• With support from Bridge2Business our Business Management students were involved in “Idea Generation Workshops” which took place in December 2015.

• Six successful, high profile local entrepreneurs presented at the College’s Be Your Own Boss Day held on 22 February at the Aberdeen City Campus. These entrepreneurs met with students after their presentations to offer guidance and answer questions and were filmed by our HND TV students. Art and Design, Photography and Software Development students also took the opportunity to showcase work during the event.

26


Agenda Item 6.1

• Similar events to Be Your Own Boss Day are planned for Fraserburgh (March, Future by Design) and Altens (April).

• The Music, Drama & Media NESCollaborate Facebook group is a platform for students to network across disciplines and levels. To date over 120 students are actively engaged in this project. The end result is a series of community and College based performance opportunities.

• NC Computing with Digital Media students have made a community focused video set to music. The theme is anti-bullying and will be used as a learning resource as appropriate. The students have been entered for an ABSAFE Award 2016.

• The NESCol Film Festival creates an opportunity for students studying Television, Drama, Music, Sound Production, Digital Media and Visual Communication to respond to briefs set by staff in partnership with the Belmont Cinema. This initiative received a commended award in learning and teaching from the College Development Network in November 2015.

• This year community partners have approached the College to contribute to the NESCol Film Festival scheduled for the 10 and 11 June 2016. The aim is to showcase film making and moving image education across the region. In the spirit of enterprise the enterprise Group has accessed funding from the British Film Institute and Youth Arts Hubs Collective North East to source a celebrity to participate in the events this year and to attract media attention while promoting College provision.

2.6. In addition to the partnership working with Bridge2Business nearly 2,000 full-time students are enrolled on a discrete enterprise related unit as part of their full time course and staff are now delivering lessons in enterprising ways while providing opportunities for innovative activities that help students develop entrepreneurial andemployability skills.

3. Recommendation3.1. It is recommended that the Committee notes the College’s approaches to developing

Enterprise and Entrepreneurial skills through our curriculum design.

Rob Wallen John DavidsonPrincipal Vice Principal - Learning and Quality

27


Agenda Item 6.2

Curriculum Planning Arrangements for AY2016-17

1. Introduction1.1. The purpose of this report is to provide the Committee with information on the curriculum

planning arrangements for AY2016-17 for North East Scotland College.

2. Context2.1. The priority is to ensure that the College delivers high quality lifelong learning opportunities

for learners across the region so that lives can be transformed while the College supports regional development, in line with the College’s vision and values.

2.2. The curriculum of the College will be delivered in ways where we create an accessible and inclusive learning environment that will lead to positive outcomes for learners through inspirational teaching that will help prepare learners for employment or further study.

2.3. Central to the delivery of a dynamic and engaging curriculum across all campuses is a commitment to achieving excellence by continually evaluating and improving our services as part of the regional curriculum for AY 2016-17.

3. Background: Curriculum Planning in North East Scotland College3.1. Curriculum planning of the College is a continuous process which ensures that the curriculum

is constantly refreshed and updated and meets the needs of learners, potential learners, employers and the local economy.

3.2. Curriculum plans take full account of the strategic priorities of the external bodies who influence the curriculum, including the Scottish Government, Scottish Funding Council, and Industry Bodies such as Sector Skills Councils, OPITO, ECITB, Construction Skills, HABIA, and both SQA and City & Guilds awarding bodies. The College also takes into account the objectives of Skills Development Scotland and demands within local industry when planning its curriculum.

3.3. The College undertakes an annual Curriculum Area Development Planning exercise and a comprehensive review was carried out to ensure a fully integrated regional curriculum is in place for AY2016-17. This is carried out through the College Curriculum Planning Group which meets regularly to plan, develop and evaluate the curriculum.

3.4. In planning the College’s provision, full account is also taken of student satisfaction relating to learning and teaching, feedback from learners at Course Committee meetings and input from industry. This includes a full analysis of recruitment trends by course, retention, attainment and wider achievement together with learner progression to positive destinations. In this way, quality improvement is an integral and vital part of the curriculum planning and review process.

3.5. The Regional Outcome Agreement established with the Scottish Funding Council for AY2015-16 set the target for student activity at 136,514 credits. In addition the College was asked to deliver 3,035 additional credits funded by the European Social Fund – a total activity target of 139,514 credits. At the time of writing this paper, the Regional Outcome Agreement target has not been agreed.

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Agenda Item 6.2

3.6. The Ministerial Letter of Guidance of September 2015 and further letter of February 2016 identifies a number of priorities for the College. Of particular relevance to our curriculum planning are the following:

• High-quality, effective learning

• Access to education for people from the widest range of backgrounds

• Learning which prepares people well for the world of work and successful long term careers, and in doing so supports our ambitions for economic growth

• Ensure that learners have access to the courses that will help to address the digital skills gap

• Deliver Opportunities for All and increase youth employment remain top priorities in AY2016-17

• Continuing to implement Developing Young Workforce the Regional DYW Group will provide the basis on which to scale up and broaden delivery, particularly at Foundation Level 6

• Gender imbalance amongst student intake for some key subjects should be addressed

3.7 The letters of Guidance from the Minister are contained in Appendix 1 to this paper.

4. Curriculum Priorities for North East Scotland in AY2016-174.1. The priorities for the College relating to the curriculum as contained within the Draft

Regional Outcome Agreement 2016-17 include the following;

• To provide high quality inclusive learning and teaching experiences in the right place across the region

• To provide a refreshed and updated curriculum, including:

* HND Fashion Business (subject to SQA approval)* HND Y2 3-D Animation* BA Degree Popular Music (Yr 3) with UHI* BSc Audio Technology (Yr 3) with UHI* HNC Media Analysis and Production* NC Science SCQF Level 5* CIPD SCQF Level 5 through Business Community Development.

• To provide as part of the School Links provision, we are offering:

* NPA in Photography SCQF 5 * NPA in Computers and Photography SCQF 5* NPA in Digital Media SCQF 5* NPA Business with IT* NPA Business with Marketing* Foundation Apprenticeship – Computing, Care and Engineering at Level 6.

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Agenda Item 6.2

• To provide a skills-based curriculum leading to positive destinations, with the focus on 16-24 year olds, while providing a relevant range of provision for other learners, including women returners and people with disabilities

• To deliver high quality education and training through inspirational teaching in order that lives can be transformed and ambitions realised

• To provide clear pathways to education and training for pupils in the senior phase of Curriculum for Excellence in ways that develop the young workforce

• To provide clear articulation routes for further and higher education for all learners who seek to progress to further study

• To work with employers to ensure that the skills being developed provide learners with the vocational skills, employment skills and wider core and essential skills which prepare them for seamless progression to employment

• To deliver a flexible, accessible and efficient curriculum that is needs led and delivers high quality outcomes for learners

• To contribute to the local and national economy by contributing to the local skills base

4.2. The final draft of the Regional Outcome Agreement for 2016-17 will be submitted to the Scottish Funding Council by end of March 2016.

5. Positioning the Curriculum for the Future5.1. The College is committed to addressing, together with other partners, the Government’s

policy on Developing Scotland’s Young Workforce and will look to enhance further its partnership approaches involving schools, universities and industry to offer choices that allow young people fully to realise their potential. North East Scotland College is well placed in the delivery of this key strategy within the region.

5.2. The College will introduce Foundation Apprenticeships and Graduate/Advanced Apprenticeships in partnership with local schools, universities and employers.

5.3. Through the School College Links Programme the College will continue to offer provision at a range of levels to encourage pupils to participate in vocational education. The College will work with schools in delivering Advanced Vocational Qualifications in schools and explore the harmonisation of school timetables to allow pupils of all abilities to participate.

5.4. The College will continue to promote all programme choices to both genders and to dispel perceptions of stereotypical career choices influenced by gender.

5.5. In relation to specific curriculum areas, the College will explore new opportunities to expand and grow its provision in Energy Renewables, Tourism, Media and Health & Social Care, and particularly the Food and Drink Sector.

5.6. The Curriculum is committed to embedding the College’s Vision and Values into all aspects of its service through the Empowerment and Engagement of learners by creating an environment where innovation and creativity are encouraged. Opportunities to involve our learners more as co-creators of their own learning will be developed and new ways of learning using technology- enriched learning spaces will be explored.

30


Agenda Item 6.2

6. Recommendation6.1. It is recommended that the Committee notes the information contained in this paper.

Rob Wallen John DavidsonPrincipal Vice Principal - Learning & Quality

Agenda Item 6.2Appendix 1

Taigh Naomh Anndrais, Rathad Regent, Dùn Èideann EH1 3DG St Andrew’s House, Regent Road, Edinburgh EH1 3DG www.gov.scot

Rùnaire a' Chaibineit airson Foghlaim agus Ionnsachadh Fad-bheatha Cabinet Secretary for Education and Lifelong Learning Angela Constance BPA/MSP F/T: 0300 244 4000 E: [email protected]

Professor Alice Brown CBE FRSE Chair Scottish Funding Council Apex 2 97 Haymarket Terrace Edinburgh EH12 5HD

___ 8 February 2016 Dear Professor Brown SCOTTISH FUNDING COUNCIL (SFC) – LETTER OF GUIDANCE 2016-17 Ministerial Letter of Guidance to the Scottish Funding Council Introduction 1. I wrote to you in September 2015 setting out my expectations for the funding provided to the Scottish Funding Council (SFC), before you finalised your guidance to institutions for outcome agreements for 2016-17. I made clear in that letter that the timing of the UK Government’s Comprehensive Spending Review meant I was unable at that point to advise on funding figures, and that I would write again following publication of the Scottish Draft Budget. 2. The Scottish Government has now published its Draft Budget proposals for 2016-17, including planned funding for colleges and universities: Financial Year 2016-17 (£m) Higher Education Resource 1027.2 Higher Education Capital 35.7 (including £10m Financial

Transactions) College Resource 530.3 College Capital 27.0 College NPD Expenditure 24.4 3. As normal, transfers in and out of the budget will be detailed in the Spring and Autumn Budget Revisions, published each year and subject to Parliamentary scrutiny. Budgets for 2017-18, and subsequent years, will be confirmed as part of the forthcoming Spending Review.


4. In what has been a tight financial settlement for public services across Scotland, I am pleased to confirm that I have been able to protect college resource funding at 2015-16 levels, and that I have maintained investment in the university sector at over a billion pounds. The Scottish Government makes a significant investment in Scotland’s people through the resources provided to schools, colleges and universities. We want to build a stronger economy and a fairer society. Part of that is ensuring that the post-16 learner journey delivers for every individual. 5. This settlement clearly recognises the importance the Scottish Government places on the vital role of Scotland’s colleges in ensuring learners have employment-focused learning opportunities; and our continued commitment to supporting a world-class university sector delivering high quality learning and contributing to economic growth through skills, research and innovation. Effectiveness and Efficiency 6. In 2016-17, I again look to the SFC to make decisions that ensure the funds provided to it by the Scottish Government are used strategically and in a way that enables institutions and their partners to deliver high quality outcomes for Scotland’s learners. These decisions should support the development and delivery of study programmes that offer coherent, accessible, high-quality provision for learners across Scotland, and enable universities to undertake world-class and impactful research. 7. Consistent with the principles of the Christie Commission, we want organisations delivering public services, and in receipt of public funds, to work together effectively to achieve outcomes, improve performance, and secure public value. In 2016-17, I want you both to generate ideas and explore existing mechanisms through which the SFC can work with Strategic Forum Partners (Scottish Enterprise, Highlands and Islands Enterprise, Skills Development Scotland and Visit Scotland), as well as other partners across the education and skills landscapes to maximise opportunities for efficiencies and to support delivery of a more coherent learner journey. Funding and High Level Objectives 8. I set out in my letter of 10 September 2015 the high level strategic objectives for both the college and university sectors and can now confirm that these remain unchanged. I expect to see the SFC use the resources available to it to deliver against each of these strategic objectives. 9. The SFC has, for the first time, been allocated £10m of financial transactions to support capital activity in the university sector. I expect the SFC to work collaboratively with the sector to determine the most effective way in which these can be used. This work should align with the SFC’s forthcoming Infrastructure Investment Plan which I expect to be ready in Spring 2016. 10. The budget allocated to the SFC also includes £24.4m to cover College NPD expenditure. I expect the SFC to use this funding to cover the unitary charge payments required for college NPD projects in 2016-17.


11. I welcomed the publication of the SFC’s Strategic Plan 2015-2018 in November 2015 – a plan which is broad in scope and stretching in terms of ambition. I note the three main outcomes set out in the plan which are to be delivered by 2018: delivery of high quality learning and teaching; provision of world leading research; and stimulating innovation in the economy. I ask that the SFC ensures that robust processes are in place to ensure delivery of its aims and that regular progress towards meeting these ambitions is reported to the Scottish Government, noting the ambitions of the Deputy First Minister for reform and simplification of the innovation support landscape. 12. In addition, I would like to restate my commitment to supporting free tuition. The substantial resource provided to the SFC enables all Scottish domiciled first time undergraduates to access high quality education without having to pay for it. A firm emphasis on access to education being based on the ability to learn, not the ability to pay is one that the Scottish Government places right at the heart of our ambitions for Scotland. I am also committed to both the FE and HE sectors supporting our broader ambitions for Scotland and communities across the country, including the development of a strong and productive labour force, with the skills to maximise our country’s economic potential, and improve life chances for all our citizens. Colleges in particular have an important contribution to make to these objectives, working closely with local and regional partners, the business and third sectors, and local communities. 13. The Community Empowerment (Scotland) Act 2015 places statutory duties on regional colleges and Regional Strategic Bodies to work closely with other partners and community bodies in Community Planning Partnerships to improve local outcomes and tackle inequalities. I look to the SFC to support the Boards of Management of regional colleges and Regional Strategic Bodies in meeting these and other statutory duties in the Act in order to exploit opportunities to use collective resources in ways which can deliver for communities across Scotland. Strategic Objectives Fair Work and Living Wage Accreditation 14. Ministers have been clear that public bodies should lead the way on Fair Work, ensuring access to good jobs providing security and opportunity to employees, treating them with respect and providing fair reward. In line with this, I welcome confirmation that the SFC has, over the course of 2015-16, become an Accredited Living Wage Employer. I would ask that you build on this by encouraging more FE and HE institutions to become Accredited Employers themselves and to promote the benefits of Fair Work, both through their HR functions and more widely to staff and students. Gender Balance 15. Gender Equality on Boards is a key focus of the programme for Government. Ministers have made clear their commitment to change through 50:50 by 2020 and I am pleased to note the progress the SFC has made on this with regard to its own Board. 16. I would also like to reiterate my commitment to working in partnership with the SFC, college and university sectors and others to address the underrepresentation of women in STEM subject courses, in academia and on the governance structures of many of our institutions. In line with this, I expect the SFC and its education partners to engage actively


with the college and university sectors in the development of the gender action plan, and to address the gender imbalance at senior academic levels in our institutions. STEM 17. I expect both colleges and universities to shape their offer to address the known and emerging skills needs of different parts of the economy. To that end I look to the SFC to collaborate closely with SDS on the use by the university and college sectors of Skills Investment Plans and to ensure that close links with industry are maintained and developed by institutions. Of particular importance are the high level skills which support economic growth. To this end, I expect the SFC to work closely with partners and institutions to support the delivery of STEM provision which meets the needs of employers and the economy. Of particular interest are the ICT-digital and low carbon sectors, which are identified as priorities in Scotland’s Economic Strategy. Learner Journey 18. Within the college and university sectors, I believe there is potential to ensure a more streamlined approach to the learner journey, ensuring that there is a clearer, more targeted path for young people between schools, colleges, universities and employment. In that context, I would like the SFC to allocate funding in a way that can best support more impactful delivery and, crucially, improvement in the quality of the learner experience. 19. I want to secure an education system that better enables schools, colleges and universities to offer a diverse range of learner journeys. Each sector should link with, and build upon, other parts of the system, at all times putting the learner at the centre. I therefore want to step up significantly efforts to get people into work, or to the next level of education at the right pace for the student. 20. For some, this will mean a focus on courses that articulate effectively with higher education; for others, we shall need provision that builds quickly, and with purpose, on what they have learned at school - including the new vocational pathways created through Developing the Young Workforce - and which get people ready for work quickly. 21. For others, colleges are a route to higher education. I want to make increasing use of the role of colleges in higher education – both in providing higher national qualifications that are valued by industry in their own right, and in articulating with university courses. Effective and successful learning will improve outcomes for Scotland’s learners. This is a complex matter requiring genuine collaboration. The SFC should strengthen its role in ensuring that what we offer to learners is coherent and of high quality. Outcome Agreement Process 22. The outcome agreement process is now entering its fifth year. I welcome the progress that the SFC has made in delivering this important reform. By continuing to use this process, and focusing on the importance of outcomes for learners and the Scottish economy across both the college and university sectors, I expect the SFC to be able to demonstrate clearly how Scotland’s colleges and universities are contributing to the delivery of our national priorities, and particularly the expectations set out in both the Government’s Programme for Government and Scotland’s Economic Strategy.


23. Moreover, I expect the SFC to support institutions to develop and deliver these outcome agreements in an inclusive, outward-focussed way. You should therefore continue to work to improve the outcome agreements process for future years, ensuring robust negotiation, and performance management, of commitments. Institutional Governance 24. All institutions in receipt of public funding are required to adhere to the highest possible standards of good governance at all times: SFC must play a key leadership role in pro-actively assuring itself that institutions are governed effectively and are meeting the terms and conditions of their grant. 25. I welcome the SFC’s input to my College Good Governance Task Group in considering further measures to improve college governance and to increase confidence therein. The Group will report in March and I expect the SFC to implement its recommendations swiftly and effectively. Among other things, the report will inform a revised college code of good governance. 26. The Higher Education Governance (Scotland) Bill is nearing the end of its consideration by Parliament. Should Parliament pass this legislation, I expect the SFC to continue to work with the university sector to improve and refine governance practices. A review of the Code of Good HE Governance is planned for 2016. I also expect the SFC to engage with sector partners in this work, with the aim of embedding a more modern, transparent and inclusive approach to governance as we move further into the 21st century. Higher Education Institutions 27. I will continue to work with the university sector to build a long term partnership underpinned by our significant investment, supporting the delivery of our key priorities, including our economic strategy and our widening access ambitions. The SFC shares my ambitions for a university sector that delivers world-class research, excellent and widely accessible learning for all, and innovation that drives business growth. I look to the SFC to work collaboratively with my officials and the sector to ensure that this ambition becomes a reality, working together to maximise the benefits of higher education for Scotland’s success. 28. The recently published UK Government Green Paper “Fulfilling Our Potential – Teaching Excellence, Social Mobility and Student Choice” sets out a number of reform proposals for England. However, a number of proposals - including the Teaching Excellence Framework, new Research UK and the REF review - have the potential to impact on the competitiveness and funding of Scotland’s university sector. I look to the SFC to work with my officials to ensure that the development and implementation of these proposals have no adverse consequences for the provision of higher education in Scotland. Access and Learning 29. Core budget allocations to universities are important to ensure high quality, widely accessible learning experiences and to support world class research. As such I ask the SFC to protect, as far as possible, the available budget for core teaching and research.


30. At the same time, I want to ensure a continued focus on benefits for learners and to ensure that there is no diminution in efforts to widen access. This Government is firmly committed to achieving our ambition that every child, whatever their socio-economic background, should have an equal chance of attending university. I therefore expect the SFC to drive further and faster progress here, using the various levers at its disposal, informed by the findings and forthcoming recommendations of the Commission on Widening Access. I would expect to see this progress reflected in continued improvements in national measures. Skills 31. A particular priority is digital skills. We currently have an insufficient number of college and university graduates entering the labour market with the necessary digital skills to occupy the wide-range of jobs available within the sector itself and across other sectors. I expect the SFC to ensure students have access to the courses that reflect the needs of industry (particularly Computing Science) and to ensure that the links currently established between industry and HE/FE are built upon. I also expect the efforts of the SFC to reflect that of the public sector as a whole in addressing the gender imbalance within computing science studies across the education pipeline. 32. The Scottish Government is considering recommendations contained in the final report of the review, led by Professor Bryan MacGregor, of the support for taught postgraduate students in Scotland. I would expect the SFC to work with Scottish Government officials to examine the format of support for postgraduate students in future. This work will be also be informed by the introduction of new support for students in England by the UKG. Research 33. I believe that the budget settlement for the university sector will enable the core research budget for higher education to be protected as a key investment for the future of Scotland that supports the leverage of funds into Scotland from elsewhere. In recognition of this, I would ask the SFC to seek to maintain the Research Excellence Grant in 2016-17 at the same level as in 2015-16. Knowledge Exchange and Innovation 34. Innovation is a key driver of growth, competitiveness and productivity and sits at the heart of Scotland’s economic policy. As set out in the Draft Budget, we also believe that our approach to innovation requires greater focus to maximise economic impact. Universities are central to our ambition of becoming a world-leading entrepreneurial and innovative nation. I therefore expect to see the SFC engage with the Scottish Government, Scottish Enterprise, Highlands & Islands Enterprise and the sectors to support a journey of major reform that enables us to further align our approach to innovation, pool resources and simplify the innovation landscape. 35. As you know, the 2015-16 Programme for Government announced initial plans for Innovation and Investment Hubs and the Draft Budget identified £3.5 million to support initial hubs in Brussels, Dublin and London. While each of the hubs has different objectives to reflect the nature of the challenges and opportunities in each location, I would look to the SFC to support the sector, including innovation centres, to use the hubs to collaborate and engage in innovation beyond Scotland.


36. The SFC’s programme of eight innovation centres builds on Scotland’s successful collaborative approach; responds to the demands of businesses, and remains a flagship priority for this Government. I recognise that capacity to develop additional innovation centres may be constrained, but I look to the SFC to work to maximise the impact of the existing innovation centres to the economy and ensure they continue to focus on the needs of businesses. As the six year programme reaches its mid term, I expect the SFC to undertake a comprehensive review to ensure that the programme remains effective in delivering against its objectives, and to consider the long-term sustainability of the programme. College Sector Improvement in Learner Outcomes: Developing the Young Workforce and Measuring Success 37. Our college sector has been transformed over the recent period of reform, and the period of restructuring has allowed it effectively to target provision on the young people most at risk of becoming a ‘lost generation’ because of the downturn in 2008. As you know, Ministers have set a clear priority for this cohort of learners, and the resultant impact on relative levels of youth unemployment has been a positive one. I am grateful to the SFC – and, of course, to colleges - for their efforts in maximising the number of full time college places available for young people. Providing opportunities for our young people remains a priority for this administration. 38. The Scottish economy and its labour market demands have changed: we are now entering a period in which the challenges are markedly different to those of the last four years. The number of young people of school leaving age has dropped - and the demographic position confirms this to be a medium-term trend - and the proportion of young people staying on at school has increased. Developing the Young Workforce (DYW), the Government’s Youth Employment Strategy, is setting in train a step change in how schools and colleges cooperate and collaborate to serve young people. Additionally, through widening access to university, there is greater emphasis on colleges’ role, again taking a learner centred approach to progression and articulation through further and higher education. 39. Building on the recent successes of the sector in responding to the needs of young people, to learners of all ages and to the local and national economy, I wish the college sector to continue its focus on the following priorities:

learner success. I welcome colleges’ success in improving the proportion of their learners that are successful in their chosen course. By way of another illustration of the gains from reform, in 2014/15 10,916 more students (FE and HE) successfully completed full-time courses leading to recognised qualifications than in 2008/09 – an increase of 24%. I now want to focus on reinforcing and driving forward that record of success;

continuing to implement Developing Scotland’s Young Workforce. Colleges have played a central role in the introduction of new vocational pathways in the senior phase of Curriculum for Excellence. I now want colleges to work with partners to learn the lessons of the first pathways and expand these widely so that all schools have the opportunity to offer high quality pathways informed by regional and national labour market demand in partnership with colleges.


40. Against this background, I invite the SFC to work with my officials, and with representatives from the college sector, to consider how best to set a framework for further improvement, including in both learner outcomes and support, in the light of the changing context for the college sector. I should welcome advice in this respect by 19 February and will write to you again on the basis of that advice. 41. In collaboration with Skills Development Scotland and colleges, I expect the SFC to maximise the opportunities available through the current European Funding programme, paying particular attention to your responsibility to comply with regulations and audit procedures. 42. In addition to the above, 2015-16 saw the baselining of funding for the English for Speakers of Other Languages programme into the SFC’s main budget. I want you to maintain delivery of this important programme, the shape of which should be determined by the work you have been carrying out with key stakeholders, to determine a sustainable model going forward. Funding and Accountability 43. A key role of the SFC is to ensure the financial sustainability of individual colleges through effective engagement and monitoring of college finances, either directly or through the effective monitoring of regional strategic bodies and proactive risk management. 44. I welcome the support that the SFC has offered the college sector since ONS reclassification and expect the SFC to continue to work constructively with the sector to manage and mitigate the impact, and to provide practical advice and support. This should focus particularly on ensuring the quality and robustness of financial reporting from the sector; effective, timely and efficient handling of any challenges which may arise as well as monitoring the sector’s use of Arm’s Length Foundations. 45. It is also important that the SFC continues to support regional strategic bodies to assume their full responsibilities for funding their assigned colleges and for college planning and board appointments in their region and that it has robust arrangements in place to discharge its duty to monitor the performance of them. National Bargaining 46. I expect the SFC to continue its efforts to ensure the college sector maintains progress on national bargaining and its plans for modernising the college workforce. Employability Services for Unemployed People 47. We have started to plan our approach to employability services for long-term unemployed and unemployed disabled people, ahead of further devolution from 1 April 2017. I look forward to discussing with the SFC the college sector’s contribution, building on its experience to date, including delivery of the Employability Fund.


Corporate Expectations 48. Alongside its role in ensuring that delivery across Scotland’s college and university sectors is effective, the SFC itself must demonstrate the highest standards of corporate governance, financial and risk management, and outward focus. It is important that the SFC is able to demonstrate the right levels of flexibility and responsiveness, supported by the right levels of expertise. I welcome the steps already taken by the Chief Executive to support the organisation through a period of reform. 49. I look to you, as the Chair of the SFC Board, to ensure that the Chief Executive continues to be supported by a Board structure that provides strong, appropriate challenge as well as constructive feedback and timely intervention. In a time of increasing financial pressures, your Chief Executive’s role as accountable officer for public funds granted to colleges and universities remains a crucial one. I expect you, and your Board, to use the powers available to you to ensure no ambiguity across either sector about the importance of absolute compliance with the terms and conditions of grant set out in the SFC’s Financial Memoranda. 50. Equally, you should ensure that the organisation itself has the necessary capacity and capability to monitor proactively and seek reassurance that processes and procedures are being followed throughout both the financial and academic years. 51. In order to measure progress and demonstrate success, it is essential to have access to high quality evidence on a timely basis which also will help inform future decisions. As a producer of official statistics, you should focus on the continuous improvement of your statistical outputs, building on best practice and ensuring any products are trustworthy, high quality and of public value, as defined in the Code of Practice for official statistics. 52. I also urge you to participate in analytical developments that are being promoted by the Scottish Government, such as data linkage and open data. You should also endeavour to follow the Government Social Research code which provides similar guidance on the development, use and publication of Social Research for public policy making and monitoring. 53. The Scottish Government has set clear and ambitious targets for carbon emissions reductions in the Climate Change (Scotland) Act 2009. I note the commitments made by both colleges and universities towards these targets, in the form of the Universities and Colleges Climate Commitment for Scotland. I welcome the investment made recently by the SFC to help reduce the carbon footprint in the university sector. 54. However given the Government’s ambitions in this area, including adapting to the impacts of climate change as set out in ‘Climate Ready Scotland: Scottish Climate Change Adaptation Programme’ which was laid before Parliament in May 2014, I expect the SFC to make further progress both to reduce the carbon footprint of both sectors and prepare effectively for the unavoidable impacts of climate change. This includes working with the newly merged colleges to encourage them to comply with the newly introduced legislation for all universities and colleges in Scotland to report annually accurate, consistent, and complete information on the climate change duties by 30 November each year. In doing so, you should make all universities and colleges aware that they can call upon the free advisory tools and support provided by the Sustainable Scotland Network, Resource Efficient Scotland, Adaptation Scotland and the Energy Saving Trust to help with effective and timeous climate change reporting for 2015/16.


Conclusion 55. This has been an important year for the SFC. I want to thank you and the Board for providing continued guidance, support and challenge. Moving forward I ask that you continue to deliver effective and ambitious support for both the FE and HE sectors in Scotland.

ANGELA CONSTANCE Copies: Stewart Maxwell MSP, Convener of Scottish Parliament Education and Culture Committee Hugh Hall, Chair, Colleges Scotland Shona Struthers, Chief Executive, Colleges Scotland Liz McIntyre, Convenor, Scotland’s Colleges’ Principals’ Convention Professor Sir Peter Downes, Convener, Universities Scotland Alastair Sim, Director, Universities Scotland Barbara Lindsay, Acting Chief Executive, COSLA Bill Maxwell, Chief Executive, Education Scotland Damien Yeates, Chief Executive, Skills Development Scotland Grahame Smith, General Secretary, Scottish Trades Union Congress Mary Senior, Scottish Official, University and College Union Larry Flanagan, General Secretary, Education Institute for Scotland Mike Kirby, General Secretary, UNISON Scotland Pat Rafferty, General Secretary, UNITE Scotland Gary Smith, Acting Secretary, GMB Scotland Vonnie Sandlan, President, NUS Scotland Lena Wilson, Chief Executive Scottish Enterprise Alex Paterson, Chief Executive, Highlands and Islands Enterprise

45


Agenda Item 6.3

Student Performance Indicators AY2014-15

1. Introduction1.1 The purpose of this report is to provide the committee with information on high level,

student-related withdrawal and student success data for AY2014-15.

2. Background2.1 The Scottish Funding Council (SFC) gathers data relating to student retention and attainment

from all colleges in Scotland and collates them.

2.2 Data is provided separately for full-time and part-time courses and is also split by level as follows:

• HE qualifications are those at Higher National Certificate level or above (SCQF level 7 and over);

• FE qualifications are those at National Certificate level or below (SCQF levels 6 and under).

2.3 The data presented shows the proportion of enrolled students who completed their courses successfully; those who remained in attendance but who did not achieve all the required outcomes and those who withdrew before completion. The formal definitions are as follows:

• Completed: Successful = proportion of students who were retained on their courses and successfully completed their qualifications.

• Completed: Partial success = proportion of students who were retained on their courses but did not successfully complete their qualifications. This includes a number of students who return to complete the outstanding elements of their course and subsequently complete their qualifications.

• Further withdrawal = proportion of students who left their course between the 25% date and the end of the course. This figure includes a number of students who withdraw early in order to take up employment or to move onto higher education.

• Early withdrawal = proportion of students who left their course prior to 25% of the course duration.

2.4 The SFC issues all colleges with draft student-related performance indicator (PI) data sets in December 2015.

2.5 Once accuracy had been confirmed, colleges were requested to publish their respective student-related PI data sets by 15 January 2016.

2.6 The student related PI data for North East Scotland College is now published and is available at:

http://www.nescol.ac.uk/sites/default/files/documents/strategic-planning-and-information-document/nescol-key-performance-indicators-academic-year-2014-15.pdf

46


Agenda Item 6.3

3. SFC Student-Related PI Data – Appendix 13.1 Tables 1 and 2 summarise the full-time PI data for FE and HE courses respectively from

AY2011-12 to AY2014-15.

3.2 Trend data for full time courses demonstrates that outcomes for full-time students at non-advanced level dropped by 4.3%. A slight increase of students completed successfully at advanced level.

3.3 Tables 3 and 4 summarise the part-time PI data for FE and HE courses respectively from AY2011-12 to AY2014-15.

3.4 Trend data for part time courses demonstrates that outcomes for part-time students have increased for HE, although they have fallen for FE enrolments. Withdrawal rates remain very low for both FE and HE. The proportion of students completing with partial success in FE courses has increased, impacting on complete success.

3.5 The SFC has not provided definitive benchmarking data for all Scotland’s Colleges. However, the following tables are based on information taken from the data published by SFC.

3.6 Table 5 shows comparative student outcome data for colleges in Scotland relating specifically to full-time (FT) further education (FE) enrolments.

3.7 The NESCol figure for complete FT/FE student success is 2.1% below the Scottish sector aggregate data (61.9% and 64.0% respectively).

3.8 The NESCol student withdrawal figure is very similar to the Scottish aggregate but partial success is 2% above the Scottish aggregate figure.

3.9 Table 6 shows comparative student outcome data for colleges in Scotland relating specifically to full-time (FT) further education (HE) enrolments.

3.10 The NESCol figure for complete FT/FE student success is above the Scottish sector aggregate data (72.0% and 71.3% respectively).

3.11 The NESCol student withdrawal figure is 2.2% below the Scottish aggregate but partial success is 1.1% above the Scottish aggregate figure.

3.12 The College continues to undertake work to maximise student retention and attainment, and seeks to establish whether approaches in other colleges might be adopted in North East Scotland College.

4. Recommendation4.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen John DavidsonPrincipal Vice Principal – Learning and Quality

47

Agenda Item 6.3 Appendix 1

Table 1: Outcomes for Full-time Further Education student enrolments on recognised qualifications

Year Mode of

Attendance

% Completed Successful

% Completed

partial success

% Further withdrawal

% Early Withdrawal Number of

Enrolments 2011-12 Full Time 60.9% 12.4% 18.2% 8.5% 4507 2012-13 Full Time 65.1% 9.4% 17.5% 7.9% 3977 2013-14 Full Time 66.2% 12.4% 15.1% 6.3% 4095 2014-15 Full Time 61.9% 12.4% 18.0% 7.7% 3973

Table 2: Outcomes for Full-time Higher Education student enrolments on recognised qualifications

Outcomes for Higher Education student enrolments on recognised qualifications

Year Mode of

Attendance


% Completed

partial success



Enrolments 2011-12 Full Time 67.1% 12.3% 15.1% 5.4% 2846 2012-13 Full Time 70.3% 10.3% 13.7% 5.8% 2747 2013-14 Full Time 72.1% 11.1% 12.5% 4.2% 2691 2014-15 Full Time 72.0% 12.9% 11.5% 3.6% 2616

Table 3: Outcomes for Part-time Further Education student enrolments on recognised qualifications

Year Mode of

Attendance


% Completed

partial success



Enrolments 2011-12 Part Time 84.6% 11.4% 2.5% 1.5% 9949 2012-13 Part Time 85.6% 9.5% 3.3% 1.6% 7650 2013-14 Part Time 80.4% 14.8% 3.4% 1.4% 8128 2014-15 Part Time 62.2% 32.6% 3.7% 1.3% 8809

Table 4: Outcomes for Part-time Higher Education student enrolments on recognised qualifications

Year Mode of

Attendance


% Completed

partial success



Enrolments 2011-12 Part Time 74.3% 18.9% 4.1% 2.7% 1473 2012-13 Part Time 77.8% 17.7% 3.3% 1.1% 1404 2013-14 Part Time 82.2% 14.4% 2.3% 1.1% 1521 2014-15 Part Time 82.8% 13.7% 2.5% 0.9% 1561

Table 5 – Outcomes for FT FE Student Enrolments in Recognised Qualifications


% Completed Partial Success % withdrawn

2014-‐15 Newbattle 78.6% 0% 21.4% 2014-‐15 Dundee & Angus 74.3% 6.8% 18.9% 2014-‐15 City of Glasgow 71.6% 8.1% 20.3% 2014-‐15 South Lanarkshire 71.0% 3.3% 25.7% 2014-‐15 Forth Valley 70.4% 8.0% 21.6% 2014-‐15 Borders 69.1% 8.4% 22.5% 2014-‐15 UHI 67.6% 8.4% 24.0% 2014-‐15 SRUC 66.2% 17.1% 16.7% 2014-‐15 Glasgow Clyde 64.2% 12.8% 23.0% 2014-‐15 Scotland 64.0% 10.6% 25.4% 2014-‐15 Dumfries and Galloway 64.0% 6.0% 30.0% 2014-‐15 Glasgow Kelvin 63.7% 8.9% 27.4% 2014-‐15 West Lothian 63.5% 10.4% 26.1% 2014-‐15 New College Lanarkshire 62.0% 8.1% 29.9% 2014-‐15 NE Scotland 61.9% 12.4% 25.7% 2014-‐15 Fife 60.7% 10.4% 28.9% 2014-‐15 West College Scotland 59.8% 14.1% 26.1% 2014-‐15 Edinburgh 59.5% 15.6% 24.9% 2014-‐15 Ayrshire 58.6% 11.6% 29.8%

Table 6 – Outcomes for FT HE Student Enrolments in Recognised Qualifications


% Completed Partial Success % withdrawn

2014-‐15 Forth Valley 78.5% 7.1% 14.4% 2014-‐15 City of Glasgow 76.2% 9.4% 14.4% 2014-‐15 South Lanarkshire 75.8% 5.9% 18.3% 2014-‐15 Borders 75.1% 6.7% 18.2% 2014-‐15 Edinburgh 73.7% 12.1% 14.2% 2014-‐15 Glasgow Clyde 72.8% 11.1% 16.1% 2014-‐15 Dundee & Angus 72.1% 9.8% 18.1% 2014-‐15 NE Scotland 72.0% 12.9% 15.1% 2014-‐15 Scotland 71.3% 11.4% 17.3% 2014-‐15 West Lothian 71.1% 11.4% 17.5% 2014-‐15 Dumfries and Galloway 71.0% 13.2% 15.8% 2014-‐15 Glasgow Kelvin 70.1% 11.4% 18.5% 2014-‐15 Fife 67.9% 14.5% 17.6% 2014-‐15 West College Scotland 67.1% 16.7% 16.2% 2014-‐15 New College Lanarkshire 66.1% 10.2% 23.7% 2014-‐15 Ayrshire 62.3% 11.5% 26.2%

49


Agenda Item 6.4

Learner Progression – First Destinations and Progression Pathways AY2014-15

1 Introduction1.1. The purpose of this paper is to provide the Committee with information on the progression

pathways of the College’s learners and their first destinations AY2014-15.

2 Background2.1 North East Scotland College (NESCol) is committed to working with universities, schools

and employers to secure seamless transition for learners from school to College and on to university study or to employment.

2.2 In accordance with the principles of Curriculum for Excellence the College aims to provide all learners with the essential skills for learning, life and work to enhance their opportunities to gain employment or progression to further study.

2.3 NESCol continues to work to deliver regional coherence in relation to progression pathways and skills for employment and is seeking to develop even more meaningful progression opportunities for students into further education, higher education, work experience and meaningful employment.

3 Progression from NESCol: First Destination Statistics – FE3.1 The AY2014-15 data (Table 1) are based on returns from 2,338 of the students contacted,

all of whom had completed a non-advanced programme.

3.2 The data confirms that while 74% progressed to further study, 12% of those leaving College with a National Certificate progressed to employment.

3.3

Table 1 - AY 2014-15 Destination of Final Year Students – FE

Number %

Full-Time Study 1,712 73.51%

Part-Time Study 12 0.52%

Not Employed – Not Looking 13 0.76%

Time Out To Travel 3 0.13%

Temporary Sick Or Unable For Work 16 0.69%

Unemployed & Looking For Work 220 9.45%

Working Full-Time 235 10.09%

Working Part-Time 49 2.10%

Unknown 78 3.35%

Total 2,338 100%

4 Progression from NESCol: First Destination Statistics - HE4.1. The AY2014-15 data (Table 2) are based on returns from 1,075 of the students contacted,

all of whom had completed a Higher National Certificate or Higher National Diploma programme.

50


Agenda Item 6.4

4.2. The data confirms that while 58% progressed to further study, 16% of those leaving College with a HNC or HND progressed to employment.

4.3.Table 2 - AY 2014-15 Destination of Final Year Students - HE Number %

Table 2 - AY 2014-15 Destination of Final Year Students - HE

Number %

Full-Time Study 628 57.93%

Part-Time Study 1 0.09%

Not Employed – Not Looking 10 0.92%

Time Out To Travel 7 0.65%

Temporary Sick Or Unable For Work 3 0.28%

Unemployed & Looking For Work 168 15.50%

Working Full-Time 171 15.57%

Working Part-Time 31 2.86%

Unknown 56 5.17%

Total 1,075 100%

5 Progression to University Degree Link Programmes5.1. In AY2014-15, 490 students articulated to university compared with 451 in AY2013-14 and

378 in AY2012-13.

5.2. There was an increase in students’ progression to the University of Aberdeen, from 12 in AY2013-14 to 18 in AY2014-15. Of these, 17 articulated to Year 3 of a degree programme, compared with 12 the previous year;

5.3. By far the greatest number of students progress each year to Robert Gordon University through the well-established Degree Links with RGU. Last year, 357 students progressed to RGU compared with 307 the year before. Of these, 298 articulated to Year 3 of a degree programme, compared with 260 the previous year; 59 articulated to Year 2 of a degree programme compared with 47 the previous year.

5.4. For AY2015-16 there are currently 35 HNC/D programmes articulating to 338 degree programmes compared to 326 in AY2014-15. The number of universities with which the College has formal articulation agreements remains at 11 and includes the Open University.

6. NESCol – Internal Progression Opportunities6.1. A fully harmonised curriculum is in place across all NESCol centres for the Academic Year

AY2015-16 and this affords students within the College to progress to courses offered at various NESCol centres.

6.2. Within NESCol progression opportunities for students, across a range of curriculum areas, are available between one campus and another. Such progression links also increase students learning opportunities and choices. These are usually available from a non-advanced course to advanced or from HNC to Year 2 of the associated HND.

51


Agenda Item 6.4

6.3. For example, students undertaking the HNC Computing at Fraserburgh currently have the opportunity to progress to Year 2 of either HND Technical Support or HND Software Development at City Campus, Aberdeen. Further, students undertaking the HNC Administration and IT at either Campus can articulate to HND Business at Fraserburgh or to HND Administration at Aberdeen.

7. Recommendation7.1. It is recommended that the Committee note the current status of the learner progression

pathways and the first destinations of students leaving NESCol College.


53


Agenda Item 6.5

Corporate Parenting Plan

1 Introduction1.1 The purpose of this paper is to provide the Committee with information on the College’s

Corporate Parenting Plan 2016.

2 Background2.1 The Children and Young People (Scotland) Act 2014 was passed by the Scottish Parliament

on 19 February 2014, and received Royal Assent on 27 March 2014. The Act introduces a number of important changes for looked after children and care leavers in Scotland.

2.2 Changes that are relevant to the College include:

2.2.1 The category of organisations who are considered to be corporate parents has been extended;

2.2.2 Eligibility for aftercare assistance has been extended up to the 26th birthday;

2.2.3 Certain care leavers may continue to have access to the accommodation and assistance they were provided with immediately before they ceased to be looked after;

2.2.4 Support for children at risk of becoming looked after;

2.2.5 Assistance for applicants and holders of a Kinship Care Order.

2.3 The College is required, under Section 59(3), to publish a plan and update this every three years. This plan must be made available to the general public with ownership remaining with the organisation.

2.4 Attached as Appendix 1 is the College’s Corporate Parenting Plan as developed by the Head of Student Services and approved by the Principal. This includes, as Annex 1, a detailed Action Plan.

2.5 It is proposed that the implementation of the Corporate Parenting Action Plan be led and monitored through the Inclusiveness and Guidance committee which will then feed in to the Academic Board. Senior Management will assist in the dissemination and updating of information across the College using a range of committee and leadership meetings to facilitate this process.

2.6 The current staff induction programme has been augmented to include a training session on the role of a corporate parent; this will form part of the development process for all new staff (Appendix 2).

2.7 The College is working in partnership with Robert Gordon University and the University of Aberdeen to implement a regional approach to supporting care experienced young people, which includes the implementation of new initiatives to assist in this process. Attached as Appendix 3 is a statement relating to this partnership working.

3 Recommendation3.1 It is recommended that the Committee consider the Corporate Parenting Plan.



North East Scotland College

Corporate Parenting Plan

2016

Version date: 03 March 2016

North East Scotland College

Aberdeen College and Banff & Buchan College merged on 01November 2013 to form North East Scotland College. North East Scotland College is the only further-education college located within the North East of Scotland, and provides a wide range of education and training opportunities across the region to meet the needs of individuals, communities and employers. The College’s main (College-owned) centres of delivery are in Aberdeen (three sites), Fraserburgh and Peterhead with a number of leased community based learning centres across the region. Prior to the merger, both Colleges had individual track-records of success and commitment to high standards of service delivery. The new College is committed to maintaining this and to improving opportunities for the people of Aberdeen and Aberdeenshire, to helping the region’s young people progress to work or higher education and to supporting businesses through professional updating and workforce development.

1. Introduction

The Children and Young People (Scotland) Act 2014 was passed by the Scottish Parliament on 19 February 2014, and received Royal Assent on 27 March 2014. The Act introduces a number of important changes for Looked After Children and care leavers in Scotland. Relevant to the college sector these changes include:

• The category of organisations who are considered to be corporateparents has been extended

• Eligibility for aftercare assistance has been extended up to the 26th

birthday• Certain care leavers may continue to have access to the

accommodation and assistance they were provided with immediatelybefore they ceased to be looked after

• Support for children at risk of becoming looked after• Assistance for applicants and holders of a Kinship Care Order

The College is required, under Section 59(3), to publish a plan and update this every three years. This plan must be made available to the general public with ownership remaining with the organisation. The term ‘care experienced’ will apply to all Looked After Children and care leavers up until their 26th birthday referred to in this document. Although responsibility for the management of the care experienced is allocated to one team within the College, the role of corporate parent belongs to every individual within the organisation and we are all responsible for fulfilling the corporate parenting duties.

The implementation of the Corporate Parenting Plan (annex 1) will be led and monitored through the Inclusiveness and Guidance Committee which will then feed in to the Academic Board. Senior Management will assist in the dissemination and updating of information across the College using a range of committee and leadership meetings to facilitate this process. The current staff induction programme has been augmented to include a training session on the role of a corporate parent; this will form part of the induction process for all new staff.

2. The Definition of Corporate Parenting

Corporate parenting is defined by the Scottish Government as:

“An organisation’s performance of actions necessary to uphold the rights and safeguard the wellbeing of a looked after child or care leaver, and through which physical, emotional, spiritual, social and educational development is promoted” (Scottish Government, August 2015)

The Board of Management of the College is responsible for ensuring that the duties set out in Part 9 of the legislation are met (appendix 2). Moreover, senior management will be held accountable for an organisation’s performance in respect to corporate parenting.

3. Getting it Right for Every Child (GIRFEC)

The Getting it Right for Every Child approach is about how practitioners across all services for children and adults meet the needs of children and young people, working together where necessary to ensure they reach their full potential. It’s a consistent way for people to work with all children and young people.

The approach helps practitioners focus on what makes a positive difference for children and young people – and how they can act to deliver these improvements. Getting it Right for Every Child is being threaded through all existing policy, practice, strategy and legislation affecting children, young people and their families.

Getting it Right for Every Child should be holistically applied to policy, practice, strategy and legislation affecting children, young people and their families. The College will ensure it remains in compliance with the Act by providing a named person for all students up to the age of 18 (the named person has yet to be determined for FE colleges) and a designated named person for all care experienced students.

Section 96(2) of the Act describes the term wellbeing in terms of eight indicators:- ‘SHANARRI’

• Safe: protected from abuse, neglect or harm.• Healthy: having the best possible standards of physical and mental

health support to make healthy and safe choices.• Achieving: accomplishing goals and boosting skills, confidence and

self-esteem.• Nurtured: having a nurturing and stimulating place to live and grow.• Active: having opportunities to take part in activities.• Respected: being given a voice, being listened to, and being involved

in the decisions which affect their wellbeing.• Responsible: taking an active role within their home, school and

community• Included: being a full member of the communities in which they live

and learn, receiving help and guidance to overcome inequalities.

4. Overall Objectives

The College’s objectives to support the care experienced students from pre-entry through to final destination will be focused on supporting the Scottish Government’s National Ambition to increase the positive destinations by 4% points per annum for care experienced students resulting in there being no difference in the outcomes of care experienced learners comparative with their peers’ by 2021. The action plan will also contribute towards Developing Scotland’s Young Workforce ambitions, particularly addressing recommendations 37 and 38 from the Wood Commission report Education Working for All. 37: Educational and employment transition planning for young people in care should start early with sustained support from public and third sector bodies and employers available throughout their journey toward and into employment as is deemed necessary. 38: Across vocational education and training, age restrictions should be relaxed for those care leavers whose transition takes longer.

5. Our Commitment to Care Experienced Students

North East Scotland College achieved the Buttle UK Quality Mark in respect of care leaver support and confirmed care leavers as a priority group. The achievement of this Quality Mark demonstrates the College’s commitment prior to the legal requirement to produce an action plan.

5.1 Examples to evidence this commitment:

The six key duties of the corporate parenting role are considered in all aspects of management and support of the care experienced students. These are:-

• To be alert to matters which do, or which might, adversely affect thewellbeing of an eligible young person - 58 1(a)

• To assess the needs of eligible children and young people for anyservices or support provided - 58 1(b)

• To promote the interests of eligible children and young people - 58 1(c)

• To seek to provide eligible children and young people withopportunities to promote their wellbeing - 58 1(d)

• To take appropriate action to help eligible young people access thoseopportunities - 58 1(e)

• To keep their approach to corporate parenting under constant review,seeking out improvement wherever possible - 58 1(f)

a) North East College Scotland has appointed Inclusiveness and Study SkillsCo-ordinators (ISSCs) and the majority have a designated responsibility to support applicants/students from a care experienced background. Two of the ISSCs are the named contact for all care experienced students, one at the Aberdeen City campus and one at the Fraserburgh campus. All ISSCs have a remit for providing advice at the pre-application and pre-entry stages then monitoring the attendance, well-being and achievement of the care experienced students. The ISSCs work closely with the care experienced students and implement appropriate interventions that keep students on track with their course of study. They maintain strong links with the local Throughcare and Aftercare Teams and work together to ensure young people have all the relevant information necessary to make the correct decisions for them. The ISSCs also monitors the wellbeing of these students and work with the local authorities, guidance tutors and curriculum staff where appropriate.

b) In our implementation of holistic support we will also collaborate with arange of other corporate parents; (60) to collaborate with other corporate parents

c) The College has devised a detailed policy that outlines key responsibilitiesand roles in supporting applicants/students coming to college.

d) The College has developed a range of e-information and guidanceservices for applicants/students in care or care leavers and this is available on our StudentNet and College website. The College has also developed an information leaflet which includes the contact details of the named person to contact that is sent out to schools and all applicants identifying themselves as care experienced.

e) The College is working in partnership with Robert Gordon University and theUniversity of Aberdeen to implement a regional approach to supporting care experienced young people, which includes the implementation of new initiatives to assist in this process. The three organisations have devised a regional corporate parenting partnership statement (appendix 3) and are currently working on a regional framework that will be reviewed and augmented as is required.

f) The College application form contains a section in where care experiencedapplicants can self-identify. This early identification at application stage ensures that any additional learning/support needs are identified as early as possible. It is stated on the application that the information disclosed will not affect or hold up the application or offer of a place. The application form also includes a section where all applicants can indicate if they need extra help with their studies, again supporting the early identification of support greatly assisting the transition to college.

6. Raising Aspirations of Learners

Research indicates that people from a care experienced background are the least likely to progress from school to college or university and some young people are more likely to be excluded from school or leave at a younger age. Poor school attendance and lower attainment create barriers for the care experienced to access further and higher education, and one of NESCol’s main objectives is to reduce this barrier by increasing the range of possible access to our courses and also working on a regional approach with the two local universities to support transition from college to university.

Collaboration between the College and the two local universities is the first step in a regional approach to improve the positive destinations for the care experienced. The College and the Universities will be developing a meaningful partnership with the new Virtual School Head Teacher, who is responsible for overseeing all care experienced young people in the City. This link will prove invaluable in the management of data sharing and transition from school to further and higher education. The College will work with a range of partners, appropriate to the individual young person’s needs, to address barriers that can affect access, progression and achievement such as stigma, financial barriers and low self-esteem.

7. Equalities Impact

The College has completed an Equalities Impact Assessment for the policy and procedure associated with the management of care experienced

students. The College uses the Inclusiveness & Guidance and Equality & Diversity committees to discuss and disseminate any issues and share areas of good practice surrounding corporate parenting responsibilities. Corporate parenting is a standing item on the agenda at the Inclusiveness & Guidance committee and therefore outcomes are reviewed regularly.

8. Developments in Student Services

Representatives from Student Services continue to participate in the Successful Transitions post-16 partnership planning group facilitated by Aberdeen City Council which includes joint working initiatives to improve outcomes for care experienced students.

9. Role of the Students’ Association

The Students’ Association has strong links with the Student Services Department and works closely with the ISSCs to promote events to celebrate the success of care experienced students. The Students’ Association will work with the curriculum areas to promote events in new ways that engage and educate more students in the support available for the care experienced.

10. Collaboration

North East Scotland College, in preparation of writing the Plan, has collaborated extensively with a range of other corporate parents. Attendance at College Development Network Corporate Parenting events provided opportunities to network and collaborate with other colleges and share good practice. Collaboration with the Local Authorities, in particular the Virtual Head School Teacher, has provided a great opportunity to review the needs of the care experienced at a strategic level. Collaboration with the two local universities, Robert Gordon University and the University of Aberdeen has produced regional objectives to support the transitions from FE to HE for the care experienced, the only collaboration of its kind to date in Scotland.

The aspirations and support requirements have been discussed with the care experienced students that attended the focus group meeting with the Learning Development staff and Head of Student Services. The draft plan has been sent out directly to all care experienced students enrolled at the College to gain feedback and to request suggestions of any additional support or areas for improvement they would like us to include in our plan. Along with the Plan an offer of a meeting with an ISSC has been provided should they require support or guidance in reviewing the plan.

11. Baseline – 2014 – 2015

The statistical data from academic session 2014 – 2015 will be used as a baseline for North East Scotland College’s action plan to measure success, positive outcomes, positive destinations and any areas for improvement.

North East Scotland College had 19 care experienced students enrolled at the City campus in 2014 – 2015 academic session. In total 11 (58%) students withdrew at some point during the year: 3 enrolled on course never turned up; 2 commenced employment; 2 withdrew as a result of poor attendance; I behavioural issues and 3 no reasons were given. Of the 8 care experienced students remaining on their courses, 5 (26% of the total enrolled) mainstream students, 2 (11% of the total enrolled) Learning Opportunities students and 1 (5% of the total enrolled) School Link successfully completed their studies.

North East Scotland College had 7 care experienced students enrolled for study at the Fraserburgh campus in 2014-2015. In total 4 (57.1% of the total enrolled) withdrew at some point during the year, 1 relating to behaviour and disciplinary Issues and 3 indicated as reason unknown. 3 (42.9% of the total enrolled) care experienced students, all on mainstream programmes, completed their studies.

The data from 2014 – 2015 will be adopted as a baseline.

12. Current Position

112 applicants identified themselves as care experienced at 2015-2016 entry. A verification exercise which involved contacting all these applicants established that many had identified themselves in error. Following this exercise 65 enrolled care experienced students were confirmed regionally Aberdeen City (37), Altens (4), Craibstone (2), Fraserburgh (22). Of these 65 students 61 (94%) are studying FE courses and 4 (6%) are studying HE courses. The current status at February 2016 is that 60 care experienced students remain on their course of study. Of the 5 withdrawals to date 1 has left due to personal reasons and 4 have returned to school. The school returners will be counted in our positive destination analysis, college not being the right destination for them at this point in time but they are currently remaining in education.

We have seen a significant increase in care experienced disclosures in 2015 – 2016 academic session within the College. We cannot fully quantify the reasons for this but the ability to disclose on the application form and the introduction of the new legislation in 2014 could be contributory factors as

care experienced individuals become more aware of the support they are entitled to.

The ISSCs have the responsibility for managing the daily monitoring of the care experienced students and the current allocation of care experienced students to these staff is:

ISSC (1) - (20/65 = 31%) ISSC (2) - (10/65 = 15%)

ISSC (3) – (13/65 = 20%) ISSC (4) - (22/65 = 34%)

(each of these staff also undertake other roles, which explains the unevenness of the allocations)

Examples of interventions for our care experienced students:

• Needs assessments completed for students and reports sent toteaching teams

• Attendance monitoring and interventions when attendance fallsbelow 90%

• Contact with students – by phone, email and in person• Contact with external agencies – Social Workers, Children’s Homes

staff and foster carers• Contact with internal staff – Guidance Tutors, Curriculum &Quality

Managers and lecturers regarding attendance and progress, StudentAdvisors regarding funding issues

• Study skills support• Support with getting Student cards• Signposting to relevant person/department for advice

We will be using qualitative and quantitative data from academic session 2014-2015 as a baseline for evaluation and measuring outcomes.

No

rth Ea

st Sco

tlan

d C

olle

ge

Co

rpo

rate

Pare

ntin

g A

ctio

n Pla

n SPEC

IFIC O

BJECTIV

ES 2015 – 2018 Annex 1

GO

VERN

AN

CE A

ND

LEAD

ERSHIP

Ob

jec

tive

Ou

r cu

rren

t po

sition

O

n-g

oin

g D

eve

lop

me

nt

Lea

d Pe

rson

/s O

utc

om

e

Revie

w/U

pd

ate

of

Ob

jec

tive/A

ctio

n

Up

da

te p

olic

y an

d

pro

ce

du

re to

refle

ct th

e

ne

w re

qu

irem

en

ts of th

e

leg

islatio

n a

nd

co

mp

lete

a

ssoc

iate

d Eq

ua

lity Im

pa

ct A

ssessm

en

ts. s58 (1)(c

)

All p

olic

ies a

nd

pro

ce

du

res h

ave

be

en

u

pd

ate

d to

refle

ct th

e n

ew

req

uire

me

nts o

f th

e le

gisla

tion

an

d Eq

ua

lity Imp

ac

t A

ssessm

en

ts co

mp

lete

d.

Re

view

sup

po

rts the

ca

re p

roo

fing

pra

ctic

e a

s re

ferre

d to

in th

e C

are

Lea

vers C

ove

na

nt.

He

ad

of

Stud

en

t Se

rvice

s

Lea

rnin

g

Sup

po

rt M

an

ag

er

Cle

ar p

olic

y an

d

pro

ce

du

re e

nsu

re a

c

on

sisten

t ap

pro

ac

h is

atta

ine

d in

the

m

an

ag

em

en

t of th

e

ca

re e

xpe

rien

ce

d

stud

en

ts.

Clo

sed

Th

is will b

e c

on

tinu

e to

b

e re

view

ed

an

d

up

da

ted

as p

er

po

licy/p

roc

ed

ure

re

view

da

tes o

r to

refle

ct a

ny c

ha

ng

es to

le

gisla

tion

or su

pp

ort

ne

ed

s ide

ntifie

d.

Co

mp

lete

ma

nd

ato

ry tra

inin

g fo

r all n

ew

staff to

b

rief th

em

on

the

re

qu

irem

en

ts of th

e

leg

islatio

n.

s58(1)(a)

The

staff in

du

ctio

n p

rog

ram

me

ha

s be

en

a

ug

me

nte

d to

inc

lud

e a

fac

e to

fac

e tra

inin

g

sessio

n o

n c

orp

ora

te p

are

ntin

g. Th

is will b

e

de

livere

d in

co

nju

nc

tion

with

the

cu

rren

t Sa

feg

ua

rdin

g m

an

da

tory tra

inin

g.

The

pe

rce

ptio

n o

f staff a

wa

ren

ess w

ill be

e

valu

ate

d b

y a q

ue

stion

na

ire o

rga

nise

d b

y C

PD

.

Ca

re e

xpe

rien

ce

d stu

de

nts w

ill pa

rticip

ate

in

the

eva

lua

tion

pro

ce

ss thro

ug

h a

Surve

y M

on

key q

ue

stion

na

ire a

nd

disc

ussio

ns a

t the

fo

cu

s gro

up

me

etin

gs. A

ctio

ns fro

m su

ch

e

valu

atio

ns w

ill be

inc

orp

ora

ted

into

an

y a

me

nd

me

nts re

qu

ired

to th

e tra

inin

g se

ssion

.

He

ad

of

Stud

en

t Se

rvice

s

HR

Ma

na

ge

r O

rga

nisa

ti on

al

De

velo

pm

en

t

The

Co

lleg

e w

ill en

sure

th

at a

ll staff h

ave

an

a

wa

ren

ess o

f the

le

gisla

tion

an

d h

ow

this

ap

plie

s to o

ur

co

rpo

rate

pa

ren

ting

re

spo

nsib

ilities.

It de

mo

nstra

tes d

ue

c

are

with

in o

ur

org

an

isatio

n a

nd

e

nsu

res a

ll staff a

re

aw

are

tha

t the

le

gisla

tion

ap

plie

s to a

ll sta

ff with

in th

e

org

an

isatio

n.

Staff in

du

ctio

n

pro

gra

mm

e u

pd

ate

d to

in

co

rpo

rate

train

ing

– c

lose

d.

Staff c

om

ple

te

qu

estio

nn

aire

s follo

win

g

the

train

ing

to m

ea

sure

th

eir u

nd

ersta

nd

ing

of

req

uire

me

nts

Qu

estio

nn

aire

s an

d

eva

lua

tion

of im

pa

ct to

b

e c

om

ple

ted

at th

e

en

d o

f the

ac

ad

em

ic

sessio

n.

Sen

ior M

an

ag

em

en

t re

pre

sen

tatio

n o

n th

e

Ab

erd

ee

n C

ity Co

un

cil’s

Ch

am

pio

ns Bo

ard

.

The

Vic

e P

rinc

ipa

l for Le

arn

ing

&Q

ua

lity ha

s su

bm

itted

his in

tere

st in p

artic

ipa

ting

in th

e

Ch

am

pio

ns Bo

ard

an

d w

ill atte

nd

his first

me

etin

g o

n th

e 17

th Feb

rua

ry 2016. This b

oa

rd

Vic

e P

rinc

ipa

l Le

arn

ing

&

Qu

ality

Re

pre

sen

tatio

n a

t a

sen

ior le

vel w

ill en

sure

th

e C

olle

ge

liaise

s e

ffec

tively w

ith a

ran

ge

Me

etin

g h

as n

ot ye

t ta

ken

pla

ce

s58(1)(a)

loo

ks at w

ays to

sup

po

rt the

ca

re e

xpe

rien

ce

d

at a

strate

gic

leve

l an

d is re

pre

sen

ted

on

ly at

a se

nio

r leve

l to e

nsu

re p

artic

ipa

nts h

ave

the

a

uto

no

my to

ma

ke c

lea

r dire

ctive

s. The

VP

re

pre

sen

tative

liaise

s reg

ula

rly with

the

He

ad

o

f Stud

en

t Servic

es a

nd

rec

eive

s up

da

tes o

n

the

ca

re e

xpe

rien

ce

d stu

de

nts a

t co

mm

ittee

m

ee

ting

s.

of p

artn

ers in

the

reg

ion

to

sup

po

rt an

d m

ake

d

ec

ision

s to im

pa

ct

po

sitively o

n th

e c

are

e

xpe

rien

ce

d

ind

ividu

als.

Disse

min

atio

n o

f the

C

orp

ora

te P

are

ntin

g P

lan

to

all sta

ff, stud

en

ts an

d

the

wid

er p

ub

lic.

s58(1)(c)

The

pu

blish

ed

pla

n w

ill be

ma

de

ava

ilab

le to

a

ll staff w

ithin

the

Co

lleg

e a

nd

an

ove

rview

p

rovid

ed

at th

e c

ore

brie

fing

sessio

ns (K

ey

Co

mm

s). The

fina

l pla

n w

ill be

pla

ce

d o

n th

e

intra

ne

t an

d C

olle

ge

we

bsite

. The

pla

n w

ill be

a

vaila

ble

to a

ll stud

en

ts an

d w

ill be

sen

t d

irec

tly to a

ll ide

ntifie

d c

are

exp

erie

nc

ed

stu

de

nts in

the

Co

lleg

e. Th

e p

lan

will b

e a

sta

nd

ing

ag

en

da

item

on

the

ne

w fo

cu

s gro

up

m

ee

ting

s to e

nsu

re th

e stu

de

nts a

re in

clu

de

d

in th

e re

view

of th

e p

lan

to sh

ap

e th

e su

pp

ort

req

uire

d fo

r the

futu

re.

A ‘C

orp

ora

te P

are

ntin

g’ fo

lde

r will b

e

de

velo

pe

d a

nd

pla

ce

d o

n th

e c

olle

ge

In

tran

et – th

is fold

er w

ill ho

ld ke

y d

oc

um

en

tatio

n re

latin

g to

the

co

rpo

rate

p

are

ntin

g re

spo

nsib

ilities a

nd

will b

e u

pd

ate

d

on

a re

gu

lar b

asis to

en

sure

all re

leva

nt

info

rma

tion

is ava

ilab

le to

all sta

ff.

He

ad

of

Stud

en

t Se

rvice

s H

ea

d o

f M

arke

ting

&

PR

Pu

blic

atio

n a

nd

d

issem

ina

tion

will

en

sure

all sta

ff are

a

wa

re o

f the

ir re

spo

nsib

ilities a

nd

ca

re

exp

erie

nc

ed

you

ng

p

eo

ple

are

aw

are

of

wh

at su

pp

ort th

ey a

re

en

titled

to. Th

e C

olle

ge

w

ill de

mo

nstra

te to

stu

de

nts a

nd

the

wid

er

au

die

nc

e th

eir a

ctio

n

pla

n to

sup

po

rt the

c

are

exp

erie

nc

ed

an

d

the

ir co

mp

lian

ce

with

th

e n

ew

leg

islatio

n.

Pla

n to

be

ap

pro

ved

by

Sen

ior M

an

ag

em

en

t a

nd

the

Boa

rd o

f M

an

ag

em

en

t. Estim

ate

d d

ate

for

pu

blic

atio

n M

arc

h/A

pril

2016.

PLAN

NIN

G A

ND

CO

NSU

LTATIO

N

Ob

jec

tive

Ou

r cu

rren

t po

sition

O

n-g

oin

g D

eve

lop

me

nt

Lea

d Pe

rson

/s O

utc

om

e

Revie

w/U

pd

ate

of

Ob

jec

tive/A

ctio

n

Wo

rk with

oth

er c

orp

ora

te

pa

ren

ts an

d in

tern

al

stake

ho

lde

rs to d

eve

lop

th

e c

orp

ora

te p

are

ntin

g

pla

n w

ith a

reg

ion

al fo

cu

s. s59, s60

The

Lea

rnin

g D

eve

lop

me

nt Te

am

, wh

o

ma

na

ge

the

ca

re e

xpe

rien

ce

d w

ithin

the

C

olle

ge

, ha

s revie

we

d th

e re

qu

irem

en

ts of th

e

co

rpo

rate

pa

ren

ting

pla

n a

nd

co

ntrib

ute

d to

th

e d

raft ve

rsion

. Su

bsta

ntia

l ne

two

rking

ha

s take

n p

lac

e w

ith

Ro

be

rt Go

rdo

n U

nive

rsity an

d th

e U

nive

rsity of

Ab

erd

ee

n o

n a

reg

ion

al a

pp

roa

ch

to

co

rpo

rate

pa

ren

ting

. A

tten

da

nc

e a

t Co

lleg

e D

eve

lop

me

nt N

etw

ork

pla

nn

ing

eve

nts o

n c

orp

ora

te p

are

ntin

g to

a

ssist in th

e d

eve

lop

me

nt o

f the

ac

tion

pla

n.

Co

nsu

ltatio

n w

ith th

e Lo

ca

l Au

tho

rity to

de

velo

p e

ffec

tive lin

ks with

the

sch

oo

ls in

Ab

erd

ee

n a

nd

Ab

erd

ee

nsh

ire to

sup

po

rt tra

nsitio

ns.

He

ad

of

Stud

en

t Se

rvice

s Le

arn

ing

Su

pp

ort

Ma

na

ge

r

The

de

velo

pm

en

t of a

c

orp

ora

te p

are

ntin

g

ac

tion

pla

n th

at w

ill in

volve

me

an

ing

ful

co

llab

ora

tion

with

oth

er

co

rpo

rate

pa

ren

ts an

d

ca

re e

xpe

rien

ce

d

ap

plic

an

ts an

d stu

de

nts

an

d su

pp

ort tra

nsitio

ns

an

d p

ositive

d

estin

atio

ns fo

r the

c

are

exp

erie

nc

ed

.

Sub

stan

tial n

etw

orkin

g

an

d c

olla

bo

ratio

n h

as

take

n p

lac

e o

ver th

e

last 8 m

on

ths.

Ne

two

rking

an

d

co

llab

ora

tion

with

oth

er

co

rpo

rate

pa

ren

ts will

be

on

go

ing

to su

pp

ort

an

d a

ug

me

nt th

e

ob

jec

tive a

s e

valu

atio

ns a

nd

furth

er

ne

ed

s are

ide

ntifie

d.

Pu

blic

atio

n o

f pla

n.

s58(1)(f), s59 C

ELCIS h

as re

view

ed

all 3 p

lan

s an

d p

rovid

ed

c

om

me

nts a

nd

sug

ge

stion

s for a

rea

s of

imp

rove

me

nt. Th

e p

lan

ha

s be

en

au

gm

en

ted

to

refle

ct th

ese

sug

ge

stion

s. A

fina

l dra

ft versio

n h

as b

ee

n su

bm

itted

to SM

T (16

TH Feb

rua

ry 2016) wh

ich

inc

lud

es th

e

reg

ion

al sta

tem

en

t of su

pp

ort b

etw

ee

n th

e

two

loc

al u

nive

rsities a

nd

the

Co

lleg

e.

The

pla

n w

ill be

revie

we

d o

n a

n a

nn

ua

l ba

sis a

nd

a fu

ll up

da

te p

ub

lishe

d e

very 3 ye

ars a

s

He

ad

of

Stud

en

t Se

rvice

s Le

arn

ing

Su

pp

ort

Ma

na

ge

r

Co

mp

lian

ce

with

le

gisla

tion

un

de

r Se

ctio

n 9 o

f the

C

hild

ren

an

d Y

ou

ng

P

eo

ple

Ac

t 2014

Pla

n su

bm

itted

to SM

T fo

r co

mm

en

t an

d w

ill th

en

be

pre

sen

ted

to

the

Boa

rd o

f M

an

ag

em

en

t in M

arc

h

for a

pp

rova

l. P

ub

lica

tion

an

ticip

ate

d

Ma

rch

/Ap

ril 2016.

pe

r leg

al re

qu

irem

en

ts.

CO

LLABO

RATIO

N, PA

RTNERSH

IP WO

RKIN

G A

ND

NETW

ORK

S O

bje

ctive

O

ur c

urre

nt p

ositio

n

On

-go

ing

De

velo

pm

en

t Le

ad

Perso

n/s

Ou

tco

me

Re

view

/Up

da

te o

f O

bje

ctive

/Ac

tion

D

eve

lop

effe

ctive

links

with

Loc

al

Au

tho

rities/e

xtern

al

ag

en

cie

s, foste

r ca

re

pro

vide

rs an

d o

the

rs in

ord

er to

ma

ke a

vaila

ble

re

leva

nt in

form

atio

n,

gu

ida

nc

e a

nd

sup

po

rt a

bo

ut p

re-e

ntry, tra

nsitio

n

an

d p

rog

ressio

n.

s58(1)(b) (c

) (d) (e

)

Links a

re in

pla

ce

with

the

Sch

oo

ls, soc

ial w

ork

de

pa

rtme

nt a

nd

loc

al u

nive

rsities, c

are

an

d

foste

r ca

re p

rovid

ers. P

artn

ersh

ip a

gre

em

en

ts, m

ea

nin

gfu

l dia

log

ue

s an

d m

ulti-a

ge

nc

y su

pp

ort w

ill en

sure

sup

po

rt is co

nsiste

ntly

revie

we

d a

nd

imp

rove

d th

rou

gh

qu

ality

revie

w p

roc

esse

s. Th

e C

olle

ge

ha

s a n

am

ed

pe

rson

at b

oth

the

C

ity an

d Fra

serb

urg

h c

am

pu

ses e

nsu

ring

a

ma

in p

oin

t of c

on

tac

t is ava

ilab

le fo

r all c

are

e

xpe

rien

ce

d stu

de

nts.

A te

am

of In

clu

siven

ess &

Stud

y Skills Co

-o

rdin

ato

rs ma

na

ge

the

atte

nd

an

ce

, p

rog

ressio

n, w

ell-b

ein

g a

nd

sup

po

rt of th

e

ca

re e

xpe

rien

ce

d a

cro

ss all c

am

pu

ses

thro

ug

ho

ut th

e a

ca

de

mic

sessio

n.

Arra

ng

em

en

ts are

ma

de

for a

pp

lica

nts to

m

ee

t with

the

Inc

lusive

ne

ss an

d Stu

dy Skills C

o-

ord

ina

tor fo

r pre

-ap

plic

atio

n g

uid

an

ce

. C

are

exp

erie

nc

ed

ap

plic

an

ts, an

d th

eir

de

sign

ate

d su

pp

ort w

orke

rs/pa

ren

ts, are

in

vited

to a

tten

d a

Tran

sition

Da

y to fa

milia

rise

the

mse

lves w

ith th

e C

olle

ge

an

d sta

ff. Th

e a

pp

lica

tion

form

allo

ws e

arly id

en

tifica

tion

He

ad

of

Stud

en

t Se

rvice

s Le

arn

ing

Su

pp

ort

Ma

na

ge

r Sc

ho

ol Lia

ison

M

an

ag

er

Ne

two

rks are

in p

lac

e

sup

po

rting

the

da

ta

sha

ring

an

d tra

nsitio

n

pro

ce

ss for th

e c

are

e

xpe

rien

ce

d e

nsu

ring

a

ho

listic a

pp

roa

ch

is a

ch

ieve

d to

imp

lem

en

t th

e m

ost a

pp

rop

riate

su

pp

ort. A

tten

da

nc

e

at m

ulti-a

ge

nc

y m

ee

ting

s with

the

Loc

al

Au

tho

rity assists in

this

pro

ce

ss. Su

pp

ort a

nd

gu

ida

nc

e

pro

vide

d a

t an

ea

rly sta

ge

en

sure

s ea

rly in

terve

ntio

ns a

re

imp

lem

en

ted

to

sup

po

rt tran

sition

s, a

ch

ieve

me

nt a

nd

p

rog

ressio

n.

Stud

en

ts will fa

milia

rise

the

mse

lves w

ith th

e

Co

lleg

e a

nd

me

et

pe

ers a

nd

oth

er sta

ff in

volve

d in

the

de

livery

of th

eir su

pp

ort.

Cu

rren

t links in

pla

ce

c

on

tinu

e to

be

d

eve

lop

ed

an

d

sup

po

rted

. O

pp

ortu

nitie

s to

de

velo

p a

wid

er ra

ng

e

of lin

ks/pa

rtne

rs is o

ng

oin

g.

of a

ny c

are

exp

erie

nc

ed

ind

ividu

al so

tha

t su

pp

ort c

an

be

imp

lem

en

ted

at a

n e

arly

stag

e.

An

info

rma

tion

sha

ring

co

nse

nt fo

rm is u

sed

to

pro

vide

pe

rtine

nt in

form

atio

n to

oth

er

pro

fessio

na

ls invo

lved

with

the

ind

ividu

al’s

ca

re a

nd

we

llbe

ing

. Fo

rma

lising

refe

rral p

roc

esse

s thro

ug

h d

ata

sh

arin

g p

roto

co

ls. Cu

rren

tly wo

rking

clo

sely

with

Ro

be

rt Go

rdo

n U

nive

rsity an

d U

nive

rsity of

Ab

erd

ee

n in

term

s of e

na

blin

g id

en

tifica

tion

a

nd

join

t wo

rking

pra

ctic

es fo

r the

ca

re

exp

erie

nc

ed

to su

pp

ort tra

nsitio

ns fro

m

sch

oo

l/FE/HE.

A w

orkin

g g

rou

p e

xists be

twe

en

the

Co

lleg

e,

RG

U a

nd

the

Loc

al A

uth

ority to

esta

blish

rob

ust

da

ta sh

arin

g p

roto

co

ls. This a

gre

em

en

t ne

ed

s to

be

sign

ed

by th

e Lo

ca

l Au

tho

rity the

refo

re

on

go

ing

pro

ce

ss. A

tten

da

nc

e a

t inte

r-ag

en

cy m

ee

ting

s to

revie

w w

orkin

g p

rac

tice

s an

d id

en

tify sup

po

rt th

at c

an

be

imp

lem

en

ted

to su

pp

ort th

e

tran

sition

into

furth

er o

r hig

he

r ed

uc

atio

n.

Re

gu

lar in

tera

ctio

n w

ith th

e Sc

ho

ols Lia

ison

M

an

ag

er to

imp

lem

en

t ea

rly inte

rven

tion

m

ea

sure

s for c

are

exp

erie

nc

ed

stud

en

ts wh

o

are

also

exc

ep

tion

al e

ntra

nts a

nd

ma

y stru

gg

le w

ith th

eir c

olle

ge

exp

erie

nc

e.

Da

ta sh

arin

g a

llow

s e

ffec

tive su

pp

ort to

be

im

ple

me

nte

d a

cro

ss a

ran

ge

of p

rofe

ssion

als

invo

lved

with

the

stu

de

nt.

Ro

bu

st pa

rtne

rship

in p

lac

e w

ith th

e n

ew

V

irtua

l He

ad

Tea

ch

er to

revie

w d

ata

sha

ring

p

roto

co

ls an

d c

rea

te a

ho

listic a

pp

roa

ch

to

tran

sition

s from

sch

oo

l to c

olle

ge

/un

iversity.

REPORTIN

G PRO

CESS

Ob

jec

tive

Ou

r cu

rren

t po

sition

O

n-g

oin

g D

eve

lop

me

nt

Lea

d Pe

rson

/s O

utc

om

e

Revie

w/U

pd

ate

of

Ob

jec

tive/A

ctio

n

De

velo

p a

nd

imp

lem

en

t a

ran

ge

of re

po

rting

m

eth

od

s to e

nsu

re ro

bu

st re

view

an

d e

valu

atio

n

take

s pla

ce

an

d a

ll re

leva

nt sta

keh

old

ers

up

da

ted

s61, s62, s63

Re

view

the

Co

lleg

e’s ro

le a

s a c

orp

ora

te

pa

ren

t at c

om

mitte

e m

ee

ting

s en

surin

g th

e

eva

lua

tion

pro

ce

ss is rob

ust a

nd

find

ing

s d

issem

ina

ted

to a

ll leve

ls of sta

keh

old

ers.

Pro

vide

reg

ula

r up

da

tes to

all sta

ff in th

e

Co

lleg

e th

rou

gh

Ke

y Co

mm

s me

diu

m.

Lea

rnin

g Su

pp

ort M

an

ag

er to

rep

ort to

the

H

ea

d o

f Stud

en

t Servic

es o

n th

e m

an

ag

em

en

t o

f the

ca

re e

xpe

rien

ce

d stu

de

nts – Q

DS

sum

ma

ry rep

ort.

Pro

vide

an

an

nu

al re

po

rt to Se

nio

r M

an

ag

em

en

t tha

t will th

en

be

ma

de

a

vaila

ble

to a

ll ca

re e

xpe

rien

ce

d stu

de

nts.

Re

po

rt on

the

pro

gre

ss of a

ny a

ctio

ns to

the

c

are

exp

erie

nc

ed

at th

eir d

esig

na

ted

foc

us

gro

up

s an

d se

nd

ou

t info

rma

tion

to a

ll ca

re

exp

erie

nc

ed

stud

en

ts. Be

nc

hm

ark a

ga

inst th

e SFC

na

tion

al a

mb

ition

sta

tistica

l info

rma

tion

ac

ross th

e FE Se

cto

r, p

rovid

e a

rep

ort o

f find

ing

s to th

en

be

d

issem

ina

ted

to a

ll stake

ho

lde

rs.

He

ad

of

Stud

en

t Se

rvice

s Le

arn

ing

Su

pp

ort

Ma

na

ge

r

A ra

ng

e o

f ou

tco

me

s w

ill be

pro

du

ce

d:

Qu

ality syste

ms in

pla

ce

to

revie

w th

e se

rvice

p

rovid

ed

an

d e

nsu

re

co

mp

lian

ce

with

the

A

ct is a

ttain

ed

Effe

ctive

c

om

mu

nic

atio

n o

f in

form

atio

n to

all

stake

ho

lde

rs inc

lud

ing

th

e c

are

exp

erie

nc

ed

stu

de

nts

De

term

ine

suc

ce

ss or

are

as fo

r imp

rove

me

nt

by b

en

ch

ma

rking

at a

se

cto

r leve

l ag

ain

st SFC

statistic

al d

ata

D

ete

rmin

e th

e su

cc

ess

of th

e re

gio

na

l fra

me

wo

rk with

the

two

u

nive

rsities a

nd

d

ete

rmin

e im

pa

ct

As p

er c

om

mitte

e

sch

ed

ule

s M

on

thly K

ey C

om

ms

brie

fing

s Fo

rtnig

htly su

mm

ary

rep

orts fro

m Le

arn

ing

Su

pp

ort M

an

ag

er

Oc

tob

er 2016 – A

nn

ua

l R

ep

ort

Foc

us G

rou

p M

ee

ting

s: Fe

bru

ary 2016

Ap

ril 2016 Ju

ne

2016 A

ll rec

ord

s to b

e

pro

vide

d w

ithin

two

w

ee

ks of m

ee

ting

da

te

Wo

rking

with

the

two

loc

al u

nive

rsities to

p

rod

uc

e a

thre

e ye

arly re

po

rt revie

win

g th

e

pro

gre

ss an

d o

utc

om

es o

f the

FE an

d H

E R

eg

ion

al C

orp

ora

te P

are

ntin

g Fra

me

wo

rk. P

rovid

e a

full re

po

rt on

ce

eve

ry thre

e ye

ars a

s re

qu

ired

by Sc

ottish

Min

isters to

co

mp

ly with

th

e A

ct.

SFC

Ben

ch

ma

rking

– d

ete

rmin

ed

by first

statistic

al re

po

rt p

rovid

ed

R

eg

ion

al Fra

me

wo

rk R

ep

ort – 2018

Re

po

rt to SM

Ps - 2018

G

OO

D PRA

CTIC

E Exa

mp

les

O

ur c

urre

nt p

ositio

n

On

-go

ing

De

velo

pm

en

t Re

view

/Up

da

te o

f O

bje

ctive

/Ac

tion

A

reg

ion

al a

pp

roa

ch

with

Ro

be

rt Go

rdo

n U

nive

rsity an

d U

nive

rsity of

Ab

erd

ee

n in

sup

po

rting

the

ca

re e

xpe

rien

ce

d, re

gu

lar m

ee

ting

s, c

usto

misin

g su

pp

ort a

vaila

ble

, reg

ion

al a

pp

roa

ch

to p

rom

otin

g th

e su

cc

ess

of th

e c

are

exp

erie

nc

ed

. W

orkin

g w

ith th

e n

ew

Virtu

al Sc

ho

ol H

ea

d Te

ac

he

r in A

be

rde

en

to su

pp

ort

the

ca

re e

xpe

rien

ce

d w

ith p

re-e

ntry a

dvic

e a

nd

tran

sition

from

sch

oo

l to

Co

lleg

e.

Me

etin

gs c

on

tinu

e to

take

pla

ce

, the

n

ext m

ee

ting

sch

ed

ule

d fo

r the

17th

Feb

rua

ry 2016. A re

gio

na

l fram

ew

ork w

ill b

e d

eve

lop

ed

an

d re

view

ed

on

a

reg

ula

r ba

sis. De

velo

pm

en

t of th

e

crite

ria fo

r the

an

nu

al a

wa

rd c

ere

mo

ny

for c

are

exp

erie

nc

ed

stud

en

ts will b

e

disc

usse

d a

t the

ne

xt me

etin

g.

An

initia

l me

etin

g h

as ta

ken

pla

ce

(12th

No

vem

be

r) to d

iscu

ss ho

w w

e c

an

wo

rk in

co

llab

ora

tion

. Sinc

e th

en

the

He

ad

of

Stud

en

t Servic

es h

as lia

ised

at m

ulti-

ag

en

cy m

ee

ting

s an

d n

etw

orke

d a

t a

co

nfe

ren

ce

on

Imp

rovin

g O

utc

om

es fo

r Lo

oke

d A

fter C

hild

ren

an

d Y

ou

ng

P

eo

ple

, 26th N

ove

mb

er 2016. Th

e n

ext

me

etin

g w

ill be

he

ld a

t en

d o

f Feb

rua

ry 2016.

Pla

n w

ill co

ntin

ue

to b

e

up

da

ted

follo

win

g

eve

ry reg

ion

al m

ee

ting

. O

ng

oin

g, p

lan

will b

e

up

da

ted

to re

flec

t tim

esc

ale

s for e

ven

ts a

nd

up

da

te o

n

ou

tco

me

s.

A flye

r intro

du

cin

g th

e ro

le o

f the

Inc

lusive

ne

ss an

d Stu

dy Skill C

o-o

rdin

ato

r is se

nt to

all sc

ho

ols a

nd

rele

van

t exte

rna

l ag

en

cie

s prio

r to th

e sta

rt of

ea

ch

ne

w a

ca

de

mic

sessio

n. Th

e n

am

ed

pe

rson

’s de

tails is p

rovid

ed

as a

m

ain

po

int o

f co

nta

ct.

Atte

nd

an

ce

, we

llbe

ing

an

d su

pp

ort m

on

itorin

g is re

view

ed

by th

e H

ea

d o

f Stu

de

nt Se

rvice

s an

d th

e Le

arn

ing

Sup

po

rt Ma

na

ge

r to id

en

tify tren

ds a

nd

a

rea

s for im

pro

vem

en

t.

A c

are

exp

erie

nc

ed

foc

us g

rou

p w

ill be

esta

blish

ed

in th

e C

olle

ge

to

en

sure

the

view

s an

d n

ee

ds o

f the

ca

re e

xpe

rien

ce

d a

re ta

ken

into

c

on

side

ratio

n w

he

n d

ec

ision

s on

sup

po

rt are

ma

de

. Ca

re e

xpe

rien

ce

d

stud

en

ts will b

e in

vited

to p

rese

nt th

eir vie

ws a

nd

will le

ad

on

the

ag

en

da

s fo

r futu

re m

ee

ting

s. The

me

etin

gs w

ill be

he

ld th

ree

time

s a ye

ar u

ntil fu

lly e

stab

lishe

d a

nd

this m

ay th

en

red

uc

e d

ow

n to

twic

e a

nn

ua

lly. N

orth

East Sc

otla

nd

Co

lleg

e, R

ob

ert G

ord

on

Un

iversity a

nd

Un

iversity o

f A

be

rde

en

pre

sen

ted

info

rma

tion

on

the

ir reg

ion

al a

pp

roa

ch

to su

pp

ortin

g

the

ca

re e

xpe

rien

ce

d a

t the

Imp

rovin

g O

utc

om

es fo

r Loo

ked

Afte

r C

hild

ren

an

d Y

ou

ng

Pe

op

le C

on

fere

nc

e o

n Th

ursd

ay 26th

No

vem

be

r, in

Edin

bu

rgh

. N

orth

East Sc

otla

nd

Co

lleg

e h

as e

stab

lishe

d a

form

al p

artn

ersh

ip w

ith

Ab

erd

ee

n Fo

yer, a

suc

ce

ssful so

cia

l en

terp

rise w

orkin

g to

sup

po

rt in

divid

ua

ls in c

om

mu

nitie

s. The

Co

lleg

e a

nd

the

Foye

r wo

rk in p

artn

ersh

ip

to d

eve

lop

be

spo

ke p

re-e

ntry c

riteria

for a

pp

lica

nts fro

m c

are

exp

erie

nc

ed

b

ac

kgro

un

ds w

ho

ma

y no

t ha

ve th

e fo

rma

l qu

alific

atio

ns re

qu

ired

to

un

de

rtake

ce

rtain

co

urse

s. Co

llab

ora

tive su

pp

ort m

ea

sure

s will b

e

imp

lem

en

ted

to e

nsu

re a

ho

listic a

pp

roa

ch

is pro

vide

d to

sup

po

rt the

ca

re

exp

erie

nc

ed

thro

ug

h th

eir e

du

ca

tion

al jo

urn

ey.

Sen

t ou

t be

twe

en

Ma

y an

d Se

pte

mb

er

an

d a

lso h

an

de

d o

ut a

t the

Tran

sition

d

ays. Th

is allo

ws a

na

me

d p

erso

n to

be

p

rovid

ed

an

d e

arly c

on

tac

t ma

de

to

sup

po

rt the

tran

sition

to c

olle

ge

. Sta

nd

ing

ag

en

da

item

at m

an

ag

ers

me

etin

gs to

en

ab

le issu

es to

be

id

en

tified

at a

n e

arly sta

ge

an

d in

in

terve

ntio

ns c

an

the

n b

e a

pp

lied

. Th

e first c

are

exp

erie

nc

ed

foc

us g

rou

p

me

etin

gs w

ill be

he

ld o

n 17

th Feb

rua

ry 2016 (A

CC

) an

d 22

nd Fe

bru

ary (FB). A

lo

w ra

te o

f resp

on

se to

da

te, p

lan

to b

e

up

da

ted

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INDUCTION CHECKLIST – SUPPORT STAFF

Your induction is arranged in three sections. Section 1 covers the information that you will receive from your line manager. Section 2 covers the face-to-face courses that will be arranged by Organisational Development. Section 3 covers all the reading and online courses that you should complete individually.

This should be read in conjunction with the online induction checklist which can be found on AbNet and where links to the relevant sections can be found.

Name:

Department/Team:

Job Title: Line Manager

SECTION 1: LINE MANAGER RESPONSIBILITY ACTION COMPLETED Meet Line Manager Meet Buddy Advised of location of exits and fire-fighting equipment within your area Advised of location of photocopiers Explanation of Payroll Self-Service and how to book annual leave Familiarisation with College Vision and Values Familiarisation with communication channels and systems Introduction to Team/Department and Colleagues Performance Review process explained Received explanation of the reporting accidents/injury & dangerous occurrences process (may be covered in Health & Safety Induction) Received explanation of the use of College phone for personal calls Received information regarding car parking, permits and pool cars Received keys (if applicable) Received staff ID badge Received username and password Security explained (signing in etc) Tour of relevant Campus Working day explained

SECTION 2: ORGANISATIONAL DEVELOPMENT RESPONSIBILITY ACTION COMPLETED Attended Safeguarding Training (provide link to Safeguarding area on Knowledge Base) Attend Corporate Parenting Briefing Attended Health & Safety Induction Attended HR Induction Attended Introduction to Organisational Development Attended Meeting with Principal Enrolled on Blackboard Mandatory Training Enrolled on Cylix Mandatory Training Enrolled on DSE online training Enrolled on Manual Handing online training Meet Mentor

SECTION 3: INDIVIDUALS’ RESPONSIBILITY ACTION COMPLETED Completed Blackboard Customer Care Course Completed Blackboard Environmental & Sustainability Course Completed Blackboard Fire Safety Course Completed Blackboard Freedom of Information Course Completed Cylix Data Protection Briefing Completed Cylix Equality and Diversity Briefing Completed Cylix H&S Avoiding Violence Completed Cylix H&S Dealing with Hazardous Substances Completed Cylix H&S Getting to Grips with H&S Course Completed Cylix H&S Lifting & Carrying Safely Completed Cylix H&S Meeting the threat from fire Completed Cylix H&S Reporting H&S incidents Completed Cylix H&S Stressbusting Completed Cylix H&S Working Safely with Computers Completed Cylix Safeguarding Essentials Course Completed online Display Screen Equipment Course Completed online Manual Handling Training Course Introduction to College Schools/Departments and personnel structure Read AbNet User Guide Read Acceptable Use Policy – Internet and Email Read Anti-Bribery Policy Read Basic Electrical Safety Leaflet Read Code of Professional Practice and Conduct – Support Staff Read Copyright for Staff Policy Read Customer Care Code of Practice Read Disciplinary Policy & Procedure Read Drug & Alcohol Policy Read Environment & Sustainability section on AbNet Read Equality & Diversity Policy Read Expenses Policy Read Grievance Policy & Procedure Read information on the use of College phone for personal calls Read Intellectual Property Rights Policy Read Records Management Policy Read Security (Information Systems) Policy Read Sickness Absence Management Policy and Procedure Read Stress Policy Read Whistleblowing Policy View H&S Team Work Station Awareness Training Powerpoint Presentation

INDUCTION CHECKLIST – TEACHING STAFF Your induction is arranged in three sections. Section 1 covers the information that you will receive from your line manager. Section 2 covers the face-to-face courses that will be arranged by Organisational Development. Section 3 covers all the reading and online courses that you should complete individually. This should be read in conjunction with the online induction checklist on AbNet where some of the links can be found. Name:

Department/Team:

Job Title:

Line Manager:

SECTION 1: LINE MANAGER RESPONSIBILITY ACTION COMPLETED Meet Line Manager Meet Buddy Advised of location of exits and fire-fighting equipment within your area Advised of location of photocopiers Explanation of Payroll Self-Service Familiarisation with College Vision and Values Familiarisation with communication channels and systems Introduction to Team/Department and Colleagues Meet Director of Curriculum Performance Review process explained Received explanation of the reporting accidents/injury & dangerous occurrences process (may be covered in Health & Safety Induction)

Received explanation of the use of College phone for personal calls Received information regarding car parking, permits and pool cars Received keys (if applicable) Received laptop (if applicable) Received staff ID badge Received username and password Security explained (signing in etc) Tour of relevant Campus Working day explained

SECTION 2: ORGANISATIONAL DEVELOPMENT RESPONSIBILITY ACTION COMPLETED Attended Safeguarding Training (provide link to Safeguarding area on Knowledge Base) Attend Corporate Parenting Briefing Attended Copyright Training Attended Effective Supervision of Practical Classes (if applicable) Attended Essential/Core Skills Briefing Attended Health & Safety Induction Attended HR Induction Attended Introduction to Assessment for New Staff Attended Introduction to Learning Development Team Attended Introduction to Organisational Development Attended Introduction to Students’ Association

SECTION 2: ORGANISATIONAL DEVELOPMENT RESPONSIBILITY ACTION COMPLETED Attended Learner Resources Induction Attended Meeting with Principal Attended Multimedia Support Induction Attended New to FE (both parts to be completed by end of week 2) Attended Overview of Timetabling Attended QA Overview Attended VLE Induction – Workshop 1 Attended Workshop to Raise Awareness of Prevent. Enrolled on Blackboard Mandatory Training Enrolled on Cylix Mandatory Training Enrolled on DSE online training Enrolled on Manual Handing online training Meet Mentor Meet with Professional Development Tutor Meet with Senior Lecturer – Quality Improvement

SECTION 3: INDIVIDUALS’ RESPONSIBILITY ACTION COMPLETED Completed Blackboard Customer Care Course Completed Blackboard Environmental & Sustainability Course Completed Blackboard Fire Safety Course Completed Blackboard Freedom of Information Course Completed Cylix Data Protection Briefing Completed Cylix Equality and Diversity Briefing Completed Cylix H&S Avoiding Violence Completed Cylix H&S Dealing with Hazardous Substances Completed Cylix H&S Getting to Grips with H&S Course Completed Cylix H&S Lifting & Carrying Safely Completed Cylix H&S Meeting the threat from fire Completed Cylix H&S Reporting H&S incidents Completed Cylix H&S Stressbusting Completed Cylix H&S Working Safely with Computers Completed Cylix Safeguarding Essentials Course Completed online Display Screen Equipment Course Completed online Manual Handling Training Course Completed VLE Online Workshop 2 Completed VLE Online Workshop 3 Completed VLE Online Workshop 4 Introduction to College Schools/Departments and personnel structure Read AbNet User Guide Read Acceptable Use Policy – Internet and Email Read Anti-Bribery Policy Read Assessment and Verification Policy Read Basic Electrical Safety Leaflet Read Corporate Parenting Information Read Code of Professional Practice and Conduct – Teaching Staff Read Copyright for Staff Policy Read Customer Care Code of Practice Read Data Protection for Students and Third Parties Policy Read Disciplinary Policy & Procedure Read Drug & Alcohol Policy Read Environment & Sustainability section on AbNet

SECTION 3: INDIVIDUALS’ RESPONSIBILITY ACTION COMPLETED Read Equality & Diversity Policy Read Expenses Policy Read Grievance Policy & Procedure Read information on the use of College phone for personal calls Read Intellectual Property Rights Policy Read Official Correspondence Policy Read Records Management Policy Read Security (Information Systems) Policy Read Sickness Absence Management Policy and Procedure Read Stress Policy Read The Student’s Disciplinary Code Read Whistleblowing Policy View H&S Team Work Station Awareness Training PowerPoint Presentation


REGIONAL CORPORATE PARENTING PARTNERSHIP STATEMENT

Part 9 (Corporate Parenting) of the Children and Young People (Scotland) Act 2014 confers new statutory duties on a range of publicly-funded organisations. These duties ensure that the attention and resources of corporate parents are focused on the task of safeguarding and promoting the wellbeing of Scotland’s looked after children and care leavers.

Robert Gordon University, North East Scotland College and University of Aberdeen are currently working together to support care experienced applicants and students in Further and Higher Education.

All three partners will work together to an agreed framework that will be reviewed at regular intervals. Each partner will contribute resources, share good practice and contribute towards a holistic model of support for care experienced learners.

The partners have identified the following as its joint corporate parenting responsibilities in relation to its care experienced students:

• Work jointly to raise the aspirations of care experienced individuals/students,e.g. the partnership has launched a new yearly award that will recognise andcelebrate the achievements of a care experienced student.

• Each of the three institutions affiliated student’s associations will work jointlytogether to offer support to care experienced students and to raiseawareness.

• The three partners are committed to attending regular meetings to reviewand augment the agreed framework.

• The three partners will implement a joint approach to matters that mayadversely affect the wellbeing of their care experienced students.

• Creating joint opportunities which will promote the wellbeing of careexperienced students.

• Taking positive action to help students access such opportunities and makeuse of the service and support provided across all 3 organisations.

• Working in close co-operation with partners where it is regarded as promotingthe interests of those students.

• Working at a national level with CELCIS and WhoCares? Scotland and otherrelevant partners.

Examples of Good Practice:

• Joint presentation and panel interviews at the Capita's Improving Outcomesfor Looked After Children and Young People Conference, 26th November2015, Edinburgh.

• Partnership working with the new Virtual School Head Teacher whose role is tobe the person who co-ordinates provision for care experienced children inthe city. This is the first role of its kind in Scotland.

• Joint work with the Local Authorities to further the corporate parentingagenda.

• Participation on the Aberdeen City Council’s Champions Board at a seniorlevel – commitment from SMT – ensuring a strategic approach to supportingthe care experienced young people.

• Participation in the joint working group supporting the care experienced inAberdeenshire.

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Agenda Item 6.6

Students’ Association Update

1. Introduction1.1. The purpose of this paper is to enable the Committee to consider a report from the

Presidents of the NESCol Students’ Association.

2. Report from the Presidents2.1. Attached as Appendix 1 to this paper is a report prepared by Karena Weatherall and

Kirsty Anderson, Regional Presidents of the NESCol Students’ Association regarding recent activities.

3. Recommendation3.1. It is recommended that the Committee consider the contents of this report.

Rob Wallen Elaine HartPrincipal Vice Principal Human Resources

North East Scotland College, Room EG4, Gallowgate City Campus Aberdeen, AB25 1BN 01224 612024 | 01224 612313


LEARNING AND TEACHING AND STUDENT SERVICES COMMITTEE


Students’ Association

1. Update 1.1. Students Engagement

1.1.1. We have had a range of opportunities to engage with the student body through our events and having presence on the campus, these are detailed in Section 3.5.

1.2. Documentation 1.2.1. Since the last meeting we have completed writing our Schedules and our

Constitution and Schedules have been passed by both our Trustee Board and both Campus Executive Committees and are now presented in one final document (Appendix 2) since they appeared in the Matters for Decision, item 5.1 in the 15th September 2015 agenda.

1.3. Elections

1.3.1. Within our Gallowgate/Altens Campuses we have co-opted in 5 new officers and at the February Campus Executive Committee meeting we are hoping to co-opt another students into Officer’s positions. The SA has now filled 12 positions out of 18 in the Gallowgate/Altens Campus.

1.3.2. At the time of writing this report we are starting to plan and get into place the main elections for the two Sabbatical within the SA and we can update the Board of Management at the meeting. The Student Association Manager will meet with a Development Consultant from NUS on the 23rd Feb to develop a timeline, Presidents will seek the opinion of Students via Executives on preferred structure for voting and the SA will also take advice from the Trustee Board in relation to this.

1.4. NESCol SA Website

1.4.1. We have been working on our new website and we have managed to get the main items of information and functions working on the website, we will continue to build, develop and review content on an on going basis, it is anticipated that the Webpages will expand with time and with more officers able to input to the sections of the website relating to their roles.


1.5. Events

1.5.1. That have been held:

1.5.1.1. So far we have had Women in Politics, Feminism 101, LGBT+ history month and the SA attended an NUS Local held in Edinburgh USA, with Workshops promoting Quality Associations and Unions, the role of OSCR and key aims of NUS Scotland.

1.5.2. That are planned:

1.5.2.1. The Gallowgate/Altens Campus will be holding an election debate/event where MPs and MSPs are coming along to talk about the upcoming election. We are planning to record this with help from media students as well as getting other students involved, for instance, those studying Politics and Photography. We are hoping to have a special guest who can talk about what it is like to be a politician, and we are hoping that Ann Begg will attend. We have opened this up to RGU and AU students. This event is being held on the 7th March in SG1.

1.5.2.2. We are also hoping to have a Welfare day in March where we are hoping to have stalls from a variety of different companies about health and wellbeing and in April a Mental health day in which we are hoping to get information to the students about the different information that is out there on mental health.

1.5.2.3. We are also taking part in one of Aberdeen’s oldest traditions of the

Torcher Parade. This could be the last change to take part in this charity event so we have gone out and asked students to take a poll on what theme we should do and if they would like to take part in this parade. We have had a great response so far in both taking part in the poll and offering to help on the day.

1.5.2.4. In relation to Mental Health and following up on an Action from the

College’s Mental Health Group, our Executive Officers have been working hard and have managed to engage with a company that is willing to help teach people to meditation and relaxation techniques. We plan to have the Executive officers trial this first to see if it is something that we can offer to all college students and staff.

1.6. Conferences

1.6.1. It is coming up to NUS Conference season and in March we have the

Scottish Conference where all of the NUS Scotland Policies and Mandates for the up coming year are passed. We are allowed to take 8 delegates and in conjunction with a mandate that was passed last year half of the


delegates have to be women. We have split this for Gallowgate/Altens and Fraserburgh so we will be taking 4 delegates each of which 2 have to be women. In April there are the 4 Liberation conferences and we have said that the two relevant officers will attend these. The SA will be looking for a small report from all that attend the conferences so that the students can be kept up to date on what has been happening.

Karena Wetherall Kirsty Anderson Regional President Regional President of Education and Welfare of Education and Activities

1

Constitution and the Schedules of the North East Scotland College Students’ Association

Agenda Item 6.6Appendix 2

2

CONTENTS PAGE

Constitution Page 3

Schedule 1 Membership Page 11

Schedule 2 The Executive Committee Page 12

Schedule 3 Trustee Board Page 15

Schedule 4 Election Regulations Page 18

Schedule 5 Finance Page 25

Schedule 6 Clubs and Societies Page 28

Schedule 7 Complaints Page 31

Schedule 8 Disciplinary Procedure Page 33

Schedule 9 Code of Conduct Page 35

Schedule 10 Code of Practice Page 43

Schedule 11 Annual General Meetings, Extraordinary General Meeting and Referendums

Page 45

3

Constitution

of

North East Scotland College Students’ Association

We (the SA) are a Students’ Student Association of the North East Scotland College (the College) within the meaning of the Education Act 1994. We act as a voice for our Members and are devoted to their educational interests and welfare. The College provides us with funds to help us meet our Objects as set out below.

1. Objects (Aims)

1.1 To advance the education of its Members and Students of the College as a whole.

1.2 In furtherance thereof, but not otherwise, the SA shall seek to:

(a) Represent the interests of its Members and act as a channel of communication in dealing with the College and other bodies.

(b) Promote the general welfare of the Students, and improve their conditions of life by coordinating and promoting participation in intellectual, social and other activities.

(c) Promote, encourage and coordinate societies and sports clubs.

1.3 Charity law gives a wide meaning to education and does not limit it to education by a teacher in a classroom, playground or sports field. This is what we mean by ‘advancing the education of students’ through (a), (b) and (c) in the Objects.

1.4 These Objects shall be pursued without discrimination on the grounds of age, sex, race, religion, creed, sexual orientation, disability or medical condition, except that actions may be taken to promote equality and opportunity.

1.5 The SA shall pursue the above Objects independent of any political party or religious organisation.

2. Powers

2.1 So that we can carry out our Objects, we have the power to:

(a) Provide and promote activities, services and facilities for our Members;

(b) Raise funds and receive grants and donations;

(c) Trade while we are carrying out any of our Objects and carry on any other trade which is not expected to lead to taxable profits; and

(d) Do anything which is lawful to achieve our Objects.

3. Money and Property

3.1 Our money and property must only be used to help us carry out our Objects.

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3.2 Trustees cannot receive any money or property from us except:

(a) Their reasonable out-of-pocket expenses;

(b) Payments made to any Trustee under clause 18; and

(c) Reasonable payment to a Sabbatical Trustee for any services they have provided to us

(including services provided under a contract of employment with us) as long as the Trustee follows clause 10.12 (Conflicts of Interest) in relation to any decisions regarding payment, and less than half of the Trustees receive such a payment in any financial year.

4. Principal Elected Members 4.1 Principal Elected Members of the SA shall be “Sabbatical Officers”. The number and

composition of Principal Elected Members shall be agreed by the Trustee Board.

4.2 The Sabbatical Officers shall work within Activities, Education and Welfare.

4.3 The Sabbatical Officers shall be elected by a secret ballot in which all Members are entitled to vote.

4.4 The Sabbatical Officers shall be elected between the months of March and May during each calendar year in accordance with the Schedule 4.

4.5 No Member shall hold a Sabbatical Officer post for more than two years in a single position.

4.6 The SA shall establish a number of dedicated volunteers who shall assist the Sabbatical Officers in the discharge of their duties, as and when required.

4.7 The SA shall, at all times, have a job description which shall specify the remit of the Sabbatical Officers.

5. Members 5.1 Our Members are:

(a) All Students aged 16 and over who are registered at the College and have not opted

out of membership of our SA; and

(b) Our Sabbatical Officers.

5.2 A Member cannot transfer their membership to someone else. Membership will automatically end: (a) in the instance of death of the Member;

5

(b) where a Member stops being a Student, or in the case of a Sabbatical Officer, Student status with the College is withdrawn in line with the College’s processes;

(c) where written notice is received that a Student does not want to be a Member, in line with the Schedules; or

(d) in the case of a Member who is not Sabbatical Trustees, a decision is made to remove the Member from Membership under the Code of Conduct.

5.3 The Trustee Board will set up and monitor a ‘Code of Conduct’ included in the Schedule 9 that all Members must adhere to, including when Members are involved in activities or events that are run or organised by the SA.

5.4 The Code of Conduct set out consequences for a breach of the Code of Conduct, including suspending or removing any or all rights and privileges of Membership (including holding office).

5.5 Members can use the SA’s facilities (except the facilities used by Sabbatical Officers) and take part in the SA’s educational, social, sporting and cultural activities. Members can speak and vote at our meetings, nominate other Members, stand and vote in our Elections and hold office in clubs and societies.

5.6 Registered Students of the College under the age of 16 shall not be Members of our SA, but may take part in certain activities, as agreed by the Regional Executive Committee or Campus Executive Committees and any forum for Students under the age of 16 approved by the Student Representative Councils.

6. Annual General Meeting (AGM) and Extraordinary General Meetings (EGM)

6.1 The SA will hold an AGM once in each calendar year. EGMs may be called in accordance with clause 6.6. For the purpose of this Constitution, references to ‘general meeting’ shall include AGMs and EGMs.

6.2 The SA via the Regional Executive Committee will give Members and the Trustees at least 14 calendar days’ notice of the place, day and time of any general meeting and details of the agenda.

6.3 There must be at least 30 Members present at a general meeting.

6.4 The Chairperson of an AGM will be elected by the Regional Executive Committee at the first meeting of the Regional Executive Committee in the Academic Year.

6.5 Every Member will have one vote and decisions will be made on a simple majority, unless the Constitution says otherwise.

6.6 EGM’s may be called:

(a) By the Board at any time;

(b) The Board receiving a requisition to hold an EGM, signed by at least 100 Members who have the right to attend and vote at general meetings; or

(c) The Board receiving a motion passed by one of the Campus Executive Committees.

6

7. Elections

7.1 In line with the Education Act 1994, all office holders (as set out in the Schedules) will be elected by a secret ballot of our Members.

7.2 The number of Sabbatical posts in any given year and the responsibilities of the post(s) will be determined by the Trustee Board in the light of available funds.

7.3 There will be two student members on the College’s Board of Management who will be nominated by the Trustee Board but will normally include at least one full-time sabbatical post-holder

8. The Executive Committees

8.1 The Regional Executive Committee 8.1.1 Members of the Regional Executive Committee will consist of the Sabbatical

Officers and the Members of all Campuses who are elected in line with clause 7 and the Schedules.

8.1.2 The Regional Executive Committee will be chaired by a Sabbatical Officer to be determined by the Regional Executive Committee.

8.1.3 The Regional Executive Committee will be responsible for the overall strategic

direction of the SA.

8.2 The Campus Executive Committees 8.2.1 Members of the Campus Executive Committees will be elected in line with clause

7 and the Schedules.

8.2.2 The Campus Executive Committee will be responsible for the activities of the SA in their Campus.

8.2.3 The Campus Executive Committee will be chaired by the Sabbatical Officer

elected in respect of the Campus.

8.3 The Regional Executive Committee and Campus Executive Committees will meet in line with the Schedules.

8.4 The Sabbatical Officers will enter into a contract of employment with the SA. The term of office will be specified in the Schedules.

8.5 Executive Officers will no longer be Officers if: (a) They resign by giving notice to the Committee they sit on;

(b) They fail to go to two Committee meetings in a row without sending apologies; or

7

(c) A motion of no confidence in the campus Sabbatical Officer is passed by a 66% majority in a vote of their Campus Executive Committee; or

(d) In the case of someone in a sabbatical post, if a motion of no confidence is passed by a

66% majority of a general meeting.

8.6 Because holding office is a privilege of membership, Executive Officers can also have the office removed under the College Code of Conduct.

9. The Class Representative Council

9.1 There will be a Class Representative Council for each main campus of the College.

9.2 Every class or tutor group shall be entitled to send two elected representatives to Class Representative Council meetings. The Class Representatives are responsible for:

(a) Helping the Regional Executive Committee and Campus Executive Committees carry

out their work and holding them accountable;

(b) Helping to set the SA’s policy (which can be overturned at a general meeting; (c) Acting as a consultation forum for raising matters with the College by raising issues

that are of concern to Students with their Sabbatical Officers.

9.3 The Membership and procedures of the Class Representatives will be set out in the Schedule 2.

10. Trustees’ Board (the “Board”)

10.1 There shall be a Trustee Board.

10.2 The Board shall be responsible for the strategic direction of the SA and for all of the affairs and property of the SA.

10.3 No alteration of the Constitution or the Schedules shall invalidate any prior act of the Board which would have been valid if alteration had not been made.

10.4 The Board’s responsibility shall include but not be limited to:

(a) governance

(b) budget; and

(c) strategy

10.5 The Board of the SA shall be responsible for the financial affairs of the SA and shall ensure that any money is spent in accordance with the Charitable Status of the SA.

10.6 The composition of the Board is as follows:

8

(a) All Sabbatical Officers

(b) Four (4) External Trustees,

(c) Three (3) Student Members; and

(d) Two (2) College Staff Trustees.

10.7 The Trustee Board will elect a chair or two co-chairs from amongst their number; a chair

must not be a current student of the College.

10.8 A The Schedule sets out the grounds upon which a Trustee will no longer hold their post. Trustees’ meetings

10.9 The Trustees must hold at least four meetings each year.

10.10 A meeting of the Trustees must be called by the rolling Chair if requested to do so by two other Trustees. At least seven calendar days’ notice will normally be given for a Trustees’ meeting. Shorter notice can be given if all the Trustees agree or if a meeting needs to be held urgently and where it is not possible to give seven calendar days’ notice.

10.11 At least four Trustees must be present at Trustees’ meetings to be quorate.

10.12 The Trustees will make decisions by a majority vote. If there are an equal number of votes on an issue, the Chair will have a casting vote on top of any other vote they may have,

10.13 A Trustees’ meeting may be held by phone or by any other electronic or virtual means agreed by the Trustees. Conflict of Interest

10.14 Whenever a matter is to be discussed at a meeting and a Trustee has a personal interest, they must declare their interest. If there is a clear conflict of interest, they will have to leave the meeting while the matter is being discussed and will not be able to vote on the matter.

11. Being affiliated to other organisations

11.1 Any proposal to affiliate to another organisation must be approved by the Members at a general meeting.

11.2 We will inform our Members and the College about all new links to other organisations,

including the name of the organisation and the fee to be paid. 11.3 We will include details of all links to other organisations, including the names of the

organisations and each fee paid, in our Annual Report [to be prepared by the Regional Executive Committee]. Our Annual Report is available to all our Members and to the College.

9

11.4 If our Members want to object to a current link to any particular organisation, they must

present a petition, signed by at least 100 Members, to a Sabbatical Officer. 11.5 We will call a general meeting on the issue and hold it in line with the Schedules. We

cannot hold another general meeting about the same matter in the same Academic Year.

12 Clubs and societies

Clubs and societies may be recognised by the Campus Executive Committee or Regional Executive Committee, as relevant, provided they meet the requirements set out in Schedule 6 and are in line with the SAs’ Objects.

13 Complaints procedure

If we receive any complaints about an individual Officer, we will deal with these under the Complaints Procedure set out in Schedule 7.

14 Finance

14.1 In order to allow the SA to carry out its Objects, appropriate and sustainable funding will be determined through negotiation with the Board of Management of the College.

14.2 The SA will prepare annual accounts to meet statutory requirements.

14.3 The SA’s money and property must only be used to help us carry out its Objects.

15 Schedules

The Trustees and the Regional Executive Committee will jointly make or amend Schedules relating to how the SA is run, provided the Schedules are consistent with this Constitution.

16 Minutes The Trustees will keep minutes of every meeting and all resolutions of the Members and the Trustees. Minutes shall be kept of Regional Executive Committee Meetings, Campus Executive Meetings and general meetings.

17 Accounts and reports The Trustees will keep financial records and accounts. Auditors shall be appointed to prepare audited accounts and financial statements.

18 Protection against liability Every executive officer and person approved to make decisions of behalf of the SA shall be entitled to be indemnified out of the assets of SA against all losses or liability which she/he may incur in or about the execution of his or her office or otherwise in relation thereto; and no officer, appointee or member of staff shall be liable for any loss, damage or misfortune which may happen to or be incurred by SA in the execution of the duties of his or her office or in relation thereto; provided that nothing in this provision shall affect their liability for the consequences of any negligent or unlawful act on their part.

10

19 Winding up

If the SA is wound up, any money or property remaining after all our debts have been paid will belong to and be held by the College in trust for the purposes of a Students’ SA that represents the Students of the College.

20 Amendments to the Constitution

20.1 The Sabbatical Officers will review this Constitution, initially three years and then every five years from the date of this Constitution. Any amendments will be submitted to the Trustee Board for approval and subsequently to the Board of Management for approval.

20.2 No amendment will be made to this Constitution which would mean the SA is no longer a

charity.

20.3 Written permission must be obtained from the Office of the Scottish Charity Regulator (OSCR) before we make any amendment to clause 1 (Objects), change our name, or start winding up or amalgamating with another SA.

20.4 The Constitution can only be amended by a resolution passed at Regional Executive Committee meetings by at least 66% of those present and entitled to vote, as long as the College approves the amendments in advance.

21 Interpretation

21.1 If anyone challenges any part of this Constitution, this is to be raised with the Campus based Sabbatical Officer. They will then hold discussions regarding the challenge with the other Sabbatical Officer President and the Students’ SA Manager.

21.2 If a Member of our SA is not satisfied with this decision, or either of the Campus Executive Committee does not agree, they may appeal to the Trustee Board, whose decision will be final. To avoid a conflict of interest the Sabbatical Officers will not be present.

11

Schedules

of

North East Scotland College Students’ Association

Schedule 1 - Membership and Structure

1.1 Membership of the Students’ Association (hereinafter referred to as the “SA”) is automatic upon enrolment unless individuals exercise their right to opt out. Membership will automatically cease if a Student is withdrawn from their course.

1.2 All students aged 16 and over who are registered at North East Scotland College and have not opted out of membership from the SA. Students who wish to opt-out of Membership of the SA should write to the Sabbatical Officers and the SA Manager stating their name, student number, course and their intent to opt-out of the benefits of the SA.

1.3 Students who exercise their right to opt-out of Membership shall not be unfairly disadvantaged with regard to their education and the provision of services offered by the SA. Students who opt out of the SA, shall continue to have the right to attend SA run events and participate in Clubs and Societies.

1.4 The sole consequences for Students who opt out of membership of the SA is that they shall not be permitted to:

1.4.1 Vote in SA elections, ballots or referenda;

1.4.2 Stand for office of the SA;

1.4.3 Purchase resources from the SA;

1.4.4 Speak at any SA meeting;

1.4.5 Hold office in any Club or Society; or

1.4.6 Obtain a SA card, although they will be able to purchase a NUS Extra card.

1.5 Students who opt out will be informed on what they will no longer be entitled to by the Sabbatical Officers.

1.6 Students wishing to reinstate their Membership of the SA may do so by notification in writing to the Sabbatical Officers and the SA Manager, providing the same information as in Clause 1.2.

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Schedule 2 - The Executive Committee

2.1 The Executive Committee as required by the SA Constitution will be established in accordance with this Schedule. The Executive Committee will comprise of a Regional Executive Committee and also assisted by other committees as more particularly described in this Schedule.

The Regional Executive Committee (the “REC”)

2.2 The Regional Executive Committee (hereafter referred to as the “REC”) will have a membership made up of the Members of the two Campus Executive Committees, and the Sabbatical Officers.

2.3 The REC will be chaired by one of the Sabbatical Officers. It will be a rolling chair. It will be decided at the first meeting who will chair. In the absence of the Chairperson, the other Sabbatical Officer shall take the Chair.

2.4 The Chairperson will not get a vote unless the vote is split. In the circumstance of a split vote, the Chairperson will then be allowed to cast the final deciding vote.

2.5 A meeting of the REC will be held at least once every three months, but it can be held more often if required.

2.6 The quorum for the REC shall be one third of the membership plus one rounded up.

2.7 The REC will run the Student Association on a day-to-day basis in line with the Constitution and its Schedules, any relevant legislation and any decisions the members make at an general meeting, as well as decisions made by the Trustees.

2.8 The REC’s responsibilities will include but not be limited to:

2.8.1 Agreeing SA Policy;

2.8.2 Maintaining a relationship with the College and outside bodies;

2.8.3 Association campaigning and events;

2.8.4 Organising short-term working groups to support local events;

2.8.5 Supervising and coordinating the work of each Campus;

2.8.6 Preparing an annual budget for the approval by the Trustees;

2.8.7 Day to day supervision of the work of the Sabbatical Officers;

2.8.8 Creating and renewing the SA 3 Year Strategic Plan for approval by the Trustee Board;

2.8.9 Creating the yearly Plan of Work;

2.8.10 Preparing reports for the Class Representatives;

2.8.11 Electing the Chair of the Annual General Meeting at the first REC meeting of the Academic Year;

2.8.12 Responsibility for ensuring spending is within budget in accordance with the Finance Regulations and Expenses Procedure;

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2.8.13 Preparing reports on regional activity for consideration by the Class Representatives and the Trustee Board;

2.8.14 Preparing an Annual Report in the final term of the Academic Year detailing the activities of the SA for presentation to the College Board of Management;

2.8.15 Preparing and renewing a Code of Conduct for approval by the Trustee Board;

2.8.16 Agreeing and managing regional level activities, services, and campaigns; and

2.8.17 Being responsible for communication between the Members and College Board and / or Senior Management.

The Campus Executive Committees

2.9 There shall be a “North Campus Executive Committee” established to undertake Campus Executive Committee duties in respect of the Fraserbugh Campus and a “South Campus Executive Committee” established to undertake Campus Executive Committee duties in respect of the Altens and Aberdeen City Centre Campuses (collectively referred to as “Campus Executive Committees”). Each Campus Executive Committee will be made up of a Campus Sabbatical Officer plus other Executive Officers elected in line with the Election Schedules.

2.10 Each Campus Executive Committee will be chaired by their respective Campus Sabbatical Officer.

2.11 Meetings of the Campus Executive Committees will be held as necessary but at least one per month.

2.12 The Campus Executive Committee will run the local activities, services, and representative structures of the SA on a day-to-day basis in line with the Constitution and its Schedules, any relevant legislation and any decisions the members make at an general meeting, decisions made by the Class Representative Council or the Trustees, or regional strategy agreed by the REC.

2.13 Each Campus Executive Committee’s responsibilities shall include but not be limited to:

2.13.1 Creating a local yearly plan of work;

2.13.2 Preparing reports for the Local Class Representative Council;

2.13.3 Agreeing and managing local level activities, services, campaigns and priorities;

2.13.4 Being responsible for communication between the Members and College Board and/or Senior Management; and

2.13.5 Keeping Student Board Members and Committee Members informed of local issues.

The Class Representative Council (the “CRC”)

2.14 The Class Representative Council, (hereinafter referred to as the CRC), is the collective name used within the Constitution for the Campus’ Class Representative Council.

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2.15 All Class Representatives will be eligible to sit on their Campus’ CRC. Every Class Representative who attends a meeting will have a vote at that meeting.

2.16 Sabbatical Officers and Campus Executive Committee Members will be eligible to sit on their Campus’ CRC. Every Officer who attends the meeting will have a vote at that meeting.

2.17 The quorum for a meeting will be twenty (20) persons.

2.18 The CRC Chair and Depute Chair elected will be expected to attend all meetings of their Campus’ CRC. If they fail to attend three consecutive meetings without giving apologies, and do not provide satisfactory reasons acceptable to the CRC, they shall be considered to have resigned and a new Chair or Depute elected.

2.19 Any full Member of the CRC may speak at CRC Meetings.

2.20 Any full Member of the SA may attend CRC and speak with the permission of the meeting.

2.21 Members of one Campus CRC may attend and speak, but not vote, at the other CRC.

2.22 Only members of the CRC who are present at the meeting may vote.

Removal from Office

2.23 Executive Officers and Class Representatives will no longer be Officers if:

2.23.1 They resign by giving notice to the Committee they sit on;

2.23.2 They fail to go to two Committee meetings in a row without sending apologies; or

2.23.3 A motion of no confidence in the campus Sabbatical Officer is passed by a 66% majority in a vote of their Campus Executive Committee; or

2.23.4 In the case of someone in a sabbatical post, if a motion of no confidence is passed by a 66% majority of a general meeting; or

2.23.5 having been removed pursuant to the College Code of Conduct.

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Schedule 3 - Trustee Board (the “Board”)

3.1 There shall be a Trustee Board. The Membership of the Board is provided for within the Constitution.

3.2 The Board may override any decision or Policy made by the Members if they feel that this will have an adverse effect on the SA, as in:

3.2.1 has or may have adverse financial implications for the SA;

3.2.2 is or may be in breach of, contrary to, or otherwise inconsistent with charity regulations;

3.2.3 is or may be in breach of, or contrary to, educational law or any other legal requirements; or

3.2.4 is not or may not be in the best interests of the SA as a whole.

3.3 Each Trustee has a responsibility to ensure they are not disqualified from being a charity Trustee. Acting as a Trustee while disqualified is an offence punishable by a fine or imprisonment. Prior to appointment each Trustee must confirm that they are not disqualified from being a charity Trustee. A Trustee is responsible for declaring to the SA Manager if this situation changes during their appointment.

3.4 Please refer to the Charities Act 2011 (Part 9, Charity Trustees) for full details and examples of who can be disqualified from acting as charity Trustees which includes:

3.4.1 any person who is undischarged bankrupt;

3.4.2 someone who has been removed under either Scots or English law or the Courts from being a charity trustee; or

3.4.3 a person disqualified from being a company director.

3.5 The Board’s remit shall be to:

3.5.1 ensure that the SA operates in accordance with its charitable purposes and activities;

3.5.2 ensure that the activities are conducted in compliance with statutory and regulatory requirements; and

3.5.3 ensure that the views of the student body are represented and are enacted as far as possible.

3.6 Changes in policy shall be circulated to the student body to provide comment before submission to the Board for ratification. The Board shall also:

3.6.1 ensure that strategic plans are in place, and regularly reviewed, to provide long-term direction for the SA;

3.6.2 annually review the SA’s Mission and Values Statement;

3.6.3 consider and approve annual departmental plans and budgets;

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3.6.4 oversee the finances of the SA, approve the annual budget and annual accounts prior to submission to the Board of Management;

3.6.5 approve the financial regulations of the SA;

3.6.6 oversee all the arrangements relating to the staff employed by the SA;

3.6.7 oversee the compliance with health and safety legislation; and

3.6.8 approve a scheme of delegation of its powers to the Sabbatical Officers.

Trustee Board Members

3.7 The Trustee Board has autonomy to determine who fills the vacancies on the Board.

Student Members

3.8 Students will have an opportunity to apply for the position of Student Trustee. The appointed Student Trustees shall be selected on the basis of their interest, ambition, skills, knowledge, experience and submission of the skills audit.

External Trustees

3.9 External Trustees shall be nominated and approved by the Board.

3.10 External Trustees shall be selected on the basis of their skills, knowledge, experience and submission of the skills audit.

3.11 External Trustees shall be appointed for a three year term of office and may be reappointed for a second three year term of office. They shall not be appointed for any further terms. As far as possible External Trustees terms of office shall not run concurrently.

College Staff Trustees

3.12 College Staff Trustees shall be chosen on the basis of their skills, knowledge, and experience of working with the SA and submission of the skills audit.

Disqualification, Resignation and Removal of Trustees

3.13 The office of a Trustee shall be vacated if:

3.13.1 They become prohibited by law from being a charity Trustee;

3.13.2 In the case of a Sabbatical Trustee, they cease to be a Sabbatical Officer or resigns as an employee of the SA; or

3.13.3 In the case of a Student Trustee, they cease to be a Student or are removed from Membership of the SA in accordance with the SA’s Code of Conduct.

3.14 Any member of the Board will be removed from post:

3.14.1 by a Vote of No Confidence either by Referendum or at a General Meeting;

3.14.2 in the case of the College Trustee, they are no longer employed as a member of staff at the College;

3.14.3 they resign by notice to the SA (but only if at least four Trustees remain in office when the notice of resignation is to take effect);

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3.14.4 the Trustees reasonably believe they are suffering from a mental or physical impairment and are therefore incapable of acting as a Trustee and they resolve that they be removed from office;

3.14.5 they fail to attend three consecutive meetings of the Trustees and in the opinion of the Trustees there are no mitigating circumstances for that failure and the Trustees therefore resolve that he or she be removed for this reason; or

3.14.6 they die in service on the Board.

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Schedule 4 - Election Regulations

GENERAL

4.1 This Schedule outlines the process for all elections of the SA. It also outlines the procedure to follow if a vacancy arises in any position.

4.1.1 The elections of the Sabbatical Officers and any other Elected Officers of the SA (“Elections”) shall be carried out in accordance with these regulations (the “Regulations”).

4.1.2 The SA’s Staff or College Staff ceded to the SA shall implement the Election process (“the Association’s Administrative Staff”). Current Elected Officers shall not be involved in the management or administration of the Election, except in its promotion.

4.1.3 The Elections shall be by secret ballot of all Ordinary Members of the SA. The voting system used shall be Alternative Transferable Voting, with all Candidates ranked in order of preference.

4.2 In addition to the Regulations, the SA shall be obligated to comply with;

4.2.1 The College rules, regulations and policies (including but not limited to IT, Health and Safety, bullying and harassment etc.);

4.2.2 SA rules, regulations and policies; and

4.2.3 All Scottish legislation.

Collectively referred to as “the rules”

4.2.4 Elections for the Sabbatical Officers will be held between March and May of each year. Other members of the Campus Executive Committees will be held between August and October of each year.

THE RETURNING OFFICER

4.3 The NUS will appoint a Returning Officer from the NUS.

4.4 The Returning Officer may appoint nominees from within the College to act on their behalf in the day-to-day supervision of the Elections.

4.5 The SA’s Administrative Staff shall, in acting on behalf of the Returning Officer, carry out the following functions:

4.5.1 Oversee the procedure for the acceptance of nominations and the determination and publication of valid nominations;

4.5.2 Fix the date of the Elections which will be then ratified by the Regional Executive Committee, the publication of the notices giving information about the date of the Elections, and the arrangements for the Elections;

4.5.3 Supervise and conduct the count; and

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4.5.4 Oversee the announcement of the result.

NOMINATIONS

4.6 Eligibility for the elections shall be as follows:

4.6.1 Each Ordinary Member shall be eligible to stand as a candidate for the position of Sabbatical Officer and Executive Officer.

4.6.2 Each Ordinary Member registered at one of the Altens or Aberdeen City Centre Campuses shall be eligible to stand for Sabbatical Officer in respect of that area, or as a Member of the Local Campus Executive Committee for the South Area.

4.6.3 Each Ordinary Member registered at Fraserburgh Campus shall be eligible to stand for Sabbatical Officer in respect of that area, or as a Member of the Local Campus Executive Committee for the North Area.

4.7 A candidate may only stand for Election for one Officer post within any SA Election.

4.8 The SA Administration Staff will post a notice on the SA’s BlackBoard site at least eight College term-time days before the date on which nominations open stating;

4.8.1 the period for nominations;

4.8.2 the posts for which nominations can be made;

4.8.3 places from which nomination forms can be obtained; and

4.8.4 places to which completed nomination forms must be returned.

4.9 Candidates must submit a manifesto. All manifestos received will be collated and published by the SA.

4.10 On closing of the nominations, the SA Administrative Staff will inspect all nominations and manifestos and verify that they comply with the Rules and Regulations. Any points of conflict or ambiguity will be clarified with the Returning Officer.

4.11 The SA’s Administrative Staff will draw up a list of Candidates after the close of the nominations and will post a notice on the SA Notice Boards, BlackBoard, Social Networking sites, via All Student Email and by any other appropriate means as soon as is reasonably practicable stating the date of the Election and the arrangements for voting.

4.12 Where appropriate the Returning Officer may allow electronic voting to take place in tandem with or instead of manual voting procedures.

4.13 The Returning Officer and the SA’s Administrative Staff shall, as soon as reasonably practicable following the publishing of the notice in terms of section 4.8 arrange a meeting at which they shall brief the Candidates on the Election process and procedure. All Candidates will be afforded an opportunity to ask questions relating to the Election at the end of the briefing.

4.14 If a Candidate is unable to attend the Candidate Briefing due to a reason acceptable to the Returning Officer, the Returning Officer will take all practicable steps to give them the opportunity to access the same materials.

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4.15 All Candidates are expected to attend the Candidate Briefing. If a Candidate fails to attend the Candidate Briefing without sending apologies, they may be subject to sanctions at the discretion of the Returning Officer, which may include withdrawal from the Election.

CAMPAIGNING

4.16 As soon as is reasonably practicable following the close of the nominations, a list of valid nominations and manifestos will be published by the SA on the SA Notice Boards, BlackBoard and via All Student Email.

4.17 The campaigning period shall commence at the end of the Candidates’ Briefing at a time announced by the Returning Officer and shall end at the close of voting.

4.18 Any coverage of the Elections by the SA via whatever means or media shall be fair and balanced providing equal exposure to all Candidates, as far as reasonably practicable.

4.19 Each Candidate may receive a small budget from the SA for canvassing materials. Finances shall be confirmed at the Candidates’ Briefing. Any Candidate exceeding the allocated budget shall not be reimbursed for overspend.

4.20 No offensive or derogatory Election material shall be produced during the campaign by any Candidate.

4.21 The Returning Officer and SA’s Administrative Staff reserve the right to remove any Election material which in their reasonable opinion is inappropriate.

4.22 “Candidate’s Question Time” shall be held at a designated time following the Candidates’ Briefing and shall be chaired by a nominee of the Returning Officer.

4.23 Each Candidate is encouraged to attend “Candidates Question Time”.

4.24 Candidates’ travel to and from the “Candidates Question Time” locations will be paid for by the College in order to ensure all candidates have the opportunity to take part in “Hustings”.

4.25 SA resources must not be used to promote a particular Candidate’s campaign.

4.26 If they are unclear how a rule applies in a particular situation, Candidates are expected to seek clarification from the Returning Officer before acting.

4.27 College and SA Staff must not show preference or support for a particular Candidate.

ELECTION

4.28 The Elections in respect of the Sabbatical Officers shall be held no later than the final Friday in May of each Academic Year.

4.29 Any other Election(s) must take place by the third Thursday in November of the relevant year. The same procedure for nominations and campaigning shall apply as set out in these Regulations except for the timing restrictions which shall be decided at the sole discretion of the Returning Officer.

4.30 If any positions are still vacant, by the date stated in 4.7.2, an emergency by-election will be held in accordance with the Election Regulations until these roles are filled.

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4.31 If an Ordinary Member, Officer or Executive Officer, with relevant experience and/or expertise, approaches the SA from six weeks onwards from the Election results, regarding an Officer or Executive Officer position which has become vacant or has remained unfilled then there is an option to Co-Opt the Ordinary Member, Officer or Executive Officer into the position with a unanimous vote from the relevant Campus Executive Committee.

4.32 If the position that is required to be filled is that of a Sabbatical Officer position then the unanimous vote would be required from the Regional Executive Committee.

4.33 In any case the Ordinary member, Officer or Executive Officer would be required to complete the relevant Nomination Form and submit a Manifesto for the relevant Executive Committee (Campus or Regional) to review.

VOTING

4.34 The responsibility for ensuring that voting is conducted in accordance with the provisions of this Schedule shall rest solely with the Returning Officer.

4.35 Voting shall take place at the appropriate voting stations or electronically at times to be determined by the Returning Officer.

4.36 The location and arrangements of voting stations and the list of Candidates shall be publicised by the SA as an absolute minimum as soon as is reasonably practicable.

4.37 All Ordinary Members registered at a Campus may vote for the post of Sabbatical Officer in respect of their Campus, Vice President and all other Officer roles that are available at that time.

4.38 Ordinary Members of the SA may vote upon the production of a valid Student Identification Card showing their Campus, or via valid electronic access.

4.39 Votes shall be cast in sealed ballot boxes or by secure electronic means where appropriate. All paper voting slips issued shall be placed in the sealed ballot box at the time of voting whether used or not.

4.40 Ballot papers shall bear the name of each Candidate, the position being contested and a suitable space for indicating the voting preference of the Voter.

4.41 Voting shall be carried out by one of two means:

4.41.1 Placing all, or some, of the Candidates in the Voter’s numerical preference, with ‘1’ being first preference;

4.41.2 Where a number of vacancies exist on one ballot paper, each Voter may only vote for the number of vacancies which exist. Ballot papers shall bear a brief description of the voting procedure.

4.42 There shall be an option on the ballot paper entitled “Re-Open Nominations” (“RON”).

4.43 RON, for the purposes of the count, shall be treated as a Candidate, though it will not be allowed a publicity budget as allowed to the other candidates in the Election in terms of Clause 4.19.

4.44 If RON wins the Election, then the Election shall be re-run at a date to be determined by the Returning Officer.

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4.45 In the event of a re-run of the Election, RON shall again appear as an option on the ballot paper.

4.46 In all non-electronic Elections, adjustments shall be made to ensure no Voter shall be disenfranchised.

4.47 Candidates and their supporters should not be in the immediate vicinity of a voter when they are in the act of casting their vote.

ADMINISTRATION

4.48 The Returning Officer and the Senior Member of the SA’s Administrative Staff shall administer the count.

4.49 Candidates are not allowed to be present at the count, but may appoint a scrutiniser on their behalf.

4.50 Where appropriate, in the circumstances of any particular Election, the Returning Officer and the SA’s Administrative Staff shall be entitled to appoint polling officers and counters.

4.51 On opening the ballot boxes, the Returning Officer will instruct all appointed counters to examine the voting papers.

4.51 Voting papers will be declared spoiled by the Returning Officer if they consider that:

4.51.1 The paper has clearly been defaced/vandalised;

4.51.2 There is no clear indication of preference for any candidate;

4.51.3 The paper has not been stamped by the polling officer; and/or

4.51.4 The paper is not authentic.

4.52 A quota will be calculated as follows:

4.52.1 The quota will be determined by dividing the total number of valid votes, having taken into account Clause 4.9.5, by the number of positions available (plus one)

4.52.2 In the event the quota contains a decimal it may be rounded up or down as the Returning Officer sees appropriate.

4.53 If the Candidate reaches the quota on the first count then they will be deemed to be elected to that post.

4.54 If no Candidate has yet reached the quota, the votes shall be redistributed in accordance with Electoral Reform Society Scotland’s and NUS Scotland’s guidance.

4.55 In the event that the paper ballot count results there are fewer than five votes of a difference, there shall be an automatic recount of any paper ballots.

4.56 In the event of a tie at the exhaustion of all transferable votes the Candidate with the highest number of first preferences shall be deemed the winner. If these are tied a coin toss shall decide the Election outcome.

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4.57 The Returning Officer shall be responsible for announcing and publicising the results of the Election both by way of the SA website and by any other reasonable means or media they shall deem appropriate.

4.58 The results will become official 48 hours after they have been posted provided that no complaint has been lodged with the Returning Officer within 48 hours. In the event of a complaint being received by the Returning Officer, the results shall be suspended until the complaint has been resolved.

CANDIDATES

4.59 Candidates already in office shall be given the same privileges and restrictions as any other Candidates in the Election.

4.60 Candidates may only benefit from what is openly available to all Candidates.

TENURE OF OFFICE

4.61 The tenure of office for Sabbatical Officers shall be a 12-month consecutive period commencing 1st July in the same year as the Election from which they were elected to that post. For other elected office the term of office will be from the date on which the individual was elected until the end of the academic session in which the election took place.

4.62 Incoming Sabbatical Officers not already in office shall have a one-month handover and training period prior to start of tenure.

4.63 Depending on their original College status and the Education Act 1994, Section 22, the Sabbatical Officers may stand for re-election at the close of their first tenure of office.

4.64 The maximum period of office of Sabbatical Officers which may be held by an individual Candidate is two tenures in a single position.

4.65 There shall be no restriction on the number of times that other Officers of the SA may stand for re-election.

COMPLAINTS AND APPEALS

4.66 The procedure for the consideration of complaints relating to Elections shall be as follows:

4.66.1 No one involved in a Candidate’s campaign shall be involved in the appeals procedure;

4.66.2 Formal complaints must be submitted in writing with any supporting evidence to the Returning Officer;

4.66.3 The Returning Officer reserves the right to investigate any unsound activity and make any rulings which are fair and reasonable in all the circumstances;

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4.66.4 The Returning Officer shall investigate any formal complaint within the terms of the Regulations and decide what action shall be taken, including but not limited to the disqualification of any Candidate concerned, or the annulment of the relevant Election.

4.67 Any complaint against the conduct or administration of the Election should be received by the Returning Officer before the start of the count.

4.68 A challenge or complaint during or following the count, must only relate to the conduct of the count, and be lodged with the Returning Officer who shall resolve the complaint within 48 hours of it being lodged.

4.69 The ruling of the Returning Officer on any complaint shall be final, subject only to a successful appeal in writing to the Board.

4.70 Options open to the Board include but are not limited to;

4.70.1 Upholding or dismissing the appeal;

4.70.2 Request a re-running of the election; and

4.70.3 Any other reasonable requests.

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Schedule 5 - Finance

Bank Accounts

5.1 There shall be a Bank Account held in the name of the SA. There shall be three signatories to the account:

5.1.1 A Sabbatical Officer;

5.1.2 The SA Manager; and

5.1.3 A Trustee Board Member.

5.2 Cheques shall be signed by any one of the Sabbatical Officers and either the SA Manager or a nominated Trustee Board Member.

In the case of any of the Sabbatical Officers being under the age of eighteen years, the REC shall elect a new signatory from amongst its Members.

5.3 The collection of all money due to the SA shall be the responsibility of the Staff supporting the SA with its finances, under the supervision of the Board, which shall be notified promptly of all money due to or owed by the SA.

Limits on payments

5.4 All expenditure by the SA must be properly recorded and reported to the Trustee Board.

5.5 The Sabbatical Officers (or, if under the age of 18, a member of REC elected by the REC) shall have the power to authorise expenditure on activities, goods or services up to £150 provided that such expenditure is properly recorded and allocated to an appropriate budget.

5.6 Any expenditure between £150 and £500 must be approved by a Sabbatical Officer and another REC member provided it is recorded in accordance with 5.2.1.

5.7 Any expenditure over £500 should be approved by the Board.

Contracts

5.8 No financial agreement (e.g. a leasing contract) may be entered into which involves a financial commitment beyond the term of office of the REC.

5.9 All contracts shall have two signatories and shall be signed by:

5.9.1 The Sabbatical Officer; and

5.9.2 The SA Manager or a nominated Trustee Board Member.

5.10 No contract shall be signed without the prior approval of the Board.

Budgets and Financial Statements

5.11 Budgets shall be drawn up for all areas of proposed expenditure in May. These areas shall be determined by the Board.

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5.12 The Sabbatical Officers with support from Staff providing financial assistance to the SA, under the direction of the Board, shall provide North East Scotland College with a financial statement at least once a year and more frequently if required as a condition of grant or as requested.

Loan Agreements

5.13 No loan arrangements shall be entered into by the SA. The SA may provide a short-term loan to a member or group of members, if the budget permits such funds, with the approval of the Trustee Board.

Security and Insurance

5.14The SA shall be responsible for maintaining proper security at all times for all stock, stores, furniture, equipment, cash etc., under its control.

5.15 The Board shall inform the REC in any case where security is thought to be defective or where it is considered that special security arrangements may be needed.

5.16 The Board shall be responsible for ensuring that proper insurance cover is undertaken, including fire risks, theft, damage and loss etc. of property and employers’ liability.

Events

5.17 All events undertaken or provided by the SA must be cost and budgets prepared.

5.18 Annually, the Events and Activities Officers shall, in consultation with the REC and under the direction of Board, draw up a proposed programme of events/entertainments. This shall form the basis of all events/entertainments expenditure.

5.19 Records of all expenditure for events shall be kept. The Sabbatical Officers shall advise the Board when the limits laid down in the budget set are likely to be exceeded. The REC is responsible, under the direction of the Board, for ensuring that agreed budgets are not exceeded, unless the necessary approval has been given before the proposed expenditure.

Expenses to Association Members

5.20 Any Member of the Executive Committee may receive expenses for costs incurred whilst on SA business.

5.21 Expenses must be authorised by the SA Manager who shall follow the procedures outlined in the SA’s ‘Guide to Claiming Expenses’.

5.22 Expenditure relating to expenses will be reported to the Board and CRC as part of the financial report.

Donations

5.23 The SA shall not make donations or affiliations to any organisation outside the aims and objectives of the SA. The SA may allow for its facilities to be used for special events which raise money for a specific charity or cause. Only the net profit from such events may be passed to the charity.

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5.24 Any member of the Executive Committee under the age of 18 years shall not sign any contract or financial agreement, authorise any expenditure, take responsibility for any budget, sign cheques or make any financial decisions.

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Schedule 6 - Clubs and Societies

6.1 The SA encourages Student participation in sports and activities and will support groups of Students to set up Clubs and Societies to provide these activities. These will include educational, religious, sporting or social pursuits.

6.2 The REC may formally recognise groups if, in their opinion, there is a sufficient number of Students wishing to participate in a particular activity and it is properly organised. Recognition will entitle the groups to use College facilities for meetings and activities and they may apply for funding to the Executive.

Setting up a Club or Society

6.3 No Club or Society may receive funds from the SA or use SA facilities without recognition in each Academic Year by the REC.

6.4 To be considered for recognition, the Club or Society shall lay before the REC an acceptable Constitution, a plan of activities and a list of paid up prospective Members in accordance with the Clubs and Societies Schedule.

6.5 No Club or Society will be recognised if its objects conflict with those of the SA. However, this restriction shall not be interpreted so as to prevent the establishment of political, religious or ethnically based Clubs and Societies.

6.6 Any Club or Society that wishes to be recognised by the SA shall present to the Student Activities Officer:

6.6.1 a list of 10 signatures of Members;

6.6.2 the proposed Membership fee; and

6.6.3 the Constitution for the Club or Society which is to include:

6.6.3.1 the name of the Club/Society;

6.6.3.2 the aims and objects of the Club/Society (which shall not be contrary to those of the SA);

6.6.3.4 regulations relating to Membership eligibility to the Club/Society;

6.6.3.5 provision for the Election of a Committee for the Club/Society to include as a minimum a Chairperson, a Secretary and a Treasurer;

6.6.3.6 the responsibilities of the Committee;

6.6.3.7 provision for general meetings for all Members of the Club or Society;

6.6.3.8 provision for an Annual General Meeting at which an income and expenditure account shall be presented and approved; and

6.6.3.9 provision for the SA statement on equal opportunities.

Money for Clubs and Societies

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6.7 The Board shall earmark a sum in the SA budget, which shall be for grant aid of recognised Clubs and Societies.

6.8 To receive funding an eligible Club/Society shall submit a budget proposal.

6.9 The Board shall meet and allocate the funds. Allocations will be made on the basis of the level of activity in the Club/Society; the number of Members it has and special equipment and travel considerations. A contingency fund shall be set aside, the value of which shall be determined by the Board.

6.10 The allocations shall be approved at the first meeting of REC of the new Academic Year.

6.11 All Clubs and Societies shall be given a budget number by the Finance Officer. Any request for expenditure must be approved by the Students Association Manager (S.A.M).

Meetings of Clubs and Societies

6.12 The Annual General Meeting of each Club and Society shall be held before the end of October of each year. This meeting will elect the Club or Society Committee.

6.13 Each Club or Society should have a minimum of one General Meeting per term where all Committee Members of the respective Club/Society should attend, unless reasonable apologies are submitted.

6.14 The quorum of each Club/Society General Meeting shall be 50% plus one of the Club or Society Membership.

6.15 The Committee Secretary is responsible for arranging the dates of meetings and must inform the Members at least five College Days in advance. Agendas should be available two days in advance of the meeting.

6.16 Changes to the Constitution of any Club or Society can only be made at a Club or Societies General Meeting and must be ratified by the Executive Committee. In cases where the Executive Committee do not ratify the changes, the Club or Society may appeal to REC.

Responsibilities of Clubs and Societies

6.17 No-one from a Club or Society may commit either the Club or Society or the SA to any expenditure without prior authorisation through the SA’s budgetary control system.

6.18 The Club or Society shall be responsible for promoting itself during induction week to encourage new Membership.

6.19 All Clubs and Societies’ Committees will produce an activities report and the Treasurer will submit an income/expenditure sheet to the Executive Committee at the end of each term, following a request from the Finance Officer.

6.20 The Club or Society shall not hold its own bank account and all its finance will be administered through the SA.

6.21 The Club or Society shall hold no funds whatsoever outside the SA accounts.

6.22 The Chairperson of the Club/Society shall be responsible for the smooth running of any social events and activities and shall be responsible for convening of general meetings.

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6.23 The Secretary shall be responsible for publicising general meetings, providing agendas and taking minutes of the meetings.

6.24 The Treasurer shall be responsible for ensuring that all expenditure is legitimate and that it does not exceed the Club or Society allocation for that year. The Treasurer shall also ensure that an accurate list of all equipment purchased is kept and all equipment is returned to the SA at the end of the Academic Year.

6.25 The Treasurer shall ensure that all income received by the Club or Society is paid directly into the SA accounts and that no funds received by the Club/Society are withheld.

6.26 The Treasurer shall ensure that an income and expenditure account for the previous Academic Year is presented to the Annual General Meeting of the Club or Society and copies are sent to the Finance Officer of the SA.

6.27 Failure to abide by these this Schedule and the SA Constitution may result in suspension of the Club or Society by the executive committee.

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Schedule 7 - Complaints

Complaints Procedure (the “Procedure”)

7.1 This Procedure will be available to all individuals or groups of individuals, whether Members of the Students’ Association (the “SA”) or not who:

7.1.1 Express dissatisfaction about the standard of a service, action or lack of action either by or on behalf of the SA; or

7.1.2 Claim to be unfairly disadvantaged by reason of their choice to opt out of being a Member of the SA.

7.2 The purpose of the Procedure is to enable such complaints to be dealt with promptly and fairly.

Definition of a Complaint

7.3 A complaint is any expression of dissatisfaction, whether justified or not, about any aspect of the SA.

Confidentiality

7.4 All complaint information will be handled sensitively, telling only those who need to know and following any relevant Data Protection legislation.

Scope

7.5 This Procedure shall apply to any complaints made by any Students, parents, employers or members of the community who use the Students’ Association’s services or facilities.

7.6 All complaints shall be acknowledged within the given time frame.

7.7 If the response to the complaint is unsatisfactory, the Complainant may escalate the complaint to North East Scotland College (the “College”).

Responsibilities

7.8 The responsibility for implementing this Procedure shall lie with the Sabbatical Officer involved at the informal stage.

7.9 The responsibility for implementing this procedure shall lie with the Students’ Association Manager (“SAM”) at formal Stages 1 and 2.

7.10 The responsibility for implementing this procedure where dissatisfaction of the response, or an appeal occurs shall lie with the College.

7.11 The responsibility for dealing with any complaints at Stages 1 and 2 will lie directly with the Sabbatical Officer involved.

Procedure – Informal Stage

7.12 In the first instance, the Sabbatical Officer involved should attempt to resolve the problem informally by talking with the Complainant. If the complaint cannot be resolved informally to the satisfaction of the Complainant, then the formal procedure shall be invoked.

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Procedure – Formal Stage 1

7.13 The Complainant shall contact the SA who will provide a Complaints Form to be completed.

7.14 Sabbatical Officers can help with the completion of the form if so requested.

7.15 Upon receiving the complaint, the recipient shall acknowledge the complaint within five College Days.

7.16 The recipient shall then endeavour to resolve the complaint and respond to the Complainant within ten College Days after the date of acknowledgement.

7.17 After receiving a response, the Complainant has ten College Days in which to respond if they are not satisfied, if there is no response, it will be assumed that the Complainant is satisfied and the complaint will be deemed resolved.

7.18 If the complaint is not resolved, the Stage 2 of this Procedure shall be invoked.


7.19 The SA shall send written details of the Complaint to the SAM.

7.20 The SAM shall, upon receipt of the complaint, attempt to resolve the matter to the satisfaction of the Complainant. The SAM shall respond to the complaint within twenty College Days.

7.21 If the complaint is not resolved at this Stage, the Complainant has the right of appeal.

7.22 If the Complainant does not write to appeal against the response to the complaint within four weeks of receiving a reply, it will be assumed that the Complainant is satisfied with the response and the complaint will be considered resolved.


7.23 If the Complainant is still unsatisfied with the response received, they can escalate the complaint through the College’s Complaints Procedure, in line with the College’s Code of Practice.

Record of Complaints

7.24 The SA shall ensure that records of every formal written complaint are kept for a period of at least three years.

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Schedule 8 - Disciplinary Procedure

Clubs, Societies and Members of the NESCol SA shall be expected to abide by the Constitution and this Schedule at all times.

8.1 This Disciplinary Procedure has authority over any premises managed by the NESCol SA, any NESCol SA activities, including the activities of any NESCol SA Club or Society, or any misconduct which takes place outside NESCol SA premises but connected with the NESCol SA and is likely to affect the reputation of the NESCol SA. For the avoidance of doubt, in the case of inconsistency, the North East Scotland College’s disciplinary processes will take priority over this procedure. North East Scotland College may determine to take action in the case of alleged misconduct which shall take priority over any proceedings undertaken in accordance with this Disciplinary Procedure.

8.2 If a Student, Club or Society is deemed to have breached the rules of the NESCol SA, their conduct shall be examined by three Executive Committee Members (referred to as ‘the panel’), which will go through disciplinary procedures.

8.3 The Hearing shall be convened within seven College Days of the alleged offence occurring. The Student shall be given written notification of the time, date and place of the Hearing, together with written notification of the alleged breach, at least three College days before the Hearing.

8.4 In cases involving the misuse of NESCol SA facilities or resources, or behaviour likely to cause potential danger or offence to Students, Staff or other persons, the Student, Club or Society may be suspended from the use of particular facilities or resources until the Panel has reached a decision.

8.5 No person shall sit on the Panel if they are a witness, potential witness, the complainant or directly connected with the Student, Club or Society being charged.

8.6 The person bringing the charge (or their representative) shall call witnesses to give evidence as appropriate. Questions shall be asked of all witnesses.

8.7 The Student or their representative may call their own witnesses to give evidence and present any relevant documentation to the Panel. The person bringing the charge (or their representative) along with the Panel, may ask questions of the witnesses.

8.8 The Panel may ask questions of any witnesses, the person bringing the charge or their representative, the Student, Club or Society or their representative.

8.9 The Panel shall then deliberate on the matter and decide on the appropriate action to be taken. The Panel shall base its decision on evidence presented and examined in the presence of the person bringing the charge and the Student, Club or Society being charged. Evidence of any earlier misconduct shall not be presented until after the decision has been reached on any punishment. The ultimate sanction shall be suspension of NESCol SA Membership for a period of time.

8.10 The Panel may refer any matter to the North East Scotland College for further action as appropriate.

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8.11 The Panel must inform the person of their right of appeal and that any appeal should be made in writing to the Sabbatical Officers providing at least five College Days’ notice.

8.12 If the Student is unhappy they may appeal to the Panel made up of three different Executive Committee Members appointed by the Sabbatical Officers. The Student shall be notified in writing at least five College Days in advance of the meeting.

8.13 The Panel shall hear the reason for the appeal and the rationale behind the original decision. They shall also hear any new evidence that has emerged since the disciplinary meeting. The matter shall be put to a vote and the decision shall be final.

8.14 The hearing shall normally take place in private. However the subjects of any charge may request that the hearing is held in public. A record shall be kept for use in any appeal. The decision of the Panel(s) will be posted on a NESCol SA notice board and/or media outlet like BlackBoard or NESCol SA virtual notice boards, if requested by the subject of any charge.

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Schedule 9 – Code of Conduct

The following code of conduct should be reviewed alongside the core constitution.

9.1 The North East Scotland College Students’ Association (NESCol SA) Board of Trustee and all the Executive officers have ratified the following code of conduct which sets out the minimum standards of conduct and behavior expected by all elected officers and any associate members.

9.2 The code of conduct aim is to ensure that all elected members have the best possible experience whilst studying at North East Scotland College (NESCol).

9.3 This code also helps us to create an environment where all members, visitors and staff of NESCol SA and of NESCol are treated with fairness, respect and dignity.

9.4 All members will respect and support the 7 most valued words within the NESCol SA, which are:

9.4.1 DEMOCRATIC – We are student-led, member-focused and representative;

9.4.2 INDEPENDENT – We are the independent voice of NESCol Students;

9.4.3 ETHICAL – We are fair, principled, transparent and environmentally sound;

9.4.4 FUN – We are friendly, vibrant and entertaining;

9.4.5 INFORMATIVE – We are supportive, knowledgeable, responsive and useful;

9.4.6 ENRICHING – We help students develop and nurture their aspirations;

9.4.7 ACCESSIBLE – We are diverse, welcoming, tolerant and inclusive.

9.5 The Students’ Association and its Trustees have a responsibility to all members and therefore have the right to suspend or terminate membership, if any elected member’s conduct is found to be a significant breach of this or any other part of this Code of Conduct. The disciplinary process is outlined within this Code of Conduct.

Informal Procedures

9.6 Minor cases of misconduct and poor performance are best dealt with informally. It may be necessary to issue an informal warning, but the Supervising trustee will ensure that these areas are discussed with the objective of helping the member to make appropriate improvements. At this stage the member will be made fully aware of what steps need to be taken to address the conduct issue. They will also be told when this will be reviewed and over what period.

9.7 Members will be informed of what action will be taken if they fail to improve either their performance or conduct (see below). Informal warnings and/or counselling are not part of the formal disciplinary procedure and members should be made aware of this.

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Introduction

9.8 This Code sets out the procedures to be followed in the case of disciplinary action against an individual elected member

9.9 Disciplinary issues arise when problems of conduct are raised and the association seeks

to address them through the agreed procedures.

9.10 For the purpose of this procedure, elected members are defined as in the core

constitution:

9.10.1 all students aged 16 and over who are registered at North East Scotland College and have not opted out of membership of our association; and

9.10.2 our sabbatical trustees

9.11 This does not include any NESCol staff who are subject to separate disciplinary

procedures. 9.12 The code concerns the disciplinary rules and procedures that operate within the

association. 9.13 The association believes that rules and procedures are necessary for promoting orderly

relations as well as fairness and consistency in the treatment of individuals. 9.14 It is important that elected members and officers know what standards of conduct and

performance is expected of them. As a result full details of this policy/procedure will be given to members in appropriate settings.

9.15 This code applies to all elected members of the association, but it is an assumed given that

the code and judgements within it will be applied against the context of the member under question. This means, for example, that a much higher minimum standard of behaviour would be expected of a sabbatical, elected member and trustees than an ordinary member during any association activity.

Scope

9.16 Disciplinary action may be taken in respect of any breach of discipline: 9.17. On association or college premises; 9.18 While any member including sabbatical officers is using the association or college

facilities or at an association event; or 9.19 While members are representing or acting on behalf of the association at any event of

whatever kind and wherever held. 9.20 In relation to actions or incidents between two or more representatives of the

association in any or none of the settings above, or in relation to actions or incidents between association representatives and staff.

Meaning

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9.21 In this code, a breach of discipline means (but is not limited to) 9.22 Threatening or harassing any person, whether physically or verbally; 9.23 Assaulting any person, whether physically or verbally; 9.24 Damaging any property, whether deliberately or negligently; 9.25 Acting in contravention of the Equal Opportunities Policies; 9.26 Acting without due regard for the safety of others; 9.27 Acting with dishonesty or with intent to defraud, including misappropriation of S.A. funds; 9.28 Infringement of equal opportunities, safe space, safeguarding, no platform or staff

protocol policy;

Panel and Supervising Trustee

9.20 The Trustee Board shall annually appoint a non-student trustee to supervise this procedure. They shall annually report to the Trustee Board on the operation of this code.

9.30 The Trustee Board shall also appoint a pool of people from which they can form a panel

to hear all the disciplinary allegations. The panel will always consist of:

9.30.1 A student officer from the Students’ Association 9.30.2 Students’ Association Manager (S.A.M.) or another College appointed Support

Staff Manager 9.30.3 The supervising non student trustee

9.31 Measures will be put into place to ensure as far as possible a diverse membership of this

panel is available. Complaints

9.32 In normal circumstances complaints and grievances will be made to the Supervising Trustee care of the S.A.M. Members and elected officers should refer to the S.A.M. who will advise on this procedure.

Complaints/Raising Issues/Investigations

9.33 When a disciplinary matter arises, a complaint is made, or a matter is referred to the Panel then the following procedure shall be followed.

9.34 The Supervising trustee shall first determine whether this policy is appropriate for the

issue(s) being raised. In making the judgement the Supervising trustee will be careful to ensure that matters of misconduct are handled through this procedure, but that matters of political performance are rightly referred to the appropriate accountability mechanisms in the core constitution and schedules. They will also consider whether to refer the matter to the police, or the appropriate manager within the college.

9.35 If this procedure is used, the Supervising trustee will appoint an impartial third party

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to investigate the matter. The investigation is to establish the facts and where appropriate obtain statements from any available witnesses. Having carried out an investigation, the investigator will make a report to the Supervising trustee. The supervising trustee will then decide whether to drop the matter, arrange informal coaching, advice or counselling, or to arrange for the matter to be dealt with under the disciplinary procedure. 9.36 At the start of the investigation, the complainant (if appropriate) and respondent will

receive a letter of formal notification detailing the complaint being investigated and the name and

contact details of the person dealing with the investigation. The investigating officer shall meet with the respondent as part of the investigation, in addition:

9.36.1 Respondents are encouraged to submit a written statement in response to the complaint. The deadline for doing so is seven working days after the date of formal notification of the investigation. The statement should attach copies of any other documents on which the respondent wishes to rely. 9.37 Should the respondent not respond to communications or refuse to engage with the investigation process, s/he will be deemed to have nothing to add to the investigation. 9.38 The investigator will consider statements and any other documents received from the complainant and respondent as soon as practicable. The association aims to confirm the outcome of its investigation to the complainant, the respondent, and other interested parties within 14 working days of the date of the formal notification of the investigation, subject to having been able to contact all relevant parties within this time. If it is not practicable to comply with these deadlines, for example due to relevant parties being on holiday, they may be extended by discretion, normally up to a maximum of 7 further working days, set. 9.39 It should be recognised that being the subject of a complaint can be a difficult time for an individual, and so the association will undertake the investigation with appropriate

discretion, care and consideration. If appropriate communications with a respondent’s home students’ association will be addressed to the senior staff member or a

representative of the trustee board. NUS will endeavour to ensure all steps in the process remain fair and in line with equal opportunities policy and procedures.

9.40 No officer or representative should comment publicly on any incident that is being

dealt with under this procedure. Failure to observe this requirement will result in disciplinary action being taken under this code.

Stages of Disciplinary Action

9.41 The Supervising trustee will decide whether a matter should be dealt with informally or formally under the disciplinary procedure. Disciplinary panels and appeal panels will be made up of different people for fairness.

9.42 There are different types of action that can be taken that vary in their severity. The

disciplinary hearing will decide the severity of the misconduct and the appropriate action.

9.43 These are:

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9.43.1. Written warning 9.43.2. Final written warning 9.43.3. Termination or suspension of any or all membership entitlements or some act

of partial suspension, which in the case of employed elected officers could result in contract termination.

Disciplinary Hearings

9.44 Before a decision is reached or any disciplinary action taken there will be a disciplinary hearing at which the member will have an opportunity to state their case and answer the allegations that have been made. The appointed investigator will present their findings at the disciplinary hearing.

9.45 The Panel will hear the case. The member will be notified of a disciplinary hearing in

advance and will be provided copies of statements given by any witnesses or other written evidence to be used. Hearings will be arranged as far as possible at a mutually convenient time and place and the member will have the right to be accompanied by a colleague or representative of their choice.

9.46 During a disciplinary hearing, the case against the member will be presented in detail

by the appointed investigator. If the member challenges the substance of the witness statements then witnesses may be called to the hearing where the member or their representative will have the opportunity to ask questions of the witness.

9.47 Where a disciplinary sanction is given the member will be informed of the decision.

This will be in writing and will state: 9.47.1. Detail of the misconduct that has resulted in the disciplinary action 9.47.2. The level of disciplinary action 9.47.3. Any recommendations/action required to prevent future disciplinary action 9.47.4. The consequence of failure 9.47.5. Details of the appeal mechanism 9.47.6. If appropriate the length of time the warning will last before it is disregarded.

Written Warning

9.48This will occur in cases of minor infringements and will be given by S.A.M. A note of the

written warning will be kept on file for six months but then disregarded for disciplinary purposes. The written warning will be given in the presence of an Elected Officer and the member will be entitled to have a colleague or representative present when the written warning is given.

Final Written Warning

9.49 This will occur when the infringement is more serious or is a failure to improve

behaviour during the currency of the previous warning and will be given by S.A.M A copy of the final written warning will be kept on file for twelve months but then disregarded for disciplinary purposes.

Suspension of benefits or other sanction

9.50 If a member’s conduct still fails to improve the final stage may be:

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9.50.1 Partial Disciplinary suspension of membership entitlements 9.50.2 Temporary Disciplinary suspension of some or all membership entitlements.

9.51 Where a person, in a paid role, is suspended pending a hearing or whilst an

investigation is carried out they will continue to be paid by the organisation.

Disciplinary termination of all membership entitlements 9.52 The decision to suspend or terminate entitlements (as listed above) is taken by the

Panel. 9.53 The member will be informed as soon as is reasonably practicable, of the following:

9.53.1 the decision and the reasons for the termination or suspension of entitlements, 9.53.2 the date on which the agreement between the association and the member will

terminate, 9.53.3 information on the right of appeal including how to make the appeal and to

whom. 9.54 The decision to suspend or terminate entitlements shall be confirmed in writing. 9.55 At any of the above stages the panel may resolve to: 9.56 Recommend that the member should undergo training, where appropriate

arranged through the college or his/her home student association.

Summary Termination of Entitlements 9.57 In rare circumstances a member’s entitlements may be summarily terminated if it is

established that after investigation and hearing that there has been an act of gross misconduct, major breach of duty or conduct that brings the organisation into disrepute.

9.58 Acts that may constitute gross misconduct are:

9.58.1 Theft, fraud and deliberate falsification of records. 9.58.2 Physical violence or threats 9.58.3 Deliberate damage to organisational or personal property 9.58.4 Serious incapability whilst representing the association brought about through

alcohol or illegal drugs 9.58.5 Misuse of organisations property or name 9.58.6 Bringing the organisation into serious disrepute 9.58.7 Serious infringement of health and safety rules 9.58.8 Serious bullying or harassment 9.58.9 Sexual misconduct 9.58.10 Serious infringement of equal opportunities, safe space, no platform,

safeguarding or staff protocol policy 9.59 Because the ability to hold elected office is dependent upon membership status and is

also one of the rights and privileges of membership, termination of all entitlements would represent a termination of holding of office. In the case of remunerated

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elected officers, this would therefore represent a termination of the remuneration agreement between the Officer and the Students’ Association.

Suspension

9.60 In certain circumstances for example cases involving gross misconduct, where

relationships have broken down or where it is considered there are risks to property or the association’s responsibilities to other parties, consideration should be given to a

period of suspension of membership rights with or without entitlements whilst an unhindered investigation is conducted.

9.61 Such a suspension should only be imposed after careful consideration and should be

reviewed regularly to ensure that it is not unnecessarily protracted. Excluding a member from participation in association activities is not in itself a form of disciplinary action whilst the investigation is progressing. The member will be entitled to seek advice, for example legal advice, the cost of which will be met by the member.

9.62 Because the ability to hold elected office in the association is dependent upon

membership status and is also one of the rights and privileges of membership, suspension of entitlements would represent a suspension of that holding of office.

Appeals

9.63 A member will notify the Chair of the Panel of their intention to appeal against

disciplinary action within six working days of receipt of the confirmation letter. The appeal should be made in writing stating the grounds upon which the appeal is to be made and be received by the Chair within a further 10 working days.

9.64 An appeal hearing will normally be held within ten working days of receipt of the letter

of appeal. An appeal will be heard by a panel (see below), who have previously had no involvement in the case. The panel shall be made of the following:

9.64.1 A student trustee 9.64.2 A staff member of the college 9.64.3 A member of Campus Executive Committee

9.65 A member will have the right to be accompanied by a colleague or a representative of

their choice. The member will be notified of the results of the appeal in writing within five working days of the hearing.

9.66 Members should note that an appeal is designed to remedy any defects in the

disciplinary process rather than repeat the investigation of the disciplinary process. Therefore grounds for appeal are:

9.66.1 Unfairness of judgement 9.66.2 The severity of the penalty 9.66.3 New evidence coming to light 9.66.4 Procedural irregularities 9.66.5 Extenuating circumstances 9.66.6 Bias of disciplining officer

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9.66.7 Unfairness of the interview 9.67 Possible outcomes of an appeal

9.67.1 The appeal is upheld and the disciplinary sanction reduced or removed 9.67.2 The appeal is upheld and there is a request for a re-investigation or rehearing 9.67.3 The appeal is denied and the original decision is upheld

Recording Discipline 9.68 Accurate records will be kept by the S.A. Manager detailing:

9.68.1 Any breach of disciplinary rules or unsatisfactory performance, 9.68.2 The member defence or mitigation, 9.68.3 The action taken and the reasons for it, 9.68.4 Whether an appeal was lodged, its outcome and any subsequent developments.

9.69 These records are to be kept confidential and retained in line with the above

disciplinary procedure and the Data Protection Act 1998. Copies of any meeting records will normally be given to the individual concerned (in certain circumstances information shall be withheld for example to protect a witness).

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Schedule 10 – Code of Practice

10.1 This Code of Practice is in accordance with the requirements of Chapter 30, Part II, Section 22(3) of the Education Act 1994 which requires that the College shall take such steps as reasonably practicable to secure that the SA operates in a fair and democratic manner and is accountable for its finances. The Code of Practice should be read in conjunction with the Constitution and the Schedules.

Constitution

10.2 The NESCol SA shall have a written Constitution, approved by the Trustee Board and reviewed by the Trustee Board at intervals of not more than five years. Any amendments to the Constitution shall be approved by the Trustee Board and subsequently, by the Board of Management of the College.

Elections

10.3 Appointment to major SA offices shall be done by the way of election in where the method is done by secret ballot in which all Members of the SA are entitled to vote, in accordance with the Constitution.

10.4 The SA shall agree the appointment of an independent Returning Officer to conduct the Elections and shall satisfy itself that the Elections are done in a fair and appropriate manner and that the Election was properly conducted.

Sabbatical Officers

10.5 No person shall hold a single Sabbatical Office position for more than two years in total.

Membership

10.6 All registered Students of the College, over the age of 16, shall be Members of the SA unless they choose to relinquish their rights of membership in accordance with the opt-out regulations contained in the Schedule 1. Members shall be informed annually by the College of the opting-out procedure and of the consequences of doing so. Any Members opting-out of the SA shall not be unfairly disadvantaged with regard to the provision of services or otherwise, by reason of their having done so.

10.7 The consequences of opting-out of Membership shall be:

10.7.1 A Student may not participate in any of the democratic processes of the SA. 10.7.2 A Student shall not hold office in any club and society of the SA. 10.7.3 A Student will not be represented by the SA.

Finances

10.8 The financial affairs of the SA shall be properly conducted in accordance with the Constitution and Schedules and include appropriate arrangement for the approval of the SA budget and monitoring of expenditure by the corporation.

10.9 The annual accounts of the NESCol SA shall be made available to the Trustee Board and all Students.

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Allocation of Resources to Clubs, Societies and Groups

10.10 The procedure for allocating resources to clubs, societies and groups shall be fair in accordance with the Constitution and shall be made available in writing to all Students.

Affiliation to External Organisations

10.11 Any decision to affiliate to an external organisation shall be published, stating the name of the organisation and details of any subscription or similar fees paid or donations made to the organisation and any such notice shall be made available to all Students. This should be in accordance with the Constitution.

10.12 The SA shall, on an annual basis, publish a list of subscriptions to which the SA is currently affiliated and details of subscriptions or similar fees paid or donations made to such organisation in the past year, which shall be made available to all Students and the Trustee Board.

10.13 The Trustee Board shall approve annually the list of affiliations. At least 100 Members of the NESCol SA may, at intervals of not less than one year, by a signed requisition delivered to the Sabbatical Officers, call for a secret ballot of all Members on the continuation of affiliation to a particular organisation.

Freedom of Speech

10.14 The SA and its Members are bound to observe the North East Scotland College Code of Practice in relation to freedom of speech as required by Section 43, Chapter 61, Part IV of the Education (No.2) Act 1986.

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Schedule 11 – Annual General Meetings, Extraordinary General Meetings and Referendums

Annual General Meetings (AGM)

11.1 An Annual General Meeting (hereinafter referred to as “AGM”) will be held once a year and this is where the accounts will be presented and where the accountability of all elected officers and sabbatical officers takes place.

11.2 The order of business shall be:

11.2.1 the Chair will open the meeting; 11.2.2 apologises for absence; 11.2.3 constitutional matters, if any, to be readopted 11.2.4 minutes of the previous AGM, for information, and any matter arising; 11.2.5 reports from the Sabbatical Officers and related questions; 11.2.6 items for discussion; 11.2.7 the financial statements relating to the previous academic session; 11.2.8 approval of a list of the external organisations to which it is currently affiliated.

The list will contain details of subscriptions, similar fees paid or donations made to such organisations in the past year;

11.2.9 any other competent business.

11.3 At least 10 college day notice shall be given when an AGM is to occur 11.4 The accidental omission to give notice to, or non-receipt of notice by, any individual

entitled to receive notice shall not invalidate proceedings at any AGM. 11.5 No business shall be transacted at an AGM unless there is a quorum of at least 30

Ordinary Members. If such a quorum is not present within half an hour of the time appointed for the meeting, or if during a meeting a quorum ceases to be present, the meeting shall be adjourned to an alternative place, day and time within ten college days of the AGM. At the reconvened meeting the same requirements for attaining a quorum shall operate as pertained to the originally scheduled meeting. If a quorum is not reached at the reconvened meeting all matters shall be remitted to a quorate meeting of the Regional executive Committee (REC) unless the matter for decision relates to clause 20 (Amendments to the Constitution).

11.6 Any resolution put to the vote shall be decided on a show of hands or by electronic

voting. Each Member of the SA shall have one vote and in the case of an equality of votes the Chair shall have the casting vote. Any abstentions shall be considered as a spoilt or invalid vote and shall not be counted as part of the results.

11.7 The proceedings at any meeting or the passing of a written resolution or the making of

any decision shall not be invalidated by reason of any informality or irregularity or by reason of any business being considered which is not specified in the notice.

Extraordinary General Meeting (EGM)

11.8 EGMs are to be called when an urgent matter needs to be resolved by the NESCol SA

Members therefore a minimum of 48 hours can be given for an EGM to be held.

46

11.9 EGM meeting must be convened by the presidents of the NESCol SA at the written request of any of the following:

11.9.1 By The Board 11.9.2 Requested by 100 ordinary members 11.9.3 Motion received passed by the Campus Executive Committee

Referendums

11.10 In an effort to empower students’ voices (and activism) the SA have a Referendum Procedure that shall allow a call to hold a referendum on important issues that will, or are, concerning students’ life.

11.11 Students’ interested in having the SA hold a referendum must submit a petition with 200

verified signatures (signatures can be verified through students’ identification number). The Regional Executive Committee will then vote on whether to hold the referendum. If the REC votes by a simple majority not to hold the referendum, this should be taken to the Trustee Board for consideration who will have final say on whether a referendum shall be held.

11.12 There will only be one referendum per academic year on a single subject / topic. 11.13 The language of a referendum question must be worded neutrally and can be answered

by a simple “yes or no “. 11.14 The referendum election will commence in accordance with Schedule 4 (Election

Regulations). 11.15 Referendum results can be considered advisory or binding for the SA;

11.15.1 Binding referendum requires the SA to write a position paper that outlines the stance of the student body to the college in support of the referendum.

11.15.2 Referendum results are considered binding if the vote receives 66% or more students voted yes from the total amount of students that voted.

11.15.3 If a referendum is not binding, it is considered advisory and the SA can choose under its own volition whether it supports the resolution.

In either case the results of the referendum vote will be released to the college and student

body.

Referendum Campaign Rules 11.16 Students’ should not actively lobby others to promote their position on the referendum

until campaigning officially starts;

11.16.1 No excessive emailing to all students’ and staff; 11.16.2 Rules on posting and publicity should respect the college policy; and 11.16.3 Violation of the rules should be reported to the Students’ Association Manager

and complaints will remain anonymous and will be dealt appropriately in line with Schedule 7.

133


Agenda Item 7.1

Student Activity, AY2015-16

1. Introduction1.1 The purpose of this report is to provide the Committee with information on the current

status of student activity for AY2015-16.

1.2 This paper is also being considered by the Finance and General Purposes Committee at its meeting on 15 March 2016.

2. Background2.1 For the purposes of securing funding from the Scottish Funding Council (SFC) College

activity is measured in credits, with the credits arranged in five price bands, which provide a method of aggregating student activity on different types of course and different modes of attendance in such a way that the duration of each programme and its resource demands are approximately reflected in the aggregated totals.

2.2 Ordinarily, if colleges fall short of their target the SFC would require part of grant-in-aid for the year to be repaid.

2.3 The College monitors the level of enrolments and rates of student retention throughout the year, as well as the projected level of additional activity. These data are important in allowing the College to ensure that activity will at least meet required target levels. A low level of early withdrawal enables the College to secure its SFC funding at an early stage in the year and allows for the curriculum offer to be adjusted to reduce costs in the latter part of the year.

3. Current Activity Levels AY2015-163.1 The figures noted below should only be read as an approximation of the current position.

The final calculation of credits can only be made at the end of the academic year and is dependent on: the final tally of enrolments for all types of activity across the whole year and student retention rates. As such the data below are indicative.

3.2 The Regional Outcome Agreement established with the SFC for AY2015-16 sets the College’s target for student activity at 139,549 credits.

3.3 The total current figures for credits for each of the key College’s areas are detailed in Table 1 of this report. The total of student activity for the College is currently 134,000 credits. The total planned activity for these areas is 140,664. This leaves a difference of 6,664 credits. However, the SFC target is 139,549 – which leaves a difference of 5,549 (ca 3%).

3.4 A programme of additional activities has been initiated and includes January 2016 course starts and enrolments from OPITO. Additional Business and Community Development enrolments through the College’s Tribal contract are planned thus allowing the College to meet its credit target for AY2015-16.

3.5 It will be noted that the College’s activity across the five credit price bands is close to the profile set by Scottish Funding Council.

4. Recommendation4.1 It is recommended that the Committee note the contents of this report.

Rob Wallen John DavidsonPrincipal Vice Principal – Learning and Quality


Activity AY2015-16

Full Time Enrolments:- Target Actual to-date

School of Creative Industries, Computing and Business Enterprise

2,830 2,933

School of Engineering, Science and Technology 1,501 1,542

School of Service Industries 2,379 2,392

Business and Community Development 0 10 Total 6,710 6,877

Full Time Retention to-date:- Enrolled Early

withdrawal %

Rate School of Creative Industries, Computing and Business Enterprise

2,933 137 95%

School of Engineering, Science and Technology 1,542 83 95%

School of Service Industries 2,392 153 94%

Business and Community Development 10 0 100% Total 6,877 373 95%

Part Time Retention to-date:- Enrolled Early

withdrawal %


534 15 97%


School of Service Industries 796 43 95%

Business and Community Development 5,801 50 91% Professional Development 73 0 100% Total 9,794 137 99%

Early retention (ALL) :- Enrolled Early

withdrawal %


3,467 152 96%


School of Service Industries 3,188 196 94%

Business and Community Development 5,801 50 91% Professional Development 83 0 100% Total 16,671 510 97%

Key Performance Indicators Students Enrolled (Actual)

Early student withdrawal (withdrawn students as a % of enrolled students)

2012 2013 2014 2015 2012 2013 2014 2015

FT Enrolments 6,935 6,872 6,245 6,877 7.20% 5.59% 4.7% 4.6%

PT Enrolments 12,240 11,863 6,371 9,794 4.71% 1.74% 1.1% 2%

Credits:- Target

Credits Actual

To-date Planned Provision

Projected Outturn

School of Creative Industries, Computing and Business Enterprise

44,108 46,169 0 46,169

School of Engineering, Science and Technology

37,115 35,773 308 36,081

School of Service Industries

45,337 44,268 42 44,310

Business and Community Development

13,326 7,383 5,943 13,326

Scottish Maritime 703 346 357 703 Professional Development 75 61 14 75 Total 140,664 134,000 6,664 140,664 Planned Outturn 140,664 Total SFC Target [incl. 3,035 ESF] 139,549 The College’s profile of provision in 2014-15, and the SFC assumption about the profile in 2015-16 on which funding and the credit target has been set, and the College’s activity in 2015-16 to date are as follows;

2014-15 2015-16 2015-16 Profile Profile Actual Band 1 19% 16.60% 16.57%

Band 2 45% 45.80% 47.79%

Band 3 31% 33.30% 32.14%

Band 4 1% 0.40% 0.52%

Band 5 3% 3.60% 2.98%

137


Agenda Item 7.2

Key Quality Performance Indicators

1. Introduction1.1 The purpose of this report is to provide the Committee with information on key performance

indicators relating to the Quality function.

2. Lesson Observation2.1 In the period 01 September 2015 to 19 February 2016 the College’s lesson observations

processes for College staff were reviewed to take into account the self-evaluation requirements arising from the Scottish Funding Council Action Learning Project. In the revised approach, grading is not used.

2.2 The revised approach to lesson observation is now well progressed and a total of 37 observations have taken place to date, with positive feedback around learning and teaching and students having commented favourably on the teaching approach. This will continue into Block 2.

2.3 Lesson observations are being carried out on agency teaching staff as previously and remain distinct from that of permanent staff. A total of 12 observations have been carried out for Protocol visiting lecturers by the College internal observer.

Protocol National Lecturers

Ratings 2012-13 2013-14 2014-15 2015-16

Acceptable 100% (42) 96% (48) 100% (31) 100% (12)

Action Required 0% 4%(2) 0% 0%

3. External Verification Visits 3.1 External verification is carried out by all awarding bodies. It is an important quality assurance

function, the purpose of which is to ensure the integrity of College assessment decisions and internal moderation (internal mechanism for checking integrity of assessments).

3.2 If an external verifier is not satisfied with the internal assessment and moderation in a college, he or she can recommend that the awarding body places sanctions on the College. These can range from minor recommendations for improvement through to suspension of enrolment/certification of candidates or ultimately, withdrawal of approval to run courses.

3.3 The following table shows the number of external verification visits carried out in the period 01 September 2015 to 19 February 2016:

138


Agenda Item 7.2

Awarding Body Number of Verification Checks Number of Sanctions

SQA 0 0

EDI 0 0

City and Guilds 2 0

NCFE 8 0

NOCN 1 0

CIPD 0 0

VTCT 1 0

College Development Network 0 0

BCS 0 0

BIIAB 0 0

IIQ 0 0

Total 12 0 (0%)

4. Student Engagement4.1 College managers and Quality Team staff regularly meet students to discuss their learning

experience with a view to identifying improvements.

4.2 Student discussion groups provide an opportunity for managers to meet groups of students in open agenda meetings to discuss their learning experience. Student focus groups are run by Quality Assurance and Improvement staff and concentrate on identified topics. These focus groups will be carried out between January 2016 and June 2016.

4.3 Peer-led reviews are held to allow members of the Students’ Association and an associated staff member to explore quality issues with other students.

4.4 The programme of student focus groups in AY2015-16 will cover the following topics:

• BYOD

• Learning and Teaching – 10 focus groups have taken place

• Timetabling.

4.5 A “First Impressions” survey has been conducted and responses have been well received from 4,808 students in AY2015-16. The results of the summary questions are presented below, along with the AY2014-15 result.

AY2014-15 AY2015-16

No of responses

% positive No of responses

% positive

I enjoy coming to College 2,842 95% 4,664 95%

Overall, I am satisfied with the College 2,842 96% 4,664 96%

139


Agenda Item 7.2

5. Complaints5.1 The College monitors all complaints. These are investigated internally and responses

provided by appropriate departmental heads.

5.2 The College has received 81 complaints in the period 01 September 2015 to 19 February 2016. At the same period last academic year we had 99. The following table gives details of the complaints with comparisons for the previous two whole years.

5.3 It will be noted that there had been a large rise in complaints relating to bursary administration in AY2014-15 however, the implementation of a new computer-based system has resulted in significant improvements in this area.

5.4 There had also been complaints relating to I.T. systems due to the complexity of bringing together two separate I.T. systems in AY2014-15. Significant improvements have been made in this area and stability has now been achieved.

Category of Complaint 2013-14 2014-15 2015-16

CP1Timetabling arrangements/course cancellations/change of lecturer

6 13 12

CP2 Delivery of Courses/ Learning and Teaching 33 14 13

CP3 Standards of equipment or accommodation 5 2 0

CP4Information provided about, or communication relating to courses

4 8 6

CP5 Course content 6 0 0

CP6Assessment and/or certification arrangements or outcomes

9 8 7

CP7 Booking/enrolment administration by sectors 7 17 7

CP8 Arrangements relating to interviews/appointments 6 1 3

CP9 Behaviour of student within the College 12 5 1

CP10Libraries/Information Technology Centre (Open Learning incorporated in Flexible Learning from 09-10)

0 0 0

CP11 Discrimination – protected characteristics 3 2 1

CP12 Behaviour of staff 0 22 8

CP13 Arrangements relating to work placement/experience 0 1 0

SS1 Equipment/rooms 9 6 0

SS2 Provision of general college information 0 1 0

SS3 Financial matters – invoices/refunds/payments 2 4 2

SS4 Bursary administration 0 19 9

SS5 Health and Safety Issues 1 2 4

SS6 College events 0 2 0

SS7 Services for Disabled 0 0 1

SS8 Guidance/Student Support 2 5 1

COS1 Catering 4 6 2

COS2 Security 1 2 1

COS4 Transport 0 0 1

COS5 Janitorial provision 0 0 0

COS6 Facilities 3 7 0

COS7 Cleaning Services 0 0 0

COS8 Delivery by Contracted Staff 0 0 0

COS10 IT Services 7 19 2

COS11 Car Parking 2 1 0

Totals 120 167 81

140


Agenda Item 7.2

6. Compliments and Thanks6.1 The College receives many expressions of thanks from students, employers and visitors.

6.2 The following table gives details of those received in the period 01 September 2015 to 19 February 2016 compared with previous two years.

Category of Compliment 2013-14 2014-15 2015-16

CP1Timetabling arrangements/course cancellations/change of lecturer

0 0 0

CP2 Delivery of Courses 7 9 1

CP3 Standards of equipment or accommodation 0 0 0

CP4Information provided about, or communication relating to courses

0 0

CP5 Course content 1 0 0

CP6 Assessment and/or certification arrangements or outcomes 0 0 0

CP7 Booking/enrolment administration by sectors 1 1 0

CP8 Arrangements relating to interviews/appointments 0 0 0

CP9 Behaviour of student within the College 1 2 0

CP10 Libraries/Information Technology Centre 2 0 0

CP11Discrimination - Sex/race/disability/religion or belief/sexual orientation/age

0 0 0

CP12 Behaviour of staff - 13 6

CP13 Arrangements relating to work placement/experience - 1 0

SS1 Equipment/rooms – non course related 0 0 0

SS2 Provision of general college information 1 0 0

SS3 Financial matters – invoices/refunds/payments 0 0 0

SS4 Bursary administration 0 1 2

SS5 Health and Safety Issues 0 0 0

SS6 College Events 10 2 0

SS8 Guidance/Student Support 6 8 0

COS1 Catering 0 0 0

COS2 Security 0 0 0

COS4 Transport 0 0 0

COS5 Janitorial provision 0 0 0

COS6 Facilities and cleaning services 0 0 0

COS10 IT Services 0 0 0

COS11 Car Parking 0 0 0

Student -provided services 0 0 0

Totals 29 37 9

7. Recommendation7.1 It is recommended that the Committee note the contents of this report.


141


Agenda Item 7.3

Student Support Funds

1. Introduction1.1 The purpose of this report is to provide the Committee with information on amounts

allocated for various support funds and comparative spend of AY2015-16 and AY2014-15.

2. Background 2.1 Funds allocated directly to the College. The College receives a range of student support funds mainly from the Scottish Further

and Higher Education Funding Council (SFC) but also from the Student Awards Agency for Scotland (SAAS). These funds can be grouped as follows:

• bursary funds to support eligible Further Education (FE) students;

• discretionary funds to support both eligible FE and Higher Education (HE) students;

• childcare funds to support both eligible FE and HE students, now incorporating the Lone Parent Childcare Grant.

2.2 Funds controlled centrally by SFC (as opposed to being allocated directly) but administered by the College on their behalf:

• Educational Maintenance Allowance (EMA) programme.

3. Bursary Funds – general rules3.1 Both the student and their course of study must be deemed eligible before they can be

considered for an award.

3.2 The amount of any award shall be determined by the college and would normally cover the student’s maintenance costs, travelling expenses and study costs (within the limits set in national policy).

3.3 The Bursary Fund is cash limited, students who are eligible for support are not automatically entitled to this support.

3.4 Spend on overall study costs must not exceed 15 per cent of the college’s initial bursary allocation for AY2015-16.

3.5 Bursary awards should only be made available automatically for attendance above 90 per cent of planned classroom hours.

3.6 Colleges may use their bursary funds to meet some or all of an eligible student’s travelling expenses where they are eligible for inclusion in a travel allowance by securing a transportation agreement with a local transport provider.

3.7 College’s may spend bursary funds on childcare.

3.8 Where SFC have given permission, shortfalls in Bursary allocations can be offset by using FE / HE Childcare Funds or FE Discretionary Funds.

142


Agenda Item 7.3

4. Discretionary and Childcare Funds – general rules4.1 The range of discretionary and childcare funds is as follows:

A. Further Education Discretionary Fund (FEDF) (SFC) – for eligible non-advanced level students to be used primarily for emergency use to cover general living expenses but not for fees where there is a risk to the students continuation on their course.

B. Further Education and Higher Education Childcare Fund (FE / HE CCF) (SFC) which will have two elements as follows:

i) The Lone Parents Childcare Grant (LPCG) element which will be an entitlement payment of up to £1,215 per year to all eligible further and higher education students who are lone parents and who have formal registered childcare expenses while studying. The LPCG is not income assessed.

ii) The Discretionary Childcare Funds which all students may apply to for financial help with formal registered childcare expenses. Payments from the Discretionary Childcare funds will be made at the discretion of the institutions and based on an assessment of need.

C. Higher Education Discretionary Fund (HEDF) (SAAS) – for all eligible advanced level students to be used for general living expenses but not for fees (may be used for registered/formal childcare costs).

D. The cost for the College’s nursery at Fraserburgh amounts to £240k and is incorporated, including on-costs, within the commitment for childcare.

5. Educational Maintenance Allowance (EMA) Programme5.1 EMAs form a part of the Scottish Government’s agenda of encouraging access to, and

participation in post-16 learning by young people from low-income families.

5.2 They are intended to encourage learners to stay on in post-compulsory education i.e. after they are legally eligible to leave.

5.3 Recipients will normally be aged between 16 and 19 years (inclusive).

5.4 EMA funds do not form part of the grant-in-aid to SFC, but are claimed in arrears based on recorded activity in the sector.

5.5 Currently, eligibility for £30 per week will be for those in households of income of up to £20,351 and income of up to £22,403 for households with more than one dependent child. From the 01 January 2016 there are changes to the income threshold meaning a family with one dependent child earning up to £24,421 is now eligible, an increase of £4,070 on current levels. For a family with more than one dependent child, the increase is £4,481 up to £26,884.

5.6 Payment is dependent on 100 per cent weekly attendance and progress towards agreed learning targets. Students are however allowed up to 10 authorised absences over the course of the year without this impacting on their 100 per cent target.

143


Agenda Item 7.3

6. Disbursement of Funds in AY2015-166.1 Information on the disbursement of funds up to 26 January 2016 is given in the tables in

the appendix to this report. Comparative figures have been provided at the end of last year. No funds have yet been vired between funds.

7. SFC Allocation AY2015-167.1 For AY2015-16 student support allocations to the College from the SFC have been reduced

by over £440k from the previous year.

7.2 Indications from SFC and the FE sector generally suggest that many colleges are experiencing a shortage of student support funds this year. This is despite some colleges receiving additional in-year funding support from the SFC.

7.3 The SFC has indicated to colleges that any shortfall in student support funds should, as a priority, be met using monies earmarked for depreciation.

7.4 It should be noted that the present commitment for bursary and childcare payments currently outweighs the College’s allocation. As well as considering the impact of a significant reduction in the College’s SFC Student Support Fund Allocation, the Colleges’ current position can be explained by a number of other contributing factors. These include:

• Improved early and further student retention and improved student attendance - Across the College there has been a total of 743 withdrawn students as at end January 2016 compared with 1,333 at end of January 2015.

• Increased support fund payments - Total monthly support fund payments currently stand at approximately £530k compared with approximately £480k per month in the previous year.

• Additional payments – There have been extra weeks support paid (approximately £130k additional commitment for the year) this year compared to AY2014-15. This is due to changes within the College calendar.

• BYOD – Implementing phase 3 of the BYOD initiative which, this year, was targeted predominantly at students on non-advanced programmes has been supported by bursary funding to the tune of approximately of £246k. Due to a focus on HE rather than FE students previous phases of BYOD implementation have not been so dependent on student support funds to fund the initiative e.g. BYOD was funded to the tune of only £38k in AY2014-15.

• Increased Bursary entitlement – For AY2015-16 there has been an approximate £1 per week increase for those receiving a Bursary payment. This approximates to £80k of the College’s total commitment.

7.5 The commitment is a calculation of the awards offered to students and costs charged to student support funds. It does not equate to the amounts actually paid, as not every offer to a student will be paid in full e.g. if a student’s attendance falls below 90% then a payment may be withheld. Further, a student may leave the course before its end date and support fund payments will cease.

7.6 The commitment is updated once actual payments are made in line with the published schedule. However, the full amounts offered are included for payments due in the future.

144


Agenda Item 7.3

7.7 2 new courses have recently started and to date the College has not yet received all the Bursary applications for them. A further course is due to commence in April 2016. An estimate of the amount of support which will be required for these courses is included in the overall projected figures in this section. If the College projects the monthly payments but assumes that students withdrawals continue at either a. 5% pm, b. 4% pm c. 3 % pm or d. 2% pm then the final outturn could be estimated at:

a. £6,672,126b. £6,743,610c. £6,817,425d. £6,892,276

Based on these figures, and as childcare funds remain overcommitted by up to £230k, the overall position at the end of the year could be:

a. £88,126b. £160,610c. £226,425d. £309,276

The position is extremely tight and the likelihood that the College ends up with a shortfall in student support funds will be entirely dependent on the forthcoming levels of student attendance and retention.

7.8 Weekly reviews of commitment against allocation are carried out, and will be continued, to monitor the College’s position so that any required action to protect the College and its students is taken as quickly as possible. Additional actions currently being considered, or implemented, to reduce down any possible over-commitment include:

• Alerting SFC to a potential shortfall in student support funds

• Assigning £233k of depreciation funds for student support fund purposes

• Assessing new students who are under the age of 20 years for EMA payments only

• Reassessing students under the age of 20 years currently receiving bursary for EMA payments only

• Assessing students for course fee waiver only where they are being invoiced for course fees

• Ensuring that attendance criteria for bursary payment are consistently applied

• Ensuring awards for withdrawn students are processed as quickly as possible

• Restricting the number of withheld payments which can be re-instated per student

• Reducing the amount paid to students who have applied for discretionary funds.

8. Recommendation 8.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal - Business Services

Appendix 1 Agenda item 7.3

Table 1 – Funds Available

Funds Available

£000

Funds Available

£000

Support Funds 2015-16 2014-15

FE Bursary 6,813(Inc. ESF 301) 6,908

FE Discretionary 497 498 FE / HE Childcare (Inc. LPCG) 657 1,006

Total 7,967 8,412

HE Discretionary 200 210

EMA 116 611

Totals 8,283 9,233

Table 2 – Committed Funds

2015-16 2014-15 to year end

Support Funds

Funds Available £000s to

date

Funds Committed

£000s to date

Funds available

not yet committed

£000s to date

Funds Available

£000s

Funds Committed

£000s

Funds available

not yet committed

£000s

FE Bursary (Inc. £301k ESF) 6,813 6,952 -139 6,908 6,171 737

FE Discretionary 497 460 37 498 488 10 FE / HE Childcare (inc LPCG) 657 886 -229 1,006 793 213

Total 7,967 8,298 -331 8,412 7,452 960

HE Discretionary 200 176 24 210 193 17

EMA 116 116 0 500 500 0

Totals 8,283 8,590 -307 9,122 8,145 977

Table 3 – Supported Students

2015-16 to date

2014-15 to year

end

FE Bursary + Fee Waiver 3,796 4,100

FE Discretionary + Loans 414 691

FE Childcare 154 128

FE / HE LPCG 270 122

HE Discretionary + Loans 138 109

HE Childcare 45 36

EMA programme 430 359

147


Agenda Item 7.4

Regional Curriculum Mapping

1. Introduction1.1 The purpose of this paper is to give the Committee an opportunity to consider the regional

curriculum mapping process.

2. Background2.1 The North East of Scotland has more highly–developed college-university articulation

arrangements than are found in other parts of Scotland. The region is recognised as a model of good practice in this respect.

2.2 There are also well-developed school-college partnership arrangements.

3. Regional Curriculum Mapping3.1 In order to help young people and their families, school staff, careers advisers, employers

and staff of colleges and universities better to understand the variety of curriculum pathways that these links offer, a series of curriculum maps is being developed which show in different vocational areas the pathways from school through college and/or university into work. As well as sharing routes through full-time study, the maps record the “apprenticeship” routes – including the developing Foundation Apprenticeships and Graduate/Advanced Apprenticeships, as well as the long-established Modern Apprenticeships.

3.2 Wherever possible these maps are concentrated on one side of A4 – though where necessary an A3 format is used.

3.3 Attached as Appendix 1 is the regional map for Computing/IT and as Appendix 2 is the regional map for Engineering and related provision.

3.4 Further curriculum maps are in production for Science, Care, Construction, Business, and Hairdressing and Beauty Therapy.

3.5 The IT/Computing and Engineering maps have been used locally to help clarify opportunities.

3.6 They have also been made available to relevant officials of SFC, Scottish Government, SDS and SQA who have all noted the great benefit of the clear graphic format.

4. Recommendation4.1 It is recommended that the Committee note the information in this paper and in the

Appendices.

Rob WallenPrincipal

Work

Broad General

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Introduction to C

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BSc (Hons) C

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BSc (Hons) C

yber Security (follow

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Year 1

MSc C

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BSc Com

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MSc Engineering in

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Year 1

MSc C

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BSc Com

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MSc Engineering in

Com

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Year 2

MSc C

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BSc Com

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BSc (Hons) C

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‘Foundation Apprenticeship ’

Skills for Work

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college(nescol)

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scqf 4scqf 5

scqf 6scqf 7

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scqf 10scqf 11

scqf 11scqf 10

Graduate/Advanced

Apprenticeship

NC

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n.B. for further details of Articulation from

hnD to year 3 of degree program

mes, see overleaf

north eAst scotlAnD – ABerDeen AnD ABerDeenshire computing pAthw

Ays

Modern Apprenticeship

in Com

putingG

raduate/AdvancedApprenticeship

Version 1: 09 February 2016

Com

puting/ICT Entitlem

ent in S1 -3

In the Broad General Education phase

(S1-3, skills in computing/IC

T are specifically developed in a range of subject areas (e.g. Technical, C

omputing,

Business and ICT, H

ome Econom

ics and M

usic) but teachers in all other departm

ents will apply, reinforce and

extend ICT skills w

ithin their particular subject.

Ap

pe

ndix 1 – A

ge

nda

Item

7.4

north east scotland – aberdeen and aberdeenshire engineering and related provision for oil & gas

YEAR 2

B Eng/M Eng Electrical/ Electronic Engineering

B Eng/M Eng M

echanical Engineering

B Eng/M Eng C

ivil, Structural, Environmental

B Eng/M Eng Petroleum

Engineering

B Eng/M Eng C

hemical Engineering

YEAR 3

B Eng/M Eng Electrical/Electronic Engineering

B Eng/M Eng M


B Eng/M Eng C



Engineering

B Eng/M Eng C

hemical Engineering

YEAR 4

B Eng/M Eng Electrical/Electronic

Engineering

B Eng/M Eng M


B Eng/M Eng C



Engineering

B Eng/M Eng C

hemical Engineering

YEAR 5

M Eng Electrical/Electronic

Engineering

M Eng M


M Eng C


M Eng Petroleum

Engineering

M Eng C

hemical Engineering

CPD

FOR IN

DU

STRY:

MSC

Petrophysics & Form

ation Evaluation (C

PD)

Project Managem

ent

Short courses in Geology &

Petroleum

Geology

YEAR 1

B Eng/M Eng Electrical/Electronic Engineering

B Eng/M Eng M


B Eng/M Eng C


BSc Geology &

Petroleum G

eology (4 years)

MG

eol Geology &

Petroleum G

eology (5 years)


Engineering

B Eng/M Eng C

hemical Engineering

CPD

FOR IN

DU

STRY:

Well C

onstruction

Drilling

Petroleum Production

Subsea Engineering

Gas Technology

YEAR 1

BSc Electronic & Electrical Engineering

B Eng/M Eng Electronic &

Electrical

BSs Mechanical Engineering

B Eng/M Eng M

echanical & O

ffshore

B Eng/MEng M

echanical & Electrical

Engineering

B Eng/MEng M


BROA

D G

ENERA

L

EDU

CATIO

NN

ATION

AL 4

SKILLS FOR

WO

RK ENERG

Y

FOU

ND

ATION

APPREN

TICESH

IP

NATIO

NA

L 5H

IGH

ER

YEAR 2



Electrical


B Eng/M Eng M

echanical & O

ffshore

B Eng/MEng M


Engineering

B Eng/MEng M


YEAR 3



Electrical


B Eng/M Eng M

echanical & O

ffshore

B Eng/MEng M


Engineering

B Eng/MEng M


YEAR 4



Electrical


B Eng/M Eng M

echanical & O

ffshore

B Eng/MEng M


Engineering

B Eng/MEng M


YEAR 5

M Eng Electronic &

Electrical

M Eng M

echanical & O

ffshore

Short courses for the maritim

e industry

Radio Telephony

Trainee Deckhands

Modern Apprenticeship

in EngineeringAdvanced/G

raduateApprenticeship

nescol (SC

OTTISH

M

ARITIM

E AC

AD

EMY)

HN

C N

autical Science

(Offi

cer of the Watch)

HN

D N

autical Science

(Chief Mate)

NO

N-A

DVA

NC

ED:

SVQ Perform

ing Engineering Operations

NC

Manufacturing Engineering Level 5

NC

Fabrication & W

elding Engineering Level 5

NC

Mechanical M

aintenance Engineering Level 5

NC

Engineering Systems Level 6

NC

Mechanical Engineering Level 6

NC

Measurem

ent & C

ontrol Level 6

SVQ Electrical Installation

NC

Electrical Engineering Levels 5 & 6

NC

Electrolnic Engineering Level 6

HN

C:

Mechanical Engineering

Practice Engineering

Process Technology

Measurem

ent & C

ontrol

Electrical Engineering

Electronic Engineering

HN

D:

Mechanical Engineering

Electrical Engineering

Electronic Engineering

EMPLO

YMEN

T

Graduate Apprenticeship

in Engineering

nescol

scqf 4scqf 5

scqf 6scqf 7

scqf 8scqf 9

scqf 10postgrad

cpd

schools

school/college/w

orkcollege

college/w

ork/UniversitY

UniversitY

UniversitY

the c

olleg

e an

d

the u

niv

ersities a

lso o

ffer a w

ide

ran

ge o

f cpd

Fabrication and welding w

orkshops (MIG

, TIG, C

oded)M

echanical Engineering workshops

Electrical Engineering workshops

Electronic Engineering workshops

Process Engineering workshops

Instrumentation w

orkshopsO

il and Gas production platform

HV/LV sw

itchgearW

orkshops for installation of electricity in hazardous environm

ents

Dynam

ic Positioning simulators

Stabilising simulators

Drilling sim

ulatorsShip’s bridge sim

ulatorsAM

ERC approved com

mercial radio sim

ulationSRC

, LRC, G

OC

, CAA

Hydraulics w

orkshopTem

porary refuge integrity facility

nescolsma

U of argU

total

FT NO

N-A

DV

10480

00

1048

FT HN

C/HN

D483

00

0483

FT DEG

REE

00

1326561

1887

FT POST G

RA

DU

DA

TE0

0288

336624

PT & CPD

3283610

391759

5043

TOTA

L4814

6102005

16569085

combined engineering resoUrces in aberdeen / aberdeenshire

entry po

ints:

Entry to Non-advanced program

mes

for those with Standard G

rades.

Entry to HN

D for those w

ith Highers or

Non advanced FE program

me.

Entry to Degree 1st Year for those w

ith H

ighers or ‘A’ levels

Industrial/military experience and

other qualifications individually considered.

enrolments 2014-15 - en

gin

eering

an

d o

ther pro

visio

n releva

nt to

oil a

nd

ga

s ind

ustry

UN

IVERSITY OF A

BERDEEN

MSc Petroleum

, Energy Economics and Finance

LLM O

il and Gas Law

LLM Energy Law

MSc Energy Politics &

Law

MSc O

il & G

as Com

puting

MBA Energy M

anagement

MSc Environm

ental Science

MSc Energy &

Environmental Law

ROBERT G

ORD

ON

UN

IVERSITY

Msc Project M

anagement

PgCert/PgD

ip/MSc Purchasing and Supply C

hain Managem

ent

PgCert/PgD

ip/MSc Energy M

anagement

MBA O

il and Gas M

anagement (PT/F/T and D

istance)

LLM/M

Sc Oil and G

as Law

PgCert/PgD

ip/MSc O

il and Gas Accounting

MSc Instrum

ental Analytical Science

MSc IT for the O

il & G

as Industry

MSc C

omm

ercial Practice for the Oil &

Gas Sectors

NO

RTH EAST SC

OTLA

ND

CO

LLEGE

HN

C/D

Administration &

IT

HN

D Accounting

HN

D Legal Services

HN

D Advertising &

Public Relations

HN

D C

omm

unication with M

edia

HN

C/D

Applied Sciences

ARTIC

ULATIO

N FRO

M H

ND

TO YEA

R 3 OF RELEVA

NT D

EGREE PRO

GRA

MM

ES AT UN

IVERSITY OF A

BERDEEN

AN

D RG

U

BETWEEN

THEM

, THE TH

REE INSTITU

TION

S ALSO PRO

VIDE RELATED

PROVISIO

N IN

SCIEN

CE, EC

ON

OM

ICS, LAW

, AC

CO

UN

TING

AND

MAN

AGEM

ENT TO

SUPPO

RT THE EN

ERGY IN

DU

STRY

POST G

RAD

UATE

MBA O

il & G

as Managem

ent

MSc Asset Integrity M

anagement

MSc D

rilling & W

ell Engineering

MSc O

il & G

as Engineering

MSc Petroleum

Prod Engineering

MSc Energy M

anagement

MSc O

ffshore O

il & G

as Engineering

MSc Subsea Engineering

PhD in relevant subjects

POST G

RAD

UATE

MSc O

il & G

as Chem

istry

MSc O

il & G

as Engineering

MSc O

il & G

as Struct Engineering

MSc Project M

anagement

MSc Renew

able Energy

Engineering for Oil &

Gas Safety &

Reliability Engineering

MSc Subsea Engineering

MSc Integrated Petroleum

Geoscience

MSc O

il & G

as Enterprise Managem

ent

PGD

ip/MSc H

ydrocarbon Exploration

MSc Pertoleum

Engineering

MSc G

eophysics

MSc Reservoir Engineering

MSc Process Safety

PhD in relevant subjects

EMPLO

YMEN

T

Version 1: 08 February 2016

Ap

pe

ndix 2 – A

ge

nda

Item

7.4