learning & teaching and student services committee meeting ... · 7/21/2015 · learning &...

Board of ManagementLearning & Teaching and Student Services Committee

Meeting of 21 July 2015


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 21 July 2015 in G10, Aberdeen City Campus. The meeting will commence following the Board of Management meeting which is scheduled to start at 1400 hours.

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

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


Agenda

Learning & Teaching and Student Services Committee

Agenda


1. Apologies for Absence

2. Minute of Previous Meeting 2.1 Minute of the meeting of 19 May 2015 (paper enclosed)

3. Matters Arising from Previous Meeting3.1. To be raised at the meeting

4. Principal’s Report4.1. Principal’s Report (paper enclosed)

5. Matters for Decision5.1. Criteria to Govern Course Provision Policy (paper enclosed)5.2. Review of Policies: Business Services, Bursary Policy (paper enclosed)5.3. Review of Policies: Business Services, Course Fees Policy (paper enclosed)5.4. Suggested Business for the Committee AY2015-16 (paper enclosed)5.5. International Links Policy (paper enclosed)5.6. Information, Advice, Guidance and Support Policy (paper enclosed)5.7. Students’ Association Constitution (paper enclosed)

6. Matters for Discussion6.1. Promotion of Good Practice in Learning and Teaching (paper enclosed)6.2. University Progression and Articulation Links (paper enclosed)6.3. Quality Assurance Arrangements: Framework and Quality Cycle (paper enclosed)6.4. European Projects Update (paper enclosed)

7. Matters for Information7.1. Student Activity, AY 2014-15 (paper enclosed)7.2. Student Support Funds (paper enclosed)7.3. Performance Indicators (paper enclosed)7.4. Infographic Update (paper enclosed)

8. Summation of Business and Date of Next Meeting

Reserved Items of Business9. Matter for Discussion

9.1. Business and Community Development/College Activity Target

10. Summation of Reserved Item of Business

1

Learning & Teaching and Student Services CommitteeMeeting of 21 July 2015

Agenda Item 2.1

Draft Minute of Meeting of 19 May 2015

The meeting commenced at 1400 hours.

PRESENT – S Cormack, D Duthie (Chair), K Gravells, J Harper, C Inglis, D Rennie, A Simpson, S Smith, R WallenIN ATTENDANCE - N Cowie, J Davidson, P May, P Kesson

Members noted that Mr Dunn’s term of office as teaching staff representative on the Board had ended and that matters were in hand to elect a new representative. It was also noted that Mr Dunn will be invited to have lunch with Members ahead of the meeting of the Board of Management on 08 June 2015.

1. Apologies for AbsenceApologies were received from D Anderson and A Bell.

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

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

4. Report by the PrincipalMembers noted a report providing information on Student Achievement and Community Citizenship Awards 2015; Celtic Media Festival; Ceilidh Experience; Music Industry Day 2015; and Networking Event.

Mr Duthie commended the recent Student Achievement and Community Citizenship Awards and Ms Simpson commended an art exhibition by students following a recent trip to Edinburgh.

5. Matters for Decision5.1 College/Local Authority/Schools Partnership Policy The Committee undertook a review of the College/Local Authority/Schools Partnership

Policy, noted the proposed minor changes, and adopted the Policy.

5.2 The North East Scotland College Students’ Association: Budget Review The Committee considered information on progress made by the Students’ Association

in relation to the budget for 2015-16 and future years.

Members noted that the Association had made changes to the proposed budget since it was last considered by the Committee, including the identification of savings and additional income streams.

It was impressed upon the Association that, going forward, it would have to work within the budget parameters.

After some discussion the Committee approved the revised budget for 2015-16. It was agreed that the budget for 2016-17, when available, would be considered regularly by the Committee to enable any potential issues to be highlighted and for guidance to be offered to the Association.

Members commended the Students’ Association for the work undertaken to review its costs.

2


Agenda Item 2.1

5.3 Aberdeen Foyer and North East Scotland College Partnership Agreement The Committee considered the proposed arrangements for the partnership between the

College and Aberdeen Foyer.

Information was provided on the background and context to the partnership; respective roles; and the annual programme of activity.

Members noted that Mr Cowie, Vice Principal, monitored the arrangements with a representative of the Foyer.

Ms Simpson commended the very positive nature of the partnership.

After some discussion it was agreed that the information presented in the paper should be converted into a formal Memorandum of Understanding between the two organisations.

The Committee requested further information on the split of operating costs between the two organisations, together with an impact assessment of the Agreement. Members also requested to receive a presentation on the partnership between the two organisations.

Members asked to be notified of any future Foyer programme awards ceremonies.

6. Matters for Discussion6.1 Curriculum Planning Arrangements for 2015-16 The Committee considered a report providing information on the curriculum planning

arrangements for the College for 2015-16.

Information was provided on the background to the curriculum planning process; priorities for the College in AY2015-16; and positioning the curriculum for the future.

Members noted the information contained in the paper and asked that details of any changes in the curriculum portfolio be included in future version of the paper.

6.2 Update on OGAS Activity Mr Duthie, Professor Harper, Ms Cormack, and Ms Inglis declared an interest in this item

by virtue of their roles in partner organisations.

The Committee considered a paper providing information on OGAS activity.

Information was provided on the background to the introduction of the Oil and Gas Academy of Scotland (OGAS); the operating budget; projects; communications; future financial model; and future membership.

The Committee noted the contents of the report.

6.3 Partnership Matters The Committee considered a paper providing information on the Partnership Matters

Agreement between the College and a range of partners including the region’s two local authorities.

Mr Wallen provided an oral update on a recent meeting of the local Partnership Matters Group at which a draft revised Agreement was considered.

Members noted that further amendments would be made to the draft Agreement and it would then be considered at a meeting of the Group in June 2015.

3


Agenda Item 2.1

6.4 Update on Students’ Association Activities The Committee noted a report providing information on the work of the Students’

Association.

Mr Rennie provided further information on donations to charities; elections for the two posts of Area Presidents; and positive student feedback on ‘meal deals’ provided by the College’s catering contractor.

7. Papers for Information7.1 Student Activity 2014-15 The Committee noted a paper providing information on the current status of student

activity for the academic year 2014-15.

Mr Cowie drew Members’ attention to the potential shortfall in wSUMS for Business and Community Development (BCD) and said that this was in large part due to the lead in time for a new contractor appointed to deliver open learning provision.

Members were advised that the Scottish Funding Council (SFC) has been alerted to the potential shortfall.

The Committee were informed that an update on BCD activity, requested by the Finance and General Purposes Committee at its meeting earlier in the day, would also be circulated to Members.

7.2 Key Quality Performance Indicators The Committee noted a report providing information on key performance indicators

relating to the Quality function. It was noted that data for 2014-15 has been combined for the regional college.

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

Mr Cowie advised Members of a recent visit by Education Scotland to review the College’s lesson observation process and confirmed that positive feedback had been received.

A minor amendment to the category of complaints was agreed.

It was noted that staff were being encouraged to forward any compliments received for central collation.

7.3 Student Support Funds The Committee noted a report providing information on amounts allocated for various

support funds and comparative spend of AY2014-15 and AY2013-14.

Information was provided on the background to the allocation of funds; general rules for bursary funds; discretionary and childcare funds; childcare reserve funds; Educational Maintenance Allowance (EMA) Programme; and disbursement of funds in AY2014-15.

7.4 Students’ Association Trustee Board The Committee noted a paper providing information on the Trustee Board of the Students’

Association.

Information was provided on the establishment of the Trustee Board; the remit; current membership; and the aims of the Board.

4


Agenda Item 2.1

8. Summation of Business and date of next MeetingThe Secretary gave a summation of the business conducted. The next meeting of the Learning & Teaching and Student Services Committee is scheduled to take place on Tuesday 21 July 2015 at 1400 hours.

Reserved Item of Business9. Matter for Discussion

9.1 Macduff Learning Centre

The meeting concluded at 1515 hours.

5


Agenda Item 4

Report by the Principal

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

developments.

2. Aberdeen Youth Games Success2.1 Friday 29 May 2015 saw the culmination of months of hard work come into play with the

Aberdeen Youth Games. This event is part of a collaborative working relationship that North East Scotland College have with RGU, Active Schools and Sport Aberdeen.

2.2 1,200 school pupils from around the City took part in a range of sporting activities including football, basketball and badminton. Our Sports students were responsible for preparing15 of the participating schools towards the event and 68 of our students from every level of course volunteered on the day to help co-ordinate activities.

3. Grampian Chef and Restaurant of the Year Competition3.1 North East Scotland College Hospitality Department recently played host to the Grampian

Chef and Restaurant of the Year competition which saw former Professional Cookery student Orry Shand take the title of Chef of the Year.

4. Art and Design4.1 Former North East Scotland College students Stephen Murray and Ruth Brown have both

just achieved their BA in Textile Design, with First Class honours, from Duncan of Jordanstone College of Art, Dundee.

4.2 Stephen started at NESCol on the non-advanced Art and Design programme and then progressed to HND Textiles, and was the only student specialising in knitted textiles to gain a first class degree this year. Ruth joined NESCol on the non-advanced Fashion and Textiles course before progressing to HND Textiles and thence to her degree course, specialising in printed textiles. Stephen and Ruth both progressed extremely well at College, excelling in skills and concept development during HND Textiles to achieve A passes in graded units and were direct entries to the highly competitive degree in Textile Design at Duncan of Jordanstone College of Art in 2012.

5. App-a-thon - Guinness World Record Attempt!5.1 In June the Computing Department took part in a nationwide British Computer Society

attempt to break the Guinness World Record for the largest number of people learning to write Android smartphone applications at the same time.

6. SNIPEF SkillPLUMB competition6.1 Altens Campus hosted the SNIPEF SkillPLUMB competition on the 05 and 06 June 2015. Top

plumbing apprentices from colleges and training providers across Scotland competed for the 40th edition of this prestigious annual event. NESCol apprentice Richard Wilson won the Best Overall Award as well as Best Lead Work. Second overall place went to Borders College who also won Best Copper Work and third went to Perth College.

6.2 Richard will now be invited to compete at the SkillBuild UK national competition at the NEC in Birmingham later in the year.

6


Agenda Item 4

7. Students in Finals of Young Aspiring Chef Competition7.1 Three top professional cookery students recently took part in the Scotch Beef Aspiring

Young Chef competition and claimed the top three places. 3rd year student Brogan Tilney took the top spot, 1st year student Eilidh Davidson took 2nd place with 3rd place going to Ross Maxwell.

7.2 The top two students then went head to head in a live cooking competition at the Taste of Grampian event on 06 June 2015 where Eilidh Davidson was awarded top prize and Brogan Tilney a close runner up.

8. Garden Party invitation8.1 Laraine Thomson, Instructor in Hospitality at Fraserburgh Campus, was invited to the

Queen’s Garden Party on 01 July 2015. The invitation is in recognition of the dedicated work Laraine carries out with local Brownies and Guides from Rothienorman.

9. The Trades Awards North Scotland 20159.1 The North East Trade Awards took place in June at Pittodrie Stadium and one of the

categories up for grabs was the Apprentice of the Year award. Liam Bruce, a student studying Advanced Carpentry and Joinery at our Fraserburgh Campus was the outright winner. Both Neil Forsyth, HNC Construction and Morgan Thomson, Advanced Craft Brickwork were also Highly Commended for their work throughout the academic year.

10. ACSEF10.1 The private sector representatives on the Board of ACSEF held a dinner in the College’s

Gate 63 training restaurant on 24 June 2015. They were very complimentary about the service and intend to hold future dinners there on a regular basis.

11. Intercampus Staff Football Match11.1 The first NESCol inter campus staff football match took place on 26 June 2015 at the

Aberdeen Sports Village. Aberdeen Football Club Heritage Trust sponsored a trophy. The Fraserburgh Campus team won the competition. The trophy was presented by Allan McKimmie, a former member of staff of the College, who now works for Aberdeen Football Club, organising the programme for the youth team players, including, in many cases, study at the College.

12. Recommendation12.1 It is recommended that the Committee note the contents of this report.

Rob WallenPrincipal

7


Agenda Item 5.1

Criteria to Govern Course Provision Policy

1. Introduction1.1. The purpose of this paper is to enable the Committee to undertake a review of the Board’s

Policy on Criteria to Govern Course Provision.

2. Background2.1. The Board of Management has established a timetable for the review of policies established

by the Board and its Standing Committees.

2.2. At previous meetings, the Committee decided that a number of the College’s policies would be reviewed at subsequent meetings. The policy being considered today is Criteria to Govern Course Provision.

3. Review3.1. Experience has shown that this current policy has been effective and has presented no

strategic or operational problems.

3.2. Attached as Appendix 1 to this paper is the current policy. A copy of the proposed revised version, which is being presented for approval by the Committee, is attached as Appendix 2. Changes have been made to reflect the continued work of North East Scotland College.

4. Recommendation 4.1 It is recommended that the Committee consider and, if so minded, approve the revised

Criteria to Govern Course Provision Policy.

Rob Wallen John DavidsonPrincipal Vice Principal Learning and Quality

Review Date: July 2015

Crit

eria

to G

ove

rn C

our

se

Pro

visi

on

Polic

y

Agenda Item 5.1, Appendix 1

QA06

Criteria to Govern Course Provision

Policy

of 8


1.0 Introduction 1.1 North East Scotland College’s Vision and Values are as

follows: Our vision is a College where lives can be transformed

and ambitions realised through: • Inspirational teaching • High quality services and facilities; and • Flexible and accessible courses responsive to the

needs of both employers and the communities that we serve.

We value:

• Our students through focussing on their needs and empowering them to meet their full potential

• Our staff and the contribution they make to meeting the needs of our students and stakeholders

• Our partnerships and links with local communities • Our links with employers and our ability to

contribute to the local, regional and national economy.

1.2 The College recognises the wide range and types of

existing and potential clients and the need to ensure that the College's portfolio of provision is able to meet their needs, making reasonable adjustments to promote access where it is feasible to do so.

1.3 The College recognises that the changes in the needs

and aspirations of clients, in the overall economic environment, in the curriculum framework and in educational and training technology, require that the College constantly reviews the range of its provision in order to refine existing programmes and introduce new ones.

1.4 The College works within the context of a detailed

Regional Outcome Agreement with The Scottish Funding Council. It is recognised that provision must be developed and delivered within the constraints of the ROA. However, it is also recognised that because of changing circumstances, implementation of the

of 8


Regional Outcome Agreement must allow for flexibility to address fluctuations in demand, demography and local and national economic circumstances.

1.5 The North East Scotland College Curriculum Planning

Group meets every 2 months. The work of the group includes strengthening articulation and progression links for students from school to college and on to work or further study.

1.6 The key function of the Curriculum Planning Group is to

review the curriculum across the college with a view to promoting access to education, training and employment by providing a broad, dynamic curriculum which meets the needs of stakeholders.

1.7 As a member of The North East Articulation Hub, the

College works with its Hub partners to promote clear and cost-effective pathways from College to University, through 2+2 degree links and where appropriate 1+1+2 links.

Robert Gordon University’s Academic Development Committee is attended by the College’s Vice Principal Curriculum, to facilitate joint planning.

1.8 The College works with both local Universities, and the

two Local Authorities to position the North East Region at the forefront of developments in Curriculum for Excellence. This includes jointly planning the provision of a comprehensive and fully articulated curriculum for the senior phase.

1.9 The College has established through its Curriculum

Approval Panel, and through the procedures for validation, approval and review of programmes, a framework for systematic development and monitoring of provision. Detailed documentation is required to be submitted as part of the processes of validation and approval. Those arrangements are implemented across all campuses.

1.10 Implicit in the documentation used in the process of

validation and approval is a range of criteria which the College requires to be met as part of the process of

of 8


validation and approval. These criteria reflect the requirements of SQA and other awarding bodies, but should be understood to be the College's own criteria. Section 2 below provides a more detailed and explicit list of the criteria that are used in deciding whether a programme should be developed and implemented.

1.11 It is recognised, however, that the criteria have to be

applied in the context of the overall College portfolio. The limitations of resources are such that any decision regarding one programme may affect another - for example, the decision to run one programme may result in another not being run.

2.0 Criteria to Govern Course Provision 2.1 Rationale: Demand and Progression

2.1.1 Wherever possible, when introducing new

programmes, the College will adopt programmes that have been developed nationally or in other organisations. However, where there is no suitable existing programme to meet an identified client need, the College will take steps to develop one internally.

2.1.2 There must be clear demand for a programme

from potential students, established through market research where possible.

2.1.3 In the case of programmes preparing trainees

directly for employment, there must be demand for the programme from relevant employers and the funding identified. Where relevant and possible, programmes should lead to recognition by relevant professional bodies. Programmes that do not meet the needs of employers or attract viable student enrolments will not be introduced.

2.1.4 Each programme should, where relevant, be set

in the context of an identified progression route. In the case of courses preparing learners for

of 8


progression into higher levels of training/education, the progression routes must be clearly identified, and explained to potential students. These progression routes must allow logical and smooth progress to a higher level of qualification relevant to learners' needs. Where possible, detailed articulation arrangements should be developed. Where these exist they must be explained as part of the validation and approval process.

2.1.5 Each programme must lead to a clear vocational

or academic outcome. These outcomes must be clearly defined and expressed during the process of validation and approval and explained to potential learners. In the case of most types of provision, the outcomes of the programme will include the achievement of specific recognised qualifications. In the case of those programmes whose outcomes do not include the attainment of recognised external qualifications (such as specifically non-vocational community provision, or some types of provision for students with learning difficulties), the outcomes should in any case be clearly defined.

2.1.6 Courses should lead to appropriate recognised

qualifications where possible. The need to ensure that the type of qualification is acceptable within the restrictions of the funding regime is crucial. In many cases the appropriate qualification will be from SQA, although other qualifications that may be appropriate include those of professional bodies and other awarding bodes.

2.1.7 The value of qualifications, and the progression

linked to them must be made clear to potential learners. Where credit-transfer arrangements exist these should be clearly explained to potential learners.

2.1.8 In the case of most programmes, generic or essential "core" skills (including those relating to employability and citizenship) should be

of 8


developed alongside the more programme-specific skills. Programmes will also be developed in ways which enable learners to develop the 4 capacities of Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective contributors) The effectiveness of the delivery of the programme will in large part be measured by how far it enables the learners to achieve the planned outcomes. For programmes that involve a specified qualification, this will include the consideration of student withdrawal and success and partial success rates and post-course success ratios.

2.2 Income and costs

2.2.1 Except where specifically approved by the Principal every programme must generate income for the College greater than the cost of delivery. The calculation of the likely income should include both direct fee income and the level of SUM-based grant-in-aid. Minimum group sizes for viability must be determined by assessing income generated by a particular group size against attributed costs.

2.2.2 A minimum class size must be established for

each programme. The minimum decided upon must be such that it maximises the efficiency of the provision in terms of balancing effectiveness in achieving outcomes against economy of resource usage. Factors that may be relevant in determining minimum class size include:

• the type of delivery • the content of provision • the limitations of available accommodation • the type of students (e.g. any additional

learning needs or study support requirements) • the SFC weighting of the provision

2.2.3 The minimum starting number for a class should

be higher than the minimum number for its

of 8


continuation, so that any initial withdrawal does not result in the programme becoming non-viable. Where a course involves a second or subsequent year which must be run as part of a validation agreement, or contractual relationship, it may be that the viability of the provision needs to be considered over the whole duration of the provision, so that the initial intake is sufficient to ensure continued viability during the whole course, or at least that any low numbers in the second or subsequent years are compensated for by the large numbers in the initial year.

2.3 Physical and human resources

2.3.1 Appropriate and adequate resources must be available within financial limits of viability to allow the course to be delivered effectively.

2.3.2 An appropriate mix of staffing must be identified

and deployed for each programme for it to be effective. In determining the appropriate mix of staffing, the factors that should be considered are:

• the type of staff (for example, lecturer,

instructor, technician) • the subject expertise and qualification level of

staff. 3.0 Special Cases 3.1 There may be circumstances in which the above

criteria may be waived. These may include:

• Special Educational Needs • Retraining needs due to closure of local industry • Skills shortage areas • Professional advanced courses

but each case would be considered on its own merit.

of 8


This policy should be read in conjunction with other relevant College policies.

Status: Learning & Teaching and Student Services Committee

Date of version: July 2014 Responsibility for Policy: Vice Principal Curriculum Responsibility for Implementation: Vice Principal Curriculum Responsibility for Review: Vice Principal Curriculum Review date: July 2015

Review Date: July 2016

Crit

eria

to G

ove

rn C

our

se

Pro

visi

on

Polic

y


QA06

Criteria to Govern Course Provision

Policy

of 8


1.0 Introduction 1.1 North East Scotland College’s Vision and Values are as

follows: Our vision is a College that transforms lives and supports

regional development.

Our values are the foundation of all that we do and relate to Commitment and Excellence, Empowerment and Engagement, and Respect and Diversity through:

• Understanding and responding to the needs of our students, staff, key stakeholders and customers

• Creating an environment where innovation and creativity are encouraged and can flourish

• Valuing the experience and talent of all

1.2 The College recognises the wide range and types of existing and potential clients and the need to ensure that the College's portfolio of provision is able to meet their needs, making reasonable adjustments to promote access where it is feasible to do so.

1.3 The College recognises that the changes in the needs

and aspirations of clients, in the overall economic environment, in the curriculum framework and in educational and training technology, require that the College constantly reviews the range of its provision in order to refine existing programmes and introduce new ones.

1.4 The College works within the context of a detailed

Regional Outcome Agreement with The Scottish Funding Council. It is recognised that provision must be developed and delivered within the constraints of the ROA. However, it is also recognised that because of changing circumstances, implementation of the Regional Outcome Agreement must allow for flexibility to address fluctuations in demand, demography and local and national economic circumstances.

1.5 The North East Scotland College Curriculum Planning

Group meets every 2 months. The work of the group

of 8


includes strengthening articulation and progression links for students from school to college and on to work or further study.

1.6 The key function of the Curriculum Planning Group is to

review the curriculum across the college with a view to promoting access to education, training and employment by providing a broad, dynamic curriculum which meets the needs of stakeholders.

1.7 As a member of The North East Articulation Hub, the

College works with its Hub partners to promote clear and cost-effective pathways from College to University, through 2+2 degree links and where appropriate 1+1+2 links.

Robert Gordon University’s Academic Development Committee is attended by the College’s Vice Principal Learning and Quality, to facilitate joint planning.

1.8 The College works with both local Universities, and the

two Local Authorities to position the North East Region at the forefront of developments in Curriculum for Excellence. This includes jointly planning the provision of a comprehensive and fully articulated curriculum for the senior phase.

1.9 The College has established through its Curriculum

Approval Panel, and through the procedures for validation, approval and review of programmes, a framework for systematic development and monitoring of provision. Detailed documentation is required to be submitted as part of the processes of validation and approval. Those arrangements are implemented across all campuses.

1.10 Implicit in the documentation used in the process of

validation and approval is a range of criteria which the College requires to be met as part of the process of validation and approval. These criteria reflect the requirements of SQA and other awarding bodies, but should be understood to be the College's own criteria. Section 2 below provides a more detailed and explicit list of the criteria that are used in deciding whether a programme should be developed and implemented.

of 8


1.11 It is recognised, however, that the criteria have to be

applied in the context of the overall College portfolio. The limitations of resources are such that any decision regarding one programme may affect another - for example, the decision to run one programme may result in another not being run.

2.0 Criteria to Govern Course Provision 2.1 Rationale: Demand and Progression

2.1.1 Wherever possible, when introducing new

programmes, the College will adopt programmes that have been developed nationally or in other organisations. However, where there is no suitable existing programme to meet an identified client need, the College will take steps to develop one internally.

2.1.2 There must be clear demand for a programme

from potential students, established through Industry involvement.

2.1.3 In the case of programmes preparing trainees

directly for employment, there must be demand for the programme from relevant employers and the funding identified. Where relevant and possible, programmes should lead to recognition by relevant professional bodies. Programmes that do not meet the needs of employers or attract viable student enrolments will not be introduced.

2.1.4 Each programme should, where relevant, be set

in the context of an identified progression route. In the case of courses preparing learners for progression into higher levels of training/education, the progression routes must be clearly identified, and explained to potential students. These progression routes must allow logical and smooth progress to a higher level of qualification relevant to learners' needs. Where

of 8


possible, detailed articulation arrangements should be developed. Where these exist they must be explained as part of the validation and approval process.

2.1.5 Each programme must lead to a clear vocational

or academic outcome. These outcomes must be clearly defined and expressed during the process of validation and approval and explained to potential learners. In the case of most types of provision, the outcomes of the programme will include the achievement of specific recognised qualifications. In the case of those programmes whose outcomes do not include the attainment of recognised external qualifications (such as specifically non-vocational community provision, or some types of provision for students with learning difficulties), the outcomes should in any case be clearly defined.

2.1.6 Courses should lead to appropriate recognised

qualifications where possible. The need to ensure that the type of qualification is acceptable within the restrictions of the funding regime is crucial. In many cases the appropriate qualification will be from SQA, although other qualifications that may be appropriate include those of professional bodies and other awarding bodes.

2.1.7 The value of qualifications, and the progression

linked to them must be made clear to potential learners. Where credit-transfer arrangements exist these should be clearly explained to potential learners.

2.1.8 In the case of most programmes, generic or essential "core" skills (including those relating to employability, enterprise, entrepreneurship and citizenship) should be developed alongside the more programme-specific skills. Programmes will also be developed in ways which enable learners to develop the 4 capacities of Curriculum for Excellence (successful learners, confident individuals, responsible citizens and effective

of 8


contributors) The effectiveness of the delivery of the programme will in large part be measured by how far it enables the learners to achieve the planned outcomes. For programmes that involve a specified qualification, this will include the consideration of student withdrawal and success and partial success rates and post-course success ratios.

2.2 Income and costs

2.2.1 Except where specifically approved by the Principal every programme must generate income for the College greater than the cost of delivery. The calculation of the likely income should include both direct fee income and the level of SUM-based grant-in-aid. Minimum group sizes for viability must be determined by assessing income generated by a particular group size against attributed costs.

2.2.2 A minimum class size must be established for

each programme. The minimum decided upon must be such that it maximises the efficiency of the provision in terms of balancing effectiveness in achieving outcomes against economy of resource usage. Factors that may be relevant in determining minimum class size include:

• the type of delivery • the content of provision • the limitations of available accommodation • the type of students (e.g. any additional

learning needs or study support requirements) • the SFC weighting of the provision

2.2.3 The minimum starting number for a class should

be higher than the minimum number for its continuation, so that any initial withdrawal does not result in the programme becoming non-viable. Where a course involves a second or subsequent year which must be run as part of a validation agreement, or contractual relationship, it may be that the viability of the provision needs

of 8


to be considered over the whole duration of the provision, so that the initial intake is sufficient to ensure continued viability during the whole course, or at least that any low numbers in the second or subsequent years are compensated for by the large numbers in the initial year.

2.3 Physical and human resources

2.3.1 Appropriate and adequate resources must be available within financial limits of viability to allow the course to be delivered effectively.

2.3.2 An appropriate mix of staffing must be identified

and deployed for each programme for it to be effective. In determining the appropriate mix of staffing, the factors that should be considered are:

• the type of staff (for example, lecturer,

instructor, technician) • the subject expertise and qualification level of

staff. 3.0 Special Cases 3.1 There may be circumstances in which the above

criteria may be waived. These may include:

• Special Educational Needs • Retraining needs due to closure of local industry • Skills shortage areas • Professional advanced courses

but each case would be considered on its own merit.

This policy should be read in conjunction with other relevant College policies.

Status: Draft for consideration by Learning &

Teaching and Student Services Committee

Date of version: July 2015 Responsibility for Policy: Vice Principal Learning and Quality

of 8


Responsibility for Implementation: Vice Principal Learning and Quality Responsibility for Review: Vice Principal Learning and Quality Review date: July 2016

25


Agenda Item 5.2

Review of Policies: Bursary Policy

1. Introduction1.1. The purpose of this report is to assist the Committee to consider the application of bursary

policy within the College.

2. Background2.1. Bursary funds provide financial support for students on Further Education (FE) courses. The

funds can cover travel and study expenses as well as maintenance payments.

2.2. Responsibility for the allocation to colleges of bursary funds rests with the Scottish Funding Council (SFC), but individual colleges administer and disburse the funds to their own students.

2.3. The SFC establishes each year the basic policy framework for the disbursement of bursary funds, including the definition of eligibility and the scales for payments.

2.4. The National Policy for Further Education Bursaries 2015-16 is not, however, prescriptive on all issues pertaining to the disbursement of funds, and individual colleges are left with a degree of latitude to establish their own arrangements relating to those issues not specified in national policy for example the level of study expense awards, the deadlines for submission of bursary application and how the suspension and reinstatement of bursary awards in the case of low attendance are managed. For this reason North East Scotland College has developed a set of Additional Guidelines that specify its approach in areas not covered fully by national policy.

3. Bursary Policy3.1. The National Policy for Further Education Bursaries, along with guidance for discretionary

and childcare funds, fee waiver grant and education maintenance allowance (EMA) are provided electronically by the SFC and can be accessed using the following link:

http://www.sfc.ac.uk/funding/colleges/student_support/student_support_guidance.aspx

The content of the guidance, subject to the annual updates, is similar to previous years and is available on the SFC website in the following sections:

• Introduction and updates for academic year 2015-16

• Fund Management and Audit Information

• Award Assessment, and

• Advisors Notes.

3.2. Attached as Appendix 1 is a copy of the proposed North East Scotland College Bursary Policy Additional Guidelines 2015-16. This is based on a version previously approved by the Committee in July 2014.

4. Recommendation4.1. It is recommended that the Committee:

4.1.1. note the National Policy for Further Education Bursaries 2015-16 and the updates for 2015-16; and

4.1.2. consider the adoption of the updated College’s Additional Guidelines 2015-16.

Rob Wallen Neil Cowie Principal ice Principal Business Services

Agenda Item 5.2 Appendix 1

North East Scotland College Bursary Policy Additional Guidelines 2015-2016

Draft for approval by: Learning and Teaching and

Student Services Committee

(LTSSC)

Date first established: May 2001

Date of version: July 2015

Responsibility for Policy: Learning and Teaching and

Student Services Committee

(LTSSC)

Responsibility for Implementation: Student Funding Manager,

Student Funding Officer,

Student Funding Assistants,

Student Advisers,

Business Office staff

Responsibility for Review: Vice Principal (Business

Services)

Review date: May/June 2016

of 15

North East Scotland College Bursary Policy – Draft Additional Guidelines 2015-16 Changes to 2015-16 policy Increase in maintenance rates The Scottish Government has confirmed its expectation that as part of its budget settlement for AY 2015-16 that there would be extra funds available for student support. This has resulted in an increase in the maintenance awards for students again in AY 2015-16.

Maintenance rates per week 2014 2015 %age change

Category B 73.61 74.79 1.60 C 93.03 94.52 1.60

EMA Away from home 36.98 37.57 1.60 Introduction and Context These notes are to be used in conjunction with the National Policy for Further Education Bursaries 2015-16. They record the College’s interpretation of aspects of the SFC National Policy for Further Education Bursaries, and internal policy decisions where the National Policy allows for latitude and expansion and where the terms of the Policy require it. The Student Funding Team will use these notes in making decisions in relation to Bursary eligibility. Recovery of Overpayments: The College will seek recovery where an overpayment arises as a result of a student withdrawing before the expiry date of the period covered by the Award. Whilst the following should be used as a guide to the calculation of overpayments, overpayments are authorised at the discretion of the Student Funding Manager who will take account of the student’s circumstances, attendance and/or ability to re-pay.

a) If student has left BEFORE completing 25% of the course, then following criteria will be applied

§ Upon being advised that a student has withdrawn, the Student Funding Team will

determine the amount of Bursary (maintenance and travel) due to the student for the period up to the withdrawal date or up to the last date of satisfactory supervised attendance (the last date of attendance will be interpreted to be a week in which the student achieved at least 75% attendance).

§ The amount to be reclaimed for different items and for different weeks once student withdraws are as below

§ The amount to be reclaimed for different items and for different weeks once student withdraws are as below

Between 1 to 3 Weeks - Reclaim the total amount paid

After 3 Weeks - Reclaim maintenance and travel only going as far back as the week with 75% attendance

of 15

b) If student has left AFTER completing 25% of the course, then following criteria will be applied. Only reclaim two weeks of bursary paid in advance and/or reclaim any payment made after the withdrawal date as per last date of attendance based on CS2 and UNITe report.

Where a student has been withdrawn from a course for a reason that is recorded as medical, the Student Funding Team will contact the Guidance Tutor and seek evidence for the sickness period and pass this to the Student Funding Manager for making decision regarding overpayment invoice. Where no medical certificate is provided after the last date of attendance, the recovery of any overpayment of bursary funds will be for the weeks paid after the withdrawal date (the student’s last day of supervised attendance) only.

§ the pursuit of any Bursary overpayment remaining unpaid to the College will be

conducted in accordance with the College’s standard approach to debt collection; and

§ an appeal against having to refund a Bursary overpayment will be referred to a College’s Student Funding Officer who, following investigation and having been provided with relevant information on the former student by the School, will refer the case to Student Funding Manager for consideration.

Provisional Awards (Absence of Required Documentation) Where it is considered that there is justification in conducting a provisional assessment of an application for a bursary because of the absence of the “required documentation” or other necessary information (relating to circumstances other than where the income taken into account is derived partly or wholly from self-employment) and where this results in an Award to the student, the period covered by the Provisional Award will be limited up to a maximum of 3 instalments for those who have to submit documents and through to the end of Block 1 for other categories as per policy during which the student commenced attendance. In such a circumstance, the student will be advised in writing that (a) he/she has been offered a Provisional Bursary Award only, (b) the Award is for a specific limited period, (c) the documents/information lacking should be provided at least four weeks before the expiry of the period covered by the Provisional Award and (d) if the documents/information required are/is not submitted, no further Bursary payments will be made and he/she may be requested to refund all or part of any payments already made. The Student Funding Team should take reasonable steps to prompt the student to submit what is lacking. Where the income to be taken into account is from self-employment and where no document(s) confirming actual income from this source has/have been submitted, a provisional assessment will be conducted for the period of the course during Academic Year 2014-15 based on estimated income figures provided. If this assessment produces a Bursary Award, the student will be formally advised and will require to acknowledge that (a) the Award offered is provisional only, (b) an appropriate document(s) confirming the actual income from self-employment should be submitted immediately it/they is/are available and (c) any overpayment of Bursary which might arise as a result of the actual income proving to be greater than the estimate originally taken into account will need to be refunded to the College. The Student Funding Team should contact the student or his/her parent(s) or spouse/partner (a) at end January 2016 where the course commences in the autumn term 2015 and (b) in mid-May 2016 where the course commences in February 2016 requesting that an appropriate document(s) confirming the actual income from self-employment be submitted.

of 15

The circumstances of any case will dictate whether or not the individual application will be referred to the Student Funding Manager for a decision or to determine if the circumstances are sufficiently exceptional to justify offering a provisional Award for a period greater than the above 23 weeks. Conditions of Bursary & Documentary Evidence to support awards based on current status/circumstances/income. The following groups of students, whose awards are based on current status, current circumstances or current income, will be assessed on a provisional basis:

• Students in receipt of Working Tax Credit • Migrant workers or children or spouses of migrant workers • Students (under 19 years of age) who are exceptionally independent but who are not

entitled to Income Support or other income replacement benefits because they are in employment.

All students within these groups will be asked to submit, at least once during the academic year, additional documentation to confirm that their status, circumstances or income has/have not changed since the initial assessment was undertaken. The duration of any provisional assessment in these cases will be determined by the Student Funding Team and will, in most cases, be awarded provisionally for the full duration of the course. Where the status, circumstances or income of the student or their parent/spouse have changed, the College may require to change the award and/or request repayment of any overpayment. Provisional Awards All Provisional Awards are offered only at the discretion of the Principal. Satisfactory Attendance 90% attendance of planned classroom hours in any monitoring period (a recent period of between three to five weeks) is required for the payment of Bursaries. If attendance is below 90% in any monitoring period, the Bursary payment will be stopped unless the Director of Curriculum is satisfied that there are exceptional circumstances for the absences which justify payment (refer to College Procedure 553) in which case he/she has the authority to request that payment be made. Where payment is withheld because of attendance below 90%, the student will be advised by email that payment will not be made and that, if he/she wishes to appeal for re-instatement, he/she should discuss the matter with his/her Guidance Tutor who, in turn, should provide relevant information on the student to the Director of Curriculum who will consider whether or not to authorise re-instatement (reference should be made to College Procedure 553). Term-time holidays will not be considered reasonable justifications for absence. A deduction will be made from bursary awards for the period of term time missed due to holidays. Once the deduction has been made, the remaining portion of the bursary instalment may be reinstated if the attendance for the remaining portion of the monitoring period is 90% or above.

of 15

Student Appeals Where it is decided not to accept an application (that is, to refuse to consider the applicant for the award of a Bursary) on the grounds that the applicant is unable to satisfy the conditions for eligibility, the applicant will be advised in writing by the Student Funding Team of the decision and of the reasons for refusal. The student will be advised that he/she has the freedom to submit an appeal to the Student Funding Manager which may, where necessary, be referred to the Principal. The decision of the Principal will be final. If a student appeals against the outcome of an assessment of an application (that is, where the application has been accepted and has been assessed in accordance with the terms of both the National and College Policies), responsibility for researching the case and responding to the student will be that of the Student Funding Officer. Should the student wish to submit a further appeal, this should be addressed to the Student Funding Manager and the case will be researched by a Student Funding Officer along with one Student Funding Assistant. The Student Funding Manager, where necessary, refer the appeal to the Principal. The decision of the Principal will be final. Eligibility for Award Decisions relating to eligibility will be taken by the Student Funding Team in accordance with the terms of both the National and College Policies relating to Bursary Awards. Students have the right to appeal to the Student Funding Manager, and, where necessary, cases will be referred to the Principal. The decision of the Principal will be final. The scanned records of decisions reached by the Student Funding Manager will be retained in the Bursary soft folder for the purposes of audit. Eligibility of Student (Residence) Where there is any doubt about the student’s residence eligibility, the case should be referred to Student Funding Officer who, after researching the case, will determine whether or not to refer it to the Student Funding Manager for consideration. Alternative Funding A full-time student, whose circumstances are such that he/she may exceptionally have an entitlement to claim payment of benefit, will be expected to continue to claim or claim benefit and will not be considered for a Bursary Maintenance Award (for the maintenance of him/her and any spouse/partner) unless a statement is received from the Department of Work and Pensions confirming that he/she has no entitlement to payment of benefit and quotes a justifiable reason for refusal. A student who has been claiming payment of an income replacement benefit (Annex 1) and who intimates an intention to discontinue claiming that benefit during the course of the academic year, will not automatically qualify for a Bursary Maintenance Award but will be required to submit a statement giving full information on his/her circumstances to allow for the matter to be considered by the Student Funding Manager. Where a student has been offered a Maintenance Bursary and advises (or it is made known) that his/her circumstances have changed resulting in that student being eligible to claim payment of an income replacement benefit, payment of the Maintenance Bursary will cease and the student will be expected to claim payment of this Benefit from the next scheduled Bursary payment date following the date of the change in his/her circumstances.

of 15

Any Bursary Maintenance payments made which apply to the period after the date of entitlement to payment of the income replacement benefit will require to be refunded by the student to the College. Where the alternative funding available to a student is in the form of an income replacement benefit (as listed in Annex 1), the discretion afforded to the College to “top-up” the alternative funding will not be exercised. The reason for this is that any award from the bursary fund will be deducted by the relevant office of the Department of Work & Pension (DWP) from the student’s benefits (including housing benefits) and will not therefore improve the student’s overall financial position. By not adopting a “top up” approach (which as noted would not improve the student’s financial position) then the College retains more bursary funding to support more students. In the case of a student who is in receipt of an income replacement benefit and who is to be assessed using parental or spouse/partner income, the travel and materials award should be means-tested on parental or spouse/partner income only. Previous Bursary or Student Awards Agency for Scotland (SAAS) Support Reference to “Student Awards Agency for Scotland (SAAS) support” will not include Fees Only Awards but will include any support deemed to be for the maintenance of the student (i.e. any SAAS Grants or Bursaries or Student Loan). In applying the above statement, the phrase “support for students received while under 18” will be interpreted to include any academic year when the student was under the age of 18 years on the official start date of that period of study. Where there has been previous study on the part of the student, the College will determine eligibility on the flow chart attached in Annex 2. In cases where the student has undertaken previous studies, decisions will be taken initially by the Student Funding Team. Where there is uncertainty concerning eligibility in a “previous study” case, the case will be passed to the Student Funding Officer who will research the case and refer it to the Student Funding Manager for consideration. A student who is refused support on this basis can appeal to the Student Funding Manager and where appropriate, and if considered necessary, a case may be referred to the Principal whose decision will be final. Adding to or improving an existing advanced level qualification In this context, advanced level qualifications include HNC, HND and degree level and above. For example a student who currently holds an HND in Art & Design or similar (gained either through full or part-time studies) will not eligible for funding, other than fees only, for the Art & Design Portfolio Building Course or a student holding an HNC in Fashion Makeup will not be eligible for funding, other than fees only, to undertake the non-advanced Hairdressing or Beauty Therapy courses. Dependant Allowance In the case of a student who is paying maintenance to a former spouse or partner in respect of that former spouse or partner, a Dependant Allowance may be paid at the prescribed rates or at the level of the maintenance paid whichever is the lower. Where a student pays maintenance in respect of a former spouse or partner on the basis of an informal arrangement (i.e. in the absence of any formal or legal agreement), the College

of 15

will consider payment of a Dependant Allowance to the student subject to submission of a written statement from (a) each party confirming that an agreement for payment of maintenance exists between the two parties and (b) the person to whom maintenance is paid confirming his/her financial circumstances. Students under 18, Away from Parental Home Where it is accepted that a student eligible to be considered for the award of an EMA is required to live “elsewhere” (than in the parental home) while attending College or can provide evidence to demonstrate that they have an established permanent home of their own (not as a result of attending College), the student will be considered for the award of the above EMA “Elsewhere” (Bursary) Maintenance Allowance for each week between the start and finishing dates of his/her course. Students with a parental home within daily travelling distance of College (south of Keith or north of Arbroath) will not normally be assessed at the away from parental home rate. Students who wish to claim this allowance because they are unable to travel on a daily basis should be passed to Student Funding Officer for referral to the Student Funding Manager. However, where the travel allowance would produce a greater award than payment of the away from home allowance, the travel allowance should be awarded. Study Expense Allowance The Student Funding Team will include in the assessment of an application the amount (if any) advised by the Director of Curriculum as the sum which the student will require to outlay for necessary course materials. Study Expense Allowance (Advance Payment to Exceptional Entrants) Advance purchase of course materials by the College for use by an Exceptional Entrant (i.e. Christmas Leaver) will be considered where the student’s or his/her family’s income circumstances are such that he/she might be prevented from undertaking the course of study. Requests for advance purchase by the College for use by an Exceptional Entrant will be passed to the Student Funding Officer for referral to the Student Funding Manager. If it is agreed that the College will purchase course materials for use by an Exceptional Entrant, the student and his/her parent(s) will be required to acknowledge, in writing, that any materials purchased on the student’s behalf will remain the property of the College until the student returns to College after his/her official school-leaving date. They should also acknowledge that, should the student either (a) withdraw (or be withdrawn) from his/her studies before or (b) fail to return to College after his/her official school-leaving date the materials must be returned to the College in good condition or, the student will be required to reimburse the College for the sum of materials purchased for his/her use. Study Expense Allowance (Protection of Vulnerable Group (Scotland) Act 2007) The above Act becomes effective from 2011, replacing the previous Disclosure Scotland set up. Under the previous set up, included in the materials element of those courses with a work placement element where disclosure was required the student automatically received an allowance for an enhanced disclosure check. Under the new scheme there will be three levels of fee and it will be up to each individual placement to indicate which of these fee levels will be appropriate for each student seeking a placement. Initially it will not be possible therefore to make an award to cover whichever fee level an employer deems a student requires. The College will however consider support for the student from the FEDF should this cause financial hardship.

of 15

Travel Expense Allowance (Qualifying Distance) The qualifying distance to have a Travel Expense Allowance included in the assessment of an application will be two miles between the student’s home and the College. Travel Expense Allowance (Mode of Transport) Where a Travel Expense Allowance is to be included based on daily travel between the student’s home and the College, it will be calculated on the cost of 4 weekly fares (first bus and stagecoach or any other bus) and on the basis normally of the most economical public transport costs (excluding taxis). However, the Travel Expense Allowance will be calculated by the Student Funding Team on the most economical rail fare where the student’s normal place of residence is in or near to Keith, Huntly, Insch, Montrose or Arbroath since rail travel from these areas to Aberdeen will be deemed to be the most appropriate mode of transport (rather than bus). The Student Funding Team will not ordinarily calculate the Travel Expense Allowance on the basis of rail costs where the student lives in the Inverurie or Stonehaven areas (unless the rail fare is found to be the most economical and the student’s preferred option). The Principal has the right to refuse to take account of daily travelling costs if it is considered that the journey (north of Keith or south of Arbroath) is excessive and has the potential to adversely affect the student’s studies. Any case concerning a student who intends travelling daily from locations either north of Keith or south of Arbroath will be passed to the Student Funding Officer for referral to the Student Funding Manager for consideration. Travel Expense Allowance (Mandatory Placements) Students who attend placements as a mandatory part of their course can apply for travel to their placement as part of their award. Travel to a placement will only be included in an award if it is not already covered by the standard travel allowance to College. Placement travel will be paid in arrears on confirmation of attendance at placement. Travel Expense Allowance (Students Living Elsewhere) The Travel Expense Allowance included in the assessment of an application from a student who lives away from home while attending College (and where this is accepted by the College) will be calculated on the most economical public transport cost for eight single fares. This will be restricted to students (a) who qualify to be considered for the Away from Home and who are living in accommodation other than their “normal” place of residence while attending College and (b) whose “normal” place of residence is within Scotland.. Travel Expense Allowance (Travel from Term-time Address) If a student, who qualifies to have the cost of eight single fares included in the assessment of his/her application, applies also for payment of a Travel Expense Allowance to cover the cost of travel between his/her term-time address and the College on the days he/she is time-tabled to attend College or provides information to the effect that he/she will live at an address during term-time which is at least two miles distance from the College, the Student Funding Team will consider including in the assessment of the application a Travel Expense Allowance to reflect daily travel to and from the College. Where the Student Funding Team considers that the circumstances of the case are exceptional, the case may be referred to the Student Funding Manager for consideration.

of 15

Travel Expense Allowance (Payment of a Mileage Allowance) Where there is no suitable public transport service for all or part of the journey, the College may consider payment of the mileage rate of 18.37 pence per mile for all journeys or parts of journeys in excess of one mile. Only requests for the payment of a mileage allowance for the majority of the journey are to be referred to the Student Funding Manager for consideration, the remainder will be processed automatically by the Student Funding Team. Travel Expense Allowance (Issue of Bus Passes / Provision of Contract Buses) The College may replace payment of a Travel Expense Allowance by providing a bus pass or free travel on a bus contracted to the College. In this case no Travel Expense Allowance will be paid to the student. Where the College considers it appropriate, a bus service may be provided for the use of eligible students and paid for from the Bursaries budget for those eligible students at a rate per eligible student no greater than the equivalent rate by the cheapest form of available public transport (excluding taxis) from the relevant location. For courses at Altens 1) Those entitled and assessed for travel with First Bus i.e. within the city limit will be expected to use their travel award to access public transport to get to the Altens site 2) Those entitled and assessed for travel with Stagecoach i.e. outside the city limits will receive a travel award covering their journey into Aberdeen City centre. They will not receive a further award covering the journey from the city centre to Altens but will be entitled to use the bus provided by the College for this purpose at no cost to themselves. 3) The Alten's Centre itself is to be used as the point of measuring travelling distances for travel award calculation. For courses at Fraserburgh Campus 1) Where there is no suitable public transport service, the College has contracted buses on the following routes

a. Peterhead - St Fergus - Crimond - Lonmay – Fraserburgh b. Inverurie - Oldmeldum - Ellon - Hatton - Mintlaw – Fraserburgh c. Buckie - Cullen - Portsoy – Fraserburgh (no pick up points between Banff and

Fraserburgh inclusive) d. Huntly - Aberchirder - Turriff - Fyvie - Cuminstown - New Byth - Tyrie – Fraserburgh

Travel will be calculated as ‘distance by land transport’ primarily through the website http://www.freemaptools.com/how-far-is-it-between.htm and if this information is not available then secondary website http://www.rac.co.uk/ will be used for calculating land distance. Maintenance Allowance: 100% maintenance allowances will be paid for term time weeks (normally 30 or 37 weeks) and short holidays. This is above the baseline of 80% set by SFC as the amount an award be

of 15

reduced by. Payments will be made monthly consisting of two weeks in arrears and two weeks in advance. Additional Support Needs for Learning Allowance: If a student is likely to incur additional expenditure because of a disability or other special educational need, he/she may apply for the Additional Support Needs for Learning Allowance. The limits adopted by the College for the allowance to full time students with special educational needs are:

(i) the basic allowance – up to £500 : must not be used for assessment fees but may be used for small items of equipment (where the equipment costs £500 or more it will remain the property of the College to be returned when requested by the College at the end of the period of study)

(ii) large items of equipment – up to £2,000 : used for major items of specialist equipment (note this is a total sum for the course or the period of the student’s study at the College not for each year and where this equipment costs £500 or more it will remain the property of the College to be returned when requested by the College at the end of the period of study);

(iii) non-medical personal help and transport costs – up to £3,000 in each year. All enquiries regarding requests for taxi transport to be referred to, Learning Support Manager

The Additional Support Needs for Learning Allowance is not subject to any means-testing. The need for equipment, personal help and transport, and the associated costs, will normally be assessed by the staff of the Learning Development Centre. Where it is established that the total costs of supporting a student will exceed the limits allowable, the staff of the Learning Development Centre will notify the student and/or his/her parent(s) of the limit of the College’s support and the contribution he/she/they will, therefore, be required to make to the overall costs and, if necessary, notify the Business Office of the amount to be invoiced to the student or his/her parent(s). Payment from the Additional Support Needs for Learning Allowance in the case of a part-time student will be considered only where the College is satisfied that no other agency (such as the Social Work Department) would normally be expected to be responsible for such costs. Additionally, in the case of a part-time student the limit for any payment for non-medical and transport costs will be calculated as a pro rata proportion of the limit for full-time students, calculated on the basis of hours and days of study. Financial Assessment Where the College is satisfied that a young person who is confirmed, in writing, by an external agency or party as being estranged from his/her parent(s) and unable to live in the parental home, the College will accept that there will be no “money available to them” in terms of parental financial support. In such cases, if the student is not eligible to receive an income replacement benefit, that student will be assessed as follows:

(a) If the student is under 18 on the start date of the course, the student will be awarded an EMA and be assessed at the “away from parental home” rate of £37.57 per week Or

of 15

(b) If the student is over 18 but under 25 years of age on the start date of the course, he/she will be offered the Parentally-supported (£74.79 per week at parental home or £94.52 per week away from parental home rate after accounting for assessment of Parental Contribution).

Child Maintenance Where there is no formal agreement existing with regard to child maintenance paid either into the household of the student or by a member of that household, the College will consider accepting statements signed and dated by both the person making and the person receiving payment in determining if such income should be included as a deduction from the assessable gross income of the parent(s) or of the partner. Assessing the Available Parental & Partner’s Income (EEA Migrant Worker Students) In the assessment of an application from an EEA migrant worker and where the assessment requires to be conducted on the parent(s) or spouse/partner’s income which was paid in total to the parent(s) or spouse/partner in the student’s country of origin, the student should arrange to submit an “official” document(s) confirming the income from all sources for the previous financial tax year or for a period of one year which ended prior to the commencement date of the course. Where the income of the parent(s) or spouse/partner of an EEA migrant worker student for the previous financial tax year was derived partly from the student’s country of origin and partly from the UK, the student should be encouraged to provide appropriate documents confirming all of the income from all sources. If the student is presented with a problem in obtaining a document(s) for income from his/her country of origin and if information is submitted which confirms that there is a genuine problem in this respect, the Student Funding Team may consider conducting an assessment on income for the “current” financial tax year. It will be the responsibility of the student to provide an English translation of any document submitted. An EEA student (or the child or spouse of an EEA citizen) has to be legally working before the start date of the course to be assessed for a bursary as a Migrant Worker (or a child or spouse of a Migrant Worker, subject to submission of the required documents. Reduced Income Where it is agreed that a re-assessment be conducted on the expectation of the income of the parent(s) or the spouse/partner for the current financial tax year (2015-16) being at least 15% less than that for the previous financial tax year (2014-15 , the re-assessment (or assessment) will be conducted for the period of the course during Academic Year 2015–16 and the following will apply: (i) under normal circumstances, a re-assessment (or assessment) on projected income

for the current financial tax year (2015–16 will not be considered until early October 2015 by which time a reasonable indication of such “current” income may be given. However, an assessment on "current" income may be conducted at an earlier stage where, based on the information submitted, it is considered that there is justification in doing so to avoid hardship on the part of the student and his/her family, if any;

of 15

(ii) appropriate documents confirming (a) the actual income for the previous financial tax year (2014-15 and (b) income for the current financial tax year (2015-16 to date will be sought;

(iii) any award arising from an assessment conducted on “current” income will be a

provisional award only and will be finalised at an early stage after the end of the “current” tax year (i.e. 5 April 2016 ) when appropriate documents confirming actual income for that tax year (2015–16 should be provided;

(iv) each student offered a provisional award will require to acknowledge that (a) the award offered is provisional only, (b) any changes to the circumstances of the person(s) whose income has been taken into account should be advised immediately to the College’s Student Funding Office and (c) any overpayment of Bursary which might arise as a result of the actual income proving to be greater than the estimate originally taken into account will need to be refunded to the College; and

(v) the Student Funding Team will contact the student or his/her parent(s) or

spouse/partner in early January 2016 to request confirmation of income (both current and from the start of the present Tax Year) and any other relevant information.

Other Students in the Family Where there is in the same family more than one full-time student (attending any recognised UK establishment of further or higher education) who is in receipt of SAAS, Bursary or EMA support and where the assessment of the application for each student is conducted on student’s or parental or spouse’s/partner’s income, any Contribution determined (Parental or Partner) will be divided in each case by the number of students in the family. In the case of any other student funded by other than an North East Scotland College Bursary/EMA, appropriate documentation relating to the assessment conducted by the other funding body(ies) should be requested and the other student(s) will be “recognised” as “other student(s)” where such documentation confirms that his/her/their funding has been determined on the basis of student’s or parental or spouse’s/partner’s income. Part-Time Students Travel Bursary Awards for part-time students will be paid retrospectively every four weeks on the basis of actual attendance and satisfactory progress unless the circumstances of the student are considered by the Student Funding Manager to warrant earlier payment. The Study Expense Allowance (for necessary course materials) will be paid at an early stage on receipt of confirmation of full enrolment on the part of the student. Definition of “Married” and “Partner” Where a young person who is unable to qualify as “independent” applies for “Self-Supporting Student” status (i.e. independence of his/her parents) (on the grounds that he/she is living with a partner (as opposed to being married or being in a legally recognised civil partnership), the College will consider the student as being in an “established relationship” only if documents are provided which confirm a permanence in the relationship. Examples of appropriate documents are joint tenancy agreement / joint bank account / utility accounts / Council Tax bill in both names and dated prior to and near to the official start date of the course or written testimony from an independent professional person.

of 15

Closing Dates for Submission of Applications In normal circumstances, the following are the cut off dates for submission of bursary/EMA applications subject to availability of funds. Courses Starting in August 2015 27th November 2015 Courses Starting in November 2015 / February 2016 25th March 2016 Exceptional Entrants (Winter Leavers): 25th March 2016 Winter Leavers who join courses starting before 4th January 2016 must submit their applications for EMA and Bursary no later than Friday 25th March 2016. Applications for Fee Waiver will not be considered after Friday 24th June 2016 Any appeal against refusal to accept on the grounds of late submission, will be referred to the Student Funding Manager for consideration. Cancellation of Pending Applications Where an applicant has submitted an application form without documents to enable an assessment (either for fee waiver or bursary), the Student Funding Team will make at least 3 attempts to obtain the required documentation either via automatic reminders through CAMS (online student funding application system) or by sending letters. If the documentation has not been submitted within 6 weeks of the application scrutiny date and if at least 3 attempts to obtain the missing documentation have been made, the application will be cancelled and the student will be invoiced for fees. The Student Funding Team will not cancel an application until a minimum of 3 attempts have been made or if 6 weeks since the scrutiny date have not passed. Methods considered to be acceptable means of obtaining the missing documentation will include: CAMS automatic reminders; letter(s), e-mail(s) (to the student, not to the Guidance Tutor), telephone conversation(s) (not voice-messages) and/or face to face meeting(s). If the applicant subsequently submits the required documentation, the application will be re-considered, subject to the availability of funds and, where the student is found eligible for fee waiver/bursary, the invoice will be cancelled. If the application is re-considered, the original date of receipt of the application will be the one used for calculation of award eligibility for Bursary/Fee Waiver (and EMA).

of 15

Annex 1 Income Replacement benefits:-

§ Bereavement Allowance § Carers Allowance § Employment and support allowance (income

and § Contributory) § Incapacity Benefit (long and short term) § Income Support § Industrial Injuries Benefit § Industrial Death benefits scheme pension § Invalid Care Allowance § Invalidity Benefit § Job Seekers Allowance § Maternity Allowance § Retirement Pension § Severe Disablement Allowance § Statutory Sick Pay § Statutory Maternity/Paternity/Adoption Pay § Widowed Parents Allowance § War widow’s Pension/War pension

of 15

Annex - 2 PREVIOUS FUNDING FLOW CHART

43


Agenda Item 5.3

Review of Policies: Business Services Course Fees Policy

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

adoption of North East Scotland College’s (NESCol) proposed Course Fee Policy.

2. Background2.1. The existing NESCol Course Fee Policy was approved by the Learning & Teaching, Student

Services Committee (L&T&SSC) in January 2015.

2.2. The existing Refund of Course Fees and the Remission of Course Fees Policies were approved by the L&T&SSC in March 2015.

2.3. At this March meeting of the L&T&SSC Committee members agreed that these three policies should be reviewed and combined into a single Course Fees Policy.

3. Changes to the Course Fees Policy3.1. Despite their amalgamation into a single document (Appendix 1) there are no significant

changes to the previous policies other than one single proposed alteration which relates to the refund of course fees.

3.2. Specifically when a student applies for a refund somewhere between 14 days before the course start, and either:

• 01 December for full-time Higher Education (HE) course

• 01 November for full-time Further Education (FE)

• 25% into a part-time FE or part-time HE course.

then a partial refund will be given. No refund will be given if a student leaves the course after these dates.

3.3. This means that the College will then invoice students for the full amount of their course fees if they attend beyond the dates.

3.4. This proposed change ensures alignment between College rules and National Fee Waiver and SAAS policy.

4. Recommendation4.1. It is recommended that the Committee consider the College’s policy on course fees.

Rob Wallen Neil CowiePrincipal Vice Principal Business Services

Co

urse

Fe

e P

olic

y


Course Fee Policy

© North East Scotland College. All rights reserved

Course Fee Policy

Page 2 of 9© North East Scotland College. All rights reserved.

1.0 Introduction

1.1. This document sets out the Board of Management's policy on course fees. It does not apply to provision of ASET, the College’s training company which is subject to separate arrangements.

1.2. Where the policy refers to individuals entering into a contract

with the College it is understood where an employer or sponsor undertakes the responsibility for the fee the contractual responsibility relating to the fee equally applies.

2.0 Course Fee Structure

2.1. The course fee is a single payment which is normally the full price of the course. The course fee (if chargeable) will be paid on booking, or prior to enrolment. Some courses involve other payments in excess of the course fee for example students who have the option of entering for an additional external examination, or on occasion for course materials.

2.2. T h e course fee typically comprises fees for tuition,

assessment/examination, registration, remediation, reassessment and in most, but not all courses, course materials for some courses, Students are required to bring their own materials.

2.3. There will normally be no more than one opportunity for

reassessment of any combined outcome included in the course fee, except in exceptional circumstances.

3.0 Full-Time Course Fees (Home & European Union Students)

3.1. In the case of full-time students entitled to have the course

fee paid on their behalf by the Scottish Funding Council (SFC) (for non-advanced students) or the Student Awards Agency for Scotland (SAAS) (for advanced level students) or Skills Development Scotland (for students on National training programmes), the fee rate payable to the College is set by the relevant agency.

3.2. In the case of other students entitled to pay the “home”

fee (i.e. who fulfil residential and other requirements) but not entitled to have the fee paid on their behalf, the College

Course Fee Policy


adopts the same fee rate as paid by the agencies.

4.0 Full-Time Course Fees (Overseas Students)

4.1. The Board of Management will consider any guidance from the SFC in setting fee rates to be charged to overseas students.

5.0 Full-Time Course Fees (Rest of UK (RUK)

Students)

5.1 The Board of Management will consider any guidance from SAAS or SFC in setting fee rates to be charged to RUK students.

6.0 Fees for Part-time Courses

6.1. Each year the Board shall establish base tuition fee rates for vocational and non-vocational provision which is within the level of activity funded by SFC, and also for non-commercial activity not funded by SFC.

6.2. These rates shall be used as a guide when calculating

rates for non-full time provision.

6.3. The College has discretion to charge a higher rate than base tuition fee rates, e.g. on the basis of higher demand or for specialist courses where appropriate.

6.4 Where courses do not attract SFC funding these will be

charged as a minimum on a full cost recovery basis.

7.0 Provision for School Pupils

7.1. Within the funding limits set by the Scottish Funding Council groups of pupils from schools will have course fees waived in the following circumstances:

7.1.1 pupils from a school taught in College for part

of their programme on a regular basis (e.g. on a school-link programme), within the parameters of the agreement in place at the time with the Local Authority

7.1.2 pupils taught by a College member of staff delivering a College course in a school; and in accordance with and within the parameters detailed within the agreement in place at the

Course Fee Policy


time with the Local Authority

7.1.3. pupils undertaking a brief visit or a short programme at the College (such as the College Experience programme);

7.1.4 pupils undertaking an open learning course 7.1.5 where a pupil attends College individually to

undertake a vocationally relevant programme that cannot be taken at school (provided that the pupil's Head Teacher has given written permission for the pupil's attendance at College.) This includes “Christmas Leaver” and Exceptional Entrant” students undertaking full-time programmes at the College.

7.2 Beyond the limits of SFC funded activity and in accordance

with the agreement in place at the time with the Local Authorities a fee will be charged to the Local Authority for groups of school pupils participating in activity additional to the agreed level and a fee per student will be chargeable in relation to delivery of certain courses where activity levels fall below agreed limits.

7.3. Beyond the limits of SFC funded activity and the agreement

in place at the time with the Local Authorities, other provision for school pupils will be made on the basis of the fee income covering at least the full economic cost of delivery.

7.4. Individual pupils will be required to pay course fees in the

following circumstances:

7.4.1. where a pupil over 16 years attends a vocational evening class without permission from the relevant Head Teacher.

7.4.2. W h e r e a pupil attends a programme run

by the College during school holiday periods (e.g. Easter and Summer programmes) or at the weekend.

7.5 The College does not normally accept applications from

individuals aged under-16 for any activity outwith the agreed School / College Link Programme.

8.0 Provision for College Students

8.1. Subject to approval by the relevant Head of School where full-time students of the College undertake additional

Course Fee Policy


part- time, twilight, evening or distance learning courses as an integral or pre-planned part of the mainstream programme agreed by the College, no additional fee will be charged. However, if a full-time student undertakes an additional non full time course because of personal preference, the student will normally be required to pay the relevant fee for the course. In specific curriculum areas and subject to the approval of the relevant Head of School, however, the fee may be waived, and SUM/credits only claimed

8.2 Subject to the approval of the relevant Head of School in the case of students whose native language is not English and who have achieved the required IELTS level for the course but who still require some language support to assist them with academic discourse in order to be successful in their Programme of Study, an element of language support may be provided without additional fee (although the student may require to complete additional enrolment documentation). This additional support will not take the form of an entire language programme but will be targeted support for identified areas of difficulty which may be provided through open or online learning, through attending drop-in sessions or on occasions through attending a timetabled class arranged to meet this need.

9.0 Provision for College Staff

9.1 Members of staff and their spouse/partner are entitled to attend evening classes free of charge, subject to the minimum number of paying students attending the course, although a charge for materials may be made.

10.0 Remission of Fees 10.1 Entitlement to remission of fees is governed by the SFC Fee

Waiver and Grant Policy and reference should be made to that where feasible in considering fee remission.

10.2 The Principal has discretion to designate certain dedicated

programmes aimed at hard-to-reach categories of students, as fee exempt.

10.3 Fee waiver normally covers tuition, registration,

examination/assessment and course materials, however where the cost of delivery outweighs the income expected from fee waiver then the Principal has the right not to offer fee remission for these courses.

Course Fee Policy


10.4 A limit be imposed on the amount of provision on which an

individual is entitled to fee waiver in any one Academic Year. This limit will reflect the grant-in-aid funding rules set by SFC and reference should be made to those in operation at the time of considering fee waiver.

10.5 Where a course is run exclusively for those with a recognized

learning difficulty (Dominant Programme Group 18 courses), and into which additional support is integrated, all the participants are normally entitled to fee remission without the need for any evidence (apart from the existence of an Individual Learning and Support Plan). However, where a sponsoring group routinely receives or has acquired funds for the purpose of payment for training, a fee may be levied, especially where the cost of making the provision exceeds the income that will be generated.

11.0 Refund of Course Fees 11.1 In booking onto a College course, an individual enters into a

contract. On the College’s side, the contractual obligation is to provide the training as described – with the overriding caveat that this is subject to availability of resources and acceptable student numbers. On the individual’s side, booking onto a course, or accepting a place on a full-time course, is making a commitment to undertake the education of training programme.

11.2 Any individual booking onto a College course in effect

reserves a place. This may, in the situation of restricted numbers result in a place being denied to another. If the individual subsequently does not enroll on the course then this will lead to a reduction in SFC income.

11.3 As such, the College will not normally automatically refund a

fee paid wher the reason is a change of mind of the individual who has accepted/booked a place.

11.4 For the purposes of fee refunds, the College does not

differentiate between students on the basis of national origin and does not automatically differentiate between those from the European Union (or European Economic Area) and those from other locations. However, the College is bound to recognise the public policy issues relating to the issue of visas to individuals for the sole purpose of studying in the UK and, where relevant, this recognition is reflected in the specific circumstances of refunds.

Course Fee Policy


11.5 In circumstances where a refund of course fees is to be made in respect of a student, unless authorised otherwise, the College will normally pay the refund directly to the entity or individual who made the payment of the fee to the College.

12.0 Circumstances of Refunds 12.1 Refunds because of cancellation of a course by the College 12.1.1 Where the College decides to cancel a course, fees paid

for the course will be refunded automatically and in their entirety.

12.1.2 Where the College cancels a course which is a

mandatory component of a Group Award and no alternative is provided by the College thereby preventing the student achieving the Group Award the College will refund the fees for the other elements of the Group Award where the student has already booked and paid the fee and has elected not to undertake these elements of the course.

12.2 Refunds because of other circumstances 12.2.1 For all cases, except where payment of the fee was part of

a process that enabled the student to gain entry to the UK for the purpose of study – for which see paragraph 12.2.2 or the course is a distance learning provision – for which see paragraph 12.2.3

a) Up to fourteen calendar days before the commencement

of the course the fee paid will be refunded in its entirety on request to the College by submission of form Student Refund Request Form RR2, enclosing proof of payment with supporting written evidence where appropriate.

b) If the refund request is received less than 14 days before the commencement of the course, but less than 25% through the course (or 1 November in the case of a fulltime FE course,or 1 December in the case of a fulltime HNC or HND) the amount of fee refunded will be proportionately reduced, subject to a limit of 90% of the course fee being refunded. (i.e with a minimum of 10% of the course fee being retained). This is only available for the following circumstances - The individual was unable to attend because of

medically certificated illness

Course Fee Policy


- The individual had to move away from the area to a distance which made the completion of the course impossible (e.g. because of job relocation)

- The individual was unable to commence or complete attendance at College because of legal constraints, for example inability to obtain/maintain/renew a visa; imprisonment; requirement to undertake jury or military service.

c) For reasons other than those stated above, no refund will be made other than in exceptional circumstances and at the discretion of the Principal on the basis of supporting written evidence supplied by the Student.

12.2.2 Where payment of the fee was part of a process to gain entry

to the UK for the purpose of study refunds will only be considered in following circumstances - The individual was required to remain in or return to

her/his country of origin because of medically certificated illness

- The individual had to move away from the UK making completion of the course impossible (e.g because of job or spouse’s relocation)

- The individual was unable to commence or complete attendance at College because of legal constraints, for example inability to obtain/maintain/renew a visa; imprisonment; requirement to undertake jury or military service

a) Up to fourteen days before commencement of the course

the fee will be refunded in its entirety on request by submitting form RR2.

b) Less than fourteen days before the commencement of the course, up to 25% through the course, or 1 November in the case of a fulltime FE course, or 1 December in the case of a fulltime HNC or HND, the refund of the fee will be reduced proportionately subject to a minimum of 10% of the fee being retained.

12.2.3 To suit the circumstances of distance learning provision, the

following arrangements have been adopted:

a) Up to the point at which the process of appointing a tutor is completed the fee will be refunded in its entirety on request to the College by submission of Form RR2 (Student Refund Request Form) enclosing Proof of Payment with supporting written evidence where appropriate, conditional on any materials already supplied being returned in their entirety and

Course Fee Policy


in an unused condition. b) Once the process of appointing a tutor is complete,

a percentage of the course fee proportional to the amount of the course not completed at the time of the claim for refund, subject to a limit of 90% of the course fee, will be refunded in the following circumstances:

• the individual was unable to undertake the course because of medically certificated illness which prevented study

• the individual was unable to undertake study because of legal constraints.

c) For reasons other than those stated above, no

refund will be made other than in exceptional circumstances and at the discretion of the Principal on the basis of supporting written evidence supplied by the student.

Version Date of Policy: June 2015

Policy Approved by: Learning and Teaching and Student Services committee

Date of Review: June 2016

Date of Equality Impact Assessment: tbc

Post Responsible for Review of Policy: Vice Principal – Business Services

55


Agenda Item 5.4

Suggested Business for the Committee AY2015-16

1. Introduction1.1 The purpose of this paper is to suggest matters to be considered by the Learning &

Teaching and Student Services Committee of the Board of Management at its six scheduled meetings in academic year 2015-16.

2. Rationale2.1. The proposals for the business of the Committee take account of the Board of Management’s

obligation to:

• Ensure that the College operates ethically, responsibly and with respect for the environment and for society at large and will ensure that the College provides public benefit in Scotland and elsewhere through the advancement of education and training; and the advancement of citizenship or community development.

2.2. These suggested matters for decision and discussion also take full account of the Committee’s responsibility for monitoring the direction and performance of learning and teaching and the quality of learners’ experience at College.

2.3. The specific duties of the Committee are as follows:

• To maintain a strategic overview of the curriculum and the educational direction of the College

• To monitor quality improvement and assurance and enhancement including Key Performance Indicators and actions arising therefrom

• To approve and monitor the effectiveness of the Learning and Teaching Strategy

• To approve and monitor the effectiveness of the Student Support Strategy

• To approve and monitor the effectiveness of the Quality Improvement and Assurance Strategy

• To monitor the use of student support funds

• To receive reports on the work of the Academic Board and its sub-committees

• To receive reports on student activity levels

• To advise the Board of Management on matters relating to the student experience, including equality issues

• To ensure that the Board’s legal responsibilities with regard to the Students’ Association, as outlined in statute, are addressed and complied with.

• To oversee the relationship with the Students’ Association and to act as a communication link between the Association and the Board, in order to promote the student voice

• To approve the annual financial plans of the Students’ Association.

2.4 The proposed business of the Committee is designed to cover the breadth of these issues.

3. Proposals for the Business of the Committee3.1. It is proposed that the Committee will receive regular progress reports relating to the

Curriculum of North East Scotland College in 2015-16.

3.2. It is proposed that the Committee will receive regular progress reports on the impact of the quality improvement and assurance systems for North East Scotland College.

56


Agenda Item 5.4

3.3. It is proposed that the Committee is provided with information on progress towards meeting the targets set for curriculum, quality and student services as set out in the Regional Outcome Agreement for the College.

3.4. The above information, together with detailed regular reports on key curriculum, quality and student services priorities for the College, will provide the Committee with information and data to support its monitoring role in relation to the delivery of a high quality regional curriculum, underpinned by high quality support services.

3.5. Attached at Appendix 1 is a proposed schedule for reporting to the Committee throughout the year, while recognising that other priorities and issues requiring the attention of the Committee will be addressed as they emerge.

4. Recommendation

4.1. It is recommended that the Committee consider the proposals provided in this paper and advise of any further information that would be helpful to members of the Committee in fulfilling their role and function.


1

Agenda item 5.4

Appendix 1 Proposed Standard Papers for L&T&SSC – July 2015 to July 2016

15 September 2015 For decision Students’ Association 2016-17 RW For discussion Student Applications for 2015-16 NC Modern Apprenticeships – 2015-16 recruitment NC Developing Scotland’s Young Workforce JD The North East Scotland College Curriculum for 2016-17 JD Learner Progression – First Destination 2014-15 JD Students’ Association KA / KW For information Student Activity for 2014-15 – final count JD Performance Indicators JD Student Support Funds NC

17 November 2015 For decision For discussion Report on the Work of the Academic Board and its Sub-committees JD Quality Assurance Arrangements for NESCol JD Report on non-SFC Funded Activity NC Students’ Association KA / KW For information Student Activity for 2014-15 JD Performance Indicators JD Student Support Funds NC

26 January 2016 For decision For discussion Student Retention Update for 2015-16 JD Progress with Curriculum and Student Services Objectives in ROA for 2015-16

JD/RW

Action Learning Project JD 2015-16 Enrolment by age and gender JD Progress with Quality objectives set out in the ROA for 2015-16 JD Students’ Association KA / KW For information Student Activity for 2015-16 JD Performance Indicators JD Student Support Funds NC

2

15 March 2016 For decision For discussion Promoting Enterprise and Entrepreneurship in Learning at NESCol JD Curriculum Planning Arrangements for 2016-17 JD IT to support the Curriculum in 2016-17 JD European Projects Update RW Students’ Association KA / KW For information Student Activity for 2015-16 JD Performance Indicators JD Student Support Funds NC

17 May 2016 For decision College/LA/Schools Partnership Policy JD For discussion Report on the Work of the Academic Board and its Sub-committees JD OGAS Outcomes and Impact RW Status Report on Quality Assurance Systems JD Students’ Association KA / KW For information Student Activity for 2015-16 JD Performance Indicators JD Student Support Funds NC

19 July 2016 For decision Criteria to Govern Course Provision Policy JD Bursary Policy (SFC National Policy) NC Review of Policies: Business Services NC Proposed agenda items for the Committee for 2016-17 JD For discussion Promotion of Good Practice in Learning and Teaching JD University Progression and Articulation Links JD Impact of NESC Quality Improvement and Assurance Systems on 2015-16 Outcomes

JD

Students’ Association KA / KW For information Student Activity for 2015-16 JD Performance Indicators JD Student Support Funds NC

59


Agenda Item 5.5

International Links Policy

1. Introduction1.1. The purpose of this paper is to allow the Committee to consider the International Links

Policy.

2. Background2.1. The former Aberdeen College adopted many years ago an International Links Policy. This

was regularly reviewed by the then Course Provision and Student Services Committee, most recently in July 2013, with a review date set for July 2015.

2.2. The former Banff & Buchan College had no similar policy.

2.3. The former Aberdeen College policy has proved to be essentially appropriate and effective over the previous two years and no major changes have been identified as being needed.

3. Revised Policy3.1. Attached as Appendix 1 to this paper is the version of policy repurposed as a North East

Scotland College policy, and with some minor proposed changes tracked against the existing approved version.

4. Recommendation4.1. It is recommended that the Committee consider the re-adoption of the International

Links Policy.

Rob WallenPrincipal

© North East Scotland College. All rights reserved

Review Date: July 2017 Inte

rna

tiona

l Lin

ks P

olic

y


QA14


of 5 © Aberdeen College. All rights reserved.


1.0 Introduction

While Aberdeen College’s main service area is the north east of Scotland, it does also enrol students from a much wider area including from other parts of the European Economic Area (EEA) and, less frequently from outwith the EEA.

The College is also committed to developing international links and business which achieve the following objectives:

• to enrich the education, training and career prospectsof students of the College

• to generate additional enrolments (and hence income)for the College

• to facilitate staff and curriculum development viaexchanges, work placements and partnerships

In each case the broad advantages that accrue from the arrangement must outweigh the financial and other costs involved.

2.0 Types of International Activity

The types of international activity that the College may develop include:

• general "twinning" arrangements with compatibleinstitutions outwith the UK, including staff and studentexchanges

• participation in appropriate European and internationalprojects and partnerships

• specific arrangements linking individual courses of theCollege with compatible courses outwith the UK,including exchanges of staff and/or students, and/or ofteaching material and/or student material

• recruitment of individual students or groups of studentsfrom outwith the UK to College courses



• provision of Open Learning to students at locationsoutwith the UK

3.0 Policy on Exchanges of Students

It is important to distinguish between international student exchange trips which underpin and enrich the learning experience and which the College will support and international student work placements which for reasons of health and safety the College will not support.

3.1 The College will seek to develop exchange arrangements with education institutions outwith the UK, based on bilateral agreements between the College and the partner institution

3.2 The College will seek to match the number of incoming and outgoing students to maximise the effectiveness and efficiency of the arrangements

3.3 Where possible, detailed syllabus- and timetable-matching will be carried out to ensure maximum continuity for the students and compliance with European credit transfer systems (ECTS)

3.4 As far as is possible, within the constraints of awarding body regulations, arrangements will be made for assessment to be carried out without interruption during the period of the exchange

3.5 Where appropriate, the College will seek funding from outside bodies to provide financial assistance for the management of the exchange and/or the costs of the participating students; most notably in the case of exchanges within the European Union, application will be made to relevant EU funding programmes

3.6 The College will ensure equality of opportunity for eligible students in issues related to exchanges, including the selection of participants and the provision of financial support

3.7 The College will ensure that it does not suffer financially



from any exchanges, and will seek opportunities to maximise any income from exchanges

4.0 Policy on Staff Mobility/Work Placements Abroad

4.1 The College will assist in the organisation of staff

development opportunities abroad within relevant staffing and financial constraints.

4.2 This will include:

a) Making managers and other staff aware of European contact seminars and work placement/work shadowing opportunities

b) Keeping staff up to date with European and

international funding opportunities which may assist with curriculum development, course provision or staff training

5.0 Strategy for Developing Provision for Overseas

Clients of the College 5.1 If the College decides to actively recruit students from

outwith the EEA the College will

• concentrate on those countries where the College's proven strengths are most relevant

• seek to use existing sources of information and contacts to the maximum and take part in overseas "missions" only when they will contribute directly to the development of additional business and/or course, staff or student development (if at all)

However when deciding whether actively to recruit students from outwith the EEA the College will take into consideration the impact such recruitment would have on its ability to meet the needs of local, UK and other EEA students, and the complexity of visa regulations relating to non EEA students.



Status: Draft for consideration by Learning &

Teaching and Student Services

Committee

Date of version: July 2015

Responsibility for Policy: Head of Student Services

Date of equality impact

assessment: October 2009

Review date: July 2017

This policy should be read in conjunction with other relevant College

policies.

67


Agenda Item 5.6

Information, Advice, Guidance and Support Policy

1. Introduction1.1. The purpose of this paper is to allow the Committee to consider the College’s Information,

Advice, Guidance and Support Policy.

2. Background2.1. Following the merger that created North East Scotland College an Information, Advice,

Guidance and Support Policy was adopted for the College by this Committee.

2.2. A review date of June 2015 was agreed for the policy.

2.3. The policy has proved to be essentially appropriate and effective over the previous year and no major changes have been identified as being needed.

3. Revised Policy3.1. Attached as Appendix 1 to this paper is the version of policy, prepared by the Head

of Student Services, with some minor proposed changes compared with the existing approved version marked in red text.

4. Recommendation4.1. It is recommended that the Committee consider the re-adoption of the Information,

Advice, Guidance and Support Policy.

Rob WallenPrincipal

Review Date: June 2015

.Info

rma

tion,

Ad

vic

e, G

uid

anc

e

and

Sup

po

rt P

olic

y

Agenda item 5.6, Appendix 1


of 7 © NESCol. All rights reserved.


1.0 Commitment North East College Scotland aims to provide accurate, impartial and confidential Information, Advice, Guidance and Support (IAGS) tailored to suit the needs of individuals who wish to access our courses or services. This includes any potential student or those already studying at college. This commitment is underpinned by the College’s approach to promoting Inclusion, Equality and Diversity. Staff across North East Scotland College have a role to play in providing IAGS services which are outlined in the appendices attached. For the purposes of this policy: Information involves the provision of details about the College such as contact details, opening times and location of staff/services, how to make appointments, signposting learning and extra-curricular opportunities and funding application processes, without any in depth discussion on these. Information can be provided through: • Electronic means such as the College website and the Virtual Learning

Environment • Printed materials • Face to face meetings / oral communication

Advice involves the explanation of information provided, how to access and use information and an understanding of where more in depth or a different intervention may be required. This aspect of work often involves greater levels of responsibility and accountability if recommendations are being made. Guidance involves interaction that enables students and prospective students to access the right course and college services for their needs and aspirations. The guidance process also involves monitoring attendance and progress and initiating appropriate interventions so that students achieve their educational goals. This is achieved by supporting students in making informed choices at pre-entry and exit. (add) Support involves the provision of practical and motivational intervention when needed. Relevant staff will take an anticipatory and proactive approach in meeting additional learning and/or support needs of students who meet the pre-entry criteria. In combination or in total, IAGS at North East Scotland College will offer a full range of coordinated processes and services that students need in order to manage their own learning experiences. This will include access to academic staff, Guidance Tutors, and specialist IAGS staff in Student Services and other staff who can encourage learners to make informed and sustainable decisions. 2.0 Entitlement The College recognises that the processes involved in delivering IAGS begin before a learner enters the College and that they continue throughout the



learning experience in preparation for employment, further study or training. These IAGS processes will be evident at:

• Pre-entry (before joining the College) • On-entry/induction (on joining the College) • On programme (whilst enrolled at College) • Pre-exit (when progressing within or moving on from College)

It is acknowledged that learners and prospective learners will have varying and diverse IAGS needs. The provision of IAGS is therefore conducted through collaborative working between support and academic staff with external agency involvement as required. Appendix 1 outlines a student’s entitlement to IAGS at North East Scotland College.

3.0 Responsibility Provision of IAGS is an integral part of the role of teaching and support staff

and as such, elements of IAGS are defined in job descriptions. It is the responsibility of the relevant line managers to ensure that staff reporting to them fulfil their obligations in this regard. Responsibility for the delivery of specialist cross-college IAGS mainly rests with the Head of Student Services and the staff who report to this role. All roles within Student Services have a clear and specialist IAGS remit. Responsibility for IAGS arrangements rests with the Academic Board and any Sub-Committee that it may form for this purpose. Overall responsibility for the provision of IAGS services rests with the Principal of North East Scotland College. (add)

Appendix 2 sets out the IAGS infrastructure and staff responsibilities.

4.0 Monitoring and Reflecting on Learning The emphasis of IAGS must be on the individual needs of each student. It is important that within this process individual students get the opportunity to reflect on their own progress. Whilst a standard learning plan can be used as the vehicle for this it is accepted that where other robust arrangements exist for reflection these can also be used. At given times in each block of teaching Guidance Tutors will lead on progress review coordinating input from students, teaching and support staff. In some cases where a disability has been declared or additional learning requirements have been identified, following a needs assessment the learning plan may take the form of or be supplemented by a more detailed Personal Learning and Support Plan. For other categories of student an alternative progress review will be offered as an option as will the opportunity to communicate electronically with a designated Guidance Tutor (e-guidance).



5.0 Approach to Confidentiality

The aim is to provide a professional IAGS service to students and prospective students of the College. Information disclosed by students and prospective students that has a direct impact on enrolment, learning, retention and attainment will be shared between College personnel on a strict need-to-know basis within the terms of the Data Protection Act (1998).

Status: Draft for consideration by Learning & Teaching

and Student Services Committee Date of version: June 2014 June 2015 Responsibility for Policy: Learning & Teaching and Student Services

Committee Responsibility for Implementation: Vice Principal Curriculum Principal Responsibility for Review: Vice Principal Curriculum Principal

Date of equality impact assessment: March 2009

Review date: June 2017

Information, A

dvice, Guidance and Support Policy

Ap

pe

nd

ix 1 – Info

rma

tion

, Ad

vice

, Gu

ida

nc

e a

nd

Sup

po

rt Entitle

me

nt

Full-tim

e

Part tim

e ta

ug

ht

Part tim

e d

istan

ce

Pre-e

ntry

Op

tion

al p

re e

ntry m

ee

ting

with

Sch

oo

l or

Stud

en

t Servic

es sta

ff.

On

ap

plic

atio

n a

pre

-en

try me

etin

g (b

y w

ha

teve

r me

dia

) with

Sch

oo

l staff to

disc

uss

prio

r ac

hie

vem

en

t, ca

ree

r inte

ntio

ns a

nd

c

ou

rse c

ho

ice

.

Wh

ere

sup

po

rt ne

ed

s are

ide

ntifie

d a

n o

ffer

of a

ne

ed

s asse

ssme

nt.

Op

tion

al p

re-e

ntry m

ee

ting

with

Se

cto

r staff.

Op

tion

alp

re-e

ntry

disc

ussio

nw

ithD

ep

artm

en

tSta

ff

On

en

try / In

du

ctio

n

A p

rog

ram

me

of in

du

ctio

n to

the

Co

lleg

e.

Op

tion

al su

pp

ort d

rop

-in se

ssion

s.

Ind

uc

tion

with

de

sign

ate

d c

lass

lec

ture

r In

du

ctio

n w

ith d

esig

na

ted

lec

ture

r / tu

tor.

On

p

rog

ram

me

Ac

ad

em

ic g

uid

an

ce

by d

elive

ring

lec

ture

r / in

struc

tor to

inc

lud

e o

vera

ll un

it pro

gre

ss.

Atte

nd

an

ce

an

d p

rog

ress tra

ckin

g w

ith

inte

rven

tion

as n

ec

essa

ry.

Op

tion

al sp

ec

ialist su

pp

ort a

s de

em

ed

n

ec

essa

ry.

Cla

ss Lec

ture

r revie

ws a

nd

rep

ort

on

pro

gre

ss for in

divid

ua

l U

nit/Su

bje

ct p

rovid

ing

ap

pro

pria

te

ad

vice

an

d su

pp

ort a

s req

uire

d.

Op

tion

al sp

ec

ialist su

pp

ort a

s d

ee

me

d n

ec

essa

ry.

Cla

ss Lec

ture

r revie

ws a

nd

rep

ort

on

pro

gre

ss for in

divid

ua

l U

nit/Su

bje

ct p

rovid

ing

a

pp

rop

riate

ad

vice

an

d su

pp

ort

as re

qu

ired

.

Op

tion

al sp

ec

ialist su

pp

ort a

s d

ee

me

d n

ec

essa

ry. Pre

-exit

Op

tion

al m

ee

ting

to d

iscu

ss pro

gre

ssion

o

r ca

ree

r op

tion

ca

ree

rop

tion

.

Op

tion

al m

ee

ting

to d

iscu

ss p

rog

ressio

n o

r ca

ree

r op

tion

s

pro

gre

ssion

orc

are

ero

ptio

n.

Op

tion

al m

ee

ting

to d

iscu

ss p

rog

ressio

n o

r ca

ree

r op

tion

.

pro

gre

ssion

orc

are

ero

ptio

n.

Information, A


Ap

pe

nd

ix 2 – Info

rma

tion

, Ad

vice

, Gu

ida

nc

e a

nd

Sup

po

rt (IAG

S) infra

struc

ture

/ resp

on

sibilitie

s

Type

of IA

GS

(Co

re,

Spe

cia

list)

IAG

S Prac

tition

er

Ke

y IAG

S Resp

on

sibilitie

s

Co

re

Fac

ulty M

an

ag

er

Cu

rricu

lum

a

nd

Q

ua

lity M

an

ag

er

• P

re e

ntry a

dvic

e / in

form

atio

n

• In

du

ctio

n a

rran

ge

me

nts

• P

rog

ress m

on

itorin

g a

nd

inte

rven

tion

•

Atte

nd

an

ce

mo

nito

ring

•

Gro

up

Aw

ard

suc

ce

ss C

ore

Te

ac

hin

g Sta

ff •

Ind

uc

tion

to C

olle

ge

an

d c

ou

rse

• U

nit/Su

bje

ct p

rog

ress m

on

itorin

g a

nd

fee

db

ac

k •

Re

co

rdin

g A

dd

ition

al Le

arn

ing

Sup

po

rt C

ore

G

uid

an

ce

Tuto

rs •

Assista

nc

e w

ith p

re e

ntry a

dvic

e / in

form

atio

n

• A

ssistan

ce

with

ind

uc

tion

to C

olle

ge

an

d c

ou

rse in

clu

din

g la

te in

du

ctio

n

• M

on

itorin

g a

bse

nc

e a

nd

ac

ting

ac

co

rdin

gly

• A

ssisting

with

pro

gre

ss mo

nito

ring

an

d in

terve

ntio

n

• P

rovisio

n o

f cu

rricu

lum

spe

cific

info

rma

tion

•

Pa

stora

l ca

re

Co

re

Lea

rnin

g Su

pp

ort Sta

ff •

Ne

ed

s asse

ssme

nt a

nd

follo

w th

rou

gh

mo

nito

ring

•

Alte

rna

tive a

ssessm

en

t arra

ng

em

en

ts •

1:1 or g

rou

p su

pp

ort fo

r lea

rnin

g

• C

rea

tion

, ma

inte

na

nc

e a

nd

mo

nito

ring

of P

LSPs

• First p

oin

t of c

on

tac

t for Lo

oke

d A

fter C

hild

ren

/Ca

re Le

ave

rs. (ad

d)

Co

re

Stud

en

t Ad

visors

• C

are

ers a

dvic

e,

• Em

plo

yab

ility / My W

orld

of W

ork,

• U

CA

S ap

plic

atio

ns,

• En

terp

rise a

ctivitie

s, •

Vo

lun

tee

ring

op

po

rtun

ities,

• P

asto

ral c

are

, •

Asp

ec

ts of w

elfa

re,

• G

en

era

l stud

en

t fun

din

g a

dvic

e

• P

roc

ed

ure

s aro

un

d th

e C

olle

ge

nu

rsery a

t Frase

rbu

rgh

an

d

• Fin

an

cia

l ca

pa

bility

Information, A


Co

re

Info

rma

tion

an

d Bo

okin

g

Ce

ntre

Staff

• G

en

era

l pre

-en

try info

rma

tion

to a

ll po

ten

tial stu

de

nts.

• U

pd

ate

s on

ad

missio

ns p

roc

esse

s

Co

re

Fron

tline

rec

ep

tion

staff

• In

form

atio

n re

ga

rdin

g c

olle

ge

servic

es

• R

efe

rral se

rvice

•

Issue

info

rma

tion

ma

teria

ls •

De

al w

ith te

lep

ho

ne

en

qu

iries

•

Spe

cia

list In

tern

atio

na

l G

uid

an

ce

Tu

tor Stu

de

nt A

dviso

rs •

Ad

vice

for In

tern

atio

na

l stud

en

ts •

Tier 4 a

pp

lica

tion

s •

Visa

en

qu

iries

• In

form

atio

n o

n fe

es a

nd

lan

gu

ag

e re

qu

irem

en

ts Sp

ec

ialist

(ad

d ro

w)

Ad

vice

an

d In

form

atio

n

Ma

na

ge

r •

Tier 4 a

pp

lica

tion

s •

PV

G/D

isclo

sure

sch

em

e

Sp

ec

ialist

Stud

en

t Fun

din

g sta

ff •

Ad

vice

on

fun

din

g a

pp

lica

tion

s •

Spe

cific

ad

vice

pe

rtine

nt to

a p

artic

ula

r ap

plic

atio

n

• C

on

side

ratio

n o

f disc

retio

na

ry an

d c

hild

ca

re fu

nd

ing

Sp

ec

ialist

Stud

en

t P

lac

em

en

t C

oo

rdin

ato

r •

Ind

uc

tion

into

pla

ce

me

nt

• P

VG

/Disc

losu

re sc

he

me

•

Ben

efits o

f pla

ce

me

nts &

volu

nte

erin

g

• R

evie

w o

f pla

ce

me

nt a

nd

volu

nte

erin

g o

pp

ortu

nitie

s. •

First po

int o

f co

nta

ct fo

r Loo

ked

Afte

r Ch

ildre

n /C

are

Lea

vers.

77


Agenda Item 5.7

Students’ Association Constitution

1. Introduction1.1. The purpose of this paper is to provide the Committee with an opportunity to consider

the draft constitution proposed by the North East Scotland College Students’ Association.

2. Background2.1. The North East Scotland College Students’ Association is an autonomous charitable body

with its own separate Board of Trustees.

2.2. Nevertheless, it is a requirement of the Education Act of 1994 that the constitution of any college students’ association be approved by the Board of Management of the relevant college.

The Act states:

22 — (1) The governing body of every establishment to which this Part applies shall take such steps as are reasonably practicable to secure that any students’ union for students at the establishment operates in a fair relation to and democratic manner and is accountable for its finances, students’ unions.

(2) The governing body shall in particular take such steps as are reasonably practicable to secure that the following requirements are observed by or in relation to any students’ union for students at the establishment –

(a) the union should have a written constitution; (b) the provisions of the constitution should be subject to the approval of the

governing body and to review by that body at intervals of not more than five years;

2.3. In practice in the case of North East Scotland College that responsibility has been delegated to the Learning & Teaching and Student Services Committee of the Board: the Terms of Reference for the Committee include: “To ensure that the Board’s legal responsibilities with regard to the Students’ Association, as outlined in statute, are addressed and complied with”.

3. Draft Constitution3.1. Attached as Appendix 1 is the constitution of the Students’ Association (SA) as approved

by the Board of Management of North East Scotland College in February 2014.

3.2. It appears that the SA Executive believed that this constitution was not user friendly and instituted work to prepare an entirely new constitution. This has involved input from the SA and also from NUS Scotland. It has also been looked at by the College’s solicitors. Some further amendment has been made so that the contents of the constitution in relation to the composition of the Trustee Board is in accordance with what was reported to this Committee in May 2015. Attached as Appendix 2 is the resultant draft new constitution for the SA.

3.3. It is understood that work is being undertaken on schedules that are needed to accompany the draft new constitution.

3.4. Further work will be required before this constitution is finalised, but it was felt to be appropriate to bring to the Committee the current draft version so that the views of the Committee can be taken into consideration when the constitution is being finalised.

78


Agenda Item 5.7

4. Recommendation4.1. It is recommended that the Committee consider the draft constitution for North East

Scotland College Students’ Association.

Rob WallenPrincipal

Agenda Item 5.7Appendix 1

1


North East Scotland College Students’ Association

1. Name and Status

1.1. There shall be a Students' Association (“SA”), recognised by the Board of Management of North East Scotland College (“NESCol”) within the meaning of the Education Act 1994, the name of which shall be "The North East Scotland College Students’ Association", (“NESCol SA”).

2. Aims and Objects

2.1. To advance the education of its Members.

2.2. Represent the interests of Students throughout their life at College and to act as a channel of communication in dealing with the College and other bodies.

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

2.4. Supporting Student development through the promotion of societies, sports clubs, events and other activities.

2.5. These aims and objects shall be practiced 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.

2.6. NESCol SA shall practice the above aims and objects independent of any political party or religious organisation.

3. Members

3.1. All registered Students of NESCol, 16 years of age and over, shall be “Members” of NESCol SA with ordinary voting rights unless they have decided to relinquish their membership in accordance with the “Opt Out” regulations. See Appendix (###).

3.2. Any Sabbatical Officer shall also be a full Member of the NESCol SA.

2

3.3. Registered Students of the NESCol SA, under 16 years of age, shall not be Members of the NESCol SA. However they may participate in certain activities, as agreed by the Executive Committee and any forum for students under the age of 16 and also approved by the Joint Management Committee. Students under the age of 16 will not be granted an NUS card or any cards which bear the NUS logo.

3.4. Members can:

3.4.1. Attend, vote and speak at NESCol SA meetings.

3.4.2. Hold office within NESCol SA.

3.4.3. Nominate, stand and vote in NesCol SA elections and to hold office within NESCol SA.

3.4.4. Use the NESCol SA facilities if they hold an elected position within NESCol SA.

3.4.5. Take part in the NESCol SA’s educational, social, sporting and cultural activities.

3.4.6. Enjoy the benefits set out in the College’s Code of Practice

3.5. A Member cannot transfer their Membership to someone else. Membership shall automatically end on the grounds as stated in the Schedule.

4. Principal Elected Members

4.1. Principal Elected Members of the NesCol 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 collectively constitute the Executive Committee.

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

3

4.5. The Sabbatical Officers shall be elected between the months of March and May during each calendar year in accordance with Schedule 2.

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

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

4.8. NesCol SA shall, at all times, have a job description which shall specify the remits of the Sabbatical Officers.

5. The Executive Committee

5.1. The Executive Committee of the NESCol SA shall run the NESCol SA on a day to day basis. This will be in accordance to the terms of this Constitution, [its Schedules and Appendices], relevant legislation and the decisions that have been made by NESCol SA and by any referendum called in accordance with this Constitution.

5.1.1. The Executive Committee shall be made up of the elected Officers, elected by a secret ballot:

5.1.2. These positions would be in accordance to the current NESCol SA Structure as agreed by the Trustee Board.

5.2. The role and function of the Executive Committee shall be as follows:

5.2.1. To carry out the decisions made by Class Representatives and by referendum.

5.2.2. To take over the role of Class Representatives should it fail to meet twice in succession and to also act in its absence.

5.2.3. To act as a channel of communication between Members, the College and any other bodies as appropriate.

5.2.3.1. Be responsible for the direction of the NESCol SA through the implementation and development of the NESCol SA Strategic Plan.

4

5.2.3.2. Executive Committee meetings shall be called by the Sabbatical Officers quarterly between the months of October and June inclusively.

5.2.3.3. All Executive Committees meetings shall be chaired by the Sabbatical Officers on a rotational basis, during which at least 50% of Executive Committee members shall be present.

5.2.4. Further meetings may be called by a written request of 50% of Executive Committee members to the current

chair..

5.2.5. Any member of the Executive Committee who fails to attend two consecutive meetings of the Executive

Committee without giving apologies to the current chair and does not provide satisfactory reasons acceptable to all, can potentially forfeit their position.

6. Class Representative

6.1. Every class or tutor group shall be entitled to send two elected representatives to Class Representative Meetings. The purpose of Class Representatives are:

6.1.1. Helping the Executive Committee carry out their work and holding them accountable;

6.1.2. Helping to set NESCol SA policy; and

6.1.3. Raising issues that are of concern to Students to their Sabbatical Officers.

6.2. The Membership and procedures of the Class Representatives will be set out in Schedule ###.

7. Annual General Meeting (the “AGM”) and Extraordinary General Meetings(“EGM”)

7.1. The AGM will be held once each calendar year.

7.1.1. Members and the Student Association Manager (if applicable) will be given at least 14 calendar days’ notice on the place, date and time of the meeting as well as details of the agenda.

5

7.1.2. There must be at least 30 Members overall present at any AGM.

7.1.3. The Chairperson of the AGM will be elected by the Executive Committee from amongst their Members.

7.1.4. Every Member will have one vote and decisions will be made on a simple majority unless this Constitution says otherwise.

7.1.5. The AGM will be held at such time and place as the Executive Committee deem suitable to enable the maximum number of Members to attend. The Executive Committee will take all reasonable steps to put in place measures to enable Members who are unable to travel to the AGM to attend by virtual means.

7.1.6. The AGM will hold both the Sabbatical Officers and Executive Committees, to account, and will have the power to overturn policy.

7.2. EGMs may be called:-

7.2.1. by the Trustee Board or the Committee at any time; or

7.2.2. upon the Trustee 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.

8. Trustee Board (the “Board”)

8.1. There shall be a Trustee Board.

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

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

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

8.4.1. the governance;

6

8.4.2. the budget; and

8.4.3. the strategy.

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

8.6. The composition of Board is as follows:

8.6.1. All Sabbatical Officers;

8.6.2. Four (4) External Trustees;

8.6.3. Three (3) Student Members; and

8.6.4. Two (2) College staff Trustees

8.7. Please refer to the Schedule ### (“Trustee Board”)for information on all roles.

9. Affiliation and Partnership

9.1. Any proposal to affiliate with an external organisation must be approved by the Students and require a two-thirds majority decision of all votes that have been cast.

9.2. The College and Members of the NESCol SA shall be informed of all new affiliations to external organisations. This notice shall include the name of the organisation being affiliated to and the affiliation or subscription fee to be paid.

9.3. Details of all above affiliations shall be included within NESCol SA Annual Report. This Report shall be made available to all Members of the NESCol SA and presented at the AGM.

9.4. In the event of any objection to a current affiliation with a particular external organisation, a petition signed by at least 200 Members of

the NESCol SA across the region of the College must be presented to the Sabbatical Officers.

9.5. A referendum shall be held on the issue and carried out in accordance to Clause 13 (“Referendums”) of this Constitution.

10. Clubs and Societies

7

10.1. Clubs and Societies may be recognised by the Student Body provided they support the objectives of the NESCol SA and abide by the rules and regulations of the NESCol SA and College. Please refer to Schedule ###.

11. Elections

11.1. Elections shall be held twice a year. Once between the months February and May (inclusive), and the other between the months of August and October (inclusive).

11.2. Arrangements for election will be made independently of all current post holders within the NESCol SA. Please refer to Schedule ###.

12. Referendums

12.1. A referendum, in which all Members will be allowed to vote, may be called on any issue by:

12.1.1. Majority vote of at least two thirds of the Executive Committee; or

12.1.2. Either of the Sabbatical Officers if they receive a petition setting out the issue and the name, course, Student identification number and signature of at least 200 Members.

12.2. Voting shall be the same as for election, as set out in Schedule ### (“Election Regulations”).

12.3. The result of a referendum will take priority over any existing NESCol SA policy on the same issue.

13. Complaints & Disciplinary Procedure

13.1. Complaints about a Sabbatical Officer, the Executive Committee, or any Member of the NESCol SA in respect of their undertaking of NESCol SA related activities will deal with under the Complaints Procedure contained in Appendix ### (“Code of Practice”) of this Constitution.

14. Schedules

14.1. The Executive Committee and the Student Body of the AGM may jointly make or amend Schedules relating to how the NESCol SA is

8

run, as long as these Schedules are consistent with this Constitution and are approved by the Board.

15. Minutes

15.1. Minutes shall be taken at all meetings of the [CONFIRM WHAT MEETINGS e.g. Executive Committee, Joint Committee, Trustee Board], then circulated to all participants. Any necessary corrections made shall be discussed at the next meeting. Confirmed minutes shall be filed and made available to all Students.

15.2. A copy of the Constitution, including any amendments, a copy of the Annual Report and any plans for the NESCol SA activities, including the budget shall be made available to all Students.

15.3. The regulations for the organisation of NESCol SA meetings shall be contained in Schedule ### (“Meeting Regulations”) of this Constitution.

16. Finances

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

16.2. The NESCol SA will prepare annual accounts to meet statutory requirements, which shall be approved by the Board.

16.3. The NESCol SA’s money and property must only be used to help carry out its objects.

17. Accounts and reports

17.1. The Trustee Board shall supervise all NESCol SA finances and ensure that proper book keeping of accounts are maintained and that these books shall be audited annually by a person qualified to undertake audited accounting.

17.2. The Board shall be responsible for ensuring that the annual budget, amendments to the budget, audited accounts and all other short-term financial streams are discussed and approved.

17.3. The Financial Year of the NESCol SA shall run from the months of April to March (inclusive) whereas the College Year is from August to July (inclusive).

9

17.4. The organisation of the NESCol SA finances and systems of control shall be contained in Schedule ### (“Financial Regulations”)

18. Code of Conduct

18.1. The Executive Committee shall draw up a Code of Conduct which shall need to be approved and amended from time to time by the Committee.

18.2. All Members of the NESCol SA shall be required to adhere to this Code, particularly when on NESCol SA premises or attending events that are organised by the NESCol SA or its clubs and/or societies.

18.3. The Code of Conduct may include restrictions up to and including the unlimited suspension of any or all of the rights of being a Member of the NESCol SA.

18.4. The NESCol SA will also adhere to the College Code of Conduct for all that is stated above.

19. Indemnity

19.1. Every executive officer and person approved to make decisions of behalf of the NESCol SA shall be entitled to be indemnified out of the assets of NESCol 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 NESCol 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.

97


Agenda Item 6.1

Promotion of Good Practice in Learning and Teaching

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

Scotland College’s approach to promoting good practice in learning and teaching.

2. Background and Context2.1. The College recognises the need to identify good and innovative practice as the required

standard on all programmes across all campuses. Teaching staff continuously seek to create an environment where innovation and creativity are encouraged and can flourish so that good practice becomes the norm and excellence is the aim.

2.2. Good and innovative practice can be identified and acknowledged through curriculum team meetings, good practice dissemination events, lesson observations, quality audits, peer observation, learner focus groups, course committees involving learners and other means.

2.3. The overarching aim of the College’s approach to promoting good practice in the curriculum is that the high standards of learning and teaching identified are provided universally, in all areas of provision for each student, irrespective of the mode of attendance or location. This approach is taking place across the region and is integrated into the curriculum of all campuses in North East Scotland College.

3. The Methodology3.1. The College’s approach to Good Practice in the Curriculum is detailed in the Embedding

Good Practice in the Curriculum Strategy (attached at Appendix 1). This is a key sub-strategy of the College’s Learning and Teaching Strategy which has been approved by the Board of Management.

3.2. The overarching aim of each Good Practice event is to increase staff innovation and confidence in the delivery of the curriculum and to create positive and productive staff/learner relationships so that learning is dynamic and effective, delivering positive outcomes for students.

4. Developments in Good Practice 4.1. Staff Development days have been held this year and this dedicated time has facilitated

the sharing of good practice and enabled teaching and support teams to develop team-based approaches to the sharing of good practice in AY 2014-15.

4.2. The Curriculum and Quality Managers Good Practice Forum has been established and three meetings took place in AY 2014-15 and chaired by the Vice Principal Learning and Quality.

4.3. Curriculum and Quality Managers are best placed to drive forward good practice in learning and teaching across all areas of the College. The following approaches were discussed with CQMs with the final session focussing on Vision and Values.

• Action Learning Project

• Sharing approaches to the continuous improvement of PIs

• Embedding good practice approaches identified in Education Scotland publications, including the College’s Annual Engagement Visit and national Aspect Tasks

• Good Practice as a standing item at each curriculum team meeting

• Embedding the college’s Vision and Values into the curriculum

• Enterprise and Entrepreneurship.

98


Agenda Item 6.1

4.4. The Faculty Managers’ Forum is well established and met on three occasions in AY 2014-15. The following approaches were discussed with Faculty Managers:

• Promoted teaching staff will not be timetabled on Wednesday afternoons to facilitate good practice dissemination and other team events

• Faculty Managers will support CQMs to identify, disseminate and embed good practice across teams, Faculties and college-wide

• Faculty Managers will meet three times a year. These meetings will be held on Wednesday afternoons to facilitate attendance and will take place after the CQM meetings in order that issues raised can be communicated and driven forward

• Action Learning Project

• Vision and Values

• Using self-evaluations reviews cross-college to drive quality improvement.

4.5. A number of Sharing Best Practice sessions took place throughout AY 2014-15 including Working with School Pupils, Effective Learner Engagement, Optimising Student Success and Enterprise and Entrepreneurship. These sessions were well attended by staff across all three schools.

4.6. Staff have been asked to suggest topics for AY 2015-16 and to date the following have been identified:

• Essential Skills Development

• ICT tools to enhance learning and teaching

• Managing challenging behaviour

• Use of webcams and other technology across campuses

• Using technology to increase learner choice

• Learner engagement strategies

• Making use of library and other learning resources across campuses

• On-line study skills

• Recording learner progress and development of essential and core skills.

4.7. Events at Team level will continue to be integral to the College’s overall approach to capturing and embedding Good Practice.

4.8. Guidance Tutors work closely with curriculum teams to identify good practice in learner guidance and support at pre-entry, pre-exit and on-course stages.

5. Engaging Learners in enhancing their Learning through Sharing Good Practice 5.1. The Vice Principal Curriculum met regularly with students from across curriculum areas

to seek their views on the good practice in learning and teaching that enhanced their learning. This will be continued into AY 2015-16.

5.2. Meetings have been held this year at all main campuses (Fraserburgh, Altens, Aberdeen and Craibstone).

5.3. Managers are advised of the practice identified by learners so that these can be embedded across the College.

99


Agenda Item 6.1

5.4. At these meetings, students identified the following good practice approaches to learning and teaching:

• Enthusiastic and supportive teaching and support staff; good learner/lecturer relationships and good quality feedback on students work

• High quality resources to engage learners in teaching and learning

• Teaching staff encourage students to seek answers and solutions for themselves

• Work placements add considerable value to the learner experience and help students build confidence and develop skills for work

• Opportunities for volunteering

• Practical activities including the use of the VLE

• Participation in competitions.

• The benefits of developing Core Skills.

6. A Regional Approach to Embedding Good Practice6.1. Good Practice approaches to learning and teaching are shared during Course Level

meetings with partner universities and industry partners.

6.2. The Vice Principal Learning and Quality attended Robert Gordon University’s Academic Development Committee on 26 May 2015. This committee facilitates the identification of opportunities to disseminate good practice in the College/University partnership at strategic level.

6.3. The Regional Hub Partnership Group, chaired by the Depute Principal of Robert Gordon University, is a further opportunity for the College and the University to share good practice approaches across the region. There is clear evidence of collaboration between staff of NESCol and RGU and also the collaborative work that is taking place between students from the two institutions.

6.4. The fourth Good Practice lunch with The University of Aberdeen was held in March 2015 in the College’s Training Restaurant – Gate 63.

7. Recommendation7.1. It is recommended that the Committee note the contents of this paper.


Agenda item 6.1 Appendix 1

NORTH EAST SCOTLAND COLLEGE

EMBEDDING GOOD PRACTICE IN THE CURRICULUM STRATEGY

Version Date: 18 March 2014 Approved by: Learning & Teaching and Student Services Committee)

2

EMBEDDING GOOD PRACTICE IN THE CURRICULUM STRATEGY 1. 0 Introduction/Background 1.1 North East College is committed to providing the highest quality of learning and teaching

opportunities for all students. 1.2 The College is committed to engaging learners in enhancing their own learning by encouraging them

to be effective contributors, confident individuals, responsible citizens and successful learners.

1.3 The College recognises the need to identify good practice and to embed it as the required standard on all programmes.

1.4 It is expected that all teaching staff of the College will continuously seek to improve their practice so

that good practice becomes the norm and excellence is the aim. 1.5 The College recognises that good and innovative practice can be identified and acknowledged

through lesson observations, quality audits, peer observation, student focus groups, course committees involving students and other means. The challenge is to ensure that the high standard of learning and teaching identified through these approaches is provided universally in all areas of provision and for each student, irrespective of the mode of attendance or location.

1.6 The College recognises that the main challenge is the dissemination – not the identification – of that good practice.

2.0 The Strategy 2.1 The main strands of the strategy are to:

2.1.1 Ensure that all staff recognise good practice and apply it across the curriculum and in all modes of attendance.

2.1.2 Ensure that all staff understand the benefits of sharing good practice with colleagues.

2.1.3 Assist staff with the identification and dissemination of good practice.

2.1.4 Facilitate good practice dissemination events for all appropriate staff.

2.1.5 Undertake lesson observations to ensure that good practice is implemented in accordance

with the needs of individuals within the group.

2.1.6 Ensure that individual members of staff take responsibility for embedding good practice in the learning and teaching experience of their students.

2.1.7 Ensure that technology is utilised as appropriate to disseminate good and innovative practice

across the curriculum. 2.1.8 Ensure that students are engaged in the identification and promotion of good practice in

learning and teaching. 2.1.9 Measure the extent to which the benefits of good practice dissemination are having a

positive impact on learner engagement and relevant high quality outcomes. 2.2 The College will identify and disseminate good practice by:

2.2.1 Facilitating Good Practice Dissemination Events for teaching staff and managers. 2.2.2 Establishing good practice forums for all teaching staff, particularly Faculty Managers and

Curriculum and Quality Managers.

2.2.3 Ensuring that Faculty and Curriculum and Quality Managers are fully involved in promoting good practice in identified curriculum areas and across the wider College.

3

2.2.4 Providing opportunities for students to identify Good Practice in the Curriculum by organising events for students, chaired by the Vice Principal Learning & Quality and Directors of Curriculum, that encourage learners to identify good and innovative practice.

2.2.5 Ensure Learner Focus Groups are held with Senior Lecturers (Quality Improvement) from the

start of the year to engage learners at the earliest stage in the identification of good practice in their learning and teaching and to seek their views on areas for improvement.

2.2.6 Communicating Good Practice ideas discussed at Good Practice Events throughout the year

through the Knowledge Base section of the College website. 2.2.7 Utilising The Good Practice area in Blackboard to collect examples of the effective use of the

VLE from across all College teams. 2.2.8 Working with colleagues in the school and university sectors to promote good practice in the

senior phase of Curriculum for Excellence.

3.0 Responsibilities for the Strategy 3.1 Strategic responsibility for the Dissemination of Good Practice in the Curriculum Strategy rests with the

Vice Principal Learning and Quality. 3.2 Responsibility for implementing the Strategy across all areas of the curriculum rests with the Directors of

Curriculum.

4.0 Related Documents

4.1 The Embedding Good Practice in the Curriculum Strategy is a sub-strategy of the Learning and Teaching Strategy.

105


Agenda Item 6.2

University Progression and Articulation Links

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

status of North East Scotland College’s partnerships with universities.

2. Background2.1. The College’s robust and extensive links with university partners across Scotland provide

students with a wide range of progression and articulation pathways on completion of their Higher National Diploma and in some cases Higher National Certificate courses at North East Scotland College

2.2. North East Scotland College continue to be at the forefront of developing university articulation links and opportunities exist for students in the region to progress seamlessly within the College (through 1+1+2 pathways) and to progress seamlessly to University (through 2+2 Degree Links)

2.3. The single North East Scotland College Prospectus for 2015-16 includes details of all the articulation routes that are available to prospective students across the region.

3. The Impact on Students of the College’s Articulation Agreements3.1 Given the high demand for University and College places, the College continues to work

closely with partner Universities to meet the needs of students who seek progression routes into Degree level study.

3.2 The College currently has formal Agreements in place with 11 universities.

3.3 Articulation Agreements between the College and each partner university describe how the links operate and these are renewed and updated regularly.

3.4 A total of 35 HNC/D programmes articulate to 338 Degree courses across Scotland, with formal articulation to Year 2 or 3 of the related degree.

3.5 In 2014-15, 473 students gained entry to a degree programme. 79% of articulating students remain in the region, progressing to either Robert Gordon University or The University of Aberdeen.

3.6 The majority of Degree Link students progress to Robert Gordon University with full articulation. In 2014-15, 357 students benefitted from these links, an increase of 50 from 2013-14 representing an increase of 45% over the past three years.

3.7 For students on HNC/D programmes without a related vocational degree, the College has established an articulation link to a Business Degree through The Open University. As such, students who wish to progress to degree level study while working or establishing their own business can undertake the BA Business Enterprise degree

3.8. A list of the University articulation links that are in place for 2014-15 is attached at Appendix 1.

4. Links with Robert Gordon University4.1. By far the greatest number of students progress each year to Robert Gordon University

through the College’s strong and sector leading Degree Links with the University.

4.2. The partnership between the College and the University involves joint curriculum planning, enhanced progression and articulation opportunities for learners, joint staff development, shared approaches to learning and teaching and improved student support links.

106


Agenda Item 6.2

4.3. Students across the College can benefit from being Associate Students of the University while at College. This gives them access to the full range of facilities available to Robert Gordon University students.

4.4. Through the Degree Link Partnership the two institutions work seamlessly together to provide a broad range of link courses flexible study options available to students in the North East of Scotland. This working together approach helps to make the transition as easy as possible.

4.5. Students who receive an offer from Robert Gordon University are invited to attend a Degree Prep Programme prior to embarking on their new course. These programmes, in conjunction with course leaders, prepare students for study at university level with valuable course information and guidance in approaching assessments. Degree Prep provides an opportunity for students to explore their new campus and meet other new students, and receive the support they need to feel comfortable with a new learning environment.

4.6. An integral part of the annual appraisal of the partnership arrangements is the analysis of student achievement rates. Data for 2013-14 revealed that 77% of all students entering Robert Gordon University with advanced standing had progressed from North East Scotland College. The retention rate for that year was high at 87%, with 89% of those retained progressing to the final year of their Degree.

4.7. New and innovative ways of promoting articulation links between North East Scotland College and Robert Gordon University are always being sought. The Additional Funded Places Scheme is an example of building further on the successful partnership between institutions. In AY 2014-15 aspects of delivery in Stages 1 and 2 for three specific courses were provided by both institutions. These courses are in Fashion Management, Hospitality Management and Journalism.

4.8. Course teams have met on a regular basis to discuss progress and a further development session, to consider arrangements for 2015-16 entry took place in June 2015. Details of the partnership model were shared at a SFC event in June with positive feedback received.

4.9. The North East Articulation Hub is well established and provides a recognised forum for strategic discussion at regional level, to enable planning, and monitoring of activities in support of learners. The Hub Management Group is underpinned by a team of staff dedicated to developing a planned system of articulation within the North East.

4.10. An Annual Report on the College’s links with Robert Gordon University is produced and the 2013-14 report is attached at Appendix 2. The Report contains details of the range and extent of the links between the College and Robert Gordon University.

4.11. It should be noted that the level of funding indicated on page 14 of the report will not be maintained in 2015-16. It is not known what impact the 33% reduction in hub funding may have on hub activities.

5. Links with The University of Aberdeen5.1. The Principals of the College and The University of Aberdeen signed a formal Progression

and Articulation Agreement in November 2014.

5.2. Course Level Agreements are in place covering a diverse range of subject areas including Accounting, Engineering, Sports Coaching, Science, Music, Working with Communities and Social Sciences

107


Agenda Item 6.2

5.3. A Joint Liaison Group, comprising senior staff of both organisations oversees the articulation and wider strategic partnership arrangements between the College and the University.

5.4. Degree links with The University of Aberdeen continue to be developed. Currently 13 of the College’s Higher National Certificates and Diplomas link to 38 degrees at The University of Aberdeen.

5.5. In 2014-15, 18 students progressed from North East Scotland College to a degree link at The University of Aberdeen.

5.6. A joint Lunch and Event took place in March 2015 which brought together curriculum staff from both organisations to share good practice in relation to learning and teaching approaches and learner support and transition.

6. Developing Scotland’s Young Workforce6.1. Senior staff from both The University of Aberdeen and Robert Gordon University are members

of the Developing Scotland’s Young Workforce Steering Group, which is convened by North East Scotland College. The partners are working together to promote access to further and higher education for school pupils in the region, with the emphasis on increasing participation in STEM (Science, Technology, Engineering and Maths) subjects.

6.2. North East Scotland College and Robert Gordon University are exploring a model that will act as a pathfinder from Foundation Apprenticeships through to Advanced Apprenticeships. In addition, the three institutions together with the two local authorities are looking at ways to address the ICT Skills shortfall that exists in North East Scotland.

7. Recommendation7.1 It is recommended that the Committee note the current status of the College’s links with

university partners.


Ag

en

da

Item

6.2 A

pp

en

dix 1

A

rticu

latio

n &

Prog

ressio

n Lin

ks 2015-2016

C

ourse

s with Fo

rma

l Artic

ulatio

n

RGU

A

be

rde

en

SRUC

A

be

rtay

Edinb

urgh

Na

pie

r H

erio

t-Wa

tt G

lasg

ow

C

ale

do

nian

Qu

ee

n M

arg

are

t U

nive

rsity H

ighla

nds

& Isla

nds

Un

iversity

We

st of

Sco

tland

Op

en

Un

iversity

TOTA

LS

Scho

ol o

f Cre

ative

Industrie

s, C

om

puting

& Busine

ss M

ana

ge

me

nt

TOTA

L No

OF D

EGR

EES 20

5 3

13 9

6 38

10 16

21 25

166

Scho

ol o

f Engine

ering

Scie

nce

&

Tec

hnolo

gy

TOTA

L No

OF D

EGR

EES 9

24 4

4 7

7 20

4 3

0 5

87

Scho

ol o

f Servic

e Ind

ustries

TOTA

L No

OF D

EGR

EES 5

9 6

17 2

4 6

0 6

6 24

85

No

rth Ea

st Sco

tlan

d C

olle

ge

TO

TAL N

o O

F DEG

REES 34

38 13

34 18

17 64

14 25

27 54

338

Artic

ula

tion

& Pro

gre

ssion

Links – Sc

ho

ol o

f Cre

ative

Ind

ustrie

s, Co

mp

utin

g a

nd

Busin

ess M

an

ag

em

en

t

2015-2016

Co

urses w

ith Form

al A

rticula

tion

RG

U

Ab

erd

ee

n SRU

C

Ab

erta

y Ed

inburg

h N

ap

ier

He

riot-W

att

Gla

sgo

w

Ca

led

onia

n

Que

en

M

arg

are

t U

nive

rsity H

ighla

nds

& Isla

nd

s

Un

iversity

We

st of

Sco

tland

Op

en

U

nive

rsity TO

TALS

Fac

ulty – Cre

ative

Arts

HN

D A

rt & D

esig

n

1

1 1

2 5

HN

D Te

xtiles

1

1

1

3

HN

D V

isua

l Co

mm

un

ica

tion

1

1

2 2

1

2

9 H

ND

Ph

oto

gra

ph

y 1

1

1

3 H

NC

3D C

om

pu

ter A

nim

atio

n

2

2

TOTA

LS 2

0 0

3 1

3 5

0 3

3 2

22

Fac

ulty – Music

, Dra

ma

, Me

dia

a

nd Esse

ntial Skills

HN

D M

usic

2

1 2

1

1

1 1

9 H

NC

Cre

ative

Ind

ustrie

s: Ra

dio

1

1

2 H

ND

Ac

ting

& P

erfo

rma

nc

e

1

1

2

4

HN

D So

un

d P

rod

uc

tion

1

3

1

1

6 H

ND

Cre

ative

Ind

ustrie

s: Tele

vision

1

1

2

4 H

ND

Cre

ative

Ind

ustrie

s: Me

dia

&

Co

mm

un

ica

tion

2

4

4

3

13

TOTA

LS 4

2 0

2 3

0 10

4 2

7 4

38

Fac

ulty – Business M

ana

ge

me

nt, To

urism a

nd En

terp

rise

HN

D A

cc

ou

ntin

g

1

1 2

2

3

2 2

1 14

HN

D Le

ga

l Servic

es

1

2

1 1

5 10

HN

D A

dm

inistra

tion

& In

form

atio

n

Tec

hn

olo

gy

2 1

1

1

2 2

2 11

HN

D Bu

sine

ss 2

1

2

6

1

1

13 H

ND

Even

t Ma

na

ge

me

nt

1

1

2

1 5

HN

D Tra

vel &

Tou

rism

1

1

2

2 3

4 13

HN

D A

dve

rtising

& P

R

1

1

2 4

2 1

1 12

TOTA

LS 9

1 3

4 4

0 16

6 9

11 15

78

Fac

ulty - Co

mp

uting

HN

D C

om

pu

ting

: Softw

are

D

eve

lop

me

nt

2 2

2

1 1

2

1

2 13

HN

D C

om

pu

ting

: Ne

two

rking

2

2

1 3

1

2

11 H

ND

Inte

rac

tive M

ed

ia (W

eb

D

eve

lop

me

nt)

1

1

2

4

TOTA

LS 5

2 0

4 1

3 7

0 2

0 4

28

TOTA

L No

OF D

EGREES

20 5

3 13

9 6

38 10

16 21

25 166

Artic

ula

tion

& Pro

gre

ssion

Links – Sc

ho

ol o

f Eng

ine

erin

g, Sc

ien

ce

& Te

ch

no

log

y 2015-2016

C

ourse

s with Fo

rma

l Artic

ulatio

n

RGU

A

be

rde

en

SRUC

A

be

rtay

Edinb

urgh

Na

pie

r H

erio

t-Wa

tt G

lasg

ow

C

ale

do

nian

Que

en

M

arg

are

t U

nive

rsity H

ighla

nds

& Isla

nd

s

Un

iversity

We

st of

Sco

tland

Op

en

U

nive

rsity TO

TALS

Fac

ulty – Elec

trica

l Engine

ering

, Ene

rgy &

Scie

nce

HN

D Ele

ctric

al En

gin

ee

ring

2

1

1 2

5

1

2

14 H

ND

Ap

plie

d Sc

ien

ce

s 3

18 4

2

7 1

4 1

2

42 TO

TALS

5 19

4 3

2 7

6 4

2 0

4 56

Fa

culty – M

ec

hanic

al Eng

inee

ring

HN

D M

ec

ha

nic

al En

gin

ee

ring

3

5

1 5

5

1

1

21 TO

TALS

3 5

0 1

5 0

5 0

1 0

1 21

Fa

culty – C

onstruc

tion &

A

utom

otive

Engine

ering

HN

C Bu

ilt Enviro

nm

en

t

4

4 TO

TALS

0 0

0 0

0 0

4 0

0 0

0 4

Fa

culty – Eng

inee

ring

Tec

hnolo

gie

s

HN

D Ele

ctro

nic

s 1

5

6 H

NC

Me

asu

rem

en

t & C

on

trol

0

TOTA

LS 1

0 0

0 0

0 5

0 0

0 0

6

TOTA

L No

OF D

EGREES

9 24

4 4

7 7

20 4

3 0

5 87

Artic

ula

tion

& Pro

gre

ssion

Links – Sc

ho

ol o

f Servic

e In

du

stries

2015-2016

Co

urses w

ith Form

al A

rticu

latio

n

RGU

A

be

rde

en

SRUC

A

be

rtay

Edinb

urgh

Na

pie

r H

erio

t-Wa

tt G

lasg

ow

C

ale

do

nian

Que

en

M

arg

are

t U

nive

rsity H

ighla

nds

& Isla

nd

s

Un

iversity

We

st of

Sco

tland

Op

en

Un

iversity

TOTA

LS

Fac

ulty – Child

ca

re, H

ea

lth &

Soc

ial C

are

HN

C Ea

rly Edu

ca

tion

& C

hild

ca

re

4

1 1

4 12

HN

C C

are

& A

dm

inistra

tive

Pra

ctic

e

2

1

3 6

HN

C So

cia

l Servic

es

0

HN

C W

orkin

g w

ith C

om

mu

nitie

s

1

4

9

14 TO

TALS

2 1

0 9

0 0

0 0

1 1

16 32

Fa

culty – H

air a

nd Be

auty

TOTA

LS 0

0 0

0 0

0 0

0 0

0 0

0

Fac

ulty – Ho

spita

lity, Spo

rt &

An

ima

l Ca

re

HN

D A

nim

al C

are

1

1

1

1

4 H

ND

Co

ac

hin

g &

De

velo

pin

g

Spo

rt 1

1 3

1

1

2

2 1

12

HN

D Fitn

ess, H

ea

lth &

Exerc

ise

1 1

2 3

1

1

1 3

1 14

TOTA

LS 2

2 6

3 2

0 3

0 4

5 3

30

Fac

ulty – Soc

ial Sc

ienc

es &

Le

arning

Op

po

rtunities

HN

D So

cia

l Scie

nc

es

1 6

5

2

3

1

5 23

TOTA

LS 1

6 0

5 0

2 3

0 1

0 5

23

TOTA

L No

OF D

EGREES

5 9

6 17

2 4

6 0

6 6

24 85

V

ersio

n: 17/06/2015

1

Ag

en

da

Item

6.2, Ap

pe

nd

ix 2

N

OR

TH

EA

ST

AR

TIC

ULA

TIO

N H

UB

Annual R

eport – Session 2013/14

Execu

tive Su

mm

ary The follow

ing report outlines activities undertaken during Session 2013/14 in line w

ith the North East A

rticulation Hub O

perational Plan 2013–2015, and the first year of extended funding for the regional H

ubs. In summ

ary key activities have included: Partnership and articulation routes

§ Follow

ing regional consolidation, the endorsement of the N

orth East Scotland C

ollege as an Associate C

ollege of the university and reconfirm

ation of all previously approved DegreeLink routes.

§ Facilitation of institutional-level engagem

ent in the Additional Funded Places S

cheme, resulting in successful

recruitment by the college in 2013/14 and developm

ent of a new innovative partnership m

odel for 2014/15 entry. §

Activity to prom

ote greater awareness and uptake of further education and the articulation pathw

ays into higher education am

ong groups that are traditionally under-represented, and specifically MD

20 and MD

40 students.

Performance

§ Sustained and substantial grow

th of articulation entrants, and achievement of intake targets.

§ C

ontinued comm

itment to guaranteed places for learners on approved routes.

§ Em

bedding of articulation targets within the university’s core num

ber planning.

Infrastructure §

Com

pletion of internal monitoring via the S

ubject Level Review

Meeting Process and H

ub Managem

ent Group;

including review of key perform

ance indicator data specific to articulating students. §

Developm

ent of planned, targeted and sustainable transition support. §

Participation in a number of show

case opportunities to improve aw

areness of the work of the partnership and the

opportunities which it helps create for learners in the region.

§ R

eciprocal institutional input to the new O

utcome A

greement process.

The above enables the H

ub to confirm that it successfully m

et targets for Session 2013/14, and that it has continued to support efforts

to enhance student achievement and retention.

2 P

artnersh

ip an

d articu

lation

rou

tes A

. P

lease list the active p

artners (co

llege/

un

iversity/em

plo

yer/o

ther) o

f the articu

lation

hu

b.

The North East A

rticulation Hub now

comprises R

obert Gordon U

niversity and the new N


ollege [previously Aberdeen

and Banff and B

uchan Colleges].

Mutually, H

ub institutions engage with a range of stakeholders both w

ithin the region and nationally including: •

Local authorities •

Schools and the A

SPIR

ENorth S

chools for Higher Education Program

me

• Skills D

evelopment S

cotland and Sector S

kills Councils

• Econom

ic forums such as A

berdeen City and S

hire Economic Future and A

berdeen and Gram

pian Cham

ber of Com

merce

• Professional, regulatory and statutory bodies and em

ployers •

SFC

funded projects such as Back on C

ourse B

. If th

ese have ch

ang

ed sin

ce the p

reviou

s ann

ual rep

ort, p

lease pro

vide d

etail on

ho

w th

e eng

agem

ent o

ccurred

. Subsequent to the vesting of the N

orth-East Scotland C

ollege there was unanim

ous enthusiasm for the extension of the ethos of the

previous tri-partite partnership, and following B

oard level approval by both institutions a Mem

orandum of A

greement w

as signed confirm

ing the new college as an ‘A

ssociate College’ of the university. In addition a M

emorandum

of Agreem

ent pertaining specifically to the operation of D

egreeLink routes was signed. Together these A

greements facilitate the com

prehensive partnership between the tw

o institutions. A key elem

ent of the Hub infrastructure is a S

teering Group, chaired by the Principals, w

hich meets on a regular basis to facilitate

discussion on regional coherence and collaborative opportunities between institutions. In addition a H

ub Managem

ent Group, involving

senior academics and support staff, considers and m

onitors executive implem

entation in respect of articulation and the Hub O

perational Plan. The m

embership of this G

roup now reflects the new

managem

ent and academic structures w

ithin the college. It should be noted that the G

roup comm

ented favourably on the new staffing structure of the college w

hich it is perceived has further enhanced existing subject and course level links. Likew

ise, over the period, the university also re-signed its strategic level agreement w

ith the new D

undee and Angus C

ollege. In addition to the above strategic partnerships, the university considers all applications from

Scottish colleges in the sam

e manner and

although places cannot be guaranteed, offers for true articulation are the norm.

3 Furtherm

ore a Course Entry A

greement exists for specific H

N courses delivered by partner colleges of the U

niversity of the Highlands and

Islands, whereby advanced entry m

ay be considered subject to places being available and any academic requirem

ents being met.

Although the university rem

ains the largest recipient of HN

students from N


ollege, the college also has formalised

progression arrangements w

ith several other universities facilitating a wide range of opportunities for students w

ithin the region. C

. A

re there an

y new

articulatio

n ro

utes in

place w

ithin

the h

ub

? Follow

ing the establishment of the new

regional college, considerable activity was undertaken by the H

ub to reconfirm the suite of

previously existing articulation routes. It is extremely pleasing to report that all preceding C

ourse Level Agreem

ents were m

aintained and re-signed for a further three years, thereby providing substantial continuity for learners planning to articulate w

ithin the North-East

region. M

oreover a small num

ber of routes previously required separate Agreem

ents by partner college [now cam

pus] due to the different units delivered. H

owever follow

ing further consideration by college subject teams and ratification of content, these have now

all been harm

onised so that only single agreements per H

N/course w

ill exist for entry from 2015 onw

ards. R

efer Perfo

rman

ce: Sectio

n D

below for details of developm

ent activity which facilitated student entry into S

essions 2013/14 and 2014/15. M

ore recently there has been a dialogue around increased use of part-time and blended approaches to articulation, beginning

with discussion on a possible distance-learning engineering route.

Also, as w

ould be expected, due to the continued evolution of both SQ

A and degree course content a num

ber of routes required review

and nominal changes. For exam

ple with regard to the replacem

ent of HN

C H

ealth Care w

ith the new H

NC

Care &

Adm

inistrative Practice and the re-approval of the suite of undergraduate courses w

ithin the School of C

omputing S

cience and Digital M

edia. D

. W

hat are th

e mo

st active/least active articu

lation

rou

tes or su

bject areas?

During the reporting period the overall num

ber of articulating entrants from partner colleges to the university continued to increase;

representing a positive endorsement of the form

al routes and guaranteed places available. The m

ost active subject areas are Business and A

dministrative S

tudies, Engineering and Com

puter Science. W

ithin these areas a number

of articulation routes attract substantial cohorts with tw

enty or more entrants annually. N

otwithstanding these, rem

aining subject areas generally also attract sizable entrants w

ith the exception of Biological S

ciences. In this case discussion between course team

s indicates that students elect to progress to courses not offered by the university rather than to articulate (e.g. C

hemistry).

E.

Are th

ere plan

s to d

evelop

mo

re rou

tes and

, if so, h

ow

do

es it con

tribu

te to o

verall regio

nal p

lann

ing

? C

ourse Level Agreem

ents continue to reflect the course portfolios of each institution and there is broad coverage across subject areas.

4 [A

lso refer Perfo

rman

ce: Sectio

n D

below] Joint annual m

onitoring and evaluation of each articulation route continues via the Subject

Level Review

Meeting process. These m

eetings provide a formal opportunity for course team

s to consider the performance of articulating

students, and to confirm the on-going suitability of A

greements. They also provide an opportunity for discussion of any curriculum

developm

ents, either at the college or university, which m

ay provide opportunities for new articulation routes.

Over the period a significant developm

ent has been to increase the focus on participation of under-represented groups, and to ensure that partners w

ork together to effectively market the portfolio of opportunities into further education and onw

ards to degree level study. Thereby ensuring that learners from

these groups can fully exploit the guaranteed places scheme and form

al articulation routes. Another reference point has been consideration of how

the Hub can assist in m

eeting the skills needs of the region, and partners are com

mitted to considering the outcom

es of the Wood C

omm

ission for Developing S

cotland's Young Workforce (Please also refer to the

Furth

er Info

rmatio

n section below

).

5 P

erform

ance

A.

Wh

at was th

e target to

tal nu

mb

er of articu

lating

stud

ents en

tering

with

full cred

it (as per th

e SFC

defin

ition

) in

A

Y2

01

3-1

4?

The baseline target for Session 2013/14 entry w

as 390 guaranteed articulation places; comprising 315 entrants to the university and an

intake of 75 Additional Funded Places to specific subject areas w

ithin the college.

B.

We h

ave pro

vided

from

the N

ation

al Articu

lation

Datab

ase info

rmatio

n o

n th

e nu

mb

ers of articu

lating

stud

ent

entran

ts record

ed fo

r the p

artnersh

ip. P

lease com

plete th

e hu

b targ

et and

variance co

lum

ns. [K

PI1

.1 –

nu

mb

er of

articulatin

g stu

den

ts by co

llege an

d H

EI; K

PI1

.2 –

nu

mb

er of articu

lating

stud

ents as a %

of th

e total p

oo

l of co

llege H

N

stud

ents.

Please n

ote:

• W

ithin the tables below, figures populated by the H

ub are highlighted in pu

rple text.

• As w

as the case last year, based on comparison w

ith internal managem

ent information, N

AD

figures are slightly higher than expected. D

etailed source data has been requested and further analysis will be undertaken to identify possible reasons for this, in

order to continue to improve data quality.

Tab

le 1-1

: Articu

lating

stud

ent targ

ets AY

20

12

-13

to A

Y2

01

3-1

4: H

EI p

artners

Articu

lation

to

20

11

/1

2

20

12

/1

3

20

13

/1

4

HE

Is S

FC

baselin

e H

ub

target

Hu

b actu

al V

ariance

Hu

b targ

et H

ub

actu

al V

ariance

Ro

bert G

ord

on

Un

iversity

31

0

38

9

+7

9

31

5

45

3

+1

38

TO

TA

L AR

TIC

ULA

TIO

N

38

9

+7

9

4

53

+

13

8

Hu

b p

artner co

llege articu

lation

sub

total

2

85

2

92

+

7

n/

a 3

50

n

/a

Hu

b n

on

-partn

er Sco

ttish co

llege articu

lation

su

bto

tal

25

9

7

+7

2

n/

a 1

03

n

/a

% o

f places allo

cated to

partn

er Co

lleges

9

2%

7

5%

1

7%

n

/a

77

%

n/

a

% o

f places allo

cated to

no

n-p

artner S

cottish

C

olleg

es

8%

2

5%

1

7%

n

/a

23

%

n/

a

KP

I1.1

– n

um

ber o

f articulatin

g stu

den

ts by co

llege an

d H

EI;

6 T

able 1

-2: A

rticulatin

g stu

den

t targets A

Y2

01

2-1

3 to

AY

20

13

-14

: Co

llege p

artners

Articu

lation

from

Co

lleges

20

11

/1

2

2

01

2/

13

2

01

3/

14

SFC

B

aseline

HN

leavers 1

1/

12

Hu

b

target

Hu

b

actual

Varian

ce H

N

leavers 1

2/

13

Hu

b

target

Hu

b

actual

Varian

ce

North East S

cotland College

1714

355

355 1943

420

420

TO

TA

L AR

TIC

ULA

TIO

N

1

71

4

0

35

5

35

5

19

43

0

4

20

4

20

Hub partner H

EI articulation subtotal

0

292 292

0

350 350

Hub non-partner H

EI articulation subtotal

0

63 63

0

70 70

% of places allocated by H

EI partners

n

/a

82%

n/

a

n/

a 83%

n

/a

% of places allocated by non-partner H

EIs

n

/a

18%

n/

a

n/

a 17%

n

/a

% of H

N leavers articulating to partner H

EIs

17%

18%

KP

I1.1

– n

um

ber o

f articulatin

g stu

den

ts by co

llege an

d H

EI

KP

I1.2

– n

um

ber o

f articulatin

g stu

den

ts as a % o

f the to

tal po

ol o

f colleg

e HN

stud

ents

C.

Please p

rovid

e com

men

t on

any d

ifferences b

etween

the tw

o rep

ortin

g p

eriod

s of A

Y2

01

2-1

3 an

d A

Y2

01

3-1

4.

As a result of the close relationship of H

ub partners, the number of learners choosing to access degree-level study via articulation

routes has grown substantially in recent years. The m

ajority of this increase has come from

within the N

orth East region with learners

guaranteed progression following successful com

pletion of their HN

. The university has consistently m

et its agreed articulation targets with S

FC, and exceeded the baseline target of 315 articulating

entrants to the university in Session 2013/14, by 138 students.

The National A

rticulation Database indicates the follow

ing KPI’s have continued to increase:

§ O

verall, articulating entrants to the university: 453 An increase of 64 on the previous year and recruitm

ent to target of 144%.

§ O

verall articulation from partner colleges to H

EIs: 420

7

An increase of 65, 89%

of which progressed to the university

§

Articulating entrants to the university from

the Hub: 350

An increase of 58 on the previous year, and accounting for 77%

or all articulating entrants. §

Articulating entrants progressing outw

ith the Hub: 103

A sm

all increase of 6. Dem

onstrating the preference of students to progress within the region.

This continued and substantial growth is testam

ent to the comm

itment of H

ub partners and demonstrates the key role articulation has

come to play as a part of the education landscape across the N

orth East. M

anaging this high level of demand for articulation does, how

ever, bring challenges; for example, in 2013/14 the university w

as in breach of consolidation lim

its. The partners will w

ork with the O

utcome A

greement m

anagement team

to discuss this issue in detail, ensuring the guaranteed places schem

e can be maintained into 2014/15 and beyond.

In conjunction w

ith the increase in enrolments, it should be noted that the in-year achievem

ent of full-time articulating students

remained relatively high at 87.1%

. Continuing the trend from

the previous year, the achievement rate for articulating students from

the H

ub was higher than the overall achievem

ent rate, at 87.5%. [A

lso refer Infrastru

cture: S

ection

C below

] D

. P

lease detail n

ew articu

lation

develo

pm

ent activity p

lann

ed to

be d

elivered in

AY

20

13

-14

for stu

den

t entry to

deg

ree pro

gram

mes in

AY

20

14

-15

(please in

sert row

s wh

ere requ

ired).

Tab

le 2: P

lann

ed articu

lation

develo

pm

ent activity A

Y2

01

4 -1

5

Partner N

ature of collaboration

Subject / Program

me

Guaranteed

Articulation

Agreem

ent

No. planned to

articulate %

planned to articulate

North east S

cotland College

Stage 3

HN

D A

ccounting into BA H

ON

S A

CC

OU

NTIN

G A

ND

FINAN

CE (Taught R

oute) (Part Time)

Yes n/a

n/a

Dundee and A

ngus College

Stage 3

HN

D A

ccounting into BA H

ON

S A

CC

OU

NTIN

G A

ND

FINAN

CE (Taught R

oute) (Part Time)

Yes n/a

n/a

Dundee and A

ngus College

Stage 3

HN

D Events M

anagement into

BA H

ON

S EV

ENTS

MAN

AG

EMEN

T Yes

n/a n/a

Dundee and A

ngus College

Stage 2

HN

C S

ocial Sciences into

BA H

ON

S A

PPLIED S

OC

IAL S

CIEN

CES

Yes

n/a n/a

As stated in P

artnersh

ip: S

ection

s C an

d E

above, existing Course Level A

greements reflect the course portfolios of each institution

and where new

opportunities arise these are pursued by course teams in the first instance.

8 In

frastructu

re A

. W

hat relevan

t issues/

challen

ges are id

entified

go

ing

forw

ard to

AY

20

14

-15

and

beyo

nd

. In p

articular, p

lease

pro

vide in

form

ation

on

the p

rog

ress mad

e with

in th

e partn

ership

with

regard

to:

(i) W

ork to

ward

s/o

n th

e add

ition

al articulatio

n p

laces with

ho

st and

oth

er institu

tion

al partn

ers; In late 2012 the S

cottish Funding Council (S

FC) confirm

ed 75 additional guaranteed articulation places to the university for Sessi on 2013/14

entry. These were funded at university level, w

ith consolidation limits adjusted accordingly, and provided guaranteed places for students in

line with the ‘2+

2’ model of articulation.

Following extensive joint w

orking between partners a Letter of A

greement w

as prepared to outline arrangements w

hereby Aberdeen C

ollege w

ould recruit to the additional 75 places via HN

provision in Session 2013/14. S

ubsequently, on the basis of existing Course Level

Agreem

ents, students will progress to S

tage 3 of relevant degree level courses in Session 2015/16. R

ecruitment activity w

as pursued by partners and the H

ub is pleased to confirm the target of 75 places w

as met for 2013/14. G

iven the tight turnaround time involved in

bringing the Schem

e to fruition, this was considered an excellent outcom

e for the partnership. D

espite this success in year one, the college indicated that, year on year, there were likely to be challenges in recruiting to the additional

places given the extent of articulation already in place. This led to strategic level discussion between the partners on how

best to utilise the places confirm

ed by SFC

for Session 2014/15 entry, w

ith a view to further enhancing collaboration w

ithin the region through joint teaching and learning approaches. There w

as recognition that a particular strength of the college was the focus on industry relevant

practical skills, which reflects the strategic aim

of the university to provide graduates well equipped to fulfil their potential. A

rising from

this, a proposal was agreed w

hereby aspects of delivery in Stages 1 and 2 w

ill be provided by both institutions; giving students experience of a broader range of teaching styles and facilities. The A

dditional Places, in both years, have been an opportunity to build further on the successful Hub partnership w

ith joint working,

staff development and the A

ssociate Student S

cheme being key features throughout the w

ork undertaken. (ii)

Co

ntrib

utio

n to

regio

nal p

lann

ing

;

In recent years the Hub has continued to provide a forum

to maintain strategic oversight of the enhancem

ent of articulation activities within

the region, informing institutional practice and the O

utcome A

greements. S

temm

ing from the institutional com

mitm

ent of partners, and capitalising on college regionalisation, a substantial undertaking during the period w

as the reconfirmation of the full portfolio of previous

articulation routes with A

berdeen and Banff and B

uchan Colleges, thereby providing significant continuity for current and prospective

learners.

9 A key elem

ent of the work undertaken during 2013/14 related to ensuring effective join betw

een the work of the H

ub and that of partner institutions w

idening participation efforts. This has included ensuring articulation – as an opportunity for young people – is fully understood across schools w

ithin the region, and that young people engaged in wider access activities are aw

are of the pathways w

hich exist to support their learner journey. In addition, the H

ub considers itself well placed to respond to the recom

mendations of the W

ood Com

mission for D

eveloping Scotland's

Young Workforce, and acknow

ledges the role of articulation routes within this. Partners have confirm

ed this as a priority for Session

2014/15. (iii)

Develo

pm

ent o

f gu

aranteed

agreem

ents –

inclu

din

g th

e extent o

f con

version

of in

form

al agreem

ents. W

ithin

these

ag

reemen

ts, please co

mm

ent o

n th

e extent an

d n

ature o

f: •

the p

rovisio

n o

f offers to

po

tential stu

den

ts wh

ich g

uaran

tee pro

gressio

n an

d at w

hat level th

e gu

arantee w

ill be

mad

e;

All form

al Course Level A

greements w

ithin the Hub offer guaranteed progression, based on com

pletion of a relevant HN

and any specified academ

ic requirements. [Please refer to the P

artnersh

ip section above for detail]

(iv) P

lann

ed an

d su

stainab

le join

t stud

ent su

pp

ort system

s and

the p

rog

ress mad

e to rem

ove b

arriers to su

ccessful

tran

sition

s The provision of planned and sustainable student support, at key points in the learner journey, rem

ains a fundamental activity of the H

ub. Further details related to the m

ain stages of this journey are provided below:

Pre-application The D

egreeLink branding concept remains the m

ain marketing and recruitm

ent tool for Hub pathw

ays. Considerable w

ork has been undertaken by the college to update the brand and associated m

aterials following the m

erger. A significant enhancem

ent in Session

2013/14 was the appointm

ent of two current university articulating students as part-tim

e employees of the college to prom

ote DegreeLink .

These individuals proved to be a valuable resource in a number of different forum

s; internally, prospective students responded well to the

direct promotions in the know

ledge that the employees had undertaken a sim

ilar experience, and externally, they attended a number of

sector events promoting the activities of the H

ub more generally and providing personal insights.

Registrations to the A

ssociate Student S

cheme increased once again during S

ession 2013/14, to nearly 200. As stated above the college

heavily promoted the D

egreeLink brand and Associate S

tudent Schem

e to both current and prospective students. Sign-up varies on a

course by course basis, as does engagement w

ith online materials, and the S

tudy Skills and A

ccess Unit continues to investigate m

ethods to increase the reach and im

pact of the scheme in discussion w

ith academic colleagues.

10 Post-application/pre-entry The package of transition support, know

n as DegreePrep, w

as augmented further during the reporting period, for 2014/15 entry, and

the greater involvement of students in delivery w

as considered to be an impactful enhancem

ent. The DegreePrep Program

mes are

delivered in targeted subject areas and include: •

Course specific sessions delivered by school staff

• G

uidance on study skills for university – and in particular academic w

riting and critical thinking in the context of an assessment

• Inform

ation on referencing and accessing library resources •

The opportunity for students to familiarise them

selves with the facilities and services at R

GU

•

The chance to meet other classm

ates, and current students, in advance of arriving

In addition to this a number of subject areas have em

bedded tailored sessions for articulating cohorts as part of their core inductions, and m

oreover, specific Advanced Entry Tutors support articulating students in certain courses.

Post enrolment

All students have access to core S

tudy Skills and A

ccess Unit resources on an on-going basis. The U

nit provides advice and guidance on a w

ide range of topics from m

anaging time effectively to critical thinking and presentation skills. Tutors offer one-to-one appointm

ents tailored to students’ individual needs, or sm

all group sessions and in conjunction with academ

ics deliver targeted course interventions as requested. In addition a D

egreePrep Plus Programm

e, specific to articulating entrants was developed to run throughout the first S

emester. This

provided the opportunity for students to engage with a series of study skills sessions at different tim

ings throughout Sem

ester 1. Annually, S

ubject Level Review

Meetings provide a form

al opportunity to bring course teams together to consider the perform

ance of articulating students. M

eetings provide an opportunity for discussion on effective transition support as well as curriculum

developments and

performance indicator data (e.g. enrolm

ents, Student A

chievement R

ates, student satisfaction). [Also refer P

artnersh

ip: S

ection

E above,

and Perfo

rman

ce: Sectio

ns C

and

D below

] (v)

Em

bed

din

g activity in

ho

st and

partn

er institu

tion

s

The Hub infrastructure allow

s partner institutions to take full advantage of opportunities to create, sustain and promote articulation.

Furthermore, the strategic and operational structures in place allow

the performance and student experience of articulating entrants to

be monitored effectively and for enhancem

ents and any remedial actions to be thoroughly discussed and im

plemented.

Over the course of the session a specific focus of the partnership has been to prom

ote the work of the H

ub through a number of different

national opportunities. A key feature of the approach has been to include student perspectives. N

otably this has been very well

received, and following an initial presentation student input w

as requested by external bodies at a number of events.

11 (vi)

Po

tential fu

ture rep

ortin

g th

rou

gh

Ou

tcom

e Ag

reemen

t pro

cess.

The Hub Plan for the period 2013-2015 correlated w

ith the Outcom

e Agreem

ent objectives and targets and was focused on em

bedding a nd enhancing existing provision. The H

ub has been valuable in aiding regional planning and, in turn, individual institutions’ discussions with their O

utcome A

greement

Managers. The lead officer for the H

ub meets regularly w

ith the Outcom

e Agreem

ent managem

ent team for both partner institutions and

this join-up is invaluable in ensuring the work of the H

ub is aligned with and inform

ed by SFC

priorities. It is also pleasing to note that the university selected the w

ork of the Hub as a topic for discussion at the 2014 annual S

trategic Dialogue

Meeting w

ith SFC

. This included college colleagues as well as student perspectives.

B.

To

wh

at extent are th

e articulatio

n system

s imp

acting

on

stud

ent reten

tion

. Tab

le 3 b

elow

pro

vides articu

lating

stu

den

t entran

t retentio

n an

d ach

ievemen

t data fo

r the h

ub

from

the N

ation

al Articu

lation

Datab

ase. T

able 3

: Articu

lating

stud

ent reten

tion

and

achievem

ent

2

01

0-1

1

20

11

-12

2

01

2-1

3

20

13

-14

Reten

tion

/ach

ieveme

nt categ

ory

All

MD

20

M

D8

0

All

MD

20

M

D8

0

All

MD

20

M

D8

0

All

MD

20

M

D8

0

No

No

(%)

No

(%)

No

No

(%)

No

%

No

No

%

No

%

No

No

%

No

%

a) Students entering

with advanced standing

(AS)

290 27

9%

248 86%

319

35 11%

261

82%

389 41

11%

325 84%

453

39 9%

410

91%

b) AS entrants retained

at the end of year one of study

248 25

93%

223 90%

262

30 86%

232

89%

333 36

88%

297 91%

395

34 87%

361

88%

c) AS entrants

completing the course

30 1

4%

29 12%

25

1 3%

24

9%

30 3

7%

27 8%

45

2 5%

43

10%

d) AS entrants

progressing within sam

e course/level

218 24

89%

194 78%

237

29 83%

208

80%

303 33

80%

270 83%

350

32 82%

318

78%

e) AS entrants w

ho did not progress

24 2

7%

22 9%

30

5 14%

25

10%

29 3

7%

26 8%

49

5 13%

44

11%

f) AS entrants w

ith unknow

n retention record

3 0

0%

3 1%

4

0 0%

4

2%

4 2

5%

2 1%

5

0 0%

5

1%

12 C

. W

hat activity, if an

y, is need

ed o

n reten

tion

of articu

lating

stud

ents in

ligh

t of th

e info

rmatio

n in

the ab

ove tab

le? W

ithin the context of the significant increase in the overall number of articulating entrants; retention rem

ains relatively high at 87% for

MD

20 and 88% for M

D80. For M

D80, a slight decrease from

the previous year is evident. Whilst com

pletions for this group continued to increase, those w

ho ‘progressed within the sam

e course’ or ‘did not continue’ also increased. A further breakdow

n of the NAD

data has been requested and detailed analysis of this w

ill inform future actions.

It should be noted that the university’s scrutiny of in-year achievement rates [as a proxy for retention] indicated a continuing trend w

hereby the achievem

ent rate for those from H

ub partner colleges was higher than the overall achievem

ent rate for articulating students, at 87.5%.

Certain subject areas perform

ed particularly well, w

ith achievement rates for articulating intake students above 90%

(e.g Social S

tudies, and M

ass Com

munications and D

ocumentation). The H

ub will continue to w

ork closely with specific courses w

here the relative success of articulating students could be further im

proved. D

. W

hat is kn

ow

n ab

ou

t stud

ent satisfactio

n w

ith p

reparatio

n fo

r un

derg

radu

ate stud

y delivered

by co

llege an

d

u

niversity o

n in

divid

ual p

rog

ramm

es? Wh

at evaluatio

n p

roced

ures are in

place?

Student satisfaction is one of the key perform

ance indicators which course team

s routinely examine as part of the A

nnual Appraisal Process.

Analysis of S

tudent Experience Questionnaire results is undertaken at university-w

ide level as well as by subject area, course and by

different student categories. University-w

ide results indicate that the ‘overall satisfaction’ of articulating students is generally positive. As

would be expected at subject and course levels responses range considerably, and S

ubject Level Review

Meetings ensure that the feedback

of articulating students is considered explicitly as well as alongside the context of continuing cohorts.

In addition to the core S

tudent Experience Questionnaire, a specific Transition S

urvey is issued to articulating students towards the end of

Sem

ester 1. Responses indicated that:

• 99%

were settling into their course

• 91%

were coping w

ith their workload

• 91%

felt they could ask for help if they needed to •

86% w

ere satisfied with the quality of their course so far

Both quantitative and qualitative student feedback w

ill continue to inform the future developm

ent of transition and support activities.

13 P

lease pro

vide an

y furth

er info

rmatio

n th

at you

con

sider relevan

t: •

The Hub w

elcomes the final report of the C

omm

ission for Developing S

cotland’s Young Workforce. R

esponding to this has been identified as a key priority during 2014/15 and it has been agreed that there is an opportunity for the H

ub to further develop articulation links in line w

ith the Report’s recom

mendations. In particular, the H

ub can contribute to the development of skills for

employm

ent in young people by providing part-time, flexible w

ork-based career pathways from

school through college/work and onto

university and employm

ent. The strong links that the Hub partners have w

ith local industry partners will support this activity.

The H

ub is delighted, in this regard, to have secured a national Pathfinder Project to develop an Advanced A

pprenticeship in Engineering. This w

ork recognises the importance of engineering in the context of the N

orth East regional economy and w

ill greatly benefit from

the close links between partners w

hich the Hub has helped to develop. This is the first area to be piloted and it is

expected that other vocational areas will be included in future developm

ents. •

The Hub is engaged w

ith the QAA Enhancem

ent Theme of ‘S

tudent Transition’. Although the them

e encompasses transition in its

widest sense - into, through and out of university - activity is being led by the S

tudy Skills and A

ccess Unit in recognition of the

longstanding experience in supporting the transition of articulating students. A scoping exercise w

as undertaken by a Study S

kills Tutor and S

tudent Intern over the summ

er period and a working group w

ill guide future direction. •

The university welcom

ed the development of the B

ack on Course pilot and has been involved in the project from

its outset. The service facilitates im

partial and confidential advice for students who have left university before com

pleting their studies, and the Hub

will take interest in the research analysis from

this when this becom

es available. •

A particular aspect of good practice facilitated by the H

ub infrastructure has been the collaboration between H

N and degree students

involved in delivering the Aberdeen Youth G

ames Program

me. This allow

s students to interact and undertake elements of course

activity with a com

mon purpose. O

ver 3000 children attended and there are plans to increase in future years. The Programm

e has received significant recognition and m

ost recently was aw

arded ‘Best Innovation in C

omm

unity Sport’ at the first S

ports Business

Innovation Aw

ards run by Stirling based S

porting Chance Initiative.

• D

uring the period Hub partners subm

itted a joint bid for a local STV

broadcasting channel which w

ill potentially provide opportunities for M

edia and Journalism students. This has recently been confirm

ed and partners look forward to w

orking with S

TV in the provision

of new and exciting opportunities for students.

14 Fin

ancial rep

ort

Income:

RG

U / H

ub Infrastructure £226,000

North East S

cotland College

£174,000 Total

£400,000 Expenditure:

RG

U / H

ub Infrastructure 2013/14

Staff C

osts – infrastructure £108000

Staff costs – course and subject

£15000 Staff costs – student support

£20000 Teaching M

aterials £10800

Student Transition and S

upport £28200

Student travel and subsistence

£4000 Staff travel / subsistence

£2400 Shared course delivery costs

£28000 M

arketing £9600

TOTA

L £226000

N


ollege

Staff costs - infrastructure

£55000 Staff costs – course and subject

£37800 Teaching M

aterials £42750

Marketing / events

£21800 Shared course delivery costs

£14300 Staff Travel / subsistence

£2100 Student Travel / S

ubsistence £250

TOTA

L £174000

127


Agenda Item 6.3

Quality Assurance Arrangements: Framework and Quality Cycle

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

and implementation of a single quality framework and quality cycle for North East Scotland College (NESCol).

2. Background 2.1. The work on developing a quality framework for the NESCol was initiated by the pre-merger

Quality Workstream of the Interim Leadership Group (ILG). In 2014-15 further development has been significantly influenced by NESCol’s inclusion in the Scottish Funding Council’s (SFC) Action Learning Project (ALP).

2.2. The SFC ALP required the pilot Colleges to devise approaches to self-evaluation, in the context of the introduction of Regional Outcome Agreements (ROAs) and a review of the Education Scotland (ES) Further Education external review model, which would integrate quality evaluation and performance reporting in a regional context whilst increasing ownership of quality evaluation and maintaining objective challenge.

2.3. Work on developing the ALP framework has been undertaken by the ALP Management Group, ALP Steering Group, NESCol’s Quality Team and the Quality Improvement and Assurance Committee (QIAC) of the Academic Board.

3. Draft Quality Framework and Evidence Base3.1. The quality framework devised in the context of the ALP has combined the key quality

indicators of the ES Quality Framework for Further Education, the requirements of the ROA and NESCol’s own strategic aims and summarised them into 10 “Key Questions” against which the College will seek to evaluate its performance (Appendix 1).

3.2. The document then sets out the key evidence sources which will be used in the evaluation. These are based on tried and tested quality activities which have been implemented in the College(s) in previous years and include:

• Learner feedback

• Key performance indicators

• Stakeholder feedback

• Lesson observation

• Internal quality audit

• Self-evaluation of all College activities

• External standards.

3.3. A single repository has been created (using software called “Confluence”) for the purposes of storing a range of validated evidence which will be used in the self-evaluation process. Evidence is being uploaded by designated individuals who have responsibility for checking the format, version and suitability. College staff have access to relevant evidence on an ongoing basis for the purposes of management and for facilitating quality improvement.

4. Reporting4.1. A reporting schedule has been constructed which sets out deadlines for completion of

evidence evaluation and culminating in an overall North East Scotland College report to be completed for validation and approval by autumn 2015. The format of the report is yet to be agreed with the SFC but is anticipated to be based on the 10 “key questions” identified in the quality framework.

128


Agenda Item 6.3

5. External Validation 5.1. A ‘validation panel’ has been established with a remit to review the college self-

evaluation processes and report in order to ratify the outcomes. The panel is composed of representatives of College partners in local authorities, universities and the Chamber of Commerce, as well as representatives from ES (including a student member) and the SFC. The panel will have access to the evidence repository in order that they are in a position to validate the College’s own self-evaluation outcomes and endorse the final self-evaluation report.

6. Recommendation6.1. It is recommended that the Committee consider the content of the quality framework

and reporting and validation processes proposed in this paper.


Agenda Item 6.3

Appendix 1

NO

RTH

EAST SC

OTLA

ND

AC

TION

LEAR

NIN

G PR

OJEC

T PLAN

NIN

G – C

RITER

IA, K

EY QU

ESTION

S AN

D EVID

ENC

E FOR

SELF-EVA

LUA

TION

The N

orth East S

cotland College A

ction Managem

ent Group have drafted a set of criteria upon w

hich they propose their self-evaluation report for the S

FC A

ction Learning Project P

lan will be based. The criteria and associated key questions have been m

apped to the existing Education

Scotland Q

uality Framew

ork and the College R

egional Outcom

e Agreem

ent to ensure all key priorities are covered. The key questions have been designed to m

ake the report clearly understandable to a full range of potential stakeholders. Lines of evidence to be used for each of the criteria have also been identified and classified into “core evidence” sources - w

hich the group consider essential - and supplem

entary evidence which could be used to provide context, explanation or support an argum

ent. The criteria have also been m

apped to the College S

trategic Aim

s for 15-16 and each has identified associated indicators of success.

Self-E

valuation Criteria, K

ey Questions and S

trategic Aim

s for North E

ast Scotland C

ollege

SFC

Reference

Criteria and Indicators of Success

Key Q

uestions

North East Scotland C

ollege Strategic A

ims

High Q

uality and E

fficient Learning &

A

Developed

Workforce

Learner experience, outcome and destinations

• H

igh and improving levels of learner retention and

attainment

• H

igh and improving proportions of learners on positive

progression routes •

High quality learning and teaching

How

good is our teaching? To create personal and

business growth

through learning H

ow good is the learning experience in our

College?

How

many of our learners succeed and

progress to related employm

ent, training or education?

To provide accessible program

mes of study

that lead to positive outcom

es for learners

Right

Learning in the R

ight P

lace

Curriculum

breadth, depth and regional spread •

Curriculum

which provides access to appropriate courses

and relevant pathways to positive destinations for all

leaners, including those who encounter barriers to

learning •

A coherent spread of national/ specialist courses across

the region which m

eets the needs of the region

How

well do the courses provided m

eet learner and regional em

ployer needs?

To create personal and business grow

th through learning

How

well does the C

ollege work w

ith partners to support learner and regional needs?


mes of study


es for learners

Access for

People from

the W

idest R

ange of B

ackgrounds

Access and Equality •

Effective and efficient support for learning and learners

• S

upport for learners from protected characteristic groups

and those from deprived postcodes to ensure equality of

opportunity

How

well does the inform

ation, guidance and support provided m

eet the needs of learners?


mes of study


es for learners H

ow w

ell does the College ensure

equality of opportunity for all learners?

Sustainable

Institutions &

Efficient

Regional

Structures

Leadership, vision and direction •

Clear strategic direction from

the Board of M

anagement

which is effectively im

plemented by the senior

managem

ent team

• E

ffective motivation, developm

ent and support of staff to ensure positive engagem

ent and a high quality service •

Effective change m

anagement to ensure efficient and

flexible organisational responses to environmental

changes

How

effective is College governance in

planning and enabling a high quality service to learners and stakeholders?

To achieve maxim

um

impact from

the available resources

How

effective is College leadership

and managem

ent in ensuring an efficient, responsive and high quality service to learners and stakeholders?

How

well does the C

ollege contribute to the regional econom

y?

CR

ITERIA

FOR

EVA

LUA

TION

K

EY QU

ESTION

S

CO

RE EVID

ENC

E SU

GG

ESTED

SUPPLEM

ENTA

RY

EVIDEN

CE

SFC STR

ATEG

IC

AIM

S/ES QIs

Learner experience, outcom

es and destinations

1. How

good is our teaching?

2. How

good is the learning experience in our C

ollege?

3. How

many of our

learners succeed and progress to related em

ployment,

training or education?

Learner feedback and associated im

pact •

Surveys

• Focus/discussion groups

• P

eer review m

eetings •

Com

plaints and com

pliments

Lesson observation P

Is for retention and attainment

Learner destination data E

xamples of excellence

Course and curriculum

team

self-evaluation reports Q

uality assurance activity •

internal audit •

internal verification

Quality im

provement

activity •

Sharing good

practice A

warding body feedback •

External V

erification reports

• V

alidation and developm

ent visits

Data on provision of M

As

Data on provision of w

ork placem

ent opportunities for learners D

ocumented evidence of

learner wider achievem

ent

High quality &

efficient learning To ensure that learner journeys are as short, efficient and effective as possible and that learners experience the highest quality of learning and teaching and achieve successful outcom

es. A

developed w

orkforce To provide learners w

ith the skills and know

ledge they need to get a job or get a better job, keep a job and develop a career Education Scotland Q

Is 1.2 R

etention, attainment

and progression trends 2.3 Learner progress, attainm

ent and wider

achievement

5.2 The learning process 5.3 The teaching process

Case studies on learner

success and its context

5.4 Assessm

ent for learning

5.5 Information, guidance

and support 5.6 Enhancem

ent of learning and teaching through self-evaluation and internal review

8.1 Partnership w

orking w

ith comm

unities, other learning providers, em

ployers and other agencies.

Curriculum

breadth, depth and regional spread

4. How

well do the

courses provided m

eet learner and regional em

ployer needs?

5. How

well does the

College w

ork with

partners to support learner and regional needs?

Maps of m

ode of attendance, entry and progression routes in all curriculum

areas, including potential destinations at each exit point (prospectus and progression routes) M

ap regional spread of courses, including representation of national and regional priorities R

egional skills assessment

Self-evaluation reports for

School and H

E partnerships

Exam

ples of excellence E

mployer and agency feedback

(Course and team

level) R

egional body partnership feedback - local authorities, C

hamber of C

omm

erce etc (S

chool and College level)

Data on range of em

ployers and com

munity groups using

College services

Report on progress relating

to Developing S

cotland’s Y

oung Workforce

Docum

ented evidence of com

munity partnerships

informing regional

comm

unity needs D

ocumented evidence of

developed partnerships w

hich support the National

Gaelic Language plan

Minutes of A

cademic B

oard and S

ub-Com

mittees

Right learning in the

right place, including access for people from

the w

idest range of backgrounds To secure coherent provision

of further and higher education in S

cotland . Education Scotland Q

Is 2.2 R

elevance of program

mes and services

to learner needs 4.1 R

elevance of program

mes and

services to the economy

and to employers

4.2 Relevance of

programm

es and services to the needs of com

munities and other

learning providers

Access and

Equality

6. H

ow w

ell does the inform

ation, guidance and support provided m

eet the needs of learners?

7. How

well does the

College ensure

equality of opportunity for all learners?

Learner and staff equalities data P

I data for learners from

protected characteristic groups (applications, enrolm

ents , outcom

es and destination) P

I data for learners from m

ost deprived postcodes (applications, enrolm

ents, outcom

es and destination) P

I data for care leavers (applications, enrolm

ents , outcom

es and destination) C

ourse provision and PI data

for programm

es for learners w

ith learning difficulties (applications, enrolm

ents , outcom

es and destination) E

qualities outcome report

Equalities m

ainstreaming

report E


Recorded support data

Learner feedback and associated im

pact •

Surveys

• Focus/discussion groups

• P

eer review

meetings

• C

omplaints and

complim

ents

Right learning in the

right place, including access for people from

the widest

range of backgrounds To im

prove access to further and higher education for people from

the widest

possible range of backgrounds. Education Scotland Q

Is

2.1 Accessibility, flexibility

and inclusiveness of program

mes and services.

5.1 Programm

e design

Leadership, vision and direction

8. H

ow effective is

College

governance in planning and enabling a high quality service to learners and stakeholders?

9. How

effective is C

ollege leadership and m

anagement

in ensuring an efficient, responsive and high quality service to learners and stakeholders?

10. H

ow w

ell does the C

ollege contribute to the regional econom

y?

Strategic plan(s)

RO

A S

elf-evaluation report Investors in P

eople award

ISO

18001 Aw

ard IS

O 14001 A

ward

Data dem

onstrating action supporting C

limate C

hange (S

cotland) Act 2009

Data dem

onstrating action supporting S

FC Financial

Mem

orandum, in particular the

principles of good governance and institutional sustainability B

oard self-evaluation S

MT S

elf-evaluation E


Docum

ented evidence of shared services R

egional estates developm

ent strategy C

PD

Self-evaluation

HR

self-evaluation O

perational plan A

ctivity plans C

urriculum A

rea developm

ent plans

Sustainable Institutions and Efficient R

egional Structures To secure, w

ell- managed and

financially and environm

entally sustainable colleges. To deliver efficient regional structures to m

eet the needs of the region.

Education Scotland QIs

1.1 A

chievement of

educational aims,

objectives and targets 1.2

Adherence to

statutory principles 3.1-3.3 Im

pact on staff 6.1-6.4 P

roviding direction and facilitating change 7.1-7.5 M

anagement and

support of staff 8.2 M

anagement and use

of resources and learning environm

ents

9.1 -9.4 Educational leadership and direction

137


Agenda Item 6.4

European Projects Update

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

involvement in European projects.

2. Background2.1. Following the merger, restructure of the Student Services department, and changes in

senior management responsibilities, we are in a period of transition in relation to European Project management.

2.2. The newly appointed Head of Student Services, reporting to the Principal, has overall responsibility for European projects, and is supported by the Student Services Project Administrator.

3. The College’s approach to European Projects3.1. The College seeks to take part in a variety of European projects in order to share good

practice with other institutions in Europe and/or to enrich the curriculum experience of students of the College. The College will not seek to take part in projects that do not fulfill one or both of these aims.

3.2. A recently formed European Projects Advisory Group, chaired by the Head of Student Services, and with membership drawn from across the College will work to review and evaluate current projects and establish good practice in sourcing new European Projects that will enhance the opportunities for our students on a wide range of programmes.

3.3. The Head of Student Services will ensure that any European projects entered into will have a clear relevance and application to the work of the College and demonstrate a clear correlation to the learning and teaching experience and that any learning from the projects is reported on and disseminated within the College.

3.4. The Head of Student Services will establish, with guidance from the European Projects Advisory Group, the best way to disseminate information on proposed and completed projects to the wider College community.

3.5. The Project Advisory Group will ensure that future European project opportunities are promoted on all campuses and satellite sites.

3.6. The Project Administrator will manage the applications, implementation, monitoring, close out and review of all European Projects.

3.7. The Project Administrator is also responsible for updating and keeping accurate financial records, organising travel and accommodation for all students and staff ensuring the best value of funds is attained.

3.8. All European projects will be evaluated by both staff and students. Student evaluations will be monitored to ensure the participation provided positive outcomes on attendance and achievement. Staff evaluations will assist in the dissemination of information to the wider college community and the sharing of good practice.

138


Agenda Item 6.4

4. Current Projects4.1. Getting Ready for European Citizenship On-line (GRECOL) Teams Involved: Learning Technologies, School of Service Industries – Social Science, and

Learning Opportunities

Short Description: The aim of the partnership is to design and develop a flexible curriculum called: “Getting Ready for European Citizenship on-line” that can be used in our own organisation and also offered to other organisations in other European countries. The project came out of the College’s involvement with a previous project called Digitclass. The aim of this three-year project is to create an online course on European citizenship. The design and development of the curriculum should be very practical placing the learners in real common situations in a virtual context. By confronting learners with something as complex as European citizenship and encouraging them to analyze it and evaluate its different elements, the project can help to improve their participation as European citizens.

The objectives are to deepen the understanding of Europe and European citizenship and to provide mutual support and advice within the partnership. The idea is to create and integrate GRECOL into each partner organisation’s training programmes. The course can be utilized as a full programme or organisations can use the units on an individual basis and customized to a variety of programmes of study.

There have now been two workshops. One was in Barcelona, where the course structure, ways of working and partner responsibilities were agreed. The second workshop was in Germany; the discussions there centred on the contents of the course, what authoring tools should be used to create the digital content and what type and number of activities are required.

Project Partners: Spain, Latvia, Germany, Denmark, Italy, Turkey

The College has received a grant of €14,764 (£11,059) so far. Two further payments of €14,764 and €7,382 respectively, (conversions to be calculated upon receipt of funds) are to be made – i.e. €36,910 will be paid in total.

4.2. Strasbourg Study Tour Team Involved: School of Creative Industries, Computing and Business Enterprise

Short Description: The College has again this year been successful in securing MEP sponsorship (courtesy of Ian Hughton MEP) to enable a group of 22 students (studying HND Legal Services and HND Accounting), to visit the European Parliament and the European Court of Human Rights in Strasbourg. During their visit in June 2015 the students also had the opportunity to experience some of the culture the city has to offer and to visit the nearby town of Kehl in Germany.

The College will receive €8,580 – €390 per student (conversion to be calculated upon receipt of funds) in MEP sponsorship to facilitate this tour. Participating students have also contributed a payment of £180 each. Supplementary costs have been met from the European Projects budget.

139


Agenda Item 6.4

5. Recently Completed Project 5.1 Through International Experience (TIE) 16/02/15 – 06/03/15

Team involved: School of Service Industries – Hospitality - In partnership with the Aberdeen Marriott Hotel, Aberdeen

Short Description: TIE is a mobility (exchange) project in cooperation with workplaces in other European countries. Project TIE gives chef-students at the adult education in Kungälv and Stenungsund in Sweden, the opportunity to go abroad for internships. Two students from Sweden, Christian Algotsson and Daniel Cederborg, particpated in this project, spending two weeks at North East Scotland College, following a specially designed timetable, and one week at the Aberdeen Marriott Hotel, Dyce gaining valuable industry experience. The students reported that they thoroughly enjoyed their time in Scotland, were impressed by the facilities on offer in the College’s kitchens and found the experience extremely rewarding.

Project Partner: Sweden No funding was received in relation to this project, but there were no direct costs to the

College.

6. Future Possibilities6.1 The North Sea Ring The proposal suggests the creation of a single network facilitating economic development

and especially tourism, via exchange of ideas, skills, personnel and students. The common theme will be the working towards ensuring the longevity of the cultural heritage of the North Sea region of Scotland.

The Ring will be at the center of a number of activities which reach broadly across coastal culture, small Island culture and maritime culture within the region. This will include fishing, transport of goods and people, history and tradition, education and educational exchange, local and regional identities, community asset development and maritime culture in all its aspects.

The North Sea Ring’s membership includes Germany, Norway, Denmark, Holland and Sweden, along with Britain.

Partners will be involved in sharing their cultural heritage and looking at exchange possibilities for participants. The network will also look at the development of national and international tourism skills and the creation of national and international sailing and rowing competitions.

North East Scotland College have applied for membership of the network.

6.2 Future Networks A wide range of possible opportunities have been provided to the College as a result

of the GRECOL European project. The European Advisory Project Group will use these contacts as a starting point to source new European funding and projects for the next academic year.

7. Recommendation7.1 It is recommended that the Committee note the information in this paper.

Rob WallenPrincipal

141


Agenda Item 7.1

Student Activity, AY 2014-15

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

status of student activity for the academic year 2014-15.

1.2 This report is also being considered at the meetings of the Audit and Finance and General Purposes Committees on 21 July 2015.

2. Background2.1 For the purposes of securing funding from the Scottish Funding Council (SFC) College

activity is measured in weighted student units of measurement (wSUMS) 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 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 AY 2014-153.1 The figures noted on Appendix 1 should only be read as an approximation of the current

position. The final calculation of wSUMS 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; student retention rates; and the exact weightings applied by the SFC at the end of the year. As such the data are indicative.

3.2 The Regional Outcome Agreement established with the SFC for 2014-15 originally set the College’s target for student activity at 179,057 wSUMS. Subsequently SFC representatives indicated that the College would be expected to carry forward from 2013-14 an additional 833 wSUMS – the shortfall in delivered activity from 2013-14. This now means that the overall SFC activity target for 2014-15 totals 179,890 wSUMS.

3.3 The total figures for wSUMS for each of the key College areas are detailed in Appendix 1 of this report. The total of student activity for the College is currently 180,017 wSUMs.

3.4 It is anticipated that a further 1,246 projected wSUMS will materialise by the end of the AY 2014-15.

3.5 Noted in Appendix 1 is a total projected outturn figure of 12,565 wSUMS for BCD. This is substantially less than the 20,000 previously provided by the former Depute Principal. However, the shortfall create by the BCD undershoot has been compensated by the substantially increased projected wSUMS outturn of 22,860 wSUMS for Extended Learning Support (ELS).

3.6 As per Appendix 1 the total projected outturn for all key areas of activity is 181,263 wSUMS, which would amount to 1,373 wSUMS over the SFC target.

142


Agenda Item 7.1

4. Planning Activity Levels AY 2015-164.1 Attached at Appendix 2 is the planning activity levels spreadsheet for AY 2015-16 based

on new credit values.


Rob Wallen Neil CowiePrincipal Vice Principal – Business Services

Ag

en

da

Item

7.1 A

pp

en

dix 1

wSU

MS A

ctivity A

Y 2014-15 (01 Ju

ly 2015)

In

tern

al Ta

rge

t A

ctu

al w

SUM

S to

da

te

Proje

cte

d w

SUM

S Pro

jec

ted

Ou

tturn

Cre

ative

Ind

ustrie

s, Co

mp

utin

g a

nd

Busin

ess

Ente

rprise

45,980 46,218

0 46,218

Eng

ine

erin

g, Sc

ien

ce

an

d Te

ch

no

log

y

50,835 52,334

0 52,334

Servic

e In

du

stries

48,711

46,817 131

46,948

Busin

ess a

nd

Co

mm

un

ity De

velo

pm

en

t (inc

l. Sc

ottish

Ma

ritime

Ac

ad

em

y)

22,285 11,750

815 12,565

ASET

338

338 0

338

Exten

de

d Le

arn

ing

Sup

po

rt (ELS)

12,000 22,560

300 22,860

Tota

l

180,149 180,017

1,246 181,263

SFC Ta

rge

t

179,890

Ve

rsion D

ate

: 06/07/15A

ge

nda

Item

7.1A

pp

end

ix 22015-16 A

CTIVITY PLA

NN

ING

Planne

d

Enrolm

ents

Planne

d Full

Time

Enro

lme

ntsC

red

its Ta

rge

ts

3,3732,830

44,1084,035

1,50137,108

3,1472,379

45,176Su

b-to

tal

10,5556,710

126,392

Busin

ess a

nd

Co

mm

un

ity De

velo

pm

en

t TBC

014,000

7180

953Pro

fessio

na

l De

velo

pm

en

t85

075

Sub

-tota

l803

015,028

PLAN

NED

OU

TTURN

11,3586,710

141,420

SFC C

REDIT TA

RGET

136,514

ESF CRED

ITS TARG

ET3,035

TOTA

L CRED

IT TARG

ET139,549

4,9061,871

Cre

dits a

bo

ve SFC

Cre

dit Ta

rge

tC

red

its ab

ove

Tota

l Cre

dit Ta

rge

t

2015-16

Cre

ative

Ind

ustrie

s, Co

mp

utin

g a

nd

Busin

ess En

terp

riseEn

gin

ee

ring

, Scie

nc

e a

nd

Tec

hn

olo

gy

Servic

e In

du

stries

Sco

ttish M

aritim

e A

ca

de

my

147


Agenda Item 7.2

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 AY 2014-15 and AY 2013-14.

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 AY 2014-15.

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.

148


Agenda Item 7.2

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).

5. Childcare Reserve5.1 The College’s Board of Management had set aside a reserve childcare fund in AY 2011-12

only to allow the previous Voucher Scheme to be phased out yet make an allowance should childcare funds be fully committed. Given both bursary funds and FEDF can be used to supplement any shortfall in FE / HE CCF then the reserve would only be committed when other funds were fully exhausted.

6. Educational Maintenance Allowance (EMA) Programme6.1 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.

6.2 They are intended to encourage learners to stay on in post-compulsory education i.e. after they are legally eligible to leave.

6.3 Recipients will normally be aged between 16 and 19 years (inclusive).

6.4 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.

6.5 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.

6.6 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.

7. Disbursement of Funds AY 2014-157.1 Information on the disbursement of funds up to 31 May 2015 is given in the tables in the

Appendix to this report. Comparative figures have been provided at a similar point for last year.

149


Agenda Item 7.2

8. Recommendation8.1 It is recommended that the Committee note the information provided in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal Business Services


Table 1- Funds Available

Funds Available

£000

Funds Available

£000

Funds Available

£000s

Support Funds 2014-15 2013-14 2012-13 FE Bursary 6,908 6,873 6,804 FE Discretionary 498 500 494 FE / HE Childcare (incl LPCG) 1,006 997 1,005 Total 8,412 8,370 8,303

HE Discretionary 210 205 210

EMA 500 604 623

Totals 9,122 9,179 9,136 Table 2 – Committed Funds

2014-15 2013-14

Support Funds

Funds Available

£000s

Funds Committed

£000s

Funds available

not yet committed

£000s

Funds Available

£000s

Funds Committed

£000s

Funds available

not yet committed

£000s

FE Bursary 6,908 6,148 760 6,873 6,345 528

FE Discretionary 498 486 12 500 427 73 FE / HE Childcare (incl LPCG) 1,006 818 188 997 771 226

Total 8,412 7,452 960 8,370 7,543 827

HE Discretionary 210 196 14 205 107 98

EMA 500 500 0 604 604 0

Totals 9,122 8,148 974 9,179 8,254 925

Table 3 – Supported Students

2014-15 2013-14

FE Bursary + Fee Waiver 4,070 4,407

FE Discretionary + Loans 680 434

FE Childcare 126 169

FE / HE LPCG 122 151

HE Discretionary + Loans 106 85

HE Childcare 35 30

EMA Programme 357 375

153


Agenda Item 7.3

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 for AY 2014-15.

2. Lesson Observation2.1 In the period 01 August 2014 to 31 January 2015 lesson observation processes were

reviewed to match the needs of the regional College and to take into account the self-evaluation requirements implied by the adoption of the Scottish Funding Council Action Learning Project.

2.2 A revised approach to lesson observation was agreed with the new format implemented

for the start of block 2. As a result, Lesson Observations were no longer graded. In the period 01 February to 12 June 2015, 46 observations were carried out.

2.3 In order to validate the new process, and as part of the new Action Learning Project, 14 observations were undertaken by Education Scotland Associate Assessors in May 2015. An HMI also undertook 4 dual observations alongside internal College lesson observers to validate the process. These activities were successful in validating the internal processes and in standardising lesson observation against national standards.

2.4 Lesson observations were carried out on agency teaching staff as previously and remain distinct from that of permanent staff. Observations have been carried out for 20 Protocol visiting lecturers by the College internal observer and a further 11 by Protocol.

Protocol National Lecturers

Ratings 2011-12 2012-13 2013-14 2014-15

Acceptable 100% (32) 100% (42) 96% (45) 100% (31)

Action Required 0% 0% 4% (2) 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 verification (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 August 2014 to 12 June 2015:

154


Agenda Item 7.3

Awarding Body Number of Verification

Checks

Number of reports with areas for development

Number of holds

SQA 43 1 0

EDI 0 0 0

City and Guilds 4 0 0

NCFE 10 5 0

CIPD 1 0 0

VTCT 4 0 0

College Development Network 0 0 0

BCS 0 0 0

BIIAB 0 0 0

IIQ 0 0 0

Seafish Industry Authority 1 0 0

Total 63 6 (10%) 0

4. Student Engagement4.1 Staff within the Quality Team regularly meet students to discuss their learning experience

with a view to identifying improvements. Student focus groups are run by the Quality Team and concentrate on identified topics.

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. 8 have been reported on in the period 01 August 2014 to 12 June 2015.

4.4 The programme of student focus groups in AY 2014-15 covered the following topics:

• Course quality

• Timetabling

• Implementation of the BYOD initiative.

37 focus groups have been reported on in the period 01 August 2014 to 12 June 2015.

4.5 A “First Impressions” survey was conducted and responses were received from 2,842 students in AY 2014-15. The results of the summary questions are presented below, along with the AY 2013-14 result.

2013-14 2014-15

No of responses

% positive No of responses

% positive

I enjoy coming to College 3,004 96% 2,842 95%

Overall, I am satisfied with the College 3,004 97% 2,842 96%

155


Agenda Item 7.3

4.6 A “Student Satisfaction” survey was conducted and responses were received from 2,630 students in AY 2014-15. The results of the summary questions are presented below, along with the AY 2013-14 result.

2013-14 2014-15

No of responses

% positive No of responses

% positive

I would recommend North East Scotland College to others

1,902 95% 2,630 93%

Overall, I am satisfied with my college experience

1,902 94% 2,630 90%

5. Complaints5.1 The College monitors all complaints. These are investigated internally and responses

provided by appropriate departmental heads.

5.2 The College received 156 complaints in the period 01 August 2013 to 12 June 2015. The following table gives details of the complaints with comparisons for the previous 3 whole years (from November 2013, data is combined for the region).

156


Agenda Item 7.3

Category of Complaint 2011-12 2012-13 2013-14 2014-15

CP1 Timetabling arrangements/course cancellations/change of lecturer

4 1 6 13

CP2 Quality of learning and teaching 18 12 33 12

CP3 Quality of equipment or accommodation on courses 0 2 5 2

CP4 Information provided about, or communication relating to courses

5 1 4 8

CP5 Course content 1 4 6 0

CP6 Assessment and/or certification arrangements or outcomes

2 5 9 5

CP7 Applications process and enrolment 5 8 7 17

CP8 Arrangements relating to interviews/appointments 1 1 6 1

CP9 Behaviour of student within the College 1 2 12 5

CP10 Libraries/ITC 0 8 0 0

CP11 Discrimination – protected characteristics 2 0 3 1

CP12 Behaviour of staff* - - - 20

CP13 Arrangements for placement/work experience - - - 1

SS1 Quality of College accommodation – non teaching 0 3 0 8

SS2 Provision of general college information 0 2 0 1

SS3 Financial matters – invoices/refunds/payments 0 1 2 4

SS4 Bursary administration 0 1 0 19

SS5 Health and Safety issues 0 3 1 2

SS6 College events 0 0 0 2

SS8 Guidance/Student Support 2 2 2 5

COS1 Catering 2 1 4 5

COS2 Security 0 1 1 2

COS4 Transport 0 0 0 0

COS5 Janitorial provision 0 0 1 0

COS6 Facilities and cleaning services 7 6 3 3

COS10 IT Services 3 8 7 19

COS11 Car parking 0 0 2 1

Total 53 72 120 156

* Previously this was part of the CP2 Quality of Learning and Teaching category.

157


Agenda Item 7.3

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 August 2014 to 12 June 2015 compared with previous full years (from November 2013, data is combined for the region).

Category of Compliment 2011-12 2012-13 2013-14 2014-15

CP1 Timetabling arrangements/course cancellations/change of lecturer

0 0 0 0

CP2 Delivery of Courses 9 6 7 7

CP3 Standards of equipment or accommodation

1 0 0 0

CP4 Information provided about, or communication relating to courses

1 1 0 1

CP5 Course content 0 1 1 0

CP6 Assessment and/or certification arrangements or outcomes

1 0 0 0

CP7 Booking/enrolment administration by sectors

0 0 1 0

CP8 Arrangements relating to interviews/appointments

0 0 0 0

CP9 Behaviour of student within the College 0 0 1 0

CP10 Libraries/Information Technology Centre 0 1 2 0

CP11 Discrimination - Sex/race/disability/religion or belief/sexual orientation/age

0 0 0 0

CP12 Behaviour of staff - - - 12

CP13 Arrangements relating to work placement/experience

- - - 2

SS1 Equipment/rooms – non course related 0 0 0 0

SS2 Provision of general college information 0 0 1 0

SS3 Financial matters – invoices/refunds/payments

0 0 0 0

SS4 Bursary administration 0 0 0 1

SS5 Health and Safety issues 0 0 0 0

SS6 College events 3 0 10 1

SS8 Guidance/Student Support 8 3 6 9

COS1 Catering 0 0 0 0

COS2 Security 0 0 0 0

COS4 Transport 0 0 0 0

COS5 Janitorial provision 0 0 0 0

COS6 Facilities and cleaning services 0 0 0 0

COS10 IT Services 0 0 0 0

COS11 Car parking 0 0 0 0

Student -provided services 3 4 0 1

Totals 26 16 29 34

158


Agenda Item 7.3



159


Agenda Item 7.4

Infographic

1. Introduction1.1. The purpose of this paper is to provide the Committee with an opportunity to consider

an “infographic” designed to show the College’s position in the region.

2. Infographic2.1. Attached as Appendix 1 is an “infographic” that shows the College in the region in relation

to key partners, initiatives and funding streams.

2.2. It was produced as part of the process of inducting the members of the Board of the North East Scotland Invest in Young People Group.

3. Recommendation3.1. It is recommended that the Committee consider the attached diagram.

Rob WallenPrincipal

Ag

en

da

Item

7.4 A

pp

en

dix 1