learning & teaching and student services committee meeting of … · 2019-11-08 · 1 learning...

Board of ManagementLearning & Teaching and Student Services Committee

Meeting of 15 July 2014


Notice

Learning & Teaching and Student Services Committee

NOTICE OF MEETING

There will be a meeting of the Learning & Teaching and Student Services Committee on Tuesday 15 July 2014 at 1330 hours in G10, Aberdeen City Campus.

MEMBERS OF THE BOARD OF MANAGEMENTMs. A BellMs. S CormackMr. B DunnMr. D Duthie (Chair)Ms. K GravellsProf. J HarperMs. C InglisMr. D RennieMs. A SimpsonMr. S SmithMr. R Wallen

IN ATTENDANCEMr. F Hughes, Vice Principal Student ServicesMs. S Walker, Vice Principal CurriculumMs. 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 the Previous Meeting2.1 Meeting of 20 May 2014 (paper enclosed)

3. Matters Arising3.1. Matters to be raised at the meeting

4. Principal’s Reports4.1. Principal’s Report (paper enclosed)4.2 Scottish Funding Council 6-Month Post-merger Evaluation

5. Matters for Decision5.1. Criteria to Govern Course Provision Policy (paper enclosed)5.2. Bursary Policy (paper enclosed)5.3. Student Support Services: Information, Advice, Guidance

and Support Policy (paper enclosed) 5.4. Proposed Business of the Committee for AY2014-15 (paper enclosed)

6. Matters for Discussion6.1. Embedding Good Practice in the Curriculum (paper enclosed)6.2. University Progression and Articulation Links (paper enclosed)6.3. StudentSupportServices–StaffingStructures(paperenclosed)6.4. Quality Assurance Arrangements: Framework and Quality Cycle (paper enclosed)6.5. Students’ Association (paper enclosed)6.6. The AY2015-16 North East Scotland College Curriculum (paper enclosed)

7. Papers for Information7.1. Student Activity for AY2013-14 – standing item (paper enclosed)7.2. Performance Indicators – standing Item (paper enclosed)7.3. Student Support Funds (paper enclosed)

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

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Learning & Teaching and Student Services CommitteMeeting of 15 July 2014

Agenda Item 2.1

Draft Minute of Meeting of 20 May 2014

The meeting commenced at 1330 hours.

PRESENT – S Cormack, B Cruickshank, D Duthie (Chair), J Harper, J McKendrick, D Michie, A Simpson, S Smith, R WallenIN ATTENDANCE – K Milroy, N Cowie, P Sherrington, S Walker, P May, P Kesson

1. Apologies for AbsenceApologies were received from A Bell, B Dunn, and C Inglis.

2. Minute of previous MeetingThe Minute of Meeting held on 18 March 2014 was approved.

3. Matters arising from previous Meeting3.1 Training Needs Mr Duthie said that, to date, no Members had indicated any training needs to him. He

reminded Members to advise him of any topics they would like to receive training on.

3.2 Other matters There were no other matters arising.

4. Report by the Principal – Post-merger DevelopmentsThe Committee noted a report providing information on post-merger developments in the College relevant to the Committee.

Information was provided on matters related to curriculum planning, student services and organisational services.

Mr Wallen indicated that in AY2014-15 the status quo would remain at Fraserburgh Campus in relation to the length of the working day and the October break. These areas would be standardised across the College in AY2015-16.

5. Matters for Decision5.1 Sponsorship Policy The Committee considered the College’s Sponsorship Policy.

After some discussion the Policy was adopted subject to the insertion of an additional bullet point in Paragraph 1.0 to indicate that sponsorship must not have political implications.

It was agreed that the Policy would next be reviewed in January 2015.

6. Matters for Discussion6.1 Report on the Work of Academic Board and its Sub-committees The Committee considered a report providing information on progress with the work of

the Academic Board and its sub-committees.

Professor Harper welcomed the report and commented that it was very detailed, and useful to have from a governance point of view.

Mr Milroy commented that there was a need for greater emphasis on outcomes and employer engagement and requested that additional information be provided in the next report.

It was agreed that this item would be placed on the agenda of the Committee at six monthly intervals.

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Agenda Item 2.1

6.2 Status Report on Pre-merger Quality Workstream The Committee considered a report providing information on the development of quality

assurance and improvement arrangements for the College.

Information was provided on the progress of the Quality Workstream including completed activities and a Quality Action Plan; the quality priorities for the College; and Education Scotland Quality Review arrangements.

The Committee commented on the comprehensive nature of the report and noted its contents.

6.3 OGAS Outcomes and Update on Progress The Committee considered a paper providing an update on the progress of the Oil and

Gas Academy of Scotland (OGAS).

Information was provided on the background to the establishment of OGAS; the use of funds; capital equipment expenditure; current active collaborative projects; future developments; and OGAS objectives.

Mr Sherrington advised that the OGAS objectives had recently been reviewed by all partners and it had been agreed that they remained relevant.

InresponsetoaqueryfromMsMichie,MrSherringtonconfirmedthatatanappropriatetime in the future outcomes will be added to the OGAS Project Plan to help identify measureable success.

Mr Milroy commented that at a recent Parliamentary Reception for OGAS there was a sense that this was a matter of scale.

In response to a query raised about OGAS partners working together but also being competitors,Mr Sherrington confirmed that the partners had agreed to discuss andaddress any future opportunities together as they arise.

In declaring an interest by virtue of his role as a member of the Board of ASET, Mr Duthie asked if the paper could be made available to ASET Board Members. It was agreed that Mr Duthie would ask Members if they would like to receive a talk from Mr Sherrington.

6.4 Students’ Association The Committee noted a report providing information on activities carried out by the

Students’ Association.

Members expressed their thanks to Brian Cruickshank and Jamie McKendrick for their highly valued contribution to the work of the Committee and wished them well for the future.

The Committee acknowledged the recent successful elections for the posts of Regional President and Presidents North and South, and congratulated the Association on being shortlisted for two Scottish awards.

7. Papers for Information7.1 Student Activity 2013-14 The Committee noted a report providing information on the current status of student

activity for AY2013-14.

Members noted that the current forecast indicated that the College will meet the Scottish Funding Council funded activity target.

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Agenda Item 2.1

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

relating to the quality function.

Informationwasprovidedonlessonobservations;externalverificationvisits;benchmarkinginformation; student engagement; complaints; and compliments and thanks.

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

support funds and comparative spend for AY2013-14 and AY2012-13.

Members commented that it was encouraging to see that funds are being used effectively.

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 15 July 2014.

The meeting concluded at 1425 hours.

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Agenda Item 2.1

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Agenda Item 4.1

Principal’s Report

1. Introduction The purpose of this report is to informmembers of theCommittee about significant

developments.

2. Children’s University Aberdeen2.1. The Children’s University aims to promote social mobility by supporting high quality,

exciting and innovative learning activities and experiences to children aged 7 to 14, outside the school setting. Each child receives a Passport to Learning to enable him/her tocollectcreditsforlearningforwhichcertificatesareawarded.Toachievebronzelevel,30 hours of learning is required, 65 hours for silver and 100 hours for gold. Achievement is recognised and celebrated at graduation ceremonies. The University of Aberdeen will hostthefirstAberdeeneventinNovember2014.Furtherinformationcanbeaccessedat www.childrensuniversity.co.uk.

Bill Rattray, Head of School for Engineering, Science and Technologies has been appointed to the Children’s University Aberdeen Strategic Board.

3. Good Practice in Learning and Teaching3.1. ThefirstGoodPracticeForumforCurriculum&QualityManagers,chairedbytheVice

Principal Curriculum, has taken place in relation to the Learning and Teaching “Champion” role of Curriculum & Quality Managers. A Forum has also been established to enable Faculty Managers to share good practice. In addition to the team-based good practice eventstakingplaceacrossSchoolsandFaculties,specificeventsforstafftosharegoodpractice in learning and teaching on a cross-campus basis are being arranged. The topics include: Improving PIs on Introductory Level Courses; Developing Employability Skills; Working with Schools and Universities; Effective Use of the VLE, and Creativity in the Curriculum. There are examples of excellent practice in learning and teaching being adopted every day across North East Scotland College and the purpose of these events is to ensure that the very best approaches are fully embedded in the College curriculum.

4. Education Scotland (ES) – Annual Engagement Visit (AEV)4.1. Education Scotland HMI Dr Janet Davidson attended the meeting of College’s Board of

Management on 23 June 2014 in order to present to Board members a summary of the keyfindingsidentifiedinitsrecentAnnualEngagementVisit(AEV)report.DrDavidson’spresentation, based on the AEV visit conducted on 12 and 13 May 2014, was largely positive and focused on four key areas of the Education Scotland Quality Framework, namely learner progress and outcomes, high quality learning, learner engagement and quality culture: “Overall, learners are happy with the provision, feel the standard of learning and teaching is high, have raised no major issues and feels the College listens to their views and is responsive”. Board members and Dr Davidson discussed some of the particular issues raised within the report.

5. Increase in Mechanical Engineering Applications5.1. As a result of merger, full-time HNC/D Mechanical Engineering applications for the

College’s Fraserburgh Campus have increased from 16 last year to 40 for AY2014-15. This increase includes applicants who applied for courses at the Aberdeen Altens Campus, where courses were oversubscribed by early March 2014 and were then subsequently redirected to courses at the Fraserburgh Campus. Places available at the Fraserburgh Campusarenowbeingfilled,therebydemonstratingtheincreaseinlearneraccessandchoice following merger.

6. Commonwealth Games 2014 - Host Broadcaster Training Initiative6.1. 14 students from HND Creative Industries: Television and HND Sound Production courses

have undergone a range of training activities throughout AY2013-14 and have won places to work with the broadcasters at the Commonwealth Games in a range of roles including Camera Assistants, Vision Mixers, Sound Assistants and Runners.

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Agenda Item 4.1

7. Employers Chasing Computing Students7.1. The Faculty of Computing & IT has seen a big increase in employer enquiries for students

to progress to employment in that vocational area. The Student Helpdesk is attracting interest from a number of major companies in the North East with over half the Helpdesk advisors securing employment.

8. School Partnership8.1. The new National Awards in schools has provided an opportunity for the College to

develop links with schools in the North East. Curriculum staff are working with Plan C, a government funded project, to assist schools in developing the skills required to deliver the new Higher Computing Science awards. This will lead to the College being a Lead Centre for the Aberdeen Hub of Computing for Schools (CAS). The College has also been asked to help an Aberdeenshire Computing Teacher Programme Support Group (PSG) with a view to developing closer partnership working.

9. Meeting with Aberdeen City Head Teachers9.1. NineoftheCity’stwelveHeadTeachers,togetherwiththreeseniorofficialsoftheLocal

Authority, visited the College on 25 June 2014. The purpose of the visit was to strengthen the College’s partnership with Aberdeen City Local Authority in relation to implementing the recommendations of the Wood Commission. The visit began with a tour of the College’s Aberdeen Altens and City Campuses, which included observations of school pupils engaged in Skills for Work courses in a range of vocational areas. This was followed by a discussion with Head Teachers about a City wide approach to delivering the recommendations of the Wood Commission Report in ways that will develop the skills of the City’s young workforce.

10. Buttle Quality Mark10.1. North East Scotland College has been successful in achieving the Buttle UK Quality Mark

for Care Leavers. The following feedback was received identifying areas of good practice:

“The Assessment Panel felt the application demonstrated a good understanding of the issues affecting students from a care background. The application is well written and thorough and the commitment is clearly embedded into the college’s policies and endorsed by SMT. The Panel highlighted a number of areas of good practice, in particular thegoodoutreachandrecruitmentactivity,theLACleaflet,thecrucialandeffectiverole of the LAC Coordinator, the information sharing consent form and in particular the work pre-application to identify students likely to progress to the college. This is an area of bestpracticewewouldliketoincludeonourwebsite-itisadifficulttaskandwelldonefor achieving to do so. The application also outlined how processes and procedures are being transferred across the merged institution. The plan outlines how the work will be taken forward over the coming years and we look forward to hearing about progress in your Implementation Report next June.”

This is a tremendous regional achievement and Ms Susan Betty and her team are to be commended for achieving this prestigious award so soon after merger.

11. Recommendation11.1 It is recommended that the Committee note the contents of this report.

Rob WallenPrincipal

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Agenda Item 4.2

Scottish Funding Council 6-month Post-merger Evaluation

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

the letter received from the Scottish Funding Council (SFC) detailing the outcomes of the College’s 6-month post-merger evaluation.

2. Background2.1 Colleges in Scotland receive the bulk of their funding through the SFC, which itself is

funded directly by Scottish Government.

2.2 The SFC has been made responsible by Scottish Government to monitor the progress and effectiveness of the merger process across Scotland’s colleges and of the post-merger integration within the newly formed regional colleges.

2.3 In order to do this the SFC has established a framework that includes an evaluation six months after merger.

3. 6-month Post-merger Evaluation to North East Scotland College3.1 The 6-month post-merger evaluation involved:

3.1.1 Avisiton04April2014byfourofficialsoftheSFC,coveringbothFraserburghandAberdeen City Campuses; the four involved were the College’s own Outcome Agreement Manager and the person who has assisted him in relation to the Aberdeen andAberdeenshireregion,andtwootherofficialswhohadbeeninvolvedinotherregionsofScotland.Thenofficialsmetanumberofstaffandstudentsdrawnfromdifferent areas of the College. They also received a summary of progress from the SMT and a range of supporting documentation.

3.1.2 Avisiton19May2014byamemberoftheBoardofSFCandthreeofficialsofSFC;thethreeofficialsweretheCollege’sownOutcomeAgreementManagerandthe person who has assisted him in relation to the Aberdeen and Aberdeenshire region, and the Director responsible for Outcome Agreements.

4 Feedback from the SFC4.1 Attached as an appendix to this paper is a copy of the letter received from the SFC

detailing the outcomes of the evaluation.

5 Recommendation5.1 It is recommended that the Committee consider the letter received from the SFC.

Rob WallenPrincipal

Agenda Item 4.2 Appendix 1

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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 an appendix is the current policy (Appendix 1a) and a copy of the proposed revised version (Appendix 1b) which is being presented for approval by the Committee. ChangeshavebeenmadetoreflecttheworkofNorthEastScotlandCollege.

4. Recommendation4.1 It is recommended that the Committee consider the Board’s Policy on Criteria to Govern

Course Provision.

Rob Wallen Sandra WalkerPrincipal Vice Principal Curriculum

© Aberdeen College. All rights reserved

Review Date: July 2014

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Agenda item 5.1 Appendix 1a

QA06

Criteria to Govern Course Provision

Policy

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1.0 Introduction 1.1 Aberdeen College's mission is; "To deliver, in partnership

with other providers, a high quality education and training service, appropriate to the lifelong learning needs and aspirations of its clients, in a diverse range of settings.”

1.2 The College recognises the wide range of types of

existing and potential clients, and the need to ensure that the College's portfolio of provision is able to meet all their needs.

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 the 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

three-year development plan. It is recognised that provision must be developed and delivered within the constraints of this plan; however, it is also recognised that because of changing circumstances, the plan and its implementation must allow room for flexibility to address a changing situation.

1.5 In preparation for the creation of the North East Scotland

College a Regional Curriculum Planning Group that meets every 2 months has been established. The work of the group includes strengthening articulation and progression links for students. In addition, Robert Gordon University’s Academic Development Committee is attended by the College’s Director of Curriculum and Learning, to facilitate joint planning.

1.6 The key functions of the Regional Curriculum Planning

Group is to review the curriculum of each organisation with a view to rationalising provision, avoiding duplication and promoting access to education, training and employment



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

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

1.8 The College works with both local Universities, Banff and

Buchan College 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

Advisory 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. It is intended that those arrangements are implemented across both colleges in preparation for the single regional curriculum.

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 the 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 a 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 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 the learners' needs. Where possible, detailed articulation arrangements should be developed; where these exist there must be explained as part of the validation and approval process.

2.1.5 Each programme must lead to a clear vocational

or academic or 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 the 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 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 continuation, so that any initial drop-out 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 (lecturer, instructor,

technician, auxiliary) • 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 merits.

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

Status: approved by: Course Provision and Student Services Committee

Date of version: July 2013 Responsibility for Policy: Director of Curriculum and Learning Responsibility for Implementation: Director of Curriculum and Learning Responsibility for Review: Director of Curriculum and Learning Review date: July 2014

Review Date: July 2015

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Agenda item 5.1 Appendix 1b

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Criteria to Govern Course Provision

Policy

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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

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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

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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

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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

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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

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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.

This policy should be read in conjunction with other relevant

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College policies.

Status: draft for consideration by: 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

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Agenda Item 5.2

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. BursaryfundsprovidefinancialsupportforstudentsonFurtherEducation(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,includingthedefinitionofeligibilityandthescalesforpayments.

2.4. The National Policy for Further Education Bursaries 2014-15 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 specifiedinnationalpolicy,forexamplethelevelofstudyexpenseawards,thedeadlinesfor 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 2014-15; • Fund Management & Audit information;• Award Assessment;• Advisors Notes.

3.2. Attached as appendix 1 is a copy of the proposed North East Scotland College Bursary Policy Additional Guidelines 2014-2015. These are based on ones previously approved by the former Aberdeen College’s Course Provision and Student Services Committee.

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

4.1.1. note the National Policy for Further Education Bursaries 2014-15 and the updates for 2014-15; and

4.1.2. consider the adoption of the updated College’s Additional Guidelines 2014-15.

Rob Wallen Neil Cowie Principal Vice Principal Organisational Services

Agenda item 5.2 Appendix 1

North East Scotland College Bursary Policy Additional Guidelines 2014-2015

Draft for approval by: Learning and Teaching and

Student Services Committee

(LTSSC)

Date first established: May 2001

Date of version: June 2014

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

(Organisational Services)

Review date: May 2015

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North East Scotland College Bursary Policy – Draft Additional Guidelines 2014-15 Introduction and Context These notes are to be used in conjunction with the National Policy for Further Education Bursaries 2014-15. 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

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.

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! 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 2013-14 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 2015 where the course commences in the autumn term 2014 and (b) in mid-May 2015 where the course commences in February 2015 requesting that an appropriate document(s) confirming the actual income from self-employment be submitted. 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

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• 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 Head of School 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 Head of School 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. 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

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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. 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

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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 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

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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 Head of School 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. 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.

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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.

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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 reduced by. Payments will be made monthly consisting of two weeks in arrears and two weeks in advance.

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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 £36.98 per week, or

(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 (£73.61 per week at parental home or

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£93.03 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 (2014-15 being at least 15% less than that for the previous financial tax year (2013-14 , the re-assessment (or assessment) will be conducted for the period of the course during Academic Year 2014–15 and the following will apply: (i) under normal circumstances, a re-assessment (or assessment) on projected income

for the current financial tax year (2014–15 will not be considered until early October 2014 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;

(ii) appropriate documents confirming (a) the actual income for the previous financial tax year (2013-14 and (b) income for the current financial tax year (2014-15 to date will be sought;

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(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 2015 ) when appropriate documents confirming actual income for that tax year (2014–15 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 2013 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. 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.

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Courses Starting in September 2014 28th November 2014 Courses Starting in November 2014 / February 2015 27th March 2015 Exceptional Entrants (Winter Leavers): 27th February 2015 Winter Leavers who join courses starting before 5th January 2014 must submit their applications for EMA and Bursary no later than Friday 27th February 2015. Applications for Fee Waiver will not be considered after Friday 19th June 2015 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

53


Agenda Item 5.3

Student Support Services:Information, Advice, Guidance and Support Policy

1. Introduction 1.1. The purpose of this report is to assist the Committee to consider the College’s Information,

Advice, Guidance and Support Policy.

2. Background 2.1. Previously at Aberdeen College the Board of Management adopted an Information,

Advice, Guidance and Support Policy.

2.2. Previously at Banff and Buchan College there was a Guidance Policy.

2.3. Part of the post-merger integration plan was to consider how best these policies can be combinedtoreflecttheneedsofNorthEastScotlandCollege.

3. Consideration for Academic Year 2014-153.1. Discussions have taken place with staff across North East Scotland College who would

have had an input into the previous policies noted above.

3.2. Existing procedures and practices have also been considered where appropriate.

3.3. Consideration across new structures has also been given as to how information, advice, guidance and support (IAGS) is offered and where this can be strengthened to ensure a positive student experience.

3.4. Across new structures opportunities have also been taken to rationalise the numbers of distinct support posts minimising the numbers of contacts a student has but maximising the capacity of those staff in these posts to offer a greater IAGS scope.

3.5. Following a review of the Course Tutor role at the Fraserburgh Campus, carried out by teaching staff and in consultation with trades unions and the Students’ Association, it was decided to replace this role with a dedicated support role to better meet the needs of students

3.6. Attached as Appendix 1 therefore is the proposed Information, Advice, Guidance and Support Policy for North East Scotland College for Academic Year 2014-15.

3.7. As working practices become more common as North East Scotland College matures it is envisaged that this policy will need to be reviewed at least annually.

4. Recommendation4.1. It is recommended that the Committee consider the College’s Information, Advice,

Guidance and Support Policy.

Rob Wallen Frank HughesPrincipal Vice Principal Student Services

© NESCol College. All rights reserved

Review Date: June 2015

.Info

rma

tion,

Ad

vic

e, G

uid

anc

e

and

Sup

po

rt P

olic

y


Information, Advice, Guidance and Support Policy

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. 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 Vice Principals Curriculum and Organisational Services.

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 requirement 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 Responsibility for Policy: Learning & Teaching and Student Services

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

Date of equality impact assessment: March 2009

Review date: June 2015

Information, A

dvice, Guidance and Support Policy

Ap

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form

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Information, A


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form

atio

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rials

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ec

ialist

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rna

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ida

nc

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Tuto

r •

Ad

vice

for In

tern

atio

na

l stud

en

ts •

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pp

lica

tion

s •

Visa

en

qu

iries

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form

atio

n o

n fe

es a

nd

lan

gu

ag

e re

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ts Sp

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en

t Fun

din

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on

fun

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lica

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cific

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pe

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artic

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on

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f disc

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nd

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Sp

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en

t P

lac

em

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rdin

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Ind

uc

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/Disc

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me

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Ben

efits o

f pla

ce

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nts &

volu

nte

erin

g

• R

evie

w o

f pla

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me

nt a

nd

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nte

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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.

63


Agenda Item 5.4

Proposed Business of the Committee for AY2014-15

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

Teaching and Student Services Committee at its six meetings in AY 2014-15.

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

obligation to:

• EnsurethattheCollegeprovidespublicbenefitinScotlandandelsewherethroughthe advancement of education and training.

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 proposed business of the Committee will provide regular information relating to the specificdutiesasfollows:

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

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

• To approve and monitor the effectiveness of the Learning and Teaching Strategy;• To advise the Board of Management on matters relating to students in general,

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 support the Students’ Association’s Operational Plan and monitor the use of

resources therein.

3. Proposals for the Business of the Committee3.1. It is proposed that the Committee will receive regular progress reports as work is undertaken

to fully integrate the curriculum of North East Scotland College for AY2015-16.

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

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.

64


Agenda Item 5.4

4. Recommendation4.1. It is recommended that the Committee considers the proposals provided in this paper and

advises of any further information that would be helpful to members of the Committee infulfillingtheirroleandfunction.


1


Learning & Teaching and Student Services Committee Proposed Standard Papers: July 2014 – July 2015

16 September 2014 For decision Students’ Association Grant for 2014-15 RW For discussion Student Applications for 2014-15 NC Developing Employability Skills through Curriculum Design SW Modern Apprenticeships – 2014-15 recruitment PS The North East Scotland College Curriculum for 2015-16 SW Learner Progression – First Destination 2013-14 NC Students’ Association DR For information Student Activity for 2013-14 – final count NC Performance Indicators NC Student Support Funds NC

18 November 2014 For decision For discussion Promoting Enterprise in Learning at North East Scotland College SW Report on Non-SFC Funded Activity PS Quality Assurance Arrangements for NESC NC Report on the Work of the Academic Board and its Sub-committees SW Students’ Association DR For information Student Activity for 2013-14 NC Performance Indicators NC Student Support Funds NC

20 January 2015 For decision Course Fee Policy NC For discussion Student Retention update for 2014-15 NC Progress with Curriculum and Student Services Objectives set out in ROA for 2014-15

SW

2014-15 Enrolment by Age and Gender SW Progress with Quality Objectives set out in the ROA for 2014-15 NC Students’ Association DR For information Student Activity for 2014-15 NC Performance Indicators NC Student Support Funds NC

2

17 March 2015 For decision Fee Refund Policy NC Remission of Fees Policy NC For discussion Curriculum Planning Arrangements for 2015-16 SW IT to support the Curriculum in 2015-16 SW European Projects Update PS Students’ Association DR For information Student Activity for 2014-15 NC Performance Indicators NC Student Support Funds NC

19 May 2015 For decision College/LA/Schools Partnership Policy SW For discussion Report on the Work of the Academic Board and its Sub-committees SW OGAS Outcomes and Impact PS Status Report on Quality Assurance Systems NC Students’ Association DR For information Student Activity for 2014-15 NC Performance Indicators NC Student Support Funds NC

21 July 2015 For decision Criteria to Govern Course Provision Policy SW Bursary Policy (SFC National Policy) NC Review of Policies: Organisational Services NC Proposed agenda items for the Committee for 2015-16 SW For discussion Promotion of Good Practice in Learning and Teaching SW University Progression and Articulation Links SW Impact of NESC Quality Improvement and Assurance Systems on 2014-15 Outcomes

NC

Students’ Association DR For information Student Activity for 2014-15 NC Performance Indicators NC Student Support Funds NC EMA’s NC

67


Agenda Item 6.1

Embedding Good Practice in the Curriculum

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

Scotland College’s approach to embedding good practice in the curriculum.

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

embed it as the required standard on all programmes across all campuses. Teaching staff continuously seek to improve their practice so that good practice becomes the norm and excellence is the aim.

2.2. Goodandinnovativepracticecanbeidentifiedandacknowledgedthroughcurriculumteam 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 embedding good practice in the curriculumisthatthehighstandardsoflearningandteachingidentifiedareprovideduniversally, in all areas of provision for each student, irrespective of the mode of attendance or location. This approach has now been extended across the region and is integrated into the curriculum of 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 confidenceinthedeliveryofthecurriculumandtocreatepositiveandproductivestaff/learner relationships so that learning is dynamic and effective, delivering positive outcomes for students.

4. Developments in Good Practice Since Merger4.1. Two Team Building Days have been held this year, one in February and one in June. This

dedicated time has facilitated the sharing of good practice from both former Colleges and enabled teaching and support teams to develop team-based approaches to the sharing of good practice for AY2014-15.

4.2. The Curriculum and Quality Managers (CQMs) Good Practice Forum has been established. Three meetings, chaired by the Vice Principal Curriculum, have been held since merger.

4.3. It has been agreed that in their role as Learning and Teaching Champions, Curriculum and Quality Managers are best placed to drive good practice in learning and teaching across all areas of the College. The following approaches were discussed with CQMs and actions agreed:

• Preparation for Quality Review of the College;• Sharing approaches to the continuous improvement of PIs;• EmbeddinggoodpracticeapproachesidentifiedinEducationScotlandpublications,

including the College’s Annual Engagement Visit and national Aspect Tasks;• Good Practice as a standing item at each curriculum team meeting;• Potential use of external resources to contribute to the Forum in AY2014-15, particularly

drawing on the expertise of College Development Network (CDN);• The CQM Good Practice Forum will meet three times a year.

68


Agenda Item 6.1

4.4. The Faculty Managers’ Forum has also been established and met on 14 May 2014. The following approaches were discussed with Faculty Managers and actions agreed:

• Wherever possible 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 at lunchtimes to facilitate attendance and will take place after the CQM meetings in order that issues raised can be communicated and driven forward;

• Approaches to quality improvement through lesson observations to be developed;• Using self-evaluations reviews cross-College to drive quality improvement.

4.5. At the Academic Board meeting of 12 June 2014 it was agreed that when the Support TeamstructuresarefinalisedtheappropriateHeadsofDepartmentwillbeinvitedtojointhe Faculty Managers’ Good Practice Forum.

4.6. A programme of good practice events for teaching and appropriate support staff is being planned across campuses for AY2014-15. Use will be made of video-conferencing and other ICT tools to maximise participation. Where topics are in high demand they will be delivered in more than one campus.

4.7. TheseeventswillbeledbyidentifiedGoodPracticeChampionswithintheCollege,withexternal expertise being deployed as appropriate.

4.8. Staff have been asked to suggest topics for inclusion in the programme and to date the followinghavebeenidentified:

• Essential skills development;• ICT tools to enhance learning and teaching;• Managing challenging behaviour;• Higher order skills development;• Optimising student success on introductory level courses;• Use of webcams and other technology across campuses;• Using technology to increase learner choice;• Working with school pupils;• 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;• Approaches to entrepreneurship and enterprise in the curriculum.

4.9. Events at team level will continue to be integral to the College’s overall approach to capturing and embedding good practice.

4.10. 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 meets regularly with learners from across curriculum areas to seek their views on the good practice in learning and teaching that enhances their learning.

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

69


Agenda Item 6.1

5.3.Managersareadvisedofthepracticeidentifiedbylearnerssothatthesecanbeembeddedacross the College.

5.4.Atthesemeetings,learnersidentifiedthefollowinggoodpracticeapproachestolearningand teaching:

• Enthusiastic and supportive teaching and support staff; good learner/lecturer relationships;• 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

buildconfidenceanddevelopskillsforwork;• Opportunities for volunteering;• Practical activities;• Participation in competitions.

6. A Regional Approach to Embedding Good Practice6.1. Colleagues from Robert Gordon University and The University of Aberdeen are invited to

participate in many of the College’s Good Practice Events.

6.2. Good practice approaches to learning and teaching are shared during Course Level meetings with partner universities.

6.3. The Vice Principal Curriculum attends Robert Gordon University’s Academic Development Committee.Thisfacilitatestheidentificationofopportunitiestodisseminategoodpracticein the College/University partnership at strategic level.

6.4. 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.

6.5. The fourth Good Practice Lunch with The University of Aberdeen will be held in March 2015 in the College Training Restaurant.

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


75


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 theirHigherNationalDiploma(HND)andinsomecasesHigherNationalCertificate(HNC)courses at North East Scotland College

2.2. Prior to merger, both Aberdeen College and Banff & Buchan College had been at the forefront of developing university articulation links for some time. The establishment of North East Scotland College has created additional opportunities 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 AY2015-16 will include details of all the articulation routes now 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 increasing numbers of partner universities to meet the needs of students who seek progression routes into Degree level study.

3.2 The College currently has formal Articulation 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 36 HNC/Ds now articulate to 326 degree courses across Scotland, with formal articulation to Year 2 or 3 of the related degree.

3.5 In AY2012-13, 600 students gained entry to a degree programme. 72% 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.InAY2012-13,239studentsbenefittedfromtheselinks,increasingto307thisyear (AY2013-14).

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 AY2014-15 is attached as Appendix 1.

76


Agenda Item 6.2

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. On 26 May 2014 the formal Agreement between North East Scotland College and Robert Gordon University was signed by both Principals. This refreshed the Agreement that the former Aberdeen College had in place with Robert Gordon University since 2006.

4.3. 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.

4.4. StudentsacrosstheCollegecanbenefitfrombeingAssociateStudentsoftheUniversitywhile at College. This gives them access to the full range of facilities available to Robert Gordon University students.

4.5. A transition programme, DegreePrep, has been established whereby College students participate in a formal timetabled event on the University’s campus during the last weeks of the HND course. This prepares students for seamless transition to University through attendance at lectures, access to information about research and report writing skills and wider student support.

4.6. The University recently surveyed stage 3 articulating students about their experience of progressing from HND to year 3 of the related degree. This found that by the end of the firstsemester,99%ofstudentshadsettledintotheircourse;89%feltthatthecoursewasmeeting their expectations and a similar number were coping well with their workload.

4.7. An integral part of the annual appraisal of the partnership arrangements is the analysis of student achievement rates. Data for AY2012-13 revealed that 64% of all students entering Robert Gordon University with advanced standing had progressed from one of the region’s colleges. The retention rate for that year was high at 86%, with 91% of those retainedprogressingtothefinalyearoftheirdegree.

4.8. During the Annual Engagement Visit by Education Scotland to North East Scotland College inMay2014,HMIeidentifiedtheCollege’sUniversityArticulationLinksasanexampleofsector leading excellence, worthy of wider dissemination.

4.9. New and innovative ways of promoting articulation links between North East Scotland College and Robert Gordon University are always being sought. Most recently, a new delivery model to secure 75 additional SFC funded articulation places has been agreed, involving shared course delivery with the emphasis on employability skills. This new partnership model of delivery will commence in AY2014-15 in relation to the following 3 degree programmes: BA (Hons) Fashion Management; BA (Hons) Journalism and BA (Hons) International Hospitality Management.

4.10. An Annual Report on the College’s links with Robert Gordon University is produced and the AY2012-13 report is attached as Appendix 2. The Report contains details of the range and extent of the links between the College and Robert Gordon University.

77


Agenda Item 6.2

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 on 15 November 2010.

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.

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 theCollege’sHigherNationalCertificatesandDiplomaslinkto46degreesatTheUniversityof Aberdeen.

5.5. In AY2011-12, 69 students progressed from Aberdeen College to a degree link at The University of Aberdeen. This had increased to 96 in AY2012-13.

5.6. Next year’s Good Practice in Learning and Teaching Joint Event, which brings together curriculum staff from both organisations to share good practice in relation to learning and teaching approaches and learner support and transition, has been scheduled for 13 March 2015.

6. Wood Commission6.1. Senior staff from both The University of Aberdeen and Robert Gordon University are members

of the Wood Commission 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.

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

university partners.

Rob Wallen Sandra WalkerPrincipa Vice Principal Curriculum

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Appendix 2 – Agenda Item 6.2

1

N

OR

TH EA

ST A

RTIC

ULA

TION

HU

B

A

nn

ual R

eport - S

ession 2

01

2/1

3

The follow

ing is the fifth Annual R

eport produced by the North East A

rticulation Hub (H

ub). In operation since 2008, the overarching aim

s of the Hub have been to m

aximise the opportunities for articulation pathw

ays for HN

learners, to support the transition from

college to university, and to improve the retention and perform

ance of articulating entrants following their

progression to degree level study D

uring the period August 2012 to July 2013, the focus of the H

ub has been to continue to meet its student num

ber targets and further improve

student retention in line with the H

ub Outcom

e Agreem

ent for the period. Progress in both of these respects has been good and further detail regarding these areas is provided overleaf. N

otes: Following receipt of the S

FC Technical G

uidance in July 2013 the university has undertaken extensive work to ensure that the updated criteria and

definitions are fully reflected within its internal reporting. It should be noted that the data provided by S

FC w

ithin this report differ from those now

quantified w

ithin the Outcom

e Agreem

ent process [which is based on S

cottish domiciled students only]. It is understood that m

oving forward the definitions and reporting

criteria will be harm

onised, and this would be w

elcomed by the H

ub.

2 1

O

VER

VIEW

The follow

ing provides a summ

ary overview of the w

ork of the Hub covering the period. Further detail is available w

ithin the main body of the

report. 1

.1

Prog

ress mad

e betw

een A

ug

ust 2

01

2 to

July 2

01

3 to strateg

ically align

and

emb

ed articu

lation in

all partn

er institu

tions

Institutional com

mitm

ent

The Robert G

ordon University (university) acts as the ‘lead’ institution of the N

orth East Articulation H

ub (Hub), w

ith its partners being the tw

o further education colleges within the N

orth-East region. Aberdeen C

ollege is an Associate C

ollege of the university. This formal partnership facilitates collaboration betw

een the institutions in its broadest sense, and has been recognised as good practice in both the S

cottish higher and further education sectors. In addition M

emorandum

of Agreem

ent are in place which cover articulation links w

ith both college partners. The com

mitm

ent to maintaining, em

bedding and enhancing articulation is inherent within each institution’s approach to w

idening access, and is form

ally captured within key strategic docum

ents. In particular the university’s strategic plan, ‘A C

lear Future: For a new

university in a leading era’, outlines the intention to strengthen and develop partnerships with further education, via

articulation. The ‘Strategic D

evelopment Plan 2012-15’ of A

berdeen College dem

onstrates a similar intent to further relationships

with higher education providers, am

ongst other bodies.

Planning and partnership

Over the reporting period the activities of the H

ub have been undertaken in line with the agreed:

N

orth East Articulation H

ub Outcom

e Agreem

ent for 2011/12 and 2012/13;

RG

U O

utcome A

greement 2012/13; and the

O

utcome A

greement betw

een Aberdeen C

ollege, Banff and B

uchan College and the S

cottish Funding Council 2012/13

As a result of the H

ub infrastructure the objectives of the preceding North East A

rticulation Hub O

utcome A

greement w

ere able to be captured w

ithin partner institutions Outcom

e Agreem

ents for academic year 2012/13.

Maintenance and developm

ent of the portfolio of articulation routes continues to be incorporated within the standard quality

assurance procedures of the Academ

ic Developm

ent Com

mittee of the university, and C

urriculum Planning G

roups of the colleges, of w

hich there is reciprocal input from senior staff. In addition, over the period, a R

egional Curriculum

Planning Group w

as established by the colleges to look creatively at the changing landscape of both advanced and non-advanced provision and to explore the curriculum

s needs of the region.

Performance

and activity

The strategic comm

itment of all H

ub partners ensures that guaranteed places continue to be offered to articulation entrants, where

a formal C

ourse Level Agreem

ent exists, and any additionally specified academic requirem

ents have been fulfilled.

3

For some tim

e now this m

odel has been recognised as good practice which S

FC w

ishes to be emulated across S

cotland, and is a key feature of the core principles for funding. S

ection 3: Performance below

provides further comm

entary on progress against targets.

Infrastructure and student retention

As a result of the dedication to articulation and w

ider access at institutional level, each partner has embedded practices for

monitoring and review

of articulating students progression and retention within their standard quality assurance and enhancem

ent procedures. The form

al comm

ittee structure of the university oversees the monitoring and review

of the course portfolio, and a central feature of this is the effective operation of the A

nnual Appraisal Process as m

onitored by the Quality A

ssurance and Enhancement

Com

mittee. Top-dow

n, this includes preliminary analysis of data sources to identify institution-w

ide messages and any high-level

actions required. From the bottom

-up each course reviews key perform

ance indicator data, and in doing so considers the student experience of different categories w

ithin cohorts, including those who articulate. S

imilarly the college annual review

of courses includes consideration of the content of H

N curriculum

s to maintain the appropriate know

ledge base for those wishing to articulate

is provided. As part of the university A

nnual Appraisal Process in year S

tudent Achievem

ent Rates are used as a proxy for retention, and

achievement is considered in detail against agreed benchm

arks. Where courses fall below

these they are required to address this and specify proposed actions. [A

lso refer Section 3: Perform

ance] This process is augm

ented by Subject Level R

eview m

eetings which consider the perform

ance of articulating cohorts explicitly, and against the perform

ance of original cohorts were applicable. [R

efer Section 4: Infrastructure for further details]

1

.2

Partn

ers eng

agem

ent w

ith h

ub

activity and

plan

nin

g

Institutional com

mitm

ent

Each partner is comm

itted to delivering progress against both their individual Outcom

e Agreem

ent objectives, and those of the H

ub. The H

ub Managem

ent Group ensures the collective engagem

ent of senior managem

ent, with key academ

ic and support staff from

each institution in attendance. The remit and com

position of the Group w

as reviewed for 2012/13 to ensure suitability for the

transitional period in the lead up to the college merger. This G

roup has remained an appropriate forum

for strategic discussion w

ithin the region, determining key outcom

es and future planning objectives. In particular it:

Ensures strategic oversight of the enhancement of articulation activities w

ithin the Hub, and as aligned to institutional O

utcome

Agreem

ents.

Considers, and m

onitors, executive implem

entation arrangements in respect of the H

ub Operational Plan.

Advises on the im

plications of relevant national initiatives (including Funding Council guidance) in order to inform

portfolio developm

ents.

4

Facilitates coherent regional planning and the em

bedding of articulation within core institutional processes; w

ith particular regard to planned num

bers for articulation routes. U

nder the auspices of the Hub M

anagement G

roup, the university’s Study S

kills and Access U

nit coordinates operational activity, alongside nom

inated academic and support staff from

each partner college. During the session key activities have included:

M

aintenance of the suite of formal C

ourse Level Agreem

ents (Refer S

ection 2: Partnership)

Review

of key performance indicator data specific to articulating students as part of norm

al quality assurance and enhancement

procedures (Refer S

ection 3: Performance).

Review

of the Associate S

tudent Schem

e and associated student transition events, including the launch of a new suite of

DegreePrep program

mes for 2013/14 entry (R

efer Section 4: Infrastructure).

Joint prom

otion and marketing of institutions to potential applicants, ensuring regional coherence and prudent use of resources

(Refer S

ection 4: Infrastructure).

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.

At its final m

eeting of the session, the Hub M

anagement G

roup agreed that the achievements of the H

ub to date, and stability of the partnership represented a substantial achievem

ent. There was consensus am

ongst mem

bers to seek to evolve articulation in its broadest sense for the benefit of learners, and that m

oving forward in the creation of the N

orth East Scotland C

ollege there w

ere real, and mutually beneficial, opportunities w

hich would be capitalised on.


At a strategic level the university’s D

eputy Principal is a mem

ber of Aberdeen C

ollege Board of M

anagement, and during the

session the Vice Principal (S

tudent Experience and External Relations) w

as invited to be a mem

ber of the Banff and B

uchan College

Board of M

anagement. A

s a result there is high-level mutual aw

areness of the strengths, challenges and priorities of each of the partners. W

hilst not a consequence of the Hub these appointm

ents demonstrate the close w

orking relationships between the

partners. The process of student num

ber planning for articulating entrants has strategic importance w

ithin the university and now involves

consideration of a three year period of historic enrolments to m

odel trends in demand for subject areas, as w

ell as insights gained from

college staff via the Subject Level R

eview M

eeting process, where enrolm

ents are reciprocally discussed. Proposed targets are ultim

ately encompassed w

ithin SFC

Funded Projections and approved by the university’s Academ

ic Developm

ent Com

mittee.

This approach has enabled the partnership to meet its articulation targets.

Please refer to S

ection 2: Partnership and Section 4: Infrastructure for further detail of specific activities and related outcom

es and impact.

5 1

.3

Hu

b co

ntrib

ution

to regio

nalisation

work an

d ag

end

a

Institutional com

mitm

ent

As stated in 1.2 above the H

ub’s infrastructure, and in particular the Hub M

anagement G

roup, has enabled partners to effectively respond to the regionalisation agenda. In O

ctober 2012 a Federation Agreem

ent was signed betw

een the partner colleges. An options appraisal on creating a single

regional college was considered by the B

oards of Managem

ent of both colleges and following agreem

ent a Regional Partnership

Board w

as created to take forward the process of establishing the N


ollege. From the outset the

university/Hub, confirm

ed that it viewed the m

erger positively and would w

elcome continuation of the existing form

al relationships

with the new

college entity. There was confidence that the existing H

ub infrastructure would continue to be appropriate, and

provide assured opportunities for students accessing further education in the North

-east to progress to university. Although outw

ith the reporting period – it is important to note that in N

ovember 2013 a single regional entity, the N


ollege, was successfully vested. S

ubsequently the university Board of G

overnors has approved the designation of the new

college as an Associate C

ollege of the university, and there was unanim

ous enthusiasm for the extension of the partnership.

The College B

oard of Managem

ent considered the Agreem

ent at its meeting on 18 M

arch 2014 and the level of support was sim

ilar to that of the university B

oard mem

bers.


The partnership which the H

ub has established to the benefit of articulation is now proving fruitful in term

s of supporting the wider

engagement of under-represented groups (e.g. M

D20). A

n example of this is the H

ubs work in m

arketing and outreach activity to ensure articulation is prom

oted as a positive route into education for all.

Please refer to Section 2: Planning and S

ection 4: Infrastructure for further detail of specific activities and related outcomes and im

pact. 1

.4

Enh

ancem

ent to th

e stud

ent exp

erience an

d satisfactio

n for articu

lating

stud

ents

Institutional com

mitm

ent

Increasingly college partners report demand is highest on certain H

N courses w

ith progression opportunities, as learners are choosing D

egreeLink routes as a means of accessing degree-level study. Partners believe this is testam

ent to the increased aw

areness of progression opportunities within the region, and the ability of the university – as a result of the H

ub partnership - to continue to offer individual learners on form

al articulation routes guaranteed places. The em

bedding of the consideration of articulation students within core appraisal and periodic review

procedures of partners ensures com

prehensive evaluation of the student experience. Partners are comm

itted to enhancing the student experience, and the H

ub provides a mechanism

through which there is a high level overview

of activities.


An im

portant outcome of the H

ub is the creation of opportunities for staff - on a number of different levels - to m

eet regularly. For exam

ple from the Principals and D

eans/Heads of S

chool to those involved in the delivery of modules/units.

This ultimately benefits students by ensuring detailed consideration of articulation pathw

ays, aspects of teaching learning and

6

assessment and review

of performance w

ith a focus on significant achievements or areas for further developm

ent. At an

institutional level it allows developm

ent themes to be identified.

Example of activities progressed during the session include:

Consideration of opportunities for further 1+

1+2 developm

ents for the efficient delivery of FE and HE

Review

of the operation of transition events as a package (e.g. summ

er schools and orientation)

Collaborative m

arketing aimed at prom

oting articulation and progression opportunities to prospective students, schools and guidance and careers professionals

Efforts to im

prove understanding of retention through a project to model H

ESA data for articulation students

The university’s core Student Experience Q

uestionnaire issued to all students annually indicates that the ‘overall satisfaction’ of Stage 3 articulating respondents increased from

67% in 2011/12, to 75%

in 2012/13. These results endorse the work of the H

ub.

Please refer to Section 3: Perform

ance and Section 4: Infrastructure for further detail of specific activities and related outcom

es and impact.

1.5

Issu

es/challen

ges g

oin

g forw

ard to

AY

20

13

-14

and

beyon

d. For exam

ple, ad

ditio

nal articu

lation p

laces, sup

ply an

d

dem

and

issues, su

ccessful stu

den

t app

lications from

HN

courses

Institutional com

mitm

ent

As has been stated w

ithin previous reports the future scope of Hub activity w

ill be dependent on confirmation of funding

arrangements for forthcom

ing sessions.


It is envisaged that regionalisation and the formation of a single N


ollege will stream

line the Hub partners

relationship in future and the creation of the new regional college is view

ed positively by the Hub. It has been agreed that existing

Aberdeen and B

anff and Buchan C

ollege Course Level A

greements w

ill be honoured for 2014/15 entry, allowing students to

progress to the university as planned. Agreem

ents for 2015/16 entry are due to be re-signed with the new

institution, North East

Scotland C

ollege, and, where routes previously existed for both partner institutions, these w

ill be harmonised into a single

Agreem

ent.

Performance

and activity

It should be noted that, through its Outcom

e Agreem

ent Manager, the university has been in liaison w

ith SFC

regarding the allocation of funded num

bers in the context of continued comm

itment to increasing the num

bers and proportion of students enrolling through both articulation pathw

ays and from M

D20 backgrounds.

The Hub w

ill continue to facilitate the implem

entation of the Additional Funded Places schem

e to best effect within the region. A

s a result of the w

ell-established and broad coverage of articulation routes, it is anticipated that this will incorporate a fu

rther evolution of the H

ub partnership into the joint delivery of Stages 1 and 2 of courses.

Infrastructure and student retention

As part of the university A

nnual Appraisal Process in year S

tudent Achievem

ent Rates are used as a proxy for retention and these

will continue to be m

onitored on an annual basis with agreed actions identified w

ith courses not meeting agreed benchm

arks.

7 2

P

artnersh

ip an

d articu

lation

routes

A.

Please list the active partners (college/university/employer/other) of the articulation hub.

The Robert G

ordon University operates as the ‘lead’ institution of the N

orth-East Articulation H

ub, and its partner institutions during Session

2012/13 remained:

Aberdeen C

ollege

Banff and B

uchan College

As stated in S

ection1, as of 1 Novem

ber 2013 the above colleges within A

berdeen city and shire vested to become a single regional entity; the

North East S

cotland College.

The university’s comm

itment to w

idening access, and utilising articulation as a means to do so, also w

arrants engagement w

ith FE institutions in the w

ider locality. During the reporting period the university had a num

ber of formal routes w

ith guaranteed places with A

ngus College and

Dundee C

ollege, as well as partner colleges of the U

niversity of the Highlands and Islands. Furtherm

ore where appropriate the university

extends this approach nationally, and although entry is not guaranteed applications from learners of all S

cottish Colleges are considered on an

individual basis. Sim

ilarly, college partners have established articulation agreements w

ith a number of universities across S

cotland and continue to enhance these relationships for the benefit of learners. The H

ub institutions have both individual and collective relationships with a variety of stakeholders/partners: including S

ector Skills C

ouncils, local authorities and the C

urriculum for Excellence S

teering Group, econom

ic forums such as A

berdeen City and S

hire Economic Future (A

CSEF),

Professional, Regulatory and S

tatutory bodies and employers.

The university continues to represent the Hub w

ithin the national Inter-Hub N

etwork w

hich facilitates collaborative discussion across the sector as w

ell as sharing of best practice.

8 B.

Please provide the number of the confirm

ed and planned guaranteed/formal routes, and any non

-guaranteed/informal articulation routes

w

ithin the articulation hub (please insert/delete rows w

here required). Tab

le 1: C

onfirm

ed an

d p

lann

ed articu

lation rou

tes from p

artner colleg

es

HEI P

artners

Con

firmed

20

12

/13

C

onfirm

ed 2

01

3/1

4

Plan

ned

20

14

/15

F1

F2

In

f Total

F1

F2

Inf

Total F1

F2

In

f Total

Aberdeen C

ollege 31

0 0

31 30

0 0

30 29

0 0

29 Banff and B

uchan College

14 0

0 14

8 0

0 8

9 0

0 9

1+1+

2 6

0 0

6 7

0 0

7 7

0 0

7

Totals 5

1

0

0

51

4

5

0

0

45

4

5

0

0

45

K

PI 1

.1 –

nu

mb

er of confirm

ed an

d p

lann

ed fo

rmal an

d in

form

al articulatio

n rou

tes with

in articu

lation h

ub

s C.

Please note how these have changed over the last academ

ic year e.g. has there been a lot of development on new

routes based on student/partner dem

and; have informal routes been transform

ed into formal routes w

ith guaranteed places (F1) and formal routes

without guaranteed places (F2)?

The number of articulation routes rem

ained relatively stable from 2011/12 to 2012/13. A

s the portfolios change over time there is an

opportunity for reciprocal consideration of articulation. An exam

ple of this are the 1+1+

2 routes established between H

ub partners. All

promotional m

aterials clearly promote progression routes betw

een and from colleges and onw

ards to university. In S

ession 2013/14 the decrease in Banff and B

uchan College relates to W

. Creative A

rts and Design pathw

ays. Despite having routes in this

area, in practice, progression was m

ore comm

on than true articulation. As a result the H

ub has facilitated discussions to investigate the barriers to transition. This has included sharing of assessm

ents and grading schemes for all studio based m

odules, and staff have identified HN

D Textiles

and HN

C Three D

imensional D

esign as having the most potential for developm

ent of future formal articulation routes.

In addition the appraisal of I. Com

puter Sciences, and the phasing in and out of course titles that are delivered both w

ithin the university and w

ithin the partner colleges, has resulted in amendm

ents to articulation routes, however the H

ub infrastructure has ensured that multiple options

within the subject area rem

ain. In addition a further 1+1+

2 route was developed in the subject area.

Building on the full-tim

e route, for 2014/15 entry, the option of studying BA (H

ons) Accounting and Finance on a part-tim

e basis has been introduced. This w

ill support those who w

ish to undertake degree level study but for whom

other comm

itments (e.g. em

ployment, caring) m

ake this a m

ore appropriate mode of study.

It should be noted that confirmed and planned articulation routes also exist w

ith Angus C

ollege, Dundee C

ollege and relevant partner colleges of the U

niversity of Highlands and Islands.

9 D

. In Table 2 below

we have provided from

the National A

rticulation Database the num

ber of the active articulation routes from hub partner

colleges and non-hub colleges to HEIs w

ithin the articulation hub. Tab

le 2: H

EI active ad

vanced

stand

ing

routes from

Hu

b p

artner an

d n

on

-Hu

b p

artner colleg

es AY

20

12

-13

Su

bject

Active H

ub

p

artner

college rou

tes

Active n

on-

Hu

b S

cottish

college rou

tes

Total active H

ub

rou

tes H

EI Total active H

EI routes

Active H

EI Hu

b

partn

er college

routes

Active H

EI non

-H

ub

Scottish

colleg

e routes

All

63

5

5

11

8

RG

U

118 63

55 B

. Su

bjects allied

to Med

icine

2 1

3

RG

U

3 2

1 C

. Biolog

ical Scien

ces 4

2 6

RG

U

6 4

2 F. P

hysical S

ciences

1 0

1

RG

U

1 1

H

. Eng

ineerin

g

19 10

29

RG

U

29 19

10 I. C

omp

uter S

ciences

8 3

11

RG

U

11 8

3 K

. Arch

itecture, B

uild

ing

and

P

lann

ing

0

1 1

RG

U

1

1 L. S

ocial stud

ies 4

4 8

RG

U

8 4

4 M

. Law

1 0

1

RG

U

1 1

N

. Bu

siness an

d A

dm

inistrative

Stu

dies

15 27

42

RG

U

42 15

27 P

. Mass C

om

mu

nicatio

n an

d

Docu

men

tation

7

3 1

0

RG

U

10 7

3 W

. Creative A

rts and

Desig

n

2 4

6

RG

U

6 2

4 K

P1

.2 - n

um

ber of active articu

lation

routes w

ithin

articulatio

n h

ub

s K

P1

.3 –

nu

mb

er of active articulatio

n rou

tes by su

bject w

ithin

articulation

hu

bs

E. W

hat analysis can be drawn from

the above table? E.g. what are the m

ost active/least active subject areas; subjects with m

ost potential and w

hy? O

verall, articulation routes between H

ub partner Colleges and the U

niversity are well developed and are broadly representative of com

mon

course portfolios. For S

ession 2012/13, the most active subject area rem

ained N. B

usiness and Adm

inistrative Studies. S

imilarly, H

. Engineering remains a

particularly active area. There are no H

ub routes within K

. Architecture, B

uilding and Planning as relevant HN

s are not offered by partner colleges. Agreem

ents are how

ever in place with D

undee College in this subject area.

10 F.

What issues have been identified? H

ow have these been overcom

e? For example, w

hat is understood about the variations in articulation from

different colleges and what actions have been taken?

Partner colleges have established a full-time regional FE curriculum

mapping, and a sim

ilar approach will now

be taken for part-time provision.

During the sum

mer of 2012 a detailed m

apping of provision between A

berdeen College and the university w

as undertaken w

ith a view to

identifying any priority areas for future development. B

ased on analysis of historic enrolment data a m

odel was developed to identify those

areas where there w

as a good 'fit' between the tw

o institutions, and any areas where there w

as room for further developm

ent. In summ

ary it w

as apparent that both institutions already had strengths in Engineering and Business A

dministration and that further developm

ent in these areas could prove fruitful. It also identified areas w

here there was less progression than m

ight be expected and where there w

as strength which w

as not being fully exploited, nam

ely; Creative A

rts and Design (R

efer Section C

above). As w

ould be expected, as Aberdeen C

ollege is the university’s largest FE partner, this m

irrors the data provided on active routes within Table 2 above.

11 3

P

erform

ance

A.

What w

as the target total num

ber of articulating students entering with full credit (as per the S

FC definition) in A

Y2012-13?

The baseline stated within the N

EAH

Outcom

e Agreem

ent was 248. A

gainst this the overall target for Session 2012/13 entry to the university

was 310; 260 entrants from

Aberdeen C

ollege, 25 from B

anff and Buchan C

ollege and 25 from ‘other’ S

cottish colleges. *N

ote: Based on internal m

anagement inform

ation, figures from the D

atabase for this Session are higher than expected. A

lthough this could be accounted for by the joining of the FES

and HES

A datasets, the H

ub would w

elcome the opportunity to undertake a m

ore detailed analysis and a request for the full dataset has been m

ade to SFC

. B.

We have provided from

the National A

rticulation Database inform

ation on the numbers of articulating student entrants recorded for the

partnership. Please complete the hub target and variance colum

ns. [KP

I2.1

– n

um

ber o

f articulatin

g stu

den

ts by colleg

e and

HEI;

KP

I2.2

– n

um

ber o

f articulatin

g stu

den

ts as a % of th

e total poo

l of colleg

e HN

stud

ents.

Table 3

-1: A

rticulatin

g stu

den

t targets A

Y2

01

1-1

2 to A

Y2

01

2-1

3: H

EI partn

ers A

rticulation

to

20

11

/1

2

20

11

/1

2

20

12

/1

3*

HEIs

SFC

b

aseline

Hu

b

target

Hu

b

actual

Varian

ce H

ub

targ

et H

ub

actu

al*

Varian

ce

Robert G

ordon University

2

88

3

19

+

31

3

10

3

89

+

79

TO

TAL A

RTIC

ULA

TION

28

8

31

9

+3

1

31

0

38

9

+7

9

Hub partner college articulation subtotal

266

27

5

+9

28

5

29

2

+7

H

ub non-partner Scottish college articulation subtotal

22

44

+

22 2

5

97

+

72

%

of places allocated to partner Colleges

86

%

75

%

%

of places allocated to non-partner Scottish C

olleges

1

4%

2

5%

KP

I2.1

– n

um

ber o

f articulatin

g stu

den

ts by colleg

e and

HEI;

12 Tab

le 3-2

: Articu

lating

stud

ent targ

ets AY

20

11

-12

to AY

20

12

-13

: Colleg

e partn

ers

Articu

lation from

Colleg

es

20

11

/1

2

2

01

1/

12

2

01

2/

13

*

SFC

B

aseline

HN

leavers 1

0/

11

Hu

b

target

Hu

b

actual

Varian

ce H

N

leavers 1

1/

12

Hu

b

target

Hu

b

actual*

V

ariance

Aberdeen C

ollege

1493 n/a

314 n/a

1499 n/a

314 n/a

Banff and B

uchan College

240

n/a 29

n/a 215

n/a 41

n/a TO

TAL A

RTIC

ULA

TION

17

33

n

/a 3

43

n

/a 1

71

4

n/a

35

5

n/a

Hub partner H

EI articulation subtotal

266

275 +

9

285 292

+7

Hub non-partner H

EI articulation subtotal

n/a

68 n/a

n/a

63 n/a

% of places allocated by H

EI partners

80%

82%

% of places allocated by non-partner H

EIs

20%

18%

% of H

N leavers articulating to partner H

EIs

16%

17%

KP

I2.1

– n

um

ber o

f articulatin

g stu

den

ts by colleg

e and

HEI

KP

I2.2

– n

um

ber o

f articulatin

g stu

den

ts as a % of th

e total poo

l of colleg

e HN

stud

ents

Table 3

-3 H

N co

llege leavers A

Y2

01

1-1

2 an

d 2

01

2-1

3

Colleg

e HN

leavers 2

01

1-1

2

20

12

-13

*

Varian

ce*

No

%

N

o

%

No

%

All college

24537 100%

25144

100%

+607

n/a H

N leavers

Hub partner college

1714 7%

1943

8%

+229

+1%

H

N leavers

Hub non-partner college H

N leavers

22823 93%

23201

92%

+378

-1%

KP

I2.2

– n

um

ber o

f articulatin

g stu

den

ts as a % of th

e total poo

l of colleg

e HN

stud

ents

C.

Please provide comm

ent on any differences between the tw

o reporting periods of AY2011-12 and A

Y2012-13. Based on the data provided from

the National A

rticulation Database, over the reporting period, all targets have been m

et, with a

breakdown show

n below:

O

verall articulating entrants to the university o

Increasing to 389 (A grow

th of 70 from 2011/12, and variance of +

79 on the 2012/13 target). o

In addition to this it should be noted that approximately 30 H

N entrants ‘transferred’ from

partner colleges of University of

Highlands and Islands. The university also continues to offer the B

A D

esign and Creativity to approxim

ately 20 students annually.

13

Articulating entrants from

Hub partner colleges to the university

o Increasing to 292 (A

growth of 17 from

2011/12, and variance of +7 on the 2012/13 target).

o It should be noted that although the proportion of entrants from

the Hub has decreased, this is as a result of the overall

number of students increasing.

o The share of H

ub leavers progressing to the university has increased marginally to 82%

. o

There has been an increase of entrants from B

anff and Buchan. This can be attributed to planned developm

ent activity in the M

echanical Engineering subject area.

O

verall articulation from partner colleges to H

EIs o

Increasing to 355 (A grow

th of 12 from 2011/12).

o As stated above the target for the H

ub HEI w

as exceeded. o

Although targets w

ere not set for non-Hub H

EIs, over 60 HN

learners progressed each session.

Articulating entrants from

non-Hub colleges

o Increasing to 97 (A

growth of 53 from

2011/12, and variance of +72 on the 2012/13 target)

o O

ver half of this growth can be attributed to A

ngus and Dundee C

olleges with w

hich the university has formal C

ourse Level Agreem

ents. This grow

th in numbers is w

elcomed by the H

ub, however has challenged the university in term

s of the consolidation limit (Also refer

Section 1.5).

D.

Please detail new articulation developm

ent activity planned to be delivered in AY2013-14 for student entry to degree program

mes

in AY2014-15 (please insert row

s where required).

The university, and partner colleges, are comm

itted to recruiting to a baseline of 390 guaranteed articulation places in Session 2013/14.

This will consist of:

315 articulating entrants to the university; and

An additional 75 entrants recruited via the A

dditional Funded Places Schem

e, with planned and guaranteed entry to the university in

Session 2015/16.

As the existing portfolio of routes is com

prehensive planned development activity is not extensive, how

ever is in response to Course

Teams discussions on opportunities to enhance the student experience. Table 4 below

provides details of activity within S

ession 2013/14 for entry in S

ession 2014/15.

14 Tab

le 4: P

lann

ed articu

lation

develop

men

t activity AY

20

13

-14

Partner

Nature of

collaboration

Subject / Program

me

Guaranteed A

rticulation Agreem

ent in place (yes/no)

Num

ber plan

ned

to articulate w

ith advanced standing

% of overall

planned students articulating

Aberdeen C

ollege Stage 3 Part-tim

e Accounting and Finance

Yes 2

n/a Banff and B

uchan College

Stage 3 Part-tim

e Accounting and Finance

Yes 2

n/a D

undee College

Stage 3

Events Managem

ent Yes

5 n/a

In respect of the numbers planned it should be noted that a guaranteed offer w

ill be made to all students applying on these new

routes, in accordance w

ith the Course Level A

greement.

15 4

In

frastructu

re A.

What other relevant projects have been developed over the reporting period? This can include other w

ork that is not directly articulation by S

FC definitions but m

ay lead to developments in that area.

i) W

ork tow

ards/o

n th

e add

itional articu

lation

places w

ith h

ost an

d oth

er institu

tion

al partn

ers In S

ession 2012/13 the University secured 75 A

dditional Funded Places for entry in Session 2013/14. This new

scheme assists in

meeting the dem

and from articulating students developed through successful partnerships to date.

Following receipt of the S

FC guidance on the schem

e, colleagues from both institutions m

et on a number of occasions to consider

operational aspects. Ultim

ately an Agreem

ent was signed betw

een the university and Aberdeen C

ollege to support successful im

plementation and this includes an outline of responsibilities, confirm

ation of the baseline and target, subject areas, proposed support arrangem

ents and requirements for reporting and m

onitoring. It w

as agreed that Aberdeen C

ollege would:

Augm

ent appropriate target intakes by the sum of the additional places

Recruit students based on dem

and

Deliver S

tages 1 and 2 via HN

provision, supporting by the additional funding made available by S

FC

In turn RG

U w

ould:

Provide Associate S

tudent Status to those learners supported through the additional places

D

eliver stages 3 and 4, enabling access to degree-level study across the relevant subject areas

Provide additional resource to support cross-institution integration Positively there w

as full recruitment to the places. G

iven the relatively short timescale for im

plementation of the schem

e this is considered a very successful outcom

e. A requirem

ent, outlined within the G

uidance, was to record students taking up the places w

ithin the university’s HES

A return for the

entire duration of their period of study, rather than via FES w

hilst they are at the college. This is substantially different to current practice and creates additional w

ork for both the college and university in comm

unicating and recording individual progression. The university’s Student A

dministration team

fully reviewed data m

anagement im

plications and have augmented the R

GU

Enrol Online system

to meet

HES

A data specifications for this particular group. In turn, the college is responsible for ensuring individual students, w

ho are supported by the S

cheme, com

plete the process by providing the necessary data.

16 i)

Develop

men

t of gu

aranteed

agreem

ents –

inclu

din

g th

e extent of co

nversion

of inform

al agreem

ents. W

ithin

these

ag

reemen

ts, please com

men

t on th

e extent an

d n

ature of:

- Th

e pro

vision

of offers to poten

tial stud

ents w

hich

gu

arantee p

rogression

- Cu

rriculu

m m

app

ing

and

curricu

lum

develop

men

t and

its know

n im

pact u

pon

HN

acceptan

ces and

entry

- Joint staff d

evelopm

ent

- Join

t prog

ramm

e evaluation

All agreem

ents within the H

ub are formal and offer guaranteed places at an individual level. Follow

ing the undertaking of a mapping

exercise an articulation route is approved by the signing of individual Course Level A

greements (C

LA) by relevant partners. N

ormally

these are valid for a period of three years, which in term

s of the learner journey aims to provide explicit pathw

ays, an identifiable destination and inform

ation to support learner choices along their journey. As stated previously the H

ub Managem

ent Group ensures that

progression opportunities within subject areas are m

aintained notwithstanding that the portfolios of the college and university w

ill continue to evolve. W

here a Course Level A

greement exists, college leavers are guaranteed a place on the relevant course at the

university, providing that they apply prior to the appropriate UCAS deadline, gain the appropriate H

N qualification, and fulfil any related

academic conditions.

As all form

al routes are codified and guarantee a place, informal activity is quantified w

here a student applies, no formal route exists and

admission is based on the individual student application.

Joint college and university evaluation of each route is undertaken via the Subject Level R

eview M

eeting process. The Process enables the consideration of the perform

ance of articulating students explicitly and is a key mechanism

whereby the student experience is m

onitored and the H

ub partners assure routes are operating effectively. In particular:

There is a minim

um expectation that m

eetings take place annually for each formal articulation route. H

owever keeping in contact

more regularly is good practice and, it is notable that a num

ber of teams m

eet on a regular basis.

Mem

bership includes key course staff involved in delivery from each partner, and on a tripartite basis as appropriate.

M

eetings normally take place betw

een Septem

ber and Decem

ber each year, to ensure timely consideration of perform

ance indicator data (e.g. enrolm

ents, Student A

chievement R

ates, student satisfaction).

A standard agenda is used to guide discussions, and to ensure key issues are considered and any actions identified.

M

eeting provide an opportunity to discuss any planned changes to university or college provision which could im

pact on articulation routes, opportunities to enhance the student experience; and, the on-going suitability of C

ourse Level Agreem

ents. In S

ession 2012/13 a further enhancement to this process w

as the preparation of an overarching summ

ary report for further consideration by the H

ub Managem

ent Group w

hich summ

arised:

At an institutional-w

ide level, themes w

hich had been identified, and relevant actions which w

ould be progressed;

At a subject level, any significant discussions at individual m

eetings and key course/subject specific actions agreed to be taken forw

ard by relevant staff/areas; and

17

Examples of good practice.

This joint annual evaluation, in turn, informs curriculum

developments and staff developm

ent as appropriate. ii)

Plan

ned

and

sustain

able jo

int stu

den

t sup

port system

s and

the p

rogress m

ade to

remove b

arriers to successfu

l tran

sitions

Effective m

arketing: DegreeLink

A significant developm

ent by student-facing services has been that of the DegreeLink brand. Launched in the sum

mer of 2012 the

design work reflects the three H

ub partners, as well as the three stages of articulation (N

amely; H

NC

, HN

D and degree). The

development of a single D

egreeLink website w

hich clearly delineates progression routes from and betw

een colleges, and onwards to the

university is regarded as a step change in the approach to marketing w

ithin the region. A range of associated prom

otional materials and activities have been developed to ensure that both college students and secondary

school pupils are aware of the D

egreeLink offering. The use of social networking applications to prom

ote articulation has been explored, and early indications are that prospective entrants respond w

ell to this informal approach.

Furthermore over the period concerted effort has been m

ade to ensure that marketing and outreach activity prom

otes articulation as a route into education for all, including those from

MD

20 and 40 backgrounds. Inform

ation and guidance: Associate S

tudent Schem

e The university has operated a successful A

ssociate Student S

cheme for those aim

ing to progress to higher education for a number of

years. The main benefit of the S

cheme is access to a specific area on the university V

LE, Cam

pus Moodle, w

here they can make use of a

range of information, resources and support m

aterials; for example diagnostic tools on independent learning, critical thinking and

referencing. Following student feedback inform

ation on the differences between college and university study has been review

ed and the frequently asked questions page updated. Associate S

tudents receive a university student card, and additional benefits of the Schem

e include access to:

University library facilities (both physical and e-resources)

Student rates at R

GU

:Sport

The S

tudent Union

Tim

ely comm

unications from the S

tudy Skills and A

ccess Unit and M

arketing D

uring Session 2012/13 the num

ber of students choosing to enrol to the scheme increased to 183 (from

133). Of these 77 progressed to

the university in 2013/14. Representatives of the H

ub have participated in a number of events to show

case the above approach.

18 Enhancem

ents to transition support: DegreePrep

The university invites all articulating students to attend a pre-entry transition event. Dependent on the achievem

ent rates of the course to w

hich they will progress this ranges from

a ½ day orientation event to a 2-3 day subject-specific program

me.

For Session 2012/13 entry over 70 students attended events (including a subject specific A

ccounting and Finance event in June and a general program

me in S

eptember). O

f those invited to attend take-up was high and feedback indicated that this w

as due to the subject-focused nature. In addition over 150 students attended an O

rientation Event during Fresher’s Week.

Review

of the evaluation feedback from these, coupled w

ith the Transition Survey results and qualitative com

ments, indicated that

elongated transition support would be beneficial. A

s such a review of the operation of transition events w

as undertaken and number of

enhancements planned for 2013/14 entry, w

ith development w

ork being undertaken during the reporting period:

The suite of activities was re-branded as ‘D

egreePrep’ highlighting the desire to better equip students for university study, and linking to the already recognisable D

egreeLink offer.

Two subject-specific D

egreePrep programm

es were offered in June 2013, as w

ell as a general version in Septem

ber for a further three courses.

Revised subject-specific content and the specific focus of S

tudy Skills and A

ccess Unit sessions w

as agreed in liaison with C

ourse Leaders.

Both form

al and informal input from

university students was scheduled to enable those m

aking the transition to raise any queries first-hand w

ith counterparts.

The content of the ‘Orientation Program

me’, delivered during Fresher’s W

eek, was also review

ed to focus on key study skills such as critical thinking and academ

ic writing.

Furthermore, rather than focusing S

tudy Skills and A

ccess Unit transition events solely on the first w

eek of study at the University, a

DegreePrep+

programm

e was developed to run throughout the first S

emester. This provides the opportunity for students to engage w

ith a program

me of key study skills sessions at relevant tim

ings throughout Sem

ester 1.

19 B.

To what extent are these system

s impacting on stu

den

t retentio

n. W

e have provided in Table 5 below articulating student

entrant retention and achievement data for the hub from

the National A

rticulation Database. Please use the table to illustrate your

analysis and reporting of retention: W

ith the ultimate aim

of continuing to improve student retention the H

ub provides support to entrants which is aligned to key points in

their learner journey, including:

Pre application: information, advice and guidance via D

egreeLink and the Associate S

tudent Schem

e

Post application/pre-entry: transition support in the form of D

egreePrep events

Post enrolment: access to core S

tudy Skills and A

ccess Unit resources as w

ell as targeted course interventions as agreed Student A

chievement R

ates for the articulating intake, as well as those continuing, are considered annually as part of the A

nnual Appraisal Process. R

eview of data during this, and the S

ubject Level Review

Process, allows the S

tudy Skills and A

ccess Unit to identify

institution-wide and school/course level trends. The overall achievem

ent rate for articulating students specifically was 86.5%

(an increase of 1.7%

on the previous year, however still rem

aining over 5% below

that of the average). The Hubs approach is to provide a

baseline of support to all, and in addition targeted support where student achievem

ent rates show room

for improvem

ent. Table 5 below

indicates that in Session 2012/13 the num

ber of articulation entrants was at its highest over the four year period. The

number of M

D20 entrants w

as also at its highest. At the sam

e time, against S

ession 2011/12, the number and percentage retained

increased for both MD

20 at 88%, and M

D80 at 91%

. This indicates that the activities of the Hub continu

e to have a constructive impact,

not only on recruitment but also on student retention.

20 Tab

le 5: A

rticulatin

g stu

den

t retentio

n an

d ach

ievemen

t

2

00

9/

10

2

01

0/

11

2

01

1/

12

2

01

2/

13

Reten

tion/

achievem

ent 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 w

ith advanced standing (A

S) 313

24 8%

263

84%

290 27

9%

248 86%

319

35 11%

261

82%

389 41

11%

325 84%

b) AS entrants retained at the end

of year one of study 253

22 92%

231

88%

248 25

93%

223 90%

262

30 86%

232

89%

333 36

88%

297 91%

c) AS entrants com

pleting the course

24 4

17%

20 8%

30

1 4%

29

12%

25 1

3%

24 9%

30

3 7%

27

8%

d) AS entrants progressing w

ithin sam

e course/level 229

18 75%

211

80%

218 24

89%

194 78%

237

29 83%

208

80%

303 33

80%

270 83%

e) AS entrants w

ho did not progress 32

1 4%

31

12%

24 2

7%

22 9%

30

5 14%

25

10%

29 3

7%

26 8%

f) A

S entrants w

ith unknown

retention record 2

1 4%

1

0%

3

0%

3 1%

4

0%

4

2%

4 2

5%

2 1%

21 C.

What activity, if any, is needed on retention of articulating students in light of the inform

ation in the above table? The H

ub will continue to provide bespoke support for all articulating students; this is a substantial undertaking and over the years has

become a m

ajor part of the work of the H

ub. In addition the Hub w

ill continue to target the small num

ber of courses where review

of perform

ance data indicates room for further im

provement, w

orking with course team

s to improve student retention.

D.

What is know

n about student satisfaction with preparation for undergraduate study delivered by college and university on

individual programm

es? What evaluation procedures are in place?

Satisfaction is routinely captured at key points along the student journey.

The university issues a Transition Survey tow

ards the end of Sem

ester 1. In Session 2012/13 results w

ere extremely positive:

99%

agreed that they felt they were ‘settling into their course’

89%

agreed that they felt their ‘course was m

eeting expectations’

90% agreed that they felt they w

ere ‘coping with the w

orkload’

100% agreed that they w

ere ‘satisfied with the quality of their course so far’

In addition to capture views of their course experience, the S

tudent Experience Questionnaire is issued to all students annually.

Responses are then disaggregated by different categories of students, including those articulating. R

esults from S

tage 3 articulating respondents indicated that 75%

agreed that ‘overall they were satisfied w

ith the quality of their course’. This was above the average

Stage 3 result of 72%

, and an increase from 67%

in 2011/12. Furtherm

ore, 86% agreed that their course had helped them

to develop to ‘learn effectively on their own’ and 75%

agreed that their course had helped them

to develop to ‘think critically and analytically’. These results were deem

ed particularly positive given the difference in learning styles betw

een college and university study. Taken together these data com

bined with qualitative feedback received provides the H

ub with assurance that the articulating student

experience is high quality.

22

5 Financial Statement

Please include a financial statement for AY2012-13. The statement should clearly show: Total amount of funding spent by the hub; the costs of each project/activity; any other additional costs incurred; and any under/overspend accrued by the end of July 2013. Income: RGU / Hub Infrastructure £226,000 Aberdeen College £128,000 Banff and Buchan College £46,000 Total £400,000

Expenditure: RGU / Hub Infrastructure 2012/13 Staff Costs – infrastructure £105,000 Staff costs – course and subject £14,500 Staff costs – student support £20,000 Teaching Materials £4,000 Student Transition and Support £35,000 Student travel and subsistence £2,500 Staff travel / subsistence £3,000 Shared course delivery costs £28,000 Marketing £14,000 TOTAL £226,000

Aberdeen College 2012/13 Staff costs - infrastructure £32,800 Staff costs – course and subject £24,950 Teaching Materials £40,450 Marketing / events £15,500 Shared course delivery costs £14,300 TOTAL £128,000

Banff and Buchan College 2012/13 Staff costs – infrastructure £22,277 Staff costs – course and subject £12,773 Teaching Materials £2,300 Marketing / events £6,300 Staff Travel / subsistence £2,160 Student Travel / Subsistence £190 TOTAL £46,000

110


Agenda Item 6.3

Student Support Services- Staffing Structures

1. Introduction1.1 Thepurpose of this paper is to update theCommittee onprogresswith the staffing

structures within Student Services.

2. Background2.1 As was noted in the paper to the Committee of 26 November 2013 following merger on

01 November 2013 the area of Student Services was formed under the leadership and guidance of the Vice Principal Student Services.

2.2 It was also noted that Student Services spanned the key functional areas of:

• Support services for Students (including guidance, learning support and careers);• Libraries and Learning Centres (including IT and Assessment Centres);• Resources for Learning;• IT;• Technical Support;• Safeguarding.

2.3 Prior to merger the work of shaping Student Services was essentially done through two work streams, namely Student Services and ICT.

3. Student Services Management Structure3.1 The Vice Principal Student Services took the view that the starting place for Student

Services was to create a regional management team.

The rationale for this approach was as follows:

• IdentificationofthekeyfunctionalareasofresponsibilityacrossNorthEastScotlandCollege of the Vice Principal Student Services;

• The need to consider a regional team;• The need to consider interdependencies between the key functional areas;• Theneedtoensureefficientalignmentofandwithinthekeyfunctionalareas;• The need for individual managers to have an input into their structures ensuring regional

direction and leadership;• The need for individual managers to lead on input into key Student Services strategies;• The need to rationalise the number of current direct reports.

3.2 A proposed structure identifying four key service areas was presented to the Senior Management Team. Those four key service areas were:

• Student Support;• IT Services;• Technical Services;• Learning Technologies.

3.3 Following consultation and further consideration by the Senior Management Team it was decided to go with three service areas namely:

• Student Services;• IT and Technical Services ;• Learning Resources.

111


Agenda Item 6.3

3.4 A competitive selection process was undertaken to appoint three managers to lead each of these services and the successful outcome of that process was as follows:

• Susan Betty as Head of Student Services;• Scott Matthew as Head of IT and Technical Services;• Robin McGregor as Head of Learning Resources.

3.5 Each of these managers was asked to propose structures reporting to them that would deliver a quality service to students whilst at the same time delivering the planned savings of 10% from front line staff and 20% from management posts.

4. Student Services4.1 Following a proposal from the Head of Student Services and approval from the Senior

Management Team it was agreed to consult on a structure that had two delivery areas, namely Advice and Information Services, and Learning Support.

4.2 Advice and Information Services would have responsibility for setting up student placements careers, employability/My World of Work, UCAS applications, enterprise activities, Volunteering opportunities, pastoral care, aspects of welfare, student funding, proceduresaroundtheCollegenurseryatFraserburghandfinancialcapability.

4.3 Learning Support would have responsibility for needs assessments, learning support, Looked After Children, external support partnerships, safeguarding and the generation of extended learning support.

4.4 The proposed structure would have a manager looking after each of these delivery areas and a number of posts reporting in to each of these areas. The opportunity was taken to reduce the different types of post and create roles that would be the same across the whole of North East Scotland College.

4.5 Following consultation this structure was agreed and at Appendix 1 is an update on the status of each of the posts in the Student Services structure.

5. IT and Technical Services5.1 Following a proposal from the Head of IT and Technical Services and approval from the

Senior Management Team it was agreed to consult on a structure that had three delivery areas, namely Business Systems, IT Operations, and Technical Services.

5.2 Business Systems would have responsibility for software procurement and development, technical aspects of business systems, report writing, application support and business systems improvement.

5.3 IT Operations would have responsibility for managing the contractual relationship with RM Education Ltd, change management, procurement and budget management, software licensing and innovation and technical prototyping.

5.4 Technical Services would have responsibility for support of specialist equipment and machinery, support for specialist areas, events support, project delivery, research and development and stores and workshop support.

5.5 The proposed structure would have a number of posts reporting in to each of these areas and the opportunity was taken to reduce the different types of post and create roles that would be the same across the whole of North East Scotland College.

5.6 Following consultation this structure was agreed and at Appendix 2 is an update on the status of each of the posts in the IT and Technical Services structure.

112


Agenda Item 6.3

6. Learning Resources6.1 Following a proposal from the Head of Learning Resources and approval from the Senior

Management Team it was agreed to consult on a structure that had two delivery areas, namely Information Services, and Learning Technologies.

6.2 Information Services would have responsibility for libraries and resource centres.

6.3 Learning Technologies would have responsibility for IT Centres, assessment centres, learning technologies, the Virtual Learning Environment, IT literacy and staff training.

6.4 The proposed structure would have a number of posts reporting in to each of these areas

and the opportunity was taken to reduce the different types of post and create roles that would be the same across the whole of North East Scotland College.

6.5 Following consultation it was agreed to adapt the structure that was originally proposed and to have three delivery areas namely Information Services, IT and Assessment Centres and Learning Technologies. It was felt this split gave better balance in each of the areas. At Appendix 3 is an update on where we are with each of the posts in the Learning Resources structure, the plan being to have completed the process no later than July 2014.

7. Recommendation7.1 ItisrecommendedthattheCommitteenotethecurrentstatusofthestaffingstructures

within Student Services.

Rob Wallen Frank HughesPrincipal Vice Principal Student Services

114



Student ServicesJob title Restructure status Location

Head of Student Services In post Regional

Project Administrator Maternity cover in place Aberdeen City

Administrator Vacancy - recruitment process in hand Fraserburgh

Advice and Information Manager In post Regional

Student Adviser In post Aberdeen City



Student Adviser Vacancy - recruitment process in hand Aberdeen City

Student Adviser In post Fraserburgh

Student Adviser In post Fraserburgh

Student Adviser Vacancy - recruitment process in hand Fraserburgh

Placement Coordinator Maternity cover in place Aberdeen City

Accommodation Coordiantor In post Aberdeen City

Information Assistant In post Aberdeen City

Information Assistant In post Aberdeen City

Learning Support Manager In post Regional

Inclusiveness Coordinator In post Aberdeen City

Inclusiveness Coordinator Vacancy - recruitment process in hand Aberdeen City

Inclusiveness Coordinator / Looked After Children Vacancy - recruitment process in hand Aberdeen City

Inclusiveness Coordinator / Looked After Children Vacancy - recruitment process in hand Fraserburgh

Assistant Inclusiveness Coordiantor In post Aberdeen City

Learning Support Tutor In post Aberdeen City




Study Skills Tutor Vacancy - recruitment process in hand Fraserburgh

Senior Learning Support Assistant In post Aberdeen City

Learning Support Assistant In post Aberdeen City

Learning Support Assistant In post Fraserburgh




116



IT and Technical ServicesJob title Restructure status Location

Head of IT and Technical Services In post Regional

Business Systems Manager In post Regional

Senior Software Developer In post Aberdeen City

Senior Software Developer In post Fraserburgh

Business Systems Analyst In post Fraserburgh

Software Developer Vacancy - recruitment process in hand TBC

IT Operations Manager Vacancy - recruitment process in hand Regional

Senior IT Analyst In post Fraserburgh

Technical Services Manager In post Regional

Senior Technician (Eng & Const) In post Aberdeen City

Senior Technician (Eng & Const) In post Fraserburgh

Technician (Multimedia) In postAberdeen City / Altens




Technician (Multimedia) Vacancy - recruitment process in handAberdeen City / Altens

Technician (Multimedia) In post Fraserburgh

Technician (Science) In post Aberdeen City

Technician (Science) In post Aberdeen City

Technician (Eng/Const) In post Aberdeen Altens




Technician (Eng/Const) In post Fraserburgh

Storekeeper/Technician (Eng/Const) In post Aberdeen Altens

Storekeeper/Technician (Eng/Const) In post Aberdeen Altens

Storekeeper/Technician (Eng/Const) In post Fraserburgh



Workshop Assistant (Construction) In post Aberdeen Altens

Workshop Assistant (Construction) In post Aberdeen Altens

118



Learning ResourcesJob title Restructure status Location

Head of Learning Resources In post Regional

Information Services Manager Starting date to be agreed Regional

Assistant Librarian (Aberdeen City and Altens) Matching across process under wayAberdeen City / Altens

Information Assistant Matching across process under way Aberdeen City

Information Assistant Matching across process under way Aberdeen City

Information Assistant Matching across process under wayAberdeen City / Altens

Information Assistant Matching across process under way Altens

Customer Support Adviser Matching across process under way Aberdeen City

Customer Support Adviser Matching across process under way Aberdeen City

Assistant Librarian (Fraserburgh and Craibstone) Matching across process under wayFraserburgh / Craibstone

Information Assistant Matching across process under way Fraserburgh

Information Assistant Matching across process under way Fraserburgh

Information Assistant AdvertiseinternallyinfirstinstanceFraserburgh / Craibstone

Learning Technologies Manager Starting date to be agreed Regional

Learning Technologies Specialist Matching across process under wayAberdeen City/Altens/Craibstone/Fraserburgh

Learning Technologies Specialist Matching across process under wayAberdeen City/Altens/Craibstone/Fraserburgh

IT and Assessment Centre Manager Starting date to be agreed Regional

ITC Development Specialist Matching across process under wayAberdeen City/Altens/Craibstone

Instructor Matching across process under wayAberdeen City/Altens/Craibstone




Assessment Centre Assessor Matching across process under way Aberdeen City

IT and Assessment Centre Administrator Matching across process under way Aberdeen City

120


Agenda Item 6.4

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

2. Background 2.1. The work on developing a quality framework for the new College was initiated by the

pre-merger Quality Workstream of the Interim Leadership Group (ILG). Subsequent collaboration between the respective Quality Teams of the former Aberdeen and Banff & Buchan Colleges helped develop a shared sense of what was required in terms of quality approaches for the new College.

2.2. Whilst differences existed, the considerable similarity in the arrangements of the two former Collegeshelpedgivethoseinvolvedinearlydiscussionsasignificantdegreeofassurancethat a suite of quality approaches could be derived from both organisations. Subsequently, theQualityTeamsidentifiedandagreedthatthebestquality-relatedpracticebetweenthe two former Colleges should be brought together in a single quality framework.

2.3. Further work on developing the framework has been undertaken by the NESC’s Quality Team and the Quality Improvement and Assurance Committee (QIAC) of the Academic Board. The QIAC is chaired by the Vice Principal Organisational Services and provides a high-level forum for Heads of key curriculum and support teams to shape quality arrangements and facilitate effective leadership for quality improvement in the regional College.

3. Draft Quality Framework3.1. In formulating this draft framework the most effective arrangements of both Aberdeen

andBanff&BuchanCollegeshavebeenidentifiedandincorporatedintoasinglequalityframework document (Appendix 1).

3.2. The document focuses on tried, tested and successful quality assurance and quality improvement approaches. It also seeks to develop further, innovative ways of developing further and sustainable improvements.

3.3. Thekeyqualityapproachesidentifiedinthedraftqualityframeworkinclude:

• Self-evaluation for quality improvement;• Course approval;• Internal quality audit;• Lesson observation;• Performance Indicator analysis;• Internalverification;• Student engagement in quality improvement;• Complaints, compliments and comments;• External awards and standards.

3.4. Whilstthisdraftframeworkprovidesafirmfoundationforthesustainableimprovementof student outcomes and experiences it is, however, important to recognise that it is unlikely to remain unchanged during the course of the next academic year. At the time of writing this report the College had entered into discussions with the SFC regarding potential changes to the external quality review model. Accordingly, the outcome of any subsequent discussion with the SFC is likely to impact on NESC’s quality framework and quality cycle.

121


Agenda Item 6.4

3.5. If approved it is anticipated that a single quality framework and related quality cycle will be implemented, and communicated to staff, for the start of AY2014-15.

4. Recommendation4.1. It is recommended that the Committee consider the quality framework and quality cycle

proposed in this paper.

Rob Wallen Neil CowiePrincipal Vice Principal Organisational Services


North East Scotland College Quality Framework

Quality Assurance and Quality Improvement Activities

The College implements a range of quality assurance and quality improvement activities to measure the quality of different aspects of its service and together they make up a framework which follows an annual cycle as detailed below:

Activity Timescale Self-evaluation - Each College team reviews and reports on its own performance on an annual basis through a process of self-evaluation of teaching programmes and key College functions. For 2014-15 it is anticipated that self-evaluation processes win evolve and teams will add to 'live' self-evaluation reports at key times during the academic year i.e. November, February and May. Specifically College processes require self-evaluation reports to be published for: • Programme Teams; • Faculty Teams; • Support Teams; • The Student Association; • Senior Management Team; • Board of Management. The College also produces a self-evaluation report on its progress on meeting the requirements of the Regional Outcome Agreement (ROA). Responsibility for the completion of this lies with Depute Principal. The Scottish Funding Council also requires the College to submit an Annual Quality Report (AQR), incorporating summary self-evaluation information from across the College. The AQR also acts as the institution-wide, self-evaluation report. The completion of this document is the responsibility of the Vice Principal - Organisational Services.

End of June. End of June. End of August. End of August. End of September. End of October. End of October. End of October.

Course approval - The College implements a formal process for the validation, approval and review of programmes across all centres. This is managed by the Curriculum Approval Panel (CAP) of the Academic Board. In 2014-15 the CAP will, In conjunction with curriculum colleagues, measure the impact of unit or programme changes on student outcomes.

Monthly.

Internal quality audit - An annual Internal Quality Audit Schedule is developed and approved by the Senior Management Team (SMT). Audit topics range from Teaching Master Packs to specific key College processes and are representative of activities and resources College-wide.

On-going throughout the year and reviewed annually.

Lesson observation - The College measures the quality of teaching by observing lecturers and instructors. New staff are observed with their early development in mind to enable them to adopt good teaching practice from the beginning of their careers. Once they are more experienced, they are observed from a critical but supportive viewpoint.

On-going throughout the year and reviewed annually

Feedback is also sought from learners as well as the individual being observed. Traditionally lesson observations have done conducted different personnel using different practices. Work continues on harmonising lesson observation practice across all College campuses. Themes from lesson observations are identified in reports for and discussions at SMT and Academic Board. Good practice, themes and issues raised identified through lesson observations help to inform the College’s CPD strategy.

Performance Indicator (PI) Analysis - The College gathers and analyses key performance indicators from a variety of sources. Such data helps inform action planning for quality improvement and includes information relating to: • Student retention; • Student attainment; • Student-related equality outcomes; • Programme-specific benchmarking outcomes; • Lesson observations outcomes; • Student satisfaction; • Complaints, compliments and comments; • Internal and external verification outcomes; • Staff and room utilisation. PI trend data is provided for each course prior to the completion of the annual self-evaluation reports. PI data is also collated and analysed at a number of levels such as programme team, faculty and school level. The College Is developing a more predictive approach for PI analysis and is to establish in 2014-15 an 'in-year' estimation process of student success. This initiative will enable curriculum and support staff to identify earlier students 'at risk' and will allow the College to intervene and put in place appropriate support strategies to prevent student withdrawal or failure. Further work is being undertaken to enhance the data collection for student progression, particularly in relation to employment.

Throughout the year. Annually at end of the Academic Year. November. February and May.

Internal verification - It Is a condition of approval to offer qualifications by awarding bodies that the College will internally verify assessment instruments to ensure their fitness for purpose. It is also a condition that they will internally verify a sample of assessments to ensure that marking schemes have been applied rigidly and that agreed standards have been met. The College has devised robust and award body-accredited procedures for the management of internal verification. Procedures and standard forms are made available to staff on the College Intranet.

On-going throughout the year.

Student discussion groups - The Principal and members of the Senior Management Team (and other staff in key roles) each chair a number of Student Discussion Groups per year. The purpose of these is to provide students with the opportunity to give feedback on their learning experiences at the Colleae to senior staff who are responsible

Ongoing throughout the year.

for the services delivered.

Student focus groups - At the beginning of the academic year key themes relating to student experience are identified from self-evaluation reports and student feedback. Based on these themes focus group discussions are arranged with class groups and are facilitated by members of the Quality Team. Issues identified by students are collated and circulated to managers for action. On occasion if students have issues of concern relating to their learning experiences, managers may ask for a focus group to be convened. A Senior Lecturer (Quality Improvement) will facilitate discussion and forward the information to managers for action.

On-going throughout the year. Feedback is collated annually and any relevant cross-college actions identified.

Student-led peer reviews - In order to develop student engagement and partnership working in qualify improvement student-led peer reviews are conducted with class groups by members of the Student Association (SA), assisted by the College's Student Engagement Officer. These reviews have a standardised format based on key quality indicators within the Education Scotland Quality Framework. SA representatives will ask specific questions of students that relate to their learning and College experiences. Feedback, in Ihe form of a structured report, is forwarded to the Heads of Schools and Head of Quality for consideration and possible action. An overview report encompassing a summary of the findings of all the reviews within the academic year is provided by the SA to the Senior Management Team.

On-going throughout the year.

Client surveys - The views of students and employers are actively and regularly sought to assist the College to identify improvements based on client feedback. Surveys of student opinion on induction and on the whole student experience are carried out by the Quality Team. An annual Employers' Survey elicits employer opinion at the end of the academic year. Most surveys are conducted online. Data and findings are analysed and reported within self-evaluation reports, to the Quality Improvement and Assurance Committee of the Academic Board. Where shortfalls are identified an action plan is agreed and enacted to ensure that issues of possible concern are improved or corrected. Internal support team satisfaction surveys are also carried out and used to inform support team self-evaluation.

First Impressions Survey - October Student Satisfaction Survey - March Employers' Survey-June Internal support team Survey - May

Complaints – To fulfil the requirements of the Scottish Public Services Ombudsman (SPSO) the College monitors all complaints. The complaints procedures are managed by the Head of Quality who ensures that each compliant is logged and that each complainant receives a response within standard response times. Summary complaints reports are forwarded to the Board of Management and the Senior Management Team.

On-going throughout the year with a summary report prepared at the end of the Academic Year.

Suggestions - The College invites suggestions from students, staff and visitors and suggestion boxes are located throughout College buildings. All suggestions are responded to by the Head of Quality.

On-going throughout the year with a summary report prepared at the end of the Academic Year.

External awards and standards - A commitment to quality improvement underpins the College's approach to the delivery of services. As well as meeting the requirements of award bodies and Education Scotland the College actively promotes the achievement of external quality standards. In this way it can demonstrate to the public that it has achieved nationally recognised quality standards across the range of its services.

On-going throughout the year

Course Committee Meetings -Teaching teams hold meetings with student representatives at least twice annually to discuss the learner experience and outcomes on each course. Any identified actions are noted and progress recorded as appropriate at the next meeting.

Twice annually -usually November and March

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Agenda Item 6.5

Students’ Association

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

Association.

2. Papers from Students’ Association2.1. Attached as appendix 1 is a strategic plan that has been prepared on behalf of the

Students’ Association.

2.2. Attached as appendix 2 is a proposed budget for the Association for AY2014-15, put together with support from NUS Scotland.

2.3. The budget includes an assumption that the Board would provide a block grant of £40,596 for AY2014-15, and that the Students’ Association would also use all of the remaining Transformation Fund resources, which are assumed to be £176,000. There is no indication of other streams of income, other than a possible £9,500 from selling NUS Extra cards and SA hoodies.

2.4. The proposed expenditure against budget does not seem to include the cost of the three sabbatical posts that have been created in the new governance structure for the Students’ Association.

2.5. The expenditure against the Transformation Fund budget appears to include three staffingposts–anSAManager,anEngagementandEnhancementCo-ordinatorandaCommunication and Finance Co-ordinator – with a combined cost of £79,000 (although there is no indication as to whether this includes on costs).

2.6. There is no indication as to how the costs of these posts will be met in AY2015-16 when there is no Transformation Fund money available.

3. Accounts3.1. It is understood that accounts for AY2013-14 are not yet available.

4. Conditions of Grant4.1. The former Aberdeen College Students’ Association was offered a block grant from the

Board of Management on the basis of a set of conditions of grant. A copy is attached for information as appendix 3.

5. Recommendation5.1. It is recommended that the Committee consider the papers provided by the Students’

Association.

Rob WallenPrincipal

North East Scotland College Students’ Association, Aberdeen City Campus, Aberdeen AB25 1BN

Fraserburgh Campus, Aberdeenshire, AB53 9GA 01224 612273


Date: 16th June 2014 Cover Paper for NESCol SA Strategic Plan This paper includes NESCol SA strategic plan which was created June 2014 by members of the Interim Regional Executive Committee (IREC) and other members of the current executives. The strategic plan is for three years which the IREC thought was an appropriate time, since it would give focus and clarity the students’ association for the next few years, but also recognised that there was still a lot of uncertainity in the new college which would make planning past three years challenging. The strategic plan is being presented along side the budget proposal so the members of board are able to see the long term direction of the association. Included in this paper are the notes from the strategic planning day facilitated by Partnerships for Change. It was thought that the board would find the notes, particularly the SWOT exercise useful, in terms of understanding where members of the students’ association executives are coming from. Members of the board are invited to note the students’ associations strategic plan.



Vision

• NESCol Students’ AssociaIon is here to represent and support all students during their Ime at college. • “We are the Students’ Associa2on, NESCol SA is our abbrevia2on, we represent you through your educa2on, we'll support you to be an inspira2on.”

Mission • We are an organisaIon run by students working with the college to represent you to make your experience the best it can be.

Values •  Our values that enable this vision and mission are diversity, equality, co-‐operaIon, integrety, democray, and empowerment.

North East Scotland College Students’ Association Strategic Plan

2014-17



Appendix 1 NESCol SA Strategic Plan What does all this mean? Vision: NESCol Students’ Association is here to represent and support all students during their time at college. Mission: We are an organisation run by students working with the college to represent you to make your experience the best it can be. “We are the Students’ Association, NESCol SA is our abbreviation, we represent you through your education, now go and be an admiration.” Identified the following groups of students as having consistently low engagement with SA: technology, engineering, travel and tourism, ESOL. The following groups of students usually have high engagement with the SA: Social Sciences and Learning Opportunities. Where is the organisation now? A SWOT analysis was taken of the SA. The following were identified as Strengths, Weaknesses, Opportunities and Threats:

• Build a staffing structure to fit our needs and future needs • Trustee Board • Develop shared services with college • Explore mulIple strands of sustainable funding

Sustainable future

• College wide partnership agreements •  Development of Student Experience CommiZee

Partnered working

•  Support cross campus cooperaIon • Develop a communicaIon strategy , including digital communicaIon

Many campuses 1 college

• AcIviIes • OpportuniIes • Community

Students at the heart

• Class rep structure • LiberaIon groups • DemocraIc structure

RepresenIon for all



Strengths • Able to speak to students

outside the office – have good engagement levels.

• All previously been students in the college

• Good relationship with BoM • Diverse cultures between two

areas • Ability to compromise • Ability to bounce ideas off each

other in a group • Good working relationship

between areas • Got through merger together • Large student population • Have run student engagement

events, peer-led reviews • Can have fun • Forward planning

Weaknesses • Distance between areas • Diverse cultures between two

areas • Lack of Communication between

the executive between North/South

• Lack of engagement in some areas ie south/engineering/Altens campus

• Not a shared vision between North/South SA officers

• Large student population – making it hard to reach out, hard to represent them

• Low student engagement • Low election turnout • Low perception of SA • Communication between

North/South offices and College Management Is not working

Opportunities • Expansion/development of SA • Increase engagement through

societies/activities • Due to large student body =

opportunity to capitalise/mobilise

• Inter-campus leagues ie football/rugby

• Use website to drive funding • There’s an opportunity to create

a shared vision between North/South offices

• Fresh start • Improve relationships between

North/South • Large Student Population –

Opportunity to engage with lots of students

• Opportunity to create a new model of working

• Larger Space • Improve communication

between North/South SA offices

Threats • Budget/low funding • Agenda set by

BoM/politicians/management can impact work

• Inward thinking • Unable to differentiate between

what is good for individual or association

• Accepting what management want rather than what student voice want.

• Apathy among student body • Distance between campuses • Not having shared vision

between north/south SA officers may cause the SA to not be able to work together

• Large student population making it difficult to represent them all?/Engage them with the SA

• Low perception • Too much forward planning –

could cause us to forget the here & now

Where do you want the organisation to go? Areas Identified for SA work Nine areas were identified as areas of work for the SA. These were;

• Partnership with Community • Communication • Representation of students at every level



• Promote Good well-being including mental health • Sustainable – SA doesn’t fail

o Well-funded, staff support • Self-Governing of SA • Good relationship with students • Partnership with Management • College Agreements on how to work with SA

These nine were whittled down to the following six, under the assumption that all of these six would be working towards a good relationship with students.

1) College Wide Agreements 2) Communication with students and between campuses 3) Self-Governing 4) Representation of students at every level 5) Partnership with Management 6) Sustainability for SA

How do you want to get there? Stakeholder Mapping The following groups were identified as stakeholders for the Students’ Association, recognising that their opinions or participation would/could influence the work of the students’ association.

• College Management • Students • Local businesses – to advertise events • Local community • The SA executive • College staff specifically

o Student services staff o Lecturers o Guidance Tutors

• NUS • sparqs • Education Scotland – there’s an external review likely in academic year

2014-25 • Other students’ associations, particularly those in Aberdeen • Local Politicians • SFC’s Outcome Manager

SMART Objectives College Agreements – Example creating a safe space S: College Agreement on Safe Space M: Support from College board NUS help writing proposal A: Is space available? Cost? Resource? R: Yes = But total buy in from all parties T: 1 year to achieve 3 months review – 6month/1yr review Partnership with SMT & BoM S: Monthly meetings with named person for SA M: Yes through number of meetings A: Yes take some planning R: yes depending on management engagement T: yes every month



Representation S: Create Representative Structure M: Through student responses A: Yes, by looking at what works and adapting it to make a new structure R: Yes by looking at student feedback, advice from other SAs T: ongoing, due to issues which may arise Self-Governing S: Evaluation of Autonomy M: Track decision overruled decisions made by college alone, SWOT, self-evaluation and independent evaluation comparisons A: Yes with independent bodies R: with good relationships (with whom?) T: 1 year Good Relationships with students S: 65% class reps M: Record of class reps A: with support from guidance, lecturers/SA R: yes with reasonable objective T: 1st three months of academic year Communication S:Website, local stakeholders, all student emails, facebook/social media M: Student involvement increases, responses to the communication, social media tells you how many saw it A: Social media all ready set up, website in process of setting up, all student email in North already available in south if passed through manager R: All realistic T: Most are in place as of now, all student emails may be changing to regional so will take time Promotion of Good wellbeing/Health & Mental Health S: 2-3 health promotion activities a year M: through how many people go to the activities A: yes but there may be some restrictions R: Yes T: Yes, 2 a year Nov/May time Sustainability: 3 SMARTs S:Using website to drive funds, sell advertising potential 15k M: how many hits the website gets A: yes, dependant on interest R: yes, little man power for a lot of gain T: lot of set up time but once set up ok S: Enterprise Events, which promote engagement, specifically craft club/fairs M: how much money it makes in terms of man power A: can face some constraints R: yes and no dependant on other factors (what other factors?) T: No, not timely but can be beneficial S: Sell NUS Extra cards to drive funds M: Yes, how many cards you sell A: yes and is constant, every year R: yes, little man power for a lot of gain T: can take time to promote, but not much effort



Partnership with Community S: Promote college/SA to academies by inviting academy students to SA events M: Interest from academies, engagement levels A: Yes dependant on interest and relationship R: yes because events will already be happening T: yes because events will already be happening What do we want to achieve? Sustainability:

• Having a member of staff • Clear structure achieved by creating SA democratic structure, Decision

making structure finance procedure, office procedure, staff-sabbatical protocol,

• Good relationships with external organisations ex) universities and businesses. to raise profile and get funds, being able to share good practice

• Accurate books and clear budget achieved by staff support from college or students’ association.

• Well-Funded o Create a sustainable budget plan to negotiate with college o Develop external streams of funding with support from staff within

the students’ association. • Good working relationships with students and staff • Steady income – get a staff member to help • Promote SA • Strategic Plan

Partnership with Management

• Trust • Regular input

o Create monthly meetings between regional president and principal o Create regularly meetings with sabbatical team and members of

SMT. o

• Common ground • Know where each party stands • Up to date information and communication – formalise meetings/meet

regularly o Develop a information sharing procedure, including weekly

updates, email list, phone calls shared. • Strengthen relationships • Compromise –# • Feedback through reports

College Wide Agreements

• Regular meetings with the college BoM • Bounce idea off each other – SA, College • Strategic planning with the college • Have a plan/report detailing what you would like from the college and

what support you would like • Developing an agreement,

o Initial Report o Discussion with amendments most likely made o Feedback and final agreement



Communication with students and between campuses

• Monthly student association newsletter • Blogs on SA website – advertise • Use of all student emails • Social Media – advertise • Staff support to be able to run website • Membership drive for website • Go Out and Talk to students (GOAT) • Posters/leaflets • Website – advertise on college website

o Create a plan for the website, research into costing and resource for website using NUS expertize, secure staff support to create and manage website

Self-Governing What? Make decisions independently of the college on issues which would directly impact student body/association Who? REC along with the guidance of the trustee board and by steerage of the SRC WHY? So that decisions can be made specifically for students independent of/in conjunction with college management (autonomy) When? By end of academic session 14/15 How? Create SRC, SRC Link Representation for all Classroom to Boardroom to Classroom What? Representation = a system where the student voice can it mean at all levels within college Who? SA with staff support, class rooms to board and back again, management and students Why? Ensure fair representation across all levels, liaison panel, SRC, Exec, committees, Board When? Within the first year How? Implementation of a structure which ensures the student voice can be channelled appropriately and heard at the appropriate level. training class reps, promoting system, educating staff, identifying SA champions in college staff.

North East Scotland College Students’ Association, Aberdeen City Campus, Aberdeen AB25 1BN , Fraserburgh Campus, Aberdeenshire, AB53 9GA

01224 612273

Agenda item 6.5 Appendix 2 Date: 16th June 2014 Proposed Students’ Association’s Budget AY 2014-15 Cover Paper: This paper presents a proposed budget and expenditure for North East Scotland College Students’ Association, for academic year 2014-15. The paper explores two streams of funding available to the students’ association; one is the combined block grant of each former students’ association would have received, the other is the additional Transformation Funds provided to the college from the Scottish Funding Council to be used for student engagement and students’ association activity.

• Combined block grant equals £40,596. • Transformation Funds at time of writing was approximately £176,000.

The paper also explores some income generating activities. The board is asked to read, discuss and approve the proposed budget. Following an approval from this committee there are some next steps the Interim Regional Executive (IREC) has identified, but the board may which to add to:

• Discussion of how Transformation Funds will be managed to the Students’ Association

• Formalise the financial policies and procedures, both within the Students’ Association and between the Students’ Association and the College.

• Set up appropriate budget codes and management of the Students’ Association account.


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Introduction This paper is a budget proposal for NESCol Students’ Association for AY 2014-15. The paper explores two streams of funding for the students’ association; Core Funding and Transformation Funds. The paper also explores some income generation that the Students’ Association plans to take on. Prior to discussions of the budget and allocation of funds members of the Interim Regional Executive (IREC) and current executive members met to create NESCol SA’s three year strategic plan, which is presented alongside this paper. This strategic plan helped to focus where the funds should go. The Core Funding is the combined block grant that the two former students’ associations received. This figure of £40,596 will be used on core students’ association business; these are activities that the associations would have continued doing regardless of merger and the creation of a new students’ association. The Transformation Funds are funds given to the college by the Scottish Funding Council for increased student engagement and development the students’ association. Therefore the Transformation Funds will cover new initiatives and staff costs that are required to fulfil the students’ association’s ambitions strategic plan. At time of writing the IREC, were unsure how much money was left in the Transformation Funds budget. However, it was estimated through the information known that approximately £176,000 was left. Therefore all costs associated with the Transformation Funds would need to be re-evaluated if there is less money remaining. This paper outlines the expenditure first of Core Funding, secondly Transformation Funds, and lastly income streams. There are appendices included at the end of the paper which include the job descriptions of additional staff support. Core Funding: The following activities and costs have been identified as core funding for the students’ association. Events Budget £18,000 This is for all students’ association events at the college throughout entire academic year. This would include the following

• Fresher’s week • End of year bash • Awareness weeks • Class rep events • SRC events • Campaigns • Student Executive Planning/Induction Events • Supporting class activities/enterprise projects

Affiliation fees: £4,100 This will include current affiliations i.e. membership to NUS and the National Trust Scotland membership, as well as any other as agreed at AGM.


01224 612273

Training Budget £2,000 This is for officer training, which would include NUS Scotland or UK and sparqs training for officers, student board members, and trustees. NUS Events Budget £3,000 This is for NUS conferences and Events but does not including travel. Conferences and events could be in Scotland or any other part of the UK. Travel Two separate travel budgets were proposed since the bigger association would have more travel costs, but currently it is impossible to know how much travel across the region would be. Therefore, it was agreed that it would be useful for forward planning if local or regional travel could be accounted for separately.

• Local budget £5,000 for local travel. This budget may not be used entirely but at the moment it is unclear how much travel will be needed for core students’ association business or events, outside of the sabbatical officers’ travel; which is why this number is high, until we get a better idea of day to day, week to week travel might look like. The £5,000 will be half made up of the students’ associations’ core funding of £40,596 and the other half from transformation funds since it’s about creating the new regional students’ association.

• Outside North East Region budget for £3,000 for travel outside, this would include travel to NUS conferences and events, and any other events or meetings required of members of the students association.

Combined this would be a total of £5,500 coming from Core Funds. Elections Budget £1,000 This budget for elections would include all the promotion, advertisement, candidates packs, and budget for candidates standing. It’s difficult to set an accurate budget for elections, because the number of candidates who stand in elections in unknown, therefore it is unknown how much money will be need to support them. In time this budget may be amended to reflect a more accurate spends on elections. Accounts Budget £2,600 This will include any accounting fee whether provided externally or through the college. Clubs and Societies Budget £4,396 This budget is to support clubs and societies. This could include giving societies a small grant to start up or run an event. Total expenditure of Core Funding is: £40,596


01224 612273

Transformation Funds: The following activities have been identified as additional needs to help set up a new, regional students’ association, in line with the associations’ three year strategic plan. Staff support The Interim Regional Executive has identified on several occasions that additional staff support would be advantageous. At the time of writing this paper members of IREC were discussing the role of the Students’ Association Manager, with SMT. The discussions have included making the Students’ Association Manager role permanent, but the first years’ salary would be covered by Transformation Funds. There are two other posts that the Students’ Association would like to create, which are an Engagement and Enhancement Co-ordinator and a Communication and Finance Co-ordinator. Job Descriptions to both these roles can be found in Appendix 1. In summary three members of staff are requested with their salaries and costs below.

• Request the College continue to provide staff support to the association in the form of a S.A. Manager. This would be a college staff member provided as part of the overall support package from the College. The salary would need to be evaluated on college pay scale, although IREC has budgeted £35,000 to cover this role.

• An Engagement and Enhancement Co-ordinator, approximately £22,000 for salary and overheads, although salary would need to be evaluated on college pay scale. Job Description is included in the appendixes.

• A Communication and Finance Co-ordinator, approximately £22,000 for salary and overheads, although salary would need to be evaluated on college pay scale. Job Description is included in the appendixes.

Both the job descriptions of the Engagement and Enhancement Co-ordinator and Communication and Finance Co-ordinator have been written for two year posts. However, members of IREC are aware that this is dependent on funding, since Transformation Funds will only cover the first year salary. Total of approximately £79,000 spent on staffing resource. Website Budget £25,000 IREC has identified the need for the creation a new students’ association website. This budget would include the following, but does not include the salary of the Communication officer.

• Set up costs • Running costs • Maintenance • Income streams


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Communication Devices Budget £15,000 This covers the purchase of mobile communication devices for the executive, which could include tablets, and the ability to have meetings via of video conferencing medium. The lack of communication between the two students’ association offices was highlighted as a major weakness and risk of the students’ association in the strategic planning day. There is a commitment and willingness from the new officers to address this, but having the correct devices is also needed. Office Budget £2,000 This would include any leaflet or posters that the association might do for communicate with students.

• Stationary • Printing • Maintenance

Trustee Board Budget £3,000 This would be for the set up and operation budget for the trustee board. NESCol SA Constitution requires there to be a trustee board. This is a new endeavour for the new association so will be covered by Transformation Funding. A presence on Altens Campus Budget £3,000 This would be used to help create a stronger students’ association presence on Altens campus. This money could be spent on Altens specific focus groups or to re-equip the office/room that former Aberdeen College Students’ Association used for their activities in Altens. It was identified at the strategic planning day that Altens campus had historically poor engagement with the students’ association and the student population of the campus warrants student association investment. However since this is a new piece of work for the new students’ association to take on it will initially be funded through Transformation Funding. Executive Development Budget £4,000 For the development of the volunteer executive members, there will be 12 of them, 6 for each area. These are new positions with a new way of working and support and development will be needed to capitalise on their time in office. Student Representative Council and Student Forums Budget £5,000 For the development of a new SRC and formation of student-led forums to gain opinions and feedback. These are both new things that underpin the democratic structure of the new students’ association. Student representation and engagement project Budget £15,000 This budget is designed to be an operational budget for the Engagement and Enhancement Co-ordinator to work with, this could include focus groups, consultation events, travel to events, resources that need to be produced. Marketing Materials Budget £10,000 This would include new promotional materials for the students’ association, with the new associations’ brand so that students in the college can begin to identify the association by its brand.


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Total of the above activities, including the £2,500 from the travel budget is £163,500. This leaves £12,500 left over for any additional costs that are unforeseen. Income streams There are two different income generating projects that IREC has explored. One is the sale of NUS Extra cards which is a student discount card provided by NUS. All of the administration and promotion material is provided by NUS. This means that the students’ associations’ task is just to advertise the card. For every card sold the students’ association gets approximately £8 back; although this figure may change depending on NUS policy. For academic year 2014-15 the students’ association aims to sell 1,000 NUS Extra Cards to students, which would generate a £8,000 income. The students’ association is also keen to continue to sell hoodies at £15 apiece. The association has set a target to sell 100 hoodies which would generate a £1,500 income. Together the total income would be approximately £9,500. Which the students’ association could save for the next academic year or spend on giving back to student-led clubs and societies if need be. Appendix 1 Additional Staff Support proposed in SA’s budget proposal for AY

2014-15

Engagement & Enhancement Coordinator Purpose To support the Students’ Association in developing and embedding Peer Led Reviews across NESCol as well as other mechanisms that ensure students can:

• Comment on and shape the student experience across all campuses and faculties of NESCol.

• Work in partnership with staff and others to bring about change.


01224 612273

• Through the S.A. is an independent collective voice within the quality assurance mechanisms of the College.

The post holder will also be responsible for supporting the development and embedding of the students’ association democratic processes. This post will sit within the students’ association and designed to be a two year post, but funding is only a guarantee for the first year. Responsibilities Develop mechanisms of feedback that are both student led and student centred All the below will be carried out in consultation with the elected student officers. Work on Peer Led Reviews will report to the Student Experience Committee or equivalent. This committee is made up of student officers and staff, teaching and support staff and quality managers.

-‐ To map out current course representative structures at NESCol, and identify good practice, including the peer led reviews at Fraserburgh.

-‐ Work with the Student Experience Committee or equivalent, to map out course structures within the college and identify groups that have historically been hard to engage.

-‐ To provide administrative support to the Student Experience Committee or equivalent.

-‐ To support the student officers and learning and teaching managers on getting buy in to Peer Led reviews and representative structures throughout the college.

-‐ To implement pilots of Peer Led Reviews and gather feedback. -‐ To conduct monitoring and evaluation of Peer Led Reviews at the end of

the year. -‐ To design and deliver training for teaching staff on Peer Led reviews, the

role of class reps, the role of teaching staff in the structures, and the election process.

-‐ To design effective methods for recording and updating the database of class reps and Peer Led Review activity.

-‐ To design and support the implementation of a system for tracking issues raised by class reps and Peer led Reviews and communicating their resolution.

-‐ To design and deliver training for class reps with support from sparqs. -‐ To conduct monitoring and evaluation of the class rep system at the end of

the year.

Other duties

-‐ Support class representatives -‐ Support the running of elections

-‐ Provide secretarial support to the Regional Exec/Area Execs, Student

Representative Council as and when requested. -‐ Work with the Students’ Association Manger to develop an effective

Student Representative Council. -‐ Support the student officers and Students’ Association Manager in

developing and implementing effective accountability mechanisms.


01224 612273

-‐ Work with the Communications Coordinator to ensure that minutes and other information from association meetings are made available to the student membership

-‐ Compile and communicate “you said we did” to the Communication and Finance Coordinator for publication.

Communications and Finance Coordinator This job will have a focus on communication and website management, managing the day to day book keeping of the association and also funding generation. Purpose This post has been created using Transformation funds to ensure a strong, autonomous and sustainable students’ association. The post holder will be integral to this and will develop and manage the students’ association’s communication strategy and website. The post holder will also be responsible for the day to day book keeping and along with the Association Manager, will be responsible for identifying and implementing opportunities for funding generation. This post will sit within the students’ association and designed to be a two year post, but funding is only a guarantee for the first year. Responsibilities Communications

-‐ With the Student Officers and SA Manager develop a communications strategy for raising the profile of the association and keeping students informed.

-‐ Develop and build a website for the students’ association -‐ Be responsible for keeping the students’ association website up to date

and look for opportunities to promote it -‐ Maintain a students’ association presence on relevant social media and

respond to or forward queries to the relevant person. -‐ Support officers in planning and implementing communications around

campaigns and events -‐ Liaise with the college’s marketing department -‐ Liaise with the Representation Coordinator to ensure information on

students’ association activity is communicated in a timely manner -‐ Conduct research to identify the best communication methods for

engaging students -‐ Design and produce products to promote the association and its work both

for print and the web. Examples include leaflets, posters, web copy, impact reports etc.

-‐ Support the development of a recognisable ‘brand’ for NESCol SA -‐ Be capable of communicating effectively both verbally and in writing, and

in producing written resources for a variety of audiences. -‐ Manage ‘you said, we did.’

Financial management

• Be responsible for keeping the day to day financial records • Along with the Association Manager implement and ensure processes are

adhered to in relation to financial transactions, claiming expenses.


01224 612273

• Ensure up to date accounts are prepared for presentation to the Trustee Board

• Ensure accounts are checked by a certified accountant and audited as required by OSCR.

Commercial Activity

-‐ With the Students’ Association Manager identify opportunities for funding generations. This might involve conducting research with students, or looking for good practice from other associations.

-‐ Maximise revenue from advertisements on the students’ association website.

-‐ Provide event management support to students’ association events, including those which also aim to generate funding.

-‐ Support the sale of NUS Extra Cards


Students’ Association Conditions of Grant Academic Year 2012-13

1. The Board of Management has attached conditions to the payment of grant to the Aberdeen College Students’ Association. Acceptance of grant by the Students’ Association demonstrates that the Association agrees to comply with the conditions set out below.

2. The Student Association Executive Committee shall establish and maintain

procedures for the recording of all financial transactions, including: • the purpose of goods for sale; • the sale of goods; • the receipt of funds for facilities/equipment; and • the security of the Association’s assets.

3. The Student Association Executive Committee is responsible for ensuring that

these procedures are routinely and consistently implemented. 4. The Student Association shall ensure that a Registered Auditor undertakes an

annual external audit of its financial statements. The Student Association Executive Committee shall provide externally audited accounts within four months of the end of the financial year to the Secretary to the Board of Management for presentation to the Board of Management.

5. The Student Association Executive Committee shall present a budget income and expenditure account and balance sheet for the subsequent financial year to the Board of Management as part of the Association’s request for funding for that year.

6. The Student Association Executive Committee shall establish and operate separate standing orders for meetings of the Executive and for meetings of the Association. Standing Orders shall include requirements relating to:

• the frequency and conduct of meetings of the Association and Executive Committee;

• timescales and process for drawing up agenda; • timescale for distribution of agenda and papers; and, • process and timescale for preparation and distribution of records of

meeting.

7. The Student Association Executive Committee is responsible for the proper implementation of standing orders.

8. The College may suspend payment of grant if the Students’ Association does

not comply with Conditions of Grant. November 2012

148


Agenda Item 6.6

The AY2015-16 North East Scotland College Curriculum

1. Introduction1.1. The purpose of this paper is to keep the Committee informed of progress with establishing

thefirstNorthEastScotlandCollegeCurriculumwhichwillbeinplaceforAY2015-16.

2. Background2.1. The curriculum for AY2014-15 is based on the plans made prior to merger. As such the

curriculum being delivered in AY2014-15 is based on curriculum decisions made by the former Aberdeen College and Banff & Buchan College.

2.2. Academicyear2015-16marksasignificantmilestoneintheestablishmentofNorthEastScotland College in that the curriculum for that year will be fully integrated, with progression andarticulationpathwayswithinandbeyondtheCollegeclearlyidentified.

3. The Current Position3.1. ThisisthefirstyearthattheCollegecurriculumhasbeenconfirmedsixmonthspriorto

applications opening and well ahead of UCAS Information Evenings for school pupils which are held in November.

3.2. The draft curriculum for AY2015-16 is attached at appendix 1. This is presented at this stagewithoutthearticulationroutesattachedasthesearecurrentlybeingfinalisedwithuniversity partners.

3.3. The curriculum for North East Scotland College is broad and varied, offering additional options and choices for potential students across all campuses.

4. Recommendation4.1. It is recommended that the Committee note the AY2015-16 curriculum outlined in this

paper.


150



Course information for the 2015/16 Full Time Prospectus (courses commencing September 2015)Animal Care Course Title SCQF level Campus

Introduction to Animal Care 4/5 Craibstone

NC Animal Care SCQF Level 5 5 Craibstone

HND Animal Care 8 Craibstone

City & Guilds Level 3 Diploma in Veterinary Nursing (Small Animal)

6 Craibstone

Art & Design: Art, Design, Fashion & Textiles, 3D Computer Animation, Visual Communication, Photography & Floristry

Courses Title SCQF level Campus

Art & Design 4/5 Aberdeen City Fraserburgh

NC Art & Design SCQF Level 6 6 Aberdeen CityFraserburgh

HNC Art & Design 7 Aberdeen CityFraserburgh

HND Art & Design 8 Aberdeen City

NC Fashion Design & Manufacture SCQF Level 6

6 Aberdeen City

HND Textiles 8 Aberdeen City

NC Computer Arts & Animation SCQF level 6

6 Aberdeen City

HND Visual Communication 8 Aberdeen City

HNC 3D Computer Animation 7 Aberdeen City

NC Photography SCQF Level 6 6 Aberdeen City

HND Photography 8 Aberdeen City

C&G Level 2 Diploma Floristry 5 Fraserburgh

151



Automotive & Construction Course Title SCQF level Campus

1: Automotive Diploma in Automotive Accident Repair Principles (Body & Paint)

4 Aberdeen Altens

Diploma in Automotive Maintenance & Repair Principles level 1

4 Aberdeen AltensFraserburgh

Diploma in Automotive Maintenance & Repair Principles Level 2


Course Title SCQF level Campus

2: Construction Introduction to Construction (Crafts) 4/5 Aberdeen AltensFraserburgh

NPA General Building 5 Fraserburgh

NC Built Environment 5/6 Aberdeen AltensFraserburgh

HNC Built Environment 7 Aberdeen Altens

152



Business & Management: Business, Administration, Accounting & Law, Tourism & Events, Advertising & PR


1: Business, Administration Introduction to Business & Administration

4 Aberdeen CityFraserburghEllon

NCGA Administration 5 Aberdeen CityFraserburgh

SVQ Administration 5 FraserburghEllon

HNC Administration & Information 7 Aberdeen CityFraserburgh

HND Administration & Information 8 Aberdeen CityFraserburgh

NCGA Business with ESOL SCQF Level 4

4 Aberdeen City

NCGA Business SCQF Level 5 5 Aberdeen CityFraserburgh

HNC Business 7 Aberdeen CityFraserburgh

HND Business 8 Aberdeen CityFraserburgh

2: Accounting & Law HNC Accounting 7 Aberdeen CityFraserburgh

HND Accounting 8 Aberdeen CityFraserburgh

HND Legal Services 8 Aberdeen City

3: Tourism, Events, Advertising & PR

NC Travel & Tourism SCQF Level 5 5 Aberdeen CityFraserburgh

NC Travel & Tourism with ESOL SCQF Level 5

5 Aberdeen City

HND Travel & Tourism 8 Aberdeen City

HND Events Management 8 Aberdeen City

HND Advertising and PR 8 Aberdeen City

153



Care: Child, Health & Social Care and Nursing


Child, Health & Social Care First Steps into Care 3 Aberdeen CityFraserburgh

1: Child Care Introduction to Childcare SCQF Level 4

4 Aberdeen CityFraserburgh

Childcare & Development 5 Aberdeen CityFraserburgh

NC Early Education & Childcare SCQF Level 6


HNC Early Education & Childcare 7 Aberdeen City

NC Working with Communities SCQF Level 6

6 Aberdeen City

PDA Education Support Assistance SCQF Level 6

6 Aberdeen City

PDA Childhood Practice SCQF Level 9

9 Aberdeen City

2: Health & Social Care Introduction to Health and Social Care


NC Child, Health & Social Care (Social Care Route) SCQF Level 5

5 Aberdeen City

NC Health & Social Care (Social Care Route) SCQF Level 6

6 Aberdeen City

HNC Social Services 7 Aberdeen City

3: Nursing NC Child, Health and Social Care SCQF Level 5 (Nursing route)


NC Health and Social Care SCQF Level 6 (Nursing route)

6 Aberdeen City

HNC Care & Administrative Practice 7 Aberdeen City

154



Computing Course Title SCQF level Campus

Introduction to Computing Support 4 Aberdeen CityFraserburgh

City & Guilds Introduction to Digital Media


NC Digital Media Computing SCQF Level 5

5/6 Aberdeen CityFraserburgh

NC Computing: Technical Support 6 Aberdeen City

HNC Computing 7 Aberdeen CityFraserburgh

HND Computing: Software Development

8 Aberdeen City

HND Computing: Networking 8 Aberdeen City

HND Interactive Media (Web Development)

8 Aberdeen City

155



Engineering: Electrical, Electronics, Measurement & Control and Mechanical

Course Title SCQF Level Campus

1: Electrical, Electronics, Measurement & Control

SVQ Performing Engineering Operations Level 2 (Electrical)


NC Electrical SCQF level 5 5 Aberdeen AltensFraserburgh

NC Electrical SCQF Level 6 6 Aberdeen AltensFraserburgh

HND Electrical Engineering 8 Aberdeen AltensFraserburgh

NC Electronics SCQF Level 6 6 Fraserburgh

HNC Electronics 7 Fraserburgh

HND Electronics 8 Fraserburgh

NC Measurement & Control SCQF Level 6

6 Fraserburgh

HNC Measurement & Control 7 Fraserburgh

2: Mechanical SVQ Performing Engineering Operations Level 2: Mechanical (incorporating Manufacture, Maintenance, Fabrication & Welding)


NC Mechanical Engineering SCQF Level 6


HND Mechanical Engineering 8 Aberdeen AltensFraserburgh

NC Fabrication & Welding 5 Fraserburgh

NC Manufacture and Mechanical Maintenance

5 Fraserburgh

156



ESOL Course Title SCQF level Campus

English for Speakers of Other Languages (ESOL) Pre Intermediate


English for Speakers of Other Languages (ESOL) Intermediate


Hairdressing, Beauty Therapy and Complementary Therapy


1: Hairdressing VRQ Level 1 Diploma in an Introduction to the Hair & Beauty Sector (Hair Route)


VRQ Level 2 Diploma in Hairdressing 5 Aberdeen CityFraserburgh

VRQ Level 3 Diploma in Hairdressing 6 Aberdeen CityFraserburgh

2: Beauty Therapy and Complementary Therapy

VRQLevel1CertificateinanIntroduction to the Hair & Beauty Sector (Beauty Route)


VRQ Level 2 Diploma in Beauty Therapy

5 Aberdeen CityFraserburghMacduff

VRQ Level 3 Diploma in Body and Spa Therapy

6 Aberdeen City

VRQ Level 3 Diploma in Beauty Therapy Techniques

6 Fraserburgh

VRQ level 2 Diploma in Complementary Therapies [subject to approval]


VRQ level 3 Diploma in Complementary Therapies

6 Aberdeen CityMacduff

Learning Opportunities Course Title SCQF level Campus

Preparation for Work/Further Study 3 Aberdeen CityFraserburgh

QualificationforWork 4 Aberdeen CityFraserburgh

Restart: College Study and Employment


157



Music, Drama & Creative Media: Music, Drama, TV, Radio, Sound Production & Communication


1: Music & Drama Introduction to Music Studies 5 Aberdeen City

NC Music SCQF Level 6 6 Aberdeen City

HND Music 8 Aberdeen City

NC Acting & Theatre Performance SCQF Level 6

6 Aberdeen City

HND Acting & Performance 8 Aberdeen City

2: Creative Media (TV, Radio, Sound Production & Communication)

Creative Media (subject to approval)

6 Aberdeen City

HND Creative Industries: TV 8 Aberdeen City

HNC Creative Industries: Radio 7 Aberdeen City

HND Sound Production 8 Aberdeen City

HND Creative Industries: Media & Communication

8 Aberdeen City

Professional Cookery & Hospitality


Introduction to Professional Cookery 4 Aberdeen City

Professional Cookery 5 Aberdeen City

Advanced Professional Cookery 6 Aberdeen City

SVQ Food Preparation & Cookery Level 1

4 Fraserburgh

SVQ Food Preparation & Cookery Level 2

5 Fraserburgh

SVQ Food and Drink Service (Level 1) 4 Fraserburgh

SVQ Food and Drink Service (Level 2) 5 Fraserburgh

SVQ Hospitality Supervision (Level 3) 6 Fraserburgh

Science Course Title SCQF level Campus

NC Applied Sciences SCQF Level 5 5 Aberdeen CityFraserburgh

NC Applied Sciences SCQF Level 6 6 Aberdeen City

HNC Applied Sciences 7 Aberdeen City

HND Applied Sciences 8 Aberdeen City

Routes to Higher Education: Science 6 Aberdeen City

158



Social Sciences Course Title SCQF level Campus

NC Social Sciences SCQF Level 5 5 Aberdeen CityFraserburgh

NC Social Sciences SCQF Level 6 6 Aberdeen CityFraserburgh

HND Social Sciences 8 Aberdeen CityFraserburgh

Routes to Higher Education: Social Sciences

6 Aberdeen City

Sport & Fitness Course Title SCQF level Campus

Introduction to Sport, Leisure & Fitness


NC Sport & Fitness SCQF Level 5 5 Aberdeen CityFraserburgh

HND Coaching and Developing Sport

8 Aberdeen City

HND Fitness, Health and Exercise 8 Aberdeen City

Entry to Uniformed Services (Level 1) 4 Aberdeen CityFraserburgh

Entry to Uniformed Services (Level 2) 5 Aberdeen CityFraserburgh

160


Agenda Item 7.1

Student Activity for AY2013-14

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

status of student activity for academic year 2013-14.

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 demandsareapproximatelyreflectedintheaggregatedtotals.

2.2 If the College falls short of its 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 the rate of 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.

2.4 Differences in approaches to recording and reporting student activity have previously existed at Aberdeen and Banff & Buchan Colleges. Post-merger the harmonisation of these approaches remains a priority. At present, however, the Aberdeen City and Fraserburgh Campuses continue to record and report in different ways. It is anticipated that a single approach to reporting on student activity will be implemented for AY2014-15.

3. Current Activity Levels AY2012-133.1 Thefiguresnotedbelowshouldonlybereadasanapproximationofthecurrentposition.

ThefinalcalculationofwSUMScanonlybemadeattheendoftheacademicyearandisdependenton:thefinaltallyofenrolmentsforalltypesofactivityacrossthewholeyear;student retention rates; and the exact weightings applied by the SFC at the end of the year. As such the data below are indicative.

3.2 The Regional Outcome Agreement established with the SFC for AY2013-14 sets the College’s target for student activity at 177,946 wSUMS. An additional 2,000 wSUMs was offered by the SFC to, and accepted by, Banff and Buchan College in July 2013. Therefore, the combined student activity target for AY2013-14 is 179,947 wSUMS.

3.3 ThetotalcurrentfiguresforwSUMSforeachtypeofDominantProgrammeGroup(DPG)area of activity are detailed in Table 1 of this report. The combined total of student activity for the College is currently 165,968 wSUMs.

3.4 The total planned wSUMs activity (Table 2) is 1,056 wSUMs.

3.5 The total projected wSUMs activity for Extended Learning Support (ELS) is 14,025.

3.6 As such the current forecast for the end of year position is 181,049 wSUMs, representing a potential surplus of 1,102 wSUMs.

4. Recommendation4.1 It is recommended that the Committee note the contents of this report.


162



Table 1 – wSUMS Forecast

Target Actual Planned ELS ForecastProjected

Surplus

Regional 179,947 165,968 1,056 14,025 181,049 1,102

Table 2 - Planned Activity Levels

Planned Additional wSUMS

Aberdeen

Business, Creative Industries and Tourism 14

Service Industries and Social Sciences 75

Computing, Science and Sport 0

Engineering and Construction 497

BSPL 20

Sub-Total 606

Fraserburgh

Service Industries 0

Business and the Arts 350

Engineering, Technology and Renewables 100

Scottish Maritime Centre 0

Schools 0

Sub-Total 450

Total Planned Activity 1056

164


Agenda Item 7.2

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. The historic data relate to activity undertaken in the former Aberdeen College. Data for AY2013-14 has been combined for the regional College (Complaints since November 2013).

2. Lesson Observation2.1 In the period 01 August 2013 to 31 May 2014 lesson observations were carried out for 84

lecturers and 13 instructors. 10 Monitoring observations have been carried out.

2.2 College staff who are consistently rated as “Very Good” are exempt from lesson observation the following year. In AY2013-14, 71 lecturers and 5 instructors have been exempted. In addition, a new category of “monitoring” has been introduced for those staff who have consistently been rated “very good” and have been exempted for at least 2 observation cycles. A total of 10 staff have been moved to “monitor” status this year.

2.3 Observations have been carried out for 47 Protocol visiting lecturers, 15 by a Protocol observer and 32 by the College internal observer.

2.4 Observations in Fraserburgh campus were undertaken by sector managers on a 3 year cycle. These were not graded. A total of 18 lesson observations were carried out on teaching staff prior to the curriculum team restructure.

2.5 A review of lesson observation practice is underway and a common system of observation will be implemented for AY2014-15.

2.6 The following tables show the position (in Aberdeen campuses) for the period 01 August 2013 to 31 May 2014 with comparisons with previous full years:

Lecturers

Ratings 2009-10 2010-11 2011-12 2012-13 2013-14

Very Good 55% (82) 56% (76) 67% 66%(48) 62% (52)

Good 42% (63) 43% (58) 33% 33% (24) 37% (31)

Fair 3% (4) 1% (1) 0% 1% (1) 1% (1)

Unsatisfactory 0% 0% 0% 0% 0%

Instructors

Ratings 2009-10 2010-11 2011-12 2012-13 2013-14

Very Good 68% (15) 46% (11) 47% 63% (5) 62%(8)

Good 32% (7) 54% (13) 53% 38% (3) 38%(5)

Fair 0% 0% 0% 0% 0%

Unsatisfactory 0% 0% 0% 0% 0%

165


Agenda Item 7.2

Monitoring Observations (also included in above totals)

Ratings 2012-13 2013-14

Very Good 100% (7) 89% (9)

Good 0% 11% (1)

Fair 0% 0%

Unsatisfactory 0% 0%

Protocol National Lecturers

Ratings 2010-11 2011-12 2012-13 2013-14

Acceptable 100% (31) 100% (32) 100% (42) 96% (45)

Action Required 0% 0% 0% 4% (2)

3. External Verification Visits 3.1 Externalverificationiscarriedoutbyallawardingbodies.Itisanimportantqualityassurance

function, the purpose of which is to ensure the integrity of College assessment decisions and internal moderation (internal mechanism for checking integrity of assessments).

3.2 Ifanexternalverifierisnotsatisfiedwiththeinternalassessmentandmoderationinacollege,heorshecanrecommendthattheawardingbodyplacesa“hold”oncertification.Thismeansthatuntilthecollegeimplementsimprovementactionsitcannotcertificatethestudents on the relevant unit. The “hold” placed in October 2013 was lifted following remedial action in May 2014.

3.3 Thefollowingtableshowsthenumberofexternalverificationvisitscarriedoutintheperiod01 August 2013 to 31 May 2014:

Awarding BodyNumber of Verification

ChecksNumber of Holds

SQA 30(AC) +13 (BBCFE) 0

EDI 1 0

City and Guilds 8 (AC) + 1(BBCFE) 1

NCFE 4 0

CIPD 1 0

VTCT 2 0

College Development Network 2 0

BCS 0 0

BIIAB 0 0

IIQ 2 0

Total 64 1

166


Agenda Item 7.2

4. Benchmarking Information – External Verification4.1 SQAproducesdataonthenumberofholdsoncertificationwhichareplacedincolleges

inScotlandeachyearexpressedasapercentageofthenumberofverificationactivitiesundertaken. The information is shown in the following table:

2009-10 2010-11 2011-12

No. of SQA EV Visits – Aberdeen College 31 41 43

No. of SQA EV Visits – in Scotland (Colleges) 1,004 1,065 1,074

No. of SQA Holds – Aberdeen College 0 (0%) 1 (2.4%) 1 (2.3%)

No. of SQA Holds – in Scotland (Colleges) 36 (3.6%) 41 (3.8%) 35 (3.3%)

5. Student Engagement5.1 College managers and Quality Assurance and Improvement staff regularly meet students

to discuss their learning experience with a view to identifying improvements.

5.2 Student discussion groups provide an opportunity for managers to meet groups of students in open agenda meetings to discuss their learning experience. Student focus groups are runbyQualityAssuranceandImprovementstaffandconcentrateonidentifiedtopics.

5.3 Peer-led reviews are held in the Fraserburgh Campus to allow members of the Students’ Association and an associated staff member to explore quality issues with other students.

5.4 The programme of student focus groups in AY2013-14 has covered the following topics:

• Course quality;• Timetabling;• Use of technologies;• Implementation of the BYOD initiative.

5.5 54 student focus groups were held in the period 01 August 2013 to 31 May 2014.

5.6 16 peer-led reviews were held in the period 01 August 2013 to 31 May 2014.

167


Agenda Item 7.2

6. Complaints6.1 Prior to merger the former Banff & Buchan and Aberdeen Colleges collected and collated

complaints data separately and differently. The following table gives details of complaints received over the previous four years at the former Banff and Buchan College.

Year Nature of complaint Total

2012-13 Student experience of the delivery of course 2

Health and safety 1

Sub-Total 3

2011-12 Student experience of the delivery of course 3

Alleged discrimination relating to protected characteristics

1

Course fees 1

Sub-Total 5

2010-11 Student behaviour 1

Student Funding decision (EMA) 2

Student experience of the delivery of course 1

Sub-Total 4

2009-10 Assessment outcomes 3

E-assessment 1

Delivery of course 1

Cancellation of ILA token/funding of ECDL 2

Student behaviour 2

Sub-Total 9

Total 21

6.2 The following table gives details of the complaints received at the former Aberdeen College from AY2009/10 to AY2012/13. From November 2013, complaints relating to the former Banff & Buchan and Aberdeen Colleges have been collated through a single reporting protocol for all North East Scotland College centres. Complaints are investigated internallyandresponsesprovidedbyappropriatedepartmentalheads.Thefinalcolumnin the table below shows the combined total of all complaints received (98) for all NESC centres in the period 01 August 2013 to 31 May 2014.

168


Agenda Item 7.2

Category of Complaint 2009-10 2010-11 2011-12 2012-13 2013-14

CP1 Timetabling arrangements/course cancellations/change of lecturer

7 10 4 1 5

CP2 Delivery of Courses 18 15 18 12 23

CP3 Standards of equipment or accommodation

3 3 0 2 5

CP4 Information provided about, or communication relating to courses

16 6 5 1 4

CP5 Course content 1 1 1 4 6

CP6 Assessmentand/orcertificationarrangements or outcomes

9 3 2 5 7

CP7 Booking/enrolment administration by sectors

3 4 5 8 7

CP8 Arrangements relating to interviews/appointments

1 0 1 1 1

CP9 Behaviour of student within the College

5 1 1 2 11

CP10 Libraries/Information Technology Centre (Open Learning incorporated in Flexible Learning from 09-10)

1 3 0 8 0

CP11 Discrimination – protected characteristics

1 0 2 0 3

CP12 Regional Course provision 6

SS1 Equipment/rooms 1 3 0 3 0

SS2 Provision of general college information

1 1 0 2 0

SS3 Financial matters – invoices/refunds/payments

5 1 0 1 2

SS4 Bursary administration 7 3 0 1 0

SS5 Health and Safety Issues 1 1 0 3 1

SS7 Services for Disabled 0 0 0 0 0

SS8 Guidance/Student Support 11 2 2 2 2

COS1 Catering 14 1 2 1 4

COS2 Security 2 1 0 1 0

COS3 Awards Ceremony 0 0 0 0 0

COS4 Transport 0 0 0 0 0

COS5 Janitorial provision 0 1 0 0 1

COS6 Facilities 2 8 6 5 3

COS7 Cleaning Services 1 0 1 1 0

COS8 Delivery by Contracted Staff 0 0 0 0 0

COS10 IT Services 1 0 3 8 5

COS11 Car Parking 0 1 0 0 2

Total 115 69 53 72 98

169


Agenda Item 7.2

7. Compliments and Thanks7.1 The College receives many expressions of thanks from students, employers and visitors.

7.2 The following table gives details of those received for all NESC centres in the period 01 August 2013 to 31May 2014. This is compared to previous data spanning AY2010/11 to AY2012/13, derived from the former Aberdeen College only:

Category of Complaint 2010-11 2011-12 2012-13 2013-14

CP1Timetabling arrangements/course cancellations/change of lecturer

0 0 0 0

CP2 Delivery of Courses 17 9 6 7

CP3Standards of equipment or accommodation

0 1 0 0

CP4Information provided about, or communication relating to courses

0 1 1 0

CP5 Course content 0 0 1 1

CP6Assessmentand/orcertificationarrangements or outcomes

1 1 0 0

CP7Booking/enrolment administration by sectors

0 0 0 1

CP8Arrangements relating to interviews/appointments

0 0 0 0

CP9 Behaviour of student within the College 0 0 0 1

CP10 Libraries/Information Technology Centre 0 0 1 2

CP11Discrimination - Sex/race/disability/religion or belief/sexual orientation/age

0 0 0 0

SS1 Equipment/rooms – non course related 0 0 0 0

SS2 Provision of general college information 0 0 0 0

SS3Financial matters – invoices/refunds/payments

0 0 0 0

SS4 Bursary administration 0 0 0 0

SS5 Health and Safety Issues 0 0 0 0

SS6 College Events 5 3 0 1

SS8 Guidance/Student Support 4 8 3 4

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 5 3 4 0

Total 32 26 16 17

170


Agenda Item 7.2

8. Recommendation8.1 It is recommended that the Committee notes the content of this report.


172


Agenda Item 7.3

Student Support Funds

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

allocated for various support funds and comparative spend of AY2013-14 and AY2012-13.

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 AY2013-14.

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 Colleges 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.

173


Agenda Item 7.3

4. Discretionary and Childcare Funds – general rules4.1 The range of discretionary and childcare funds is as follows

A. Further Education Discretionary Fund (FEDF) (SFC) – for eligible non-advanced level students to be used primarily for emergency use to cover general living expenses but not for fees where there is a risk to the students continuation on their course.

B. Further Education and Higher Education Childcare Fund (FE/HE CCF) (SFC) which will have two elements as follows:

i) The Lone Parents Childcare Grant (LPCG) element which will be an entitlement payment of up to £1,215 per year to all eligible further and higher education students who are lone parents and who have formal registered childcare expenses while studying. The LPCG is not income assessed.

ii) The Discretionary Childcare Funds which all students may apply to for financialhelpwithformalregisteredchildcareexpenses.Paymentsfromthe 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 AY2011-12

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 in AY2013-147.1 Information on the disbursement of funds up to 31 March is given in the tables in the

appendixtothisreport.Comparativefigureshavebeenprovidedatasimilarpointforlast year.

174


Agenda Item 7.3

8. Allocation of Funds in AY2014-158.1 Indicative information on the available allocation of funds for AY2014-15 is given in the

tables 1 & 2 in the appendices to this report.

9. Recommendation9.1 It is recommended that the Committee note the information provided in this paper.


176



Table 1 – Funds Available

Funds Available

£000

Funds Available

£000

Funds Available

£000

Funds Available

£000s

Support Funds 2014-15 2013-14 2012-13 2011-12

FE Bursary 6,908 6,873 6,804 7,149

FE Discretionary 498 500 494 505

FE / HE Childcare (incl LPCG) 1,006 997 1,005 1,025

Total 8,412 8,370 8,303 8,679

HE Discretionary TBC 205 210 215

EMA 611 611 623 616

Totals TBC 9,186 9,136 9,510

Table 2 – Committed Funds

2014-15 2013-14 2012-13

Support Funds

Funds Available

£000

Funds Available

£000

Funds Committed

£000

Funds Available

Not Yet Committed

£000

Funds Available

£000

Funds Committed

£000

Funds Available

Not Yet Committed

£000

FE Bursary 6,908 6,873 6,345 528 6,804 5,728 1,076

FE Discretionary

498 500 427 73 494 464 30

FE/HE Childcare (incl LPCG)

1,006 997 771 226 1,005 704 301

Total 8,412 8,370 7,543 827 8,303 6,896 1,407

HE Discretionary

TBC 205 107 98 210 94 116

EMA 611 611 611 0 623 623 0

Totals TBC 9,186 8,261 925 9,136 7,613 1,523

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Table 3 – Supported Students

2013-14 2012-13

FE Bursary + Fee Waiver 4,407 4,644

FE Discretionary + Loans 434 498

FE Childcare 169 157

FE / HE LPCG 151 145

HE Discretionary + Loans 85 162

HE Childcare 30 30

EMA programme 562 647

learning & teaching and student services committee meeting of … · 2019-11-08 · 1 learning...

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