Higher Education Outreach Sample Clauses

Higher Education Outreach. Targeting Disadvantaged Learners; the report by the Director of the Office for Fair Access What more can be done to widen access to highly selective universities?; Have bursaries influenced choices between universities? (Office for Fair Access, September 2010) and Unleashing Aspiration, (the Panel on Fair Access to the Professions, July 2009); HEFCE 2014 publications: Higher Education Outreach to Widen Participation Toolkits and feedback from our own student surveys. Main focus Programme or activity Academic support and skills development Maths Skills Centre The Writing Centre Languages for All programme Supervisory system The York Award Pastoral support Supervisory system College system Disability Services Student Support Hub Financial support Bursaries and access to hardship funds throughout programme Employability Employability tutorial Alumni mentoring Internships Professional Connect Volunteering College system Our Access Agreement 2014/15 details the current range of the University’s outreach, access and retention activities, including work done in collaboration with the University of Hull in relation to the Hull-York Medical School (HYMS). 2015 will see the start of a Pathways to Medicine programme, in collaboration with The Xxxxxx Trust. These activities and programmes reflect best practice both at York and in other HEIs and have been developed over a number of years as our experience has grown and evidence of impact has become available. We intend during 2016-2017 to maintain these programmes as outlined in the previous agreement, with further modifications to maximise effectiveness. These activities, which relate to the whole student lifecycle, include:  Long-term local and regional outreach, starting with Year 6 pupils and parents, that grows the applicant pool both for York and HE generally  Collaborative work designed to raise aspiration and attainment locally, regionally and nationally  Programmes focused specifically on access to York  Provision of high-quality IAG for prospective university students to ensure that students are making informed choices at all transition points  Work with parents, teachers and advisers  A University environment which promotes retention and successful completion  Activities focused on building employability skills All our activities share common characteristics:  Clear aims  Appropriate targeting  Embedded evaluation measures to enable impact assessmentOngoing relationships  Involvement of parents...
Sample 1
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Higher Education Outreach. Targeting Disadvantaged Learners; the report by the Director of the Office for Fair Access What more can be done to widen access to highly selective universities?; Have bursaries influenced choices between universities? (Office for Fair Access, September 2010) and Unleashing Aspiration, (the Panel on Fair Access to the Professions, July 2009); HEFCE 2014 publications: Higher Education Outreach to Widen Participation Toolkits and feedback from our own student surveys. the future, perhaps, facilitate the development of collaborative targets. Data from HEAT will integrate with our own CRM system to give the fullest possible picture of engagement with outreach activity. Membership of HEAT will assist us in fully understanding patterns of participation in outreach and the effectiveness of different types and combinations of outreach, something which is made possible by the collaborative nature of the service. Collectively this allows HEAT to analyse the timing and combinations of activities that show most impact on enrolment in HE. Where HEAT data has matured it allows us to understand the relationship between outreach participation and HE enrolment, retention and success. We will be able to see if and when its outreach participants enrol in HE. Crucially this data will show enrolment not only to the University of York but to all other HEIs. This will allow us to demonstrate our contribution to the sector as a whole. Furthermore, we will be able to build a picture of the retention and degree classification of outreach participants, as well as seeing destination and postgraduate enrolment data.
Sample 1
Higher Education Outreach. Targeting Disadvantaged Learners; the report by the Director of the Office for Fair Access What more can be done to widen access to highly selective universities?; Have bursaries influenced choices between universities? (Office for Fair Access, September 2010) and Unleashing Aspiration, (the Panel on Fair Access to the Professions, July 2009); HEFCE 2012 publications: Higher Education Outreach to Widen Participation Toolkits and feedback from our own student surveys. We are building on our collaborative Schools and Colleges Network (SCN) with an additional five partners being invited to join the SCN in 2013. The Network promotes mutual understanding between the sectors, assists better informed policy making and staff development, and develops student aspiration and effective university applications. We will also reinforce our foundation level activity with York College, enabling non-traditional groups to access a wide range of subjects at the University.
Sample 1
Higher Education Outreach. Targeting Disadvantaged Learners; the report by the Director of the Office for Fair Access What more can be done to widen access to highly selective universities?; Have bursaries influenced choices between universities? (Office for Fair Access, September 2010) and Unleashing Aspiration, (the Panel on Fair Access to the Professions, July 2009). to higher education by encouraging appropriate subject choices. Programmes for students in Years 12 and 13 concentrate on the transition to higher education with a particular focus on building confidence in applying to research-intensive, selective universities. Other work focuses on mature learners and those returning to study. Our range of programmes will serve both national sector and University of York objectives in widening participation. In the period covered by this Access Agreement, we will maintain and develop current work in collaborative partnerships (national, regional and local) and will develop outreach programmes focused primarily on achieving University of York targets. This will involve building on established relationships and developing new ones with a targeted set of schools and colleges, for example those in areas with proportionately high levels of pupils/students from low participation neighbourhoods, under-represented socio-economic groups or with high ethnic minority populations. We will make a particular effort to encourage the inclusion of looked-after children and care leavers. We will build on our Schools and Colleges Network which currently has 28 partners and which promotes mutual understanding between the sectors, assists better informed policy making and staff development, and develops student aspiration and effective university applications. We will also reinforce our foundation level activity with York College, enabling non-traditional groups to access a wide range of subjects at the University. All our programmes share common characteristics: Clear aims Appropriate targeting Ongoing relationships Involvement of parents and teachers Involvement of current University of York students Access to residential provision Mentoring for some participants
Sample 1
Higher Education Outreach. Targeting Disadvantaged Learners; the report by the Director of the Office for Fair Access What more can be done to widen access to highly selective universities?; Have bursaries influenced choices between universities? (Office for Fair Access, September 2010) and Unleashing Aspiration, (the Panel on Fair Access to the Professions, July 2009). include a variety of individuals and groups including those with disabilities; BME individuals; those from low income families and areas of the country with below average HE participation rates; and groups that are currently under-represented in specific subject areas (e.g. male trainees in English and MFL). We will allocate time to a member of staff to work as the ‘Access Lead’. That person will take the lead on encouraging applications to develop access and to ensure that trainees are supported through to successful completion. Recruitment activities will include: creating resources; making visits to schools and other community locations to encourage applications; running workshops to provide advice for potential applicants. Retention activities will include: tutorials and workshops for targeted individuals to develop employability skills, in addition to the support we will provide to trainees whilst on placement.
Sample 1

Related to Higher Education Outreach

  • Higher education expenses Payments taken for certain qualified higher education expenses for you, your spouse, or the children or grandchildren of you or your spouse, will not be subject to the 10 percent early distribution penalty tax.

  • Continuing Education The Hospital and the Union recognize that continuing education is important for all employees and that they have shared interests and responsibilities in ensuring equitable access to it.

  • Union Education If the local union indicates to the Hospital that its members have approved a special assessment for union education in accordance with the CUPE constitution and local union by laws, the Hospital agrees to deduct this assessment. Such assessment will be paid on a quarterly basis into a trust fund established and administered by OCHU/CUPE for this purpose.

  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Distance Education 7.13.1 Expanding student access, not increasing productivity or enrollment, shall be the primary determining factor when a decision is made to schedule a distance education course. There will be no reduction in force of faculty (as defined in Article XXIII of this Agreement) as a result of the District’s participation in distance education. 7.13.2 Courses considered to be offered as distance education shall be defined in accordance with the Board of Governors’ Title 5 Regulations and Guidelines. Generally, this definition refers to courses where the instructor and student are separated by distance and interact through the assistance of communication technology (reference section 55370 of Title 5 California Code of Regulations). The determination of which courses in the curriculum may be offered in a distance education format, in addition to instructor/student contact requirements, shall be in accordance with the Title 5 California Code of Regulations.

  • MORTGAGE LOAN ORIGINATOR EDUCATION 1. Prior to the submission of a new application for any new mortgage loan originator license or, as applicable, the filing of a petition for the reinstatement of an MLO Activity Endorsement in any Participating State as provided for in Section II, Paragraph 2 of this Order, the Respondent will be required to complete the following mortgage loan originator education requirements: a. Twenty hours of NMLS approved PE, which shall consist of 14 hours of federal law curriculum, three hours of ethics curriculum, and three hours of non-traditional mortgage lending curriculum. None of these 20 hours of PE may be state-specific curriculum; and b. Eight hours of CE, which shall consist of four hours of federal law curriculum, two hours of ethics curriculum, and two hours of non-traditional mortgage lending curriculum. None of these eight hours of CE may be state-specific curriculum. 2. Respondent may not take any of the PE or CE provided for in Paragraph 1 of this Section in an online self-study format (“OSS”). 3. For a period three years from the Effective Date of this Order, Respondent shall be required to complete any additional required PE and/or CE in a format other than OSS.

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Special Education Teachers Elementary/Secondary Special Education Coordinators shall be compensated for an extended work day in the amount of four thousand dollars ($4,000).

  • Special Education Special education services, related services, and accommodations for students who are eligible under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), or any applicable provisions of state law, shall be provided in accordance with applicable state and federal law, this Agreement and Authorizer rules and policies. The Authorizer is the LEA for purposes of ensuring compliance with IDEA, Section 504, and all other federal and state laws and regulations concerning accommodation of and education of students with disabilities.

  • Resident Educator Program The four-year program is designed to provide newly licensed Ohio educators quality mentoring and guidance. Successful completion of the residency program is required to advance to a five-year professional educator license.

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