Common use of Outreach work Clause in Contracts

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities that are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded by BCUC and Aimhigher South East. BCUC’s Student Ambassadors scheme has been recognised as an example of good practice by the Learning and Skills Council. Student Ambassadors are engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appear not to be considering university as an option. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Union, an existing student using text messaging contacts successful applicants from low participation postcodes. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that new students do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. A further example of pre entry support included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event ‘Flying Start’. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement, or no family history of higher education, to make a successful transition into the University College.

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities that which are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded by BCUC through HEFCE’s national specialist programme and Aimhigher South Eastsouth east. BCUC’s Student Ambassadors scheme has been recognised highlighted as an example of good practice by the Learning and Skills Council. This initiative has grown from a pilot (now embedded) providing support for pupils attending a partner further education college as part of the DfES’s 14-16 increased flexibility programme. Student Ambassadors are now engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appear appeared to not to be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Union, successful applicants from low participation postcodes are contacted by an existing student using text messaging contacts successful applicants from low participation postcodesmessaging. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that new students they do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event ‘Flying Start’event. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement, achievement or no family history of higher education, education to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retention.

Outreach work. The University College has a thriving and expanding Institute currently engages in an extensive outreach programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities that are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are partly funded through Aimhigher and BCUCpartly from its own resources. It is engaged in a number of activities with local sixth forms, sixth form partner colleges and the Institute’s Widening Access and Improving Retention budgetown level 3 students. Aspiration raising is also supported through summer schools, funded by BCUC and Aimhigher South East. BCUC’s Student Ambassadors scheme has been recognised as an example of good practice Inter alia these include a sub-regional Higher Education Fair hosted by the Learning Institute, a scheme to attract more people recovering from mental health problems into higher education, and Skills CouncilSummer Schools aimed at both prospective students and their parents. Student Ambassadors In addition, through initiatives such as HE4U, the Institute has targeted Year 9 students for outreach work as a way of raising student aspirations in an area of traditionally low participation rates. Short courses are engaged also provided in a variety of supportive roles including acting as mentors community settings, targeting specifically mature learners who typically fall within the widening participation brief. The Institute has identified three key target groups to which additional fee income would be targeted. Firstly, those with Level 3 vocational qualifications who currently do not progress to Xxxxx 0, secondly mature students and role models finally those living on the Eastern coastal strip, centred on Mablethorpe and Skegness. In addition to its normal outreach activities, the Institute is committed by 2009 to: introducing a mentoring scheme open to both full and part time Level 3 vocational learners increasing the use of on-line/blended learning on its higher education courses extending progression agreements with local schools and colleges appointing a Higher Education Schools and Colleges Liaison Officer who will join our current Schools Liaison team with specific responsibility for pupils identified by schools as having the ability higher education appointing a Higher Education Study Skills Facilitator dedicated to progress providing study skills provision to higher education but who appear not students on all levels to be considering university as an optionaid retention and progression between levels. It is clear that not all decisions The appointment of a Higher Education Mentor to continue into provide support to higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Unionstudents, an existing student using text messaging contacts successful applicants from low participation postcodes. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that new students do not become lonely and isolated. The contact continues until the beginning of the second semester of the particularly in their first year to encourage and support new students to return after the Christmas break. A further example of pre entry support included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event ‘Flying Start’. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement, or no family history of higher educationyear, to make help build confidence, self assurance and improve retention. the establishment of a successful transition into the University College‘job-shop’ which will create a link between students and local employers and provide information on opportunities for appropriate part- time employment.

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit BUCKS’ Marketing, Recruitment and Communications Directorate currently hosts and supports members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities that are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s BUCKS’ Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded by BCUC BUCKS and Aimhigher South East. BCUC’s BUCKS’ Student Ambassadors scheme has been recognised as an example of good practice by the Learning and Skills Council. Student Ambassadors are engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appear not to be considering university as an option. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC BUCKS has therefore instigated a range of supportive measures. In conjunction with the BCUC BUCKS Students’ Union, an existing student using text messaging contacts successful applicants from low participation postcodes. The BCUC BUCKS students who are selected and trained then act as a point of contact between the potential student and the University CollegeUniversity. The role involves welcoming new students to the University CollegeUniversity, answering queries and arranging to meet during Freshers Week to ensure that new students do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. A further example of pre entry support included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event ‘Flying Start’. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement, or no family history of higher education, to make a successful transition into the University CollegeUniversity.