Monitoring and evaluation arrangements The Deputy Principal and the Xxxx of Higher Education and Curriculum Innovation are responsible for the delivery and monitoring of this Access Agreement. Monitoring and evaluation of progress against the targets related to our outreach activities will be measured using internal data streams and external data sources via UCAS and HESA, and reported through the Higher Education Strategy Group and Senior Management Team, and ultimately to the College Governors.14 As part of our existing management processes, data will be attributed to each and every activity covered by this agreement and will be collected through two routes: feedback from participants in specific events and student consultation. Both sets of data will be collated throughout the year and reported through the College’s management structure to ensure that evaluation is embedded in the College’s strategies. This will ensure that evidence will continue to be used to shape future policy decisions and that the activities can be evaluated for their effectiveness in supporting disadvantaged and underrepresented groups, and if it is found there are any gaps in performance of these demographics, particularly in they do not align with the remainder of the cohort, measures can be, and will be taken to address any differences. Evaluation of progress against the targets will feed into the College’s Equality and Diversity Annual Report and action planning to help prioritise the most effective activities and initiatives. The action plans, will include, but not be limited to, increased oversight, re-allocation of resources such as staff (both teaching and support personnel) and facilities, and the determination of more effective metrics which will allow the earlier identification of any attainment gaps. 14 As noted earlier: HE Strategy Group and College governance includes student representation 14 Outreach activities At the time of producing this Access Agreement, the College is committed to collecting data about, monitoring, evaluating and continuing with all of the following outreach activities. Outreach Activity Aim(s) Target Group(s ) Outputs/Results Measure(s) of Success/Failure/Impact. Liaison work with local schools To raise aspirations and understanding of HE in school-age students to support the raising of attainment levels to maximise opportunities for progression. Teenage students in schools, sixth forms and other colleges within Solihull College’s catchment area, targeting in particular the aspirations of and attainment of young white males Increased awareness of HE generally, including the level of qualification necessary for enrolment and progression, increased understanding of the accessibility of HE and the opportunities available to young people. KPIs include: Applications of school students to College courses. Feedback from school students and teachers data of local young people through College into HE. Attainment levels of 16 year-olds locally College schemes support To provide financial support to young people from low income families to study at College at FE level and then later progress into HE Students from income families low Increase in the FE participation rates of students from low income families and increased staying on rates of those young people, into HE Student data Careers services To provide careers information, advice and guidance in local schools and within the College Teenage students in schools within the College’s catchment area and all current College students Increased awareness of career opportunities and routes through HE Increased understanding of the accessibility of HE KPIs include: Feedback from school students/learners and teachers. Applications of school students/learners to College courses. data of local young people through the College into HE. Progression activities within the College To provide focused information and support for progression through FE and into HE for College students Full time College students aged 16-19 Increased number of applications to providers of HE (including, but not restricted to, Solihull). Number of UCAS applications from College students. Retention Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. Tutorial programme To provide 1:1 support and target setting for students All HE students, with individualised tutorial support for each student Target setting and tutorial support enables and enhances student progress on programme and beyond. Individualised academic and pastoral support aids the retention of students. KPIs include: continuation data, success, destinations (– analysis of the data on progression to postgraduate programmes or employment.) Student feedback is consistently positive, however the College has identified key areas of operation to focus on as a result of collecting and analysing these opinions which includes adding to tutorial provision Scholarships and Bursaries Provide financial assistance to students who would otherwise be at risk of not completing. Students from low income families and/or students unable to support themselves sufficiently during their programme of study. Students identified as requiring assistance retained to the end of each academic year & therefore eligible/able to progress. Increased number of at-risk students on programme at the end of each academic year HEI partner activity To provide access to the relevant HEI partner to inspire and support progression to post graduate study or employment All HE students who study on a programme that is linked with a HEI By providing access to the HEI, through visits, liaison with HEI staff and access to student unions and resources, progression and retention are aided. KPIs include: Destination data; Feedback from students; Feedback from HEIs. Dyslexia, Dyscalclua and other identified disability support needs Provide expert support and assistance via trained staff and targeted resources Students identified as dyslexic, dyscalculic, diagnosed as having dyspraxia etc Individual student attainment levels in line with students not diagnosed as dyslexic, dyscalculic, diagnosed as having dyspraxia etc KPIs include: continuation data, success, destinations. Work-based learning projects To provide opportunities for students to gain work place experience and therefore employability skills All programmes where work based learning is appropriate/ applicable By participating in work- based learning projects, students gain employability skills and industry awareness. These activities also aid retention by providing a realistic and engaging experience of the work place, relevant to the programme of study. KPIs include: Continuation and retention data; Student feedback; EE reports; Employer feedback. Employer feedback has been very positive as demonstrated with the good practice points noted in the College’s recent HER EE reports also praise the high quality of provision and opportunities with these programmes Educational visits To provide enrichment and relevance to HE study by supporting the learning with visits to employers, trade shows, HEIs etc All HE students, with visits relevant to the programme of study Improved understanding of industry and subject area, enriched learning opportunities and a widened educational experience aid student retention and support progression: both through the programme and after graduation. KPIs include: Continuation and retention data; Student feedback (Students appreciate and request more visits in their feedback); EE reports; Employer feedback. The College has identified, and will continue to find, opportunities to embed more educational visits into its HE provision. Enhancing Student Success/Reducing Attainment Gap Activities Aim(s) Target Group(s) Outputs/Results Measures of Success/Failure/Impact. Study Support To provide students with additional support and teaching over and above that given as part of their course Students identified as requiring, or desiring, additional academic input to maximise their achievements. Increased grade profile across HE cohort KPIs include: continuation data; success; destinations; Student feedback. Personal Development Planning Use of the PDP process to enhance student success All HE students Use of the PDP process and output to support students in their success on programme and development of employability skills. Individual success data. Student feedback.
CERTIFICATION REGARDING CERTAIN FOREIGN-OWNED COMPANIES IN CONNECTION WITH CRITICAL INFRASTRUCTURE (Texas law as of September 1, 2021) By submitting a proposal to this Solicitation, you certify that you agree to the following required by Texas law as of September 1, 2021: Proposing Company is prohibited from entering into a contract or other agreement relating to critical infrastructure that would grant to the company direct or remote access to or control of critical infrastructure in this state, excluding access specifically allowed by the Proposing Company for product warranty and support purposes. Company, certifies that neither it nor its parent company nor any affiliate of company or its parent company, is (1) owned by or the majority of stock or other ownership interest of the company is held or controlled by individuals who are citizens of China, Iran, North Korea, Russia, or a designated country; (2) a company or other entity, including governmental entity, that is owned or controlled by citizens of or is directly controlled by the government of China, Iran, North Korea, Russia, or a designated country; or (3) headquartered in China, Iran, North Korea, Russia, or a designated country. For purposes of this contract, “critical infrastructure” means “a communication infrastructure system, cybersecurity system, electric grid, hazardous waste treatment system, or water treatment facility.” See Tex. Gov’t Code § 2274.0101(2) of SB 1226 (87th leg.). The company verifies and certifies that company will not grant direct or remote access to or control of critical infrastructure, except for product warranty and support purposes, to prohibited individuals, companies, or entities, including governmental entities, owned, controlled, or headquartered in China, Iran, North Korea, Russia, or a designated country, as determined by the Governor.
