Regional Context. 6.3.1.1 Agreements between developed and developing country Members. The 2000 Cotonou Agreement83 is intended to encourage developing country parties to integrate more fully into the global economy. To this end, cooperation between the EC and developing contracting parties in the field of economic sector development includes the development of scientific, technological and research infrastructure and services, including the enhancement, transfer and absorption of new tech- nologies (see Article 23(j) of the Agreement). Of particular relevance is the commitment of all parties, in Article 46, to ensur- ing an adequate and effective level of protection of IPRs and other rights covered by TRIPS. This includes, inter alia, an agreement to strengthen cooperation on the preparation and enforcement of laws and regulations in this field, the setting up of administrative offices and the training of personnel. 82 See UNEP/CBD/COP/7/L.20 of 19 February 2004, page 11.
Regional Context. At a regional level, the college makes an increasingly significant educational, economic, social and cultural contribution to the local economy through its portfolio of activities. During 2014-15 the college continued to strengthen its excellent reputation for positive collaboration through involvement in Midlothian Community Planning Partnership (CPP). Newbattle is an active member of several groups linked to Midlothian’s CPP, including Improving Opportunities for People in Midlothian (IOM), Midlothian Employment Action Network (MEAN), Midlothian Adult Learning Partnership (MALP) and Developing Midlothian’s Young Workforce. Newbattle has chaired MALP since 2014. This partnership with Midlothian Council has led to the delivery of several programmes for marginalised adults and young people at points of transition. The Developing Scotland’s Young Workforce (DSYW) agenda is particularly relevant to this work. Newbattle also works in partnership with Midlothian Council Social Work Department through its Rural Skills Programme for adult offenders involved in the Community Payback Order (CPO) Scheme. Through its involvement in the Midlothian CPP groups, and in response to the needs of learners in the area, the college has developed several productive partnerships. These have resulted in learning programmes geared to the needs of adults and young people at points of transition. The Newbattle Abbey Business Park is also part of the college portfolio, involving 38 SMEs with approximately 170 employees. Developing Scotland’s Young Workforce In response to DSYW the college specifically offers: • Rural Skills Programme Transition programmes for P7/S1 pupils • Rural Skills Programme for young people involved in Activity Agreements • Rural Skills Community Placement at Newbattle • Preparation for Further Education course. The strategic objectives which inform curriculum provision are: Learning Community - cultivating a vibrant learning organisation where learners develop skills, achieve qualifications, enhance their personal development and improve employability. Partnerships - working with partners to develop new initiatives. Valuing Our People - engaging our staff, students and key external stakeholders in everything we do is critical to our success. Resources & Sustainability - aiming to be financially sustainable. Governance & Leadership - aiming to achieve long-term financial stability through improved efficiency, the highest standards of corporate governance an...
Regional Context. Ayrshire College aims to raise the aspirations of individuals, communities and employers across the region, helping them to achieve the goals essential for their success. As well as increasing opportunities for our students and staff, we work with partners and employers to increase opportunities which support the growth of Ayrshire’s economy and the wellbeing of local communities. The college is an important partner working with others across Ayrshire to meet the skills needs of the region by helping people to enter, remain and flourish in work. We will continue to support businesses to develop their existing and future workforce. Ambitious for Ayrshire, we will contribute to an enterprising, innovative region by helping our students to adopt entrepreneurial approaches that contribute to them being the most successful learners, employees or business owners they can be.
Regional Context. Desert species adapted to higher elevations would have been accessible on the flank of the Peninsular Range, a short distance to the west (Xxxxxxx and Apple 2003). Fauna common to creosote-bursage environments in the project area include typical desert mammals such as the coyote (Canis latrans), black-tailed jackrabbit (Lepus californicus), cottontail rabbit (Sylvilagus audubonii), and various rodents (e.g., Peromyscus spp.). Among larger mammals, the Sonoran pronghorn (Antilocapra americana sonorensis) once occupied open plains and desert areas but has now been extirpated in the Colorado Desert. Mule deer (Odocoileus hemionus) are occasionally found in areas away from the desert floor. Reptiles such as the desert tortoise (Gopherus agassizi), western diamondback (Crotalus atrox), rosy boa (Lichanura trivirgata), and various lizards are quite common in creosote-dominated habitats. On the margin of the Peninsular Range, bighorn sheep (Ovis canadensis) are present (Jaeger1965). PALEOENVIRONMENTS Modern conditions in the region around site IMP-3999 only imperfectly echo conditions during periods of prehistoric occupation between the terminal Pleistocene and the advent of Euro- Americans. The region’s paleoenvironments are only very imperfectly known as yet, but important clues are available, both concerning changes in climate and vegetation and concerning the unique phenomenon of Lake Cahuilla.
Regional Context. Fife College came into being on 1 August 2013, as a result of the merger of Xxxx Xxxxx and Carnegie Colleges, together with part of Elmwood College. The college services the needs of the communities of Fife where there is a mix of rural and urban populations. The main campuses are located in Cupar, Dunfermline, Rosyth, Glenrothes, and Kirkcaldy, with learning facilities in Levenmouth and community learning centres across Fife. The College Outcome Agreement for 2016-17 was drawn up by the College in consultation with the Local Community Planning Partnership (CPP). In completing the agreement, Fife College has undertaken a range of review and planning activities. These have included detailed analysis of key industry sectors, likely future economic development and demographic factors in Fife and adjacent regions. Resulting proposals include re-alignment of activity levels across the college campuses. Regional analysis suggests that Fife has the fourth highest level of deprivation in Scotland and there are particularly low levels of employment in specific communities. Following merger, Fife College has undergone a major restructure of staff roles to take account of the new operating environment with a flatter management structure overseeing operations. The College has reorganised its curriculum delivery, management roles, and support services. There are just over 397 full-time equivalent (FTE) teaching staff and some 495 FTE providing support to the curriculum activity. A number of staff left the college through voluntary severance as part of the reorganisation. The College organises provision through eight curriculum departments which incorporate 31 curriculum and student support areas. The college delivers programmes in almost all subject categories from level 2 to level 10 on the Scottish Credit and Qualifications Framework (SCQF). In 2014-15 the College had 24,209 learners with approximately 7,194 learners studying on a full-time basis. In the current year approximately 24% of College enrolments are learners from the 20% most deprived data zone areas. Most learners come from the Fife and Kinross area, with a smaller proportion travelling from across Scotland to undertake specialist study. The College works in close partnership with a wide range of external strategic partners. These include Fife Council, Fife Employability Partnership, Skills Development Scotland (SDS), NHS Fife and NHS Lothian, the Scottish Prison Service and an extensive range of commun...
Regional Context. Our approach to access in particular is shaped in part by the region in which we are located. In terms of undergraduate entrants we are one of the larger HE providers in the East of England region, and by far the largest in our immediate locality (Norfolk and Suffolk). Approximately 50% of our undergraduate home students come from the East of England region. The region ranks third highest, after London and the South East, for its young participation rate2. However, there are pockets of low participation across much of the East particularly in Norfolk, eastern Cambridgeshire, west Suffolk and Essex. The Social Mobility Index3 also identifies that well over half of local authority areas in the bottom 10 per cent are found in the East Midlands and the East of England, including Norwich itself, which ranked second from bottom. Norfolk is predominately classified as a rural county, although approximately half the population live in a more urban environment. Both Norfolk’s urban and rural areas are performing below national and regional averages for student attainment, HE progression, social mobility, and deprivation. The more populated areas of Kings Xxxx, Norwich, Great Yarmouth and Thetford all have areas that are classified as being among the 10% most deprived in England. Unsurprisingly, these areas also have participation cold spots as well as parts of coastal and rural Norfolk and Suffolk. Disadvantaged children and young people living in rural areas face even greater barriers to reaching university than their urban counterparts4. Barriers affecting attainment, aspirations, and progression in these communities (including those locally) include: geographical location, poor public transport, and neighbourhood characteristics5. 1 xxxxx://xxx.xxx.xx.xx/about/corporate-social-responsibility/widening-participation 2 HEFCE 2014. Further Information on POLAR3: An Analysis of Geography, Disadvantage and Entrants to Higher Education 3 Social Mobility and Child Poverty Commission. 2016. The Social Mobility Index
Regional Context. SADC’s intraregional trade potential remains heavily untapped among other reasons due to a lack of productive capacity of SADC industries in value added products. According to the most recent calculations by the United Nations Industrial Development Organization (UNIDO), domestic value added represented only about 9.5 per cent of the total value added in intra- regional trade in 2011. Figures also show that the share of manufacturing to GDP of the SADC region has even declined from 17.6 % in 1990 to 13 % in 2013. This matches the lack of exports of manufacturing intermediates and final products in the region. Despite persistent efforts to boost trade within the region the value of intra-SADC trade has remained very low at only 25% of total SADC trade (according to SADC statistics). Development of regional value chains (RVCs) and, more broadly, integration into global value chains (GVCs), are of great importance in most of the national and regional policy documents within SADC. Facts and figures however indicate that SADC Member States’ participation in GVCs is mainly through upstream production, with SADC firms providing primary inputs to firms in countries (outside SADC) further down the value chain. While regional value chains in the region are developing most rapidly in services, participation in GVCs is modest, with the exceptions of apparel and, in South Africa’s case, automobiles. RVC participation is mainly upstream – the export of primary commodities, minerals, tobacco, sugar, and beef – with limited local value addition. The region is involved in the lower segment of value chains while focus should be on enhancing participation at the upper end and diversification. Another feature of SADC’s existing RVC is that they are primarily hub-and-spoke in structure with South African corporates as the lead firms with relatively few direct linkages to GVCs. A key impediment for participation in GVCs for SADC companies is remoteness of major global hubs and, in South Africa’s case, very poor wage competitiveness. Distance and weak connectivity have adverse effects – on costs, on delivery times and network flexibility. In the remaining economies, participation in RVCs and GVCs is stunted by weak logistics and inadequate physical and natural capital, as well as serious skills deficiencies. Moreover, small populations – less than two million people in the Botswana, Lesotho, Namibia, Swaziland, Mauritius and Seychelles – restrict the size of the industrial secto...
Regional Context. Dumfries and Xxxxxxxx College are a civic anchor within the communities it serves, it is one of the main employers and providers of learning across the South of Scotland, with programmes ranging from senior phase to degree programmes. In June 2020 Dumfries and Xxxxxxxx College launched its new Strategic Plan Ambition 2025 which articulates a vision and roadmap as to how the College wishes to respond to regional and socio- economic priorities over the course of the next 5 years. Our campuses are based in Dumfries and in Stranraer in the west of the region. Our campus sites reflect the commitment of the College in serving the needs of the whole of the Region. The College has an average of 9,000 students per year with approximately 15% full-time and 85% part- time/other attendance. Nearly 96% of students go into positive destinations; 25.4% into employment and 70.2% into further study. The College attract students from different socio- economic backgrounds. Its student profile is diverse, and its curriculum offerings are adapted to their specific needs to personalise their learning. The College’s operating environment is mapped by Scottish Government policy, principally the Scottish Government’s Post-16 Education (Scotland) Act 2013 which outlines changes to the governance arrangements for the College sector in Scotland. Dumfries and Xxxxxxxx College are the largest academic partner of the Xxxxxxxx Campus Leadership Group (CCLG) and work with education partners to improve the learner journey and increase positive student outcomes, thus supporting routes to the labour market and the supply of skills to support economic growth within the region. The College’s curriculum areas offer a broad range of further and higher education pathways. Our External Development department combine curriculum and staff expertise with external industry partner collaboration to meet the needs of students and employers. The economic impact of the COVID-19 pandemic has presented a real challenge to the rural economy in terms of resilience compounded by existing challenges within the Dumfries and Xxxxxxxx region exacerbated by issues around digital connectivity and economic diversity. Transformation Plan Dumfries and Xxxxxxxx College is currently progressing its transformation plan to meet the challenges in academic, financial and resource provision to ensure that the organisation is placed on a sustainable footing for the future. The plan will look at income generation and diversific...
Regional Context
