Senior Phase Vocational Pathways. The colleges engage with a range of stakeholders, including schools and employers, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges have engaged in pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a needs-driven basis to cover more schools in the local authorities. It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and to meet the expectation of their employers. We also engage extensively through a range of initiatives with a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career.

Appears in 2 contracts

Samples: Outcome Agreement, Outcome Agreement

Senior Phase Vocational Pathways. ~~The colleges engage~~ Operationally, West Lothian College has a named Schools and Community Planning Officer who liaises directly with the Council's Development Officer for Raising Attainment, Senior Phase Development Officer and Community Youth Services Team Leader. Most College/School courses are taught in the College as evidence confirms this enhances the learning experience and development of social and interpersonal skills. Some lower level courses, for the harder to reach pupils, are taught in the community. West Lothian Education Services operates a ~~range of stakeholders~~common approach to timetabling, ~~including~~ with Tuesday/Thursday travel column options for either vocational subjects at College or for subjects not available at pupils' own schools but taught at other schools in the region. Schools and ~~employers,~~ Community Planning Officer from College attends all timetablers’ meetings. Annual vocational offerings to ~~help build on existing strong vocational pathways. There has been discussion~~ Senior Phase pupils are negotiated and agreed with ~~all Local Authorities. Operational working groups have been established to take forward outcomes~~ Community Planning partners from Education Services and ~~develop an appropriate offering for~~ Economic Planning with the Senior Phase ~~Vocational Pathways~~Development Officer, Development Officer for Raising Attainment and Community Youth Services Team Leader attending the College's Skills and Progression meeting with Curriculum Heads and Deputes for college/school portfolio planning for the following academic year. ~~Broadly~~We provide an annual College Information session attended by SDS, Voluntary Sector Gateway and employers in December each year, specifically aimed at Senior Phase pupils preparing for course choices and in 2015 we plan to extend this to an evening event to allow parents and carers to come to find out more about College offerings. We continue to offer an annual parents/carers evening for current school pupils attending College. Now in its second year of joint delivery with local secondary schools, the ~~colleges have~~ College is a nationally recognised SFC Early Adopter and SDS Pathfinder. Two groups of S5 pupils from the most deprived 10% postcode areas are engaged in ~~pilots over the past two years, including the~~ a pilot model for Foundation Apprenticeship (FA) ~~in Fabrication & Welding~~training that delivers NC Level 5 Manufacturing Engineering, ~~FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5)~~the knowledge element, and ~~will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this~~SVQ Level 2 Performing Engineering Operations, the ~~range~~ vocational skills element, alongside work experience to support capability that will lead to leaving school to progress with advanced standing into a Modern Apprenticeship with an SME in 2016. This model includes an agreed structure of ~~curriculum on~~ the S4 timetables to allow release from two regular timetabled sessions for those who are engaging in the FA programme. As this course is in addition to regular timetabled classes, pilot schools were instrumental in ensuring success of the pilot by offering additional support to the pupils to enable their release to attend the school-delivered component of the college course at the host school. Good practice from this model is the pupils’ commitment to attend College and placement during their school holidays. Current evaluation of this programme has influenced a decision to further offer ~~will be broadened out~~ this qualification from 2016 on a ~~needs-driven~~ full time basis to ~~cover more schools~~ S4-6 pupils across the region. In June 2015 we celebrated the success of 19 young S6 pupils who attended College part time over a two year period gaining an HNC in either Computing or Engineering Systems alongside SCQF National levels 5 and 6 qualifications gained from school. All nineteen have successfully progressed to years one or two of the ~~local authorities~~University of their choice whilst one has secured a Modern Apprenticeship with an international engineering company. ~~It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes.~~ The College has also met demand from South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities in delivering Skills for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college Work Construction and the ~~university~~Foundation Apprenticeship course in Civil Engineering to pupils from Carluke Academy. ~~Funding that currently supports this provision will begin being phased out from August 2016. The following details~~ Although a ~~snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target~~ partnership agreement to deliver ~~training~~ an NPA Construction to ~~20,000 additional staff working in early education and Childcare. The colleges~~ a group of disengaged young learners on-site at Wiston Lodge, near Biggar, did not recruit, we are ~~committed~~ continuing to ~~expanding their Early Education and Childcare curriculum~~ collaborate with these partner agencies to ~~contribute actively to delivering~~ further promote this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition offering from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and to meet the expectation of their employers. We also engage extensively through a range of initiatives with a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career2016.

Appears in 2 contracts

Samples: Regional Outcome Agreement, Regional Outcome Agreement

Senior Phase Vocational Pathways. The ~~colleges engage~~ College continues to enhance and grow its school/college partnerships with a renewed strategic focus for 2018/19. Following detailed discussions with both Xxxxx and Dundee local authorities, a new engagement plan will be established which will see a wider range of ~~stakeholders, including schools~~ activities planned and employers, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges have engaged in pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a ~~needs-driven basis to cover~~ more schools in the local authorities. It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful intense engagement with the ~~development~~ College. As part of the ~~Regional Outcome Agreement~~engagement plan the senior phase offer continues to evolve, and in preparation for 2018/19, and as part of the on-going school/college arrangements, extensive discussions took place throughout October and November to prepare for the new school intake in May 2018. ~~New~~ The discussions influenced the planning and organisation of vocational pathway opportunities for all of the senior phase school pupils, and a full range of taster sessions for S1-S3 pupils within our region (including Mearns Academy in Aberdeenshire). Particular emphasis for the coming year continues to be the promotion of Foundation Apprenticeships with new courses in Accountancy, Scientific Technologies, Hardware and Systems Support and Creative & Digital Media to the existing list. The College ~~Lanarkshire Students~~will also deliver the Civil Engineering Foundation Apprenticeship on site at Brechin High School. For the first time the College will be offering ‘enrichment’ ~~Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over~~ opportunities for S6 pupils to help support existing career pathways but also open up the ~~past four years~~ possibility of new opportunities in a range ~~of ways~~new and exciting subject areas including Digital Marketing, Cyber Security, Criminology and Business Intelligence. As ~~well as~~ in previous years’ discussions are based around local economic analysis and employment demand, coupled with individual pupil needs and each ~~SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other~~ school's CfE senior phase and ~~worked together towards specific events and projects~~DYW strategies. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there developed is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and designed to meet the ~~expectation~~ progression needs of school pupils at different stages of their ~~employers~~learning journey, equipping pupils to progress into employment, into apprenticeships, or on to further study at college or university. ~~We also engage extensively through a range~~ Planned numbers for session 2018/19 are as follows, with further discussions underway to determine future provision relative to overall college activity levels and local authority funding priorities. Local Authority Activity 2016/17 Activity 2017/18 Target 2017/18 Target 2018/19 Volume of ~~initiatives with a curriculum specific focus. Faculty based partnership work include projects such~~ Credits 3,436 3,676 4,400 4,900 A full list of planned activity for 2018/19 is included as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career.appendix *

Appears in 1 contract

Samples: Outcome Agreement

Senior Phase Vocational Pathways. The colleges engage with a range of stakeholders, including schools and employers, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges have engaged in pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a needs-driven basis to cover more schools in the local authorities. It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  • Young people with potentially negative destinations upon leaving school.  • The young unemployed.  • The long-term unemployed.  • Members of the workforce requiring up skilling.  • Areas where there is gender imbalance.  • Care leavers.  • Under-represented groups  • School pupils wishing to engage in college-based vocational qualifications.  • Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  • Health (Care) 18%  • Manufacturing (Engineering) 14%  • Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  • Business Services (Computing & ICT) (Business) 13%  • Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and to meet the expectation of their employers. We also engage extensively through a range of initiatives with a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career.

Appears in 1 contract

Samples: Outcome Agreement

Senior Phase Vocational Pathways. ‌ The ~~colleges engage~~ College continues to enhance and grow its school/college partnerships with a renewed strategic focus for 2018/19. Following detailed discussions with both Xxxxx and Dundee local authorities, a new engagement plan will be established which will see a wider range of ~~stakeholders, including schools~~ activities planned and employers, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges have engaged in pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a ~~needs-driven basis to cover~~ more schools in the local authorities. It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful intense engagement with the ~~development~~ College. As part of the ~~Regional Outcome Agreement~~engagement plan the senior phase offer continues to evolve, and in preparation for 2018/19, and as part of the on-going school/college arrangements, extensive discussions took place throughout October and November to prepare for the new school intake in May 2018. ~~New~~ The discussions influenced the planning and organisation of vocational pathway opportunities for all of the senior phase school pupils, and a full range of taster sessions for S1-S3 pupils within our region (including Mearns Academy in Aberdeenshire). Particular emphasis for the coming year continues to be the promotion of Foundation Apprenticeships with new courses in Accountancy, Scientific Technologies, Hardware and Systems Support and Creative & Digital Media to the existing list. The College ~~Lanarkshire Students~~will also deliver the Civil Engineering Foundation Apprenticeship on site at Brechin High School. For the first time the College will be offering ‘enrichment’ ~~Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over~~ opportunities for S6 pupils to help support existing career pathways but also open up the ~~past four years~~ possibility of new opportunities in a range ~~of ways~~new and exciting subject areas including Digital Marketing, Cyber Security, Criminology and Business Intelligence. As ~~well as~~ in previous years’ discussions are based around local economic analysis and employment demand, coupled with individual pupil needs and each ~~SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other~~ school's CfE senior phase and ~~worked together towards specific events and projects~~DYW strategies. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there developed is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and designed to meet the ~~expectation~~ progression needs of school pupils at different stages of their ~~employers~~learning journey, equipping pupils to progress into employment, into apprenticeships, or on to further study at college or university. ~~We also engage extensively through a range~~ Planned numbers for session 2018/19 are as follows, with further discussions underway to determine future provision relative to overall college activity levels and local authority funding priorities. Local Authority Activity 2016/17 Activity 2017/18 Target 2017/18 Target 2018/19 Volume of ~~initiatives with a curriculum specific focus. Faculty based partnership work include projects such~~ Credits 3,436 3,676 4,400 4,900 A full list of planned activity for 2018/19 is included as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career.appendix 2

Appears in 1 contract

Samples: Outcome Agreement

Senior Phase Vocational Pathways. The ~~colleges engage~~ college has a very strong partnership with the region’s eleven secondary schools. Our Schools and Community Planning Officer liaises directly with council lead officers and depute heads in each school. Vocational pathways are available to all secondary schools, including courses specifically tailored for disengaged pupils that focus on essential life and employability skills. To ensure effective planning of our schools vocational portfolio, the college attends all timetabling meetings. The college has a strong suite of vocational courses delivered part time to S4-S6 school pupils. Based on a well-established school/college partnership agreement, the college provides over 400 senior phase school pupils with access to vocational qualifications, national qualifications and Foundation Apprenticeships. We aim to increase that to over 600 pupils by 2022. With a focus on increasing the number and range of ~~stakeholders~~STEM qualifications to provide young people with the skills necessary to meet the challenges of the 21st century, ~~including~~ our schools portfolio is reflective of the regional economy. Most courses for school pupils are taught at college, although some lower level courses for pupils who have disengaged from formal education are taught in the community. We offer a School Link programme where pupils with additional educational needs attend college over three taster days, and ~~employers~~Schools Transition, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges have engaged in pilots a half day a week course over the ~~past two years~~academic year for school leavers from special education schools. We also offer a transition programme one morning a week for young people in their final year of school who are on the autistic spectrum and looking to apply for a full time mainstream college course the following year. In support of the aims of DYW and the 15-24 Learner Journey recommendations, ~~including~~ we will continue to work with the council to review existing planning processes to ensure that we have a comprehensive and responsive regional vocational portfolio that meets the needs of pupils and the economy. Initial work towards this resulted in the recent joint submission to significantly expand the region’s Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a needs-driven basis to cover more schools in the local authorities. It is projected that there will be a varying requirement across local authorities and individual schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The ~~Scottish Government has identified~~ college was an early adopter of Foundation Apprenticeships (FAs) which enable senior school pupils to gain industry-relevant college qualifications and related work experience, at the ~~importance~~ same time as working towards mainstream qualifications at school. The next three years will see the college, the council and the DYW regional group collaborate further to enhance Foundation Apprenticeship delivery and embed it in the wider senior phase offer. The college is the focal point for the FA programme in West Lothian, although delivery will take place at the college, in schools and through third party training providers. This will introduce efficiencies, provide access to expert knowledge and provide a wider choice for students. In 2019-20, nearly 200 pupils will embark on Foundation Apprenticeships across seven distinct frameworks. Many of ~~Science, Technology, Engineering~~ these FAs will be delivered in schools and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways most will be available for shorter one-year delivery which will ~~encourage learners along~~ open these ~~routes~~qualifications up to S6 pupils. ~~Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at~~ Over the ~~heart of growth for Scotland’s economic development. This includes SIPs~~ next three years, the college will build up to FA starts to 260 in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs2021-22. The ~~colleges are also engaging~~ college is supportive of shortening the learner journey for young people progressing to university and is now in the sixth year of delivering Higher National Certificates (HNCs) to S5/6 pupils. Successful attainment of two Highers plus HNC enables pupils to articulate into the second year of some Edinburgh Xxxxxx University degrees. In 2019-20 the college will review with ~~teachers~~ the council changes in ~~schools, offering targeted twilight classes and invitations~~ demand for these higher education qualifications to ~~participate in relevant professional learning activities~~be delivered to school pupils. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and As we progress our strategic review of the ~~Regional~~ curriculum, we expect to expand our HNC offering for senior phase pupils over the period of this Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and to meet the expectation of their employers. We also engage extensively through a range of initiatives with a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or career.

Appears in 1 contract

Samples: Outcome Agreement

Senior Phase Vocational Pathways. ~~The colleges engage~~ Operationally, West Lothian College has a named Schools and Community Planning Officer who liaises directly with ~~a range~~ the Council's Development Officer for Raising Attainment, Senior Phase Development Officer and Community Youth Services Team Leader. Most College/School courses are taught in the College as evidence confirms this enhances the learning experience and development of ~~stakeholders~~social and interpersonal skills. Some lower level courses, including schools and employers, to help build on existing strong vocational pathways. There has been discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the ~~Senior Phase Vocational Pathways. Broadly~~harder to reach pupils, the colleges have engaged in pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses to be piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D). Following this, the range of curriculum on offer will be broadened out on a needs-driven basis to cover more schools are taught in the ~~local authorities~~community. ~~It is projected that there will be~~ West Lothian Education Services operates a ~~varying requirement across local authorities and individual~~ common approach to timetabling, with Tuesday/Thursday travel column options for either vocational subjects at College or for subjects not available at pupils' own schools for 5th - 6th year programmes and 4th year programmes. South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific but taught at other schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another region). Lanarkshire colleges also work with schools from other regions (5 in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics (STEM) subjects to Scotland’s economy. Energy and Life Sciences are priority sectors, as are creative industries (particularly in digital skills). A particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All developments will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. The Regional Board, New College Lanarkshire and South Lanarkshire College have included both Students’ Associations when writing the plan. By doing so the Students’ Associations have had a significant involvement during the development and review of the Regional Outcome Agreement, including some of the appendices. NLCSA and SLCSA believe this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. ~~A range of mechanisms~~ The College’s Schools and Community Planning Officer attends all timetablers’ meetings. Annual vocational offerings to Senior Phase pupils are ~~employed including a vibrant~~ negotiated and ~~productive Lanarkshire Business Hub where both~~ agreed with Community Planning Partners from Education Services and Economic Planning. Please see table 6 OA targets 2, 3 and 4. Hyperlink to Schools Plan (Link to follow) The College has robust governance arrangements in place and is fully compliant with the ~~colleges and employers share opportunities to engage for mutual benefit~~code. This ~~intelligence~~ compliance has been reviewed and confirmed by external auditors. The Board is ~~used~~ cognizing of the equality responsibilities and duties and works to ensure a gender balance is realized. The College is working closely with SFC and Education Scotland to implement the current quality framework, at ~~institutional~~the time of writing an endorsement meeting is planned to discuss our self-evaluation work. The College is fully compliant with procurement legislation and has a robust programme of internal and external audit in place to provide independent assurance to the Board of Governors. West Lothian College has a carbon reduction plan in place which aims to reduce its carbon footprint by 10% over a 5 year period. The College is on target to achieve its target. A College committee oversees and monitors this area of activity. Please see table OA target 10. Hyper link to Carbon Reduction Plan (Link to follow) West Lothian was one of the first Community Planning Partnerships in Scotland to carry out Community Planning Strategic Assessment and, ~~faculty~~ as a key contributor to this event, it enabled the College to use evidence based prioritisation and ~~programme level~~ community- wide planning to ~~help direct~~ inform our Regional Outcome Agreement and ~~shape our~~ curriculum planning. As a key Community Partner, West Lothian College’s Regional Outcome Agreement (ROA) 2016-17 aligns with and enables shared priorities and actions to ~~make it fit~~ reduce the inequalities gap and tackle the causes of inequality. Please see table 6 OA targets 1, 2 and 3. An audit in 2015-16 by internal auditors established the extent to which the College’s arrangements for ~~purpose~~ partnership working are actually delivering, Best Value was very positive. There was evidence that: Senior Management and ~~prepare our learners~~ Board members are committed to partnership working; effective governance arrangements are in place for partnership working; the ~~workplace~~ College has agreed a set of measures and targets to ~~meet~~ track progress and demonstrate impact of partnership working; and there are good arrangements with partners for managing and reporting performance. Senior College staff and personnel are represented on West Lothian Community Planning Board, Community Planning Steering Group, Developing Scotland’s Young Workforce Steering Board, Health and Care Board, Anti-Poverty Board, Children and Families Steering Board, Resource Aligning Group, Community Learning and Adult Education and the ~~expectation~~ Community Safety Board. The College is also involved in and contributes to the Edinburgh and South East Scotland City Region – comprising Edinburgh, Borders, Fife, Mid, East and West Lothian Councils – working together to develop a major series of ~~their employers. We also engage extensively through a range of~~ investments and initiatives with ~~a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with~~ the ~~Royal Bank of Scotland specifically~~ Scottish and UK Governments designed to ~~meet~~ grow the ~~needs of the banking industry~~ local, national and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or careerUK economies.

Appears in 1 contract

Samples: Regional Outcome Agreement

Senior Phase Vocational Pathways. The colleges engage with a range of ~~stakeholders,~~ stakeholders including schools and ~~employers,~~ employers to help build on existing strong vocational pathways. There has been early discussion with all Local Authorities. Operational working groups have been established to take forward outcomes and develop an appropriate offering for the Senior Phase Vocational Pathways. Broadly, the colleges ~~have engaged in~~ will develop pilots over the past two years, including the Foundation Apprenticeship (FA) in Fabrication & Welding, FA Healthcare, FA Financial Services, Level 6 in Dental Nursing, Photography, Hospitality, Childcare and Development, Care and also NPAs in Engineering (Levels 4 & 5), and will increase the range of relevant courses this year to be ~~piloted in Academic Year 2016/17 as per the appended Developing the Young Workforce Action Plan (Annex D)~~delivered next year. Following ~~this,~~ this the range of curriculum on offer will be broadened out on a needs-driven ~~basis to cover more schools in the local authorities~~basis. It is projected that there will be a ~~varying~~ greater requirement ~~across local authorities and individual schools~~ for 5th - 6th year programmes and less for 3rd- 4th year programmes. ~~South Lanarkshire Council has almost fully phased out 3rd year programmes and is re-organising~~ A relevant range of courses will be piloted in Academic Year 2015/16 as per the administration of its programmes. The colleges will meet with appropriate local authority representatives to identify varying requirements of specific schools and clusters, gather information on how best to integrate the colleges’ curriculum with theirs and offer the most appropriate suite of options and progression opportunities for pupils. The Lanarkshire colleges work with almost all schools in North Lanarkshire appended Wood Commission Action Plan (engaging with 22 out of 23 mainstream schools and 8 out of 9 SEN schools), all 20 schools in South Lanarkshire, and schools in East Dunbartonshire (2 from 8, offering broadening options to that local authority area, where the majority of schools link with another regionappendix 1). ~~Lanarkshire colleges also work with schools from other regions (5~~ As there is an identified Skills gap in East Renfrewshire and 5 from Glasgow) to enhance choice for their pupils. The colleges will work to increase engagement over 2016/17 with the various local authorities’ provision. The Scottish Government has identified the importance of Science, Technology, Engineering and Mathematics ~~(STEM)~~ subjects ~~to Scotland’s economy. Energy and Life Sciences are priority sectors~~in the Region, ~~as are creative industries (particularly in digital skills). A~~ a particular focus has been given to pathways which will encourage learners along these routes. Skills Development Scotland’s Skills Investment Plans (SIPs) put STEM at the heart of growth for Scotland’s economic development. This includes SIPs in life sciences, engineering, energy, ICT and creative industries. All ~~developments~~ pilots will take account of the equality outcomes set by the colleges and take due account of promoting equality and diversity and addressing learners’ additional learning support needs. The colleges are also engaging with teachers in schools, offering targeted twilight classes and invitations to participate in relevant professional learning activities. One example is an invitation to teachers of technical subjects to participate in a workshop showcasing technological advances in IT courses. They reported positive benefits from this activity. More of this type of activity is planned. The colleges will work with local authorities and schools to promote the value of STEM subjects and to develop pathways into STEM careers. Future labour demand in these areas indicates that having a high quality skilled workforce is essential to Scotland’s development, and college-school partnerships will be key to providing specialist skills and direction for many young people, raising awareness of the job opportunities to attract more talent to this field. Commercial delivery by each college provides additional funds to support core college activity. The colleges offer competitive rates and effective stakeholder engagement which is central to successful commercial activities. The activity includes direct delivery to companies and individuals, international work, sponsorship and hire of premises. During the formulation of this Outcome Agreement, discussions took place with staff and student representatives across the colleges. Their feedback has been incorporated into this final version. For example, there was a range of views regarding the use of terms such as “students, learners and customers” and there wasn’t a clear consensus on the single preferred terminology. Outcome 2 paragraph 3 was modified to reflect views that the demography, employment opportunities and numbers claiming job-seekers allowance means that there are additional priority groupings to the 16-19 year old age band. The ~~Regional Board~~mechanisms to engage with college managers and responsive feedback was a strength that students wanted to highlight in Outcome 3. The difficulty of travelling across Lanarkshire using public transport was identified by students as a barrier to inter-college/cross campus activity, ~~New College Lanarkshire~~ and ~~South Lanarkshire College have included both Students’ Associations when writing~~ there was a consensus all round about developing further the ~~plan~~interaction of staff and students in the Outcome Agreement process. ~~By doing so~~ A strength of the ~~Students’ Associations have had a significant involvement during~~ revised arrangements for 2014-15 onwards is that the ~~development~~ Student President from each college has been working in partnership with staff and ~~review of~~ been co-opted onto the Regional Outcome ~~Agreement, including some of the appendices. NLCSA and SLCSA believe~~ Agreement Group to develop this should provide improved chances for students to influence the overarching Regional body that will in turn enhance the overall college experience. Elected Sabbatical Officers when attending Committees, both at Board level and in the college consult students in advance of the meetings and ensure that their voice is heard. Ongoing support from college staff enables the Students’ Association to have a full and meaningful engagement with the development of the Regional Outcome Agreement. New College Lanarkshire Students’ Association (NCLSA) and South Lanarkshire College Students’ Association (SLCSA) have been working constructively together over the past four years in a range of ways. As well as each SA being represented on the Lanarkshire Board, both Associations have provided a support network to each other and worked together towards specific events and projects. The Students’ Associations plan to meet more regularly with each other to both strengthen each individual Association and also to help each become more sustainable. NCLSA and SLCSA will aim to be open and transparent with regards to funding information, including budgets and expenditure. The Lanarkshire colleges refresh their curriculum through an annual cycle of portfolio review, taking account of local and national labour market needs and demand in consultation with partners including regional CPPs, SDS and employer groups. The planning for each Academic Year (AY) begins almost twelve months before the start of delivery. This process has consistently delivered a positive match to available resources with high quality, relevant activity being delivered for local communities. The colleges offer programmes from Access level through to Degree Level. There are particularly strong links with local Universities including UWS and Glasgow Caledonian University. Each college has engaged actively in the Assisted Student Places Scheme with UWS. This has enabled cohorts of learners from a wide range of backgrounds to progress through HNC, HND then to degree level with the help and support of both the college and the university. Funding that currently supports this provision will begin being phased out from August 2016. The following details a snapshot of provision relevant to AY 2016/17. The Scottish Government has set a target to deliver training to 20,000 additional staff working in early education and Childcare. The colleges are committed to expanding their Early Education and Childcare curriculum to contribute actively to delivering this wider objective.  Young people with potentially negative destinations upon leaving school.  The young unemployed.  The long-term unemployed.  Members of the workforce requiring up skilling.  Areas where there is gender imbalance.  Care leavers.  Under-represented groups  School pupils wishing to engage in college-based vocational qualifications.  Those undergoing transition from school through education to the workplace. Priority industry sectors: (by Education Scotland curriculum group) Proportion:  Health (Care) 18%  Manufacturing (Engineering) 14%  Retail & Food Services (Hospitality & Tourism) (Hairdressing, Beauty and Complementary Therapies) 21%  Business Services (Computing & ICT) (Business) 13%  Construction (Construction) 10% 76% of activity is specifically targeted to regional and national industry employment leaders and growth sectors. 10% of activity is targeted at additional growth sectors. 14% of activity is targeted at social and community need. A comprehensive analysis of the Regional Skills Assessments (RSAs) for both Lanarkshire and for Glasgow and Xxxxx Valley clearly identify business and industry sector need and demand for skilled employees in the sectors identified above. Further analysis in support of these priorities via Skills Investment Plans (SIP) including NHS Education for Scotland; Engineering SIP; Energy SIP; Food and Drink SIP; Tourism SIP; ICT, Digital Technologies SIP; Financial Services SIP; and Construction Skills Strategic Plan has given clear direction to the development of our curriculum portfolio which clearly emphasise STEM (Science, Technology, Engineering and Mathematics). This ranges from collaborative development of North Lanarkshire’s Construction Skills Academy for school age learners through to ground breaking development such as Scotland’s first BSc degree in Dental Nursing. Both colleges have a focus on STEM subjects, in particular through Engineering, Construction and Computing subject areas. This includes leading-edge delivery in Dental Nursing, Micro- renewables, and through the Oracle Academy. Intelligence is gathered through our work with more than 2000 employers in the region. A range of mechanisms are employed including a vibrant and productive Lanarkshire Business Hub where both the colleges and employers share opportunities to engage for mutual benefit. This intelligence is used at institutional, faculty and programme level to help direct and shape our curriculum to make it fit for purpose and prepare our learners for the workplace and to meet the expectation of their employers. We also engage extensively through a range of initiatives with a curriculum specific focus. Faculty based partnership work include projects such as an innovative MA programme developed in partnership with the Royal Bank of Scotland specifically to meet the needs of the banking industry and the establishment of a sector leading facility and delivery in Dental Nursing and Dental Technology. This was established in close consultation with more than 100 dental practitioners. These initiatives ensure our curriculum development keeps pace with employer need and ensures that our graduates are well prepared for the world of work and have developed the highest standards of skills specific to their intended job or careeragreement.

Appears in 1 contract

Samples: Outcome Agreement

Common use of Senior Phase Vocational Pathways Clause in Contracts