Strategic approach Clause Samples
The 'Strategic Approach' clause outlines the overarching methods or guiding principles that parties will follow to achieve the objectives of their agreement. It typically details the collaborative frameworks, decision-making processes, or key priorities that will shape the execution of the contract, such as emphasizing innovation, cost-efficiency, or joint problem-solving. By establishing a shared understanding of how both parties intend to work together, this clause ensures alignment and reduces the risk of misunderstandings regarding the direction and priorities of the partnership.
Strategic approach. The Supplier shall consider the detail contained within ‘Learning for a Better Future’ and develop a plan for delivering the Service across all Establishments. The Supplier’s overall plan will set out the strategic approach for Service delivery across the (5-year) Contract Term. This plan will set out: • current levels of performance across all aspects of the existing service, as agreed with the Purchaser (to establish ‘Baseline Performance’); • the range of Performance Measures(quantitative and qualitative) to be used to track progress across all aspects of the PDL Service going forward (Part 2 of Schedule B); and • key milestones and targets for Service improvements across the range of Performance Measures and throughout the Contract Term. The Supplier will maintain the 5-year plan and update this on an annual basis to reflect any changes in expectations, Performance Measures or targets for improvement. The annual update will also be informed by the latest Annual Learning Plans (see 4.2) and the aggregated needs assessment detailed below. The Supplier shall produce, on an annual basis, an aggregated needs assessment (“Needs Assessment”) in relation to the people in our care across all Establishments. This Needs Assessment will be informed by inter alia the “screening process” (see Section 5), PDLPs / e-Portfolio, peer mentoring or any Learner feedback gained through the on-going Service delivery. The Supplier shall undertake the Needs Assessment with a view to this data being available no later than 30 days before the commencement of the ALP cycle (1st August). The Supplier shall ensure the Needs Assessment can be utilised locally to inform the ALP. For Year 1 of the Contract, the Supplier shall provide an interim Needs Assessment within the first 6 months of the Contract Go Live Date (by no later than 1st February 2026). This will be informed by historic data provided by the Purchaser and ‘live’ data gathered through the Supplier’s Service delivery.
Strategic approach. SOAS is a world-renowned specialist institution focusing on Asia, Africa and the Middle East. As such we have academics and students with a passion and expertise in some of the most interesting and exciting regions in the world. Our work in widening access draws upon this passion, niche and specialism to create engaging, innovative and academically rigorous outreach and student success programmes. Our aim is to work with students to become global citizens who can understand and engage with the world. The strategic approach taken is embedded within the developing SOAS Strategy which has two key aims focused on students. Firstly, to produce high quality graduates who can understand and engage with the world. This means providing students with an international experience or exposure and helping students gain a global perspective – both of which are fundamental to our widening access approach which has cultural knowledge and exchange as a key feature. Secondly, to develop well rounded individuals who can make a difference so students leave SOAS with a sense of purpose and responsibility, and with a thirst for life-long learning. These are core considerations in our approach where fulfilling academic and personal potential, and providing equality of opportunity in career and further study prospects are crucial for students from backgrounds underrepresented in higher education. This will be further embedded as the new Teaching, Learning and Student Experience strategy is developed where we seek to encourage engagement and success along every element of the student journey. Further to this the new academic restructure which will be implemented in 2018/19 will deliver embedded discipline focused student support at a School level, and ensure widening access and student success is fully embedded in the governance, structure and strategies across every School at SOAS. Therefore our access activities focus on:
1. Inspiring and encouraging students from the most underrepresented groups to engage with and interpret the world around them
2. Providing support and guidance in assisting students at all educational levels to achieve their academic and personal potential
3. Delivering a cohesive and seamless student experience Further to this, we are concerned about the progression and success of our students where we aim to:
1. Ensure we fairly and transparently assess the academic potential of students regardless of their background
2. Increase the proportions of students f...
Strategic approach. The university has just published a new Strategic Plan for the period 2013 – 2020. An inclusive student experience from pre-entry to post graduation is a key element of that strategy. Work described in this Agreement has been developed following: - assessment of our performance to date; - initial analysis of access measures and financial support included in our 2012/13 Agreement; - our established practice and experience in relation to widening participation; - current understandings of the changing context in which we are working. In 2014/15 we will build on successful established practice based on our long standing experience and on innovative work developed under current Access Agreements. The University of the West of England Progression Framework developed for 2012/13 will continue to bring together our access measures, student success and financial support for the priority groups identified in this and current Agreements. Particular attention will be paid to the recruitment of full-time students from LPN and BME backgrounds.
Strategic approach. The data provided in Section 1 above is evidence of the College’s success in recruiting students from under-represented groups. In addition whilst setting a minimum fee level under the new fee regime i.e.£6,000, the College has maintained its commitment to: outreach, support for success, retention and progression and collaborative activity within the Higher York partnership. In 2012-13 this resulted in a spend of £55,087 above the HEFCE Widening participation allocation of £178,178 (widening access element £41,884, disability element £5,000, and improving retention element £131,294 making a total of £178,178) as detailed in its access agreement and interim widening participation strategic statement monitoring return, 2012-13. Current spending is focussed on areas which support outreach work, progression opportunities, retention and collaborative activity (see section 5 below). It is proposed that the additional spend of £25,500 should focus on financial support.
Strategic approach. Section 1 outlines the core principles of the School and how widening participation and diversity underpin our overarching strategy, further evidenced within our Education Strategy. Since the inception of widening participation activities at LSE, we have taken a strategic approach to the development and delivery of such initiatives. For 2018 this will continue across the student lifecycle. Our pre-entry Access work will use a new CRM system, incorporating the Higher Education Access Tracker (HEAT) database services within this, developed to include bespoke capabilities to support the engagement, management, evaluation and tracking of pre-entry WP participants and activity. The system developments will be complemented by continually reviewing and refining the targeting of our work to support strategic priorities for access to higher education. Across the student lifecycle we will be drawing on analysis being developed and undertaken to ascertain whether there are issues of differential outcomes within LSE. Using a detailed model taking into account the intersectionality between indicators of disadvantage, this analysis will also bring in work from the OFFA bursary evaluation framework to complement our understanding of the impact of financial support on students’ outcomes. The analysis builds on successful work over the last year to develop new systems and processes to extract the data needed to perform such analyses. We will further develop and target support on the basis of this thorough understanding. In future years we might develop further milestones and target based on an even greater body of evidence to support these. Section 6 includes our milestones and targets. In addition to the above, we have updated our Access Agreement and widening participation governance structures. These maximise cross-institutional input and management, ensuring ongoing developments benefit from revised procedures for reporting on and proactively addressing WP issues.
Strategic approach. [Program] is designed to assist [Country] to transform its agricultural sector, facilitating the transition to a highly dynamic, growing sector which meets the food security needs of the [Country] population and produces marketable surpluses of food crops as well as high-value exports. [Program] will be implemented in accordance with the Paris Declaration’s aid- effectiveness principles and will employ sector program assistance (SPA) to enable GoR leadership of, and responsibility for the achievement of the agreed development results through the use of its own financial, administrative and procurement management systems. The key management component of the [Program] Program is the Development Results Matrix. This matrix, derived from the GoR strategy (the PSTA II) and other articulated and approved planning documents, serves as the basis for [Program] planning, implementation, monitoring and evaluation. It also establishes the program’s development results agenda which will trigger disbursements of [Program]’s financial resources. The initial Development Results Matrix for [Program] is presented as Attachment A to this Amplified Program Description. USAID anticipates disbursing funds to the GOR on an annual basis, after the second Joint Sector (Results) Review (JSR) where the GOR and its development partners in agriculture (local groups, donor countries and international partners) come together to measure the progress achieved in implementing each of the components of the PSTA II. In addition to triggering the disbursement of funds, the annual JSR process allows the GoR and its sector support donors to establish and refine program objectives and future program conditionality. [Program] will follow this same process to refine annual results and benchmarks to be achieved and to determine when the defined results and benchmarks have been achieved. Disbursements are tied to the achievement of these ▇▇▇▇▇▇▇.▇▇ tune with the PSTA II, agricultural sector donors, and USAID Mission programs that support agricultural development in [Country], [Program] will focus on those development results in the GoR strategy that are set to achieve the food security, productivity, and institutional transformation of the Ministry of Agriculture (MINAGRI), as described in the Development Results Matrix in Attachment A.
Strategic approach. By working in partnership, to deliver the vision of this Memorandum of Understanding, JISC will continue to provide strategic direction and manage the provision of ICT for UK post-16 & higher education and research. ALT will continue to support and spread good practice in learning technology and its deployment amongst researchers and practitioners, nationally and internationally.
Strategic approach. We will create our resiliency and recovery initiatives under the following two groupings: • Immediate (Response during Pandemic) • Post Shut Down (Recovery after Pandemic) The efforts of the ERTF will be focused on the potential actions that have the greatest consensus, will have the most meaningful impact and are viewed to be realistically achievable from a local government perspective.
Strategic approach. Section 1 outlines the core principles of the School and how widening participation and diversity underpin our overarching strategy. Since the inception of widening participation activities at LSE, we have sought to take a strategic approach to the development and delivery of such initiatives. For 2017 this will continue across the student lifecycle through a number of initiatives. In our pre-entry Access work we will be using a new CRM system developed to include bespoke capabilities to support the engagement, management, evaluation and tracking of pre-entry WP participants and activity. The system developments will be complemented by further refining the targeting of our work to support strategic priorities for access to higher education. Across the student lifecycle we will be drawing on analysis being developed and undertaken to ascertain whether there are issues of differential outcomes within LSE. This is being undertaken using a detailed model which takes into account the intersectionality between indicators of disadvantage. We will further develop and target support on the basis of this thorough understanding. We will look to develop further milestones and targets in future years once we have an even greater body of evidence to support these. Section 6 includes more detail about our milestones and targets. In addition to the above, we have been reviewing our Access Agreement and widening participation governance structures, to ensure maximum cross-institutional input and management. This process will be complete by 2017, during which time developments will benefit from the revised procedures for reporting on and proactively addressing issues of strategic importance to WP.
Strategic approach