Universities. There is already a commitment between ourselves, Sussex and Brighton universities, who have historically worked alongside each other as part of the AimHigher initiative, to: • Continue the HEI forum of collaborative partnership working • Support the Pan-Sussex Care Leavers group that is managed and facilitated by Work & Learning Opportunities, a community interest company run by the former AimHigher Sussex Director. In collaboration with other South East universities, we will be continuing to fund the existing HEAT database in order that we can monitor and evaluate the impact of our activities, as a group of HEIs, upon a common geographic area. Knowledge exchange In line with our commitment to the collaborative sharing of best practice within the field of Widening Participation, we will continue to contribute to UK, European and International knowledge exchange and research conferences. In the UK we are active members of NEON and have been invited to join the Laser Awards’ Access Quality and Development Committee. In Europe we will build upon our links with Sweden and the European Access Network (EAN), whilst there will be on-going collaboration with Australia, where we have active relationships. The University as an Academy Sponsor Our success in demystifying higher education and reducing the barriers towards attending university has involved active engagement with schools and colleges over many years. As an academy sponsor we are now, through the vehicle of the Chichester Academy Trust (CAT), able to make a systemic intervention in the education and attainment outcomes of pupils in schools and colleges. CAT aspires to be a Multi-Academy Trust of about 30-40 eclectic, cross-phase family of schools with the common aim of continuous school improvement through challenge, collaboration and support. Embedded into CAT’s core service provision is a commitment for our academies to raise aspirations and widen participation and progression to FE and HE. “Moving Forward” Our Learner Progression Framework will form the cornerstone of this approach and it is envisaged that in our primary and junior schools a key plank of our work will be the inclusion of our Moving Forward - Primary Project. This is an existing project that, whilst successful in terms of participation A Widening Participation Initiative for Primary Aged Pupils Xxxxxx Xxxxx, Widening Participation Manager, email x.xxxxx@xxx.xx.xx Xxxxxx-Xxxx Xxxxxx, Widening Participation Oacer, email x.xxxxxx@xxx.xx.xx...
Universities. There is a historic commitment, dating back to Aim Higher, between Chichester, Sussex and Brighton universities and Northbrook College to work alongside each other and we jointly run the Pan-Sussex Care Leaver group, as well as participating in the National Collaborative Outreach Programme (NCOP) which is coordinated by the Sussex Learning Network (SLN).
Universities. In Italy, there are numerous Universities that foreseen a degree course in Professional Educator (healthcare sector), among these: • University of Bari xxxxx://xxxxxxxxx.xxx.xxxxx.xx/didattica/xxxxx-xx-xxxxxx/2016-2017/educazione- professionale • University of Brescia xxxx://xxx.xxxxx.xx/didattica/xxxxx-xx-xxxxxx-triennale-e-magistrale/xxxxx-xx- xxxxxx/medicina-e-chirurgia/xxxxx-xx-xxxxxx-delle-professioni-sanitarie/educatore- professionale-sanitario • University of Xxxxxxxx xxxx://xxx.xxxxxxxxxxxxxxxxxxxxxxxxxx.xxxxx.xx/cmpro-v-p-11.html • University of Genoa xxxx://xxxxxxxxxxxx.xxxxxxxx.xxxxx.xx/professioni/index.php?prof=13 • University of Milan xxxx://xxx.xxxx.xxxxx.xx/offerta_didattica/D72.htm In order to practise this profession, it is necessary the three-years degree for Professional Educator. The degree program has a limited number, therefore it is necessary to pass an admission test (that is annually planned on a national basis). To date, it is not foreseen any registration into a professional register. The simple title of study is therefore sufficient to permit the exercise of the profession. The academic studies also include hours of training to gain experience in the field; practical experience for this type of profession is particularly important in order to learn how to face problematic situations. The training includes vocational courses at healthcare facilities of the National Health Service and at social and health care facilities of public bodies identified in the memoranda of understanding between regions and universities. Once finished the academic studies, it is useful to make an analysis of the territory in order to be informed about the opportunities in the public and private sectors. To work in the public sector, it is necessary to look for call for bids in the area of interest. In order to access to a public competition for the health professions management or teaching at university, the Professional Educator has to graduate in 3 years specific course and graduate in the second level degree (Laurea Xxxxxxxxxx XX/SNT2 SCIENZE RIABILITATIVE DELLE PROFESSIONI SANITARIE). In order to participate to public competitions or to internal selections for the coordination of health professionals, the Professional Educator has to graduate in 3 years specific course and take the Master in “MANAGEMENT E FUNZIONI DI COORDINAMENTO DELLE PROFESSIONI SANITARIE” (Management and coordination functions for the health professions). AN EXAMPLE OF UNIVERSI...
Universities. Procurement: Continued roll-out of collaborative procurement contracts on a rolling basis (as contracts expire) Q3 2011 – Q4 2014 • National frameworks • Collaboration into other sectors where appropriate • On-going liaison with NPS • Development of a strategy for collaborative procurement by Q1 2013 Development of e-procurement 1.10 Efficiencies based on economies of scale. To date this has achieved estimated savings in the region of €18 Million in the following areas: • Advertising • Purchasing of Journals • Photocopiers • Lab Gases • Travel • Electricity • Lab Supplies • Waste Management • Computers Continued roll-out of collaborative procurement contracts on a rolling basis (as contracts expire) Q3 2011 – Q4 2014 Development and roll out of e-procurement (linked to shared services study) Q1 2013 Increased focus on Contract management – Ongoing process Q3 2012 – Q4 2014
Universities. The development will set the tone and framework for the CBD planned by the City recognizing that a major goal of the City and the broader Xxx Arbor community is to provide attractive, accessible and well programmed open space on this site;
Universities. They also agree to participate in Local Apprenticeship Committees (LAC) to develop and implement programs and plans of training for work covered by this Agreement. Such programs and plans of training shall be incorporated in their entirety into and form part of this Agreement.
Universities hereby represent and warrant that they are acquiring the shares referred to above for investment and not with a view to the distribution thereof, and that they are knowledgeable and experienced in investments of the nature contemplated hereby and are able to assess the risks and merits thereof.
Universities. (a) with at least 50% of total undergraduate enrollments in the federal university system shall have met the second year eligibility criteria referred to in Schedule 4 to this Agreement; and (b) with at least 35% of such enrollments shall have met the third year eligibility criteria referred to in Schedule 4 to this Agreement.
Universities. UNIMA College of Medicine, Polytechnic, Kamuzu College of Nursing, Domasi College, Natural Resources College, Mzuzu University, Malawi College of Forestry and Wildlife.
Universities. The Indian Institutes of Technology (IITs) partnership (coordinated by Aalto University) • The global network for teaching and learning innovations o Africa and China (coordinated by the University of Helsinki) o India (coordinated by the University of Jyväskylä) • Finland–Africa Platform for Innovation (SDG 9) (coordinated by the University of Turku) • Finnish and Southern African Higher Education Institutions Network for Health and Wellbeing (coordinated by Tampere University) • Finland–China Network in Food and Health Sciences (coordinated by the University of Turku) • The platform for sustainability and responsibility (Case Platform) (coordinated by Aalto University) • The USA pilot: The flagship fields included in the collaboration platforms with Michigan and Maine (coordinated by the University of Helsinki and Aalto University) Table 7. Allocation of the global pilots section of the internationalisation programme for universities in the period 2021–2024, EUR per year GLOBAL PILOTS India pilot: IIT MoU (Aalto) EUR 2 mill. India pilot: Learning and teaching (JYU) EUR 1 mill. Africa and China pilots: Learning and teaching (UH) EUR 3 mill. Africa pilot: Finland-Africa Platform for Innovation (UTU) EUR 1 mill. Africa pilot: Finnish and Southern African HEIs Network for Health and Wellbeing (TAU) EUR 1 mill. Africa/Asia: University-UASs platform for sustainability and responsibility (Aalto) EUR 1 mill. China pilot: Finland-China Network in Food and Health Sciences (UTU) EUR 1 mill. USA pilot: Flagship fields, Michigan, Maine and Silicon Valley (UH, Aalto) EUR 2 mill. University tota Aalto 700,000 100,000 200,000 75,000 400,000 450,000 7,530,000 UH 250,000 100,000 1,000,000 60,000 85,000 350,000 6,070,000 UEF 100,000 200,000 75,000 75,000 60,000 85,000 100,000 3,495,000 JYU 100,000 400,000 200,000 75,000 75,000 60,000 85,000 100,000 3,220,000 ULapland 100,000 200,000 75,000 100,000 1,825,000 LUT 100,000 75,000 60,000 100,000 1,635,000 UO 250,000 100,000 200,000 75,000 75,000 60,000 85,000 200,000 2,795,000 Hanken 60,000 100,000 1,060,000 Uniarts Helsinki 200,000 75,000 75,000 60,000 1,310,000 TAU 100,000 100,000 200,000 400,000 60,000 85,000 100,000 3,595,000 UTU 100,000 100,000 200,000 400,000 75,000 60,000 400,000 200,000 3,410,000 Univaasa 100,000 100,000 200,000 75,000 75,000 60,000 85,000 100,000 2,520,000 ÅAU 100,000 200,000 75,000 75,000 85,000 100,000 1,535,000 Ministry of Education and Culture 0 Total 2,000,000 1,000,000 3,000,000 1,000,000 1,000,0...
