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AoC Beacon Awards 2010/11 Prospectus
 

AoC Beacon Awards 2010/11 Prospectus

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    AoC Beacon Awards 2010/11 Prospectus AoC Beacon Awards 2010/11 Prospectus Presentation Transcript

    • The AoC Beacon Awards 2010/2011 sponsors The City & Guilds The Edge Award for The AQA Award for Award for Staff Practical Teaching and The OCR Award for Beacon Awards 2010/2011 College/School Development in Practical Learning Functional Skills Partnerships Further Education The Enterprise UK Award for Enterprise The AoC Management The Welsh Assembly Services Award for The DCSF Award for Government Award for College Engagement Successful Delivery of 14-19 Collaboration with Employers Level 2 and 3 Qualifications The Jardine Lloyd Benefit Solutions Thompson Benefit Solutions Award for Health and Community Care The YPLA Award for The Association of 14-19 Collaboration Colleges Award for Widening Participation The LSIS Award for Leadership of Innovation in Curriculum The YPLA Award for The Becta Award for Development Equality and Diversity The DCSF/BIS/AoC Efficiency through the Award for Smarter Effective Use of Procurement Technology in FE and Skills The Mencap/RNIB Award for Students The British Council with Learning Award for International The Edexcel Award for Difficulties and/or Student Support Lifelong Learning Disabilities further education - serving the needs of a better society and strong economy
    • Some things just A Message from Kevin Brennan, the Minister for Further Education, Skills never change! and Apprenticeships Beacon Awards 2010/2011 Beacon Awards 2010/2011 I am delighted to continue the Government’s support for the AoC Beacon Awards which are now in their seventeenth year of capturing and celebrating the best practice of the College sector in the UK. At a time when Colleges are facing challenges from all sides, the opportunity to recognise their outstanding and exemplary work and celebrate excellence has never been more important. The Awards highlight best practice and encourage others to replicate this in order to raise achievement across the country. I welcome the Association of Colleges’ decision to carry out a thorough review of the Awards to ensure they continue to reflect the innovative and inspirational work of Colleges. The new Award groupings reflect the breadth and far-reaching impact that Colleges have not only on individual learners but also on the wider communities which they serve. I support the Association of Colleges’ decision to strengthen the application and assessment process. As the reputation of these Awards gains ever greater prominence, it is important that Colleges know they are run and assessed with integrity thus preserving the value of the Awards to the Colleges and the sector as a whole. Over the last thirty five years the Printing Industry I would encourage all Colleges to become involved with the Awards programme; to showcase their contribution to their communities; and to give the sector even more cause for celebration in November. has seen some dramatic changes in production processes with the development of computer technology. During this time Crossgate has embraced these changes by investment into the latest technologies. But one thing that we have never changed is our belief in ensuring we maintain a high quality service to our clients. We have always Kevin Brennan MP listened to our clients requirements and advised them on the most cost effective Minister for Further Education, Skills and Apprenticeships solutions for their needs. So much so that we have clients whom we have worked with for many years including the AoC since 1993. Crossgate provide a full design to print service for a wide range of marketing and publicity media including Brochures, Leaflets, Mailers, Invitations Exhibition Display, Posters, Folders, Business Stationery and Catalogues. Tel: 020 8539 5304 www.crossgatepress.co.uk email: enquiries@crossgatepress.co.uk further education - serving the needs of a better society and strong economy 1
    • The following bodies have given invaluable The AoC Beacon Awards Programme support for the Programme for 2010/2011 which is greatly appreciated: Beacon Awards 2010/2011 Beacon Awards 2010/2011 The AoC Beacon Awards Programme The AoC Beacon Awards, launched in 1994, recognise and are designed to promote the interdependence of Further Education Colleges, business, professional and voluntary sector organisations to their mutual advantage. The aim of the programme is to highlight the breadth and quality of education in Colleges throughout the UK and increase understanding of Colleges’ contribution to UK educational skills policy and economic and social development. The Awards: • Recognise imaginative and exemplary teaching and learning practice in Colleges • Draw attention to provision which encourages and supports learners to approach challenges positively and creatively • Support learning and continuous improvement through the dissemination of Award-bearing practice The Programme represents partnership in action by providing significant benefits for the major players involved: • An Award acts as a development grant to help realise the full potential of a project based in a College of further education. • An Award serves to promote the business needs and interests of the sponsor. The dissemination of exemplary practice represented by the Award-winning projects is a major purpose of each year’s AoC Beacon Awards Programme. Project Profiles of each year’s winning Colleges are written up and are available on the AoC website approximately a year after their announcement. In 2009, using the futures map at the end of ‘Celebrating Colleges’, the Association consulted with Colleges, sponsors and assessors to devise a new format for the Awards to ensure that they continue to capture and celebrate the creative and innovative ways in which the sector meets the needs of its Administered by the Association of Colleges local and regional communities and ensures continual social and economic regeneration. The AoC Beacon Awards were set up by The Partnership Trust in 1994. Since August 1996 they have been administered by the Association of The AoC Beacon Awards Steering Group The AoC Beacon Awards Programme is operated through the AoC Charitable Colleges. Trust which is a Registered Charity in England, Wales and Scotland, and is administered by the Association of Colleges (AoC). The AoC Beacon Awards The AoC Beacon Awards are run through the AoC Charitable Trust which is a office is offered advice and guidance by the Steering Group for the delivery Registered Charity in England and Wales (charity number 1040631) and in and development of the programme. The Steering Group is made up of Scotland (charity number SC039064). representatives from Colleges, funding bodies and sponsoring organisations (Steering Group members as of 1 April 2010 appear at the back of this Authored by Alice Thiagaraj prospectus). The Steering Group makes all final decisions about Award winners in the light of recommendations from the team of assessors and the Authorised by Dame Patricia Morgan-Webb Lead Assessor. further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 2 3
    • The 2010/2011 AoC Beacon Awards The Awards Beacon Awards 2010/2011 The AoC Beacon Awards recognise and commend exemplary initiatives Beacon Awards 2010/2011 SPONSOR FOCUS OF AWARD GEOGRAPHICAL FOCUS (which can be programmes, courses, projects or other forms of teaching, learning, advice, guidance or support). AQA College/School Partnerships UK AoC Management College Engagement with Employers UK • New projects or initiatives which have not completed a full cycle of Services implementation so that evidence of outcomes is unavailable will not be eligible for consideration. Association of Widening Participation UK Colleges • Awards take the form of monetary grants of, on average, £5,000 which will be awarded on the clear understanding that the total monies will Becta Efficiency through Effective Use of Technology UK be set against expenditures incurred taking forward the development of each winning initiative. British Council International Student Support UK • Colleges are defined as institutions which were incorporated under the City & Guilds Staff Development in Further Education UK Further and Higher Education Act 1992 (the Act). • Awards are designed at the discretion of the sponsors as UK Awards or DCSF Delivery of Level 2 and 3 Qualifications England as Awards for Colleges in England, Northern Ireland, Scotland or DCSF/BIS/AoC Procurement England Wales. • It is a condition of entry that each College gaining an Award Edexcel Lifelong Learning UK undertakes to inform its community about its achievement and about Edge Practical Teaching and Practical Learning UK the support and interest provided by the sponsor. It should also undertake to inform the sponsor of how the Award money was used. Enterprise UK Enterprise UK • It is expected that within approximately three months of the Jardine Lloyd Health and Community Care UK announcement of the Award, the winning College will organise a Local Thompson Benefit Presentation Ceremony in consultation with the sponsor to allow for Solutions maximum media coverage. The AoC Beacon Awards office should be advised of the arrangements. LSIS Leadership of Innovation in Curriculum England Development • Award winning Colleges are permitted to use the AoC Beacon Awards logo with the year of the programme beneath it on College headed Mencap and RNIB Students with Learning Difficulties and/or UK paper, promotional material etc. Disabilities • Letters of commendation will be sent to shortlisted Colleges on the OCR Functional Skills UK recommendation of the AoC Beacon Award assessors and the Steering Group. Highly Commended Colleges are entitled to use the AoC Welsh Assembly 14-19 Collaboration Wales Beacon Awards logo with ‘Highly Commended (year)’ beneath it. The Government logo is available from the AoC Beacon Awards office. Highly Commended Colleges will also be sent certificates testifying to their YPLA 14-19 Collaboration England achievements. YPLA Equality and Diversity England • A summary list of Awards, their sponsors and the geographical focus of each appears opposite. further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 4 5
    • The AoC Beacon Awards AoC Beacon Awards Assessment 2010/2011 Calendar Beacon Awards 2010/2011 The assessment of the AoC Beacon Awards applications will be the Beacon Awards 2010/2011 responsibility of specialist assessors co-ordinated by the AoC Beacon Awards Manager. Normally two assessors will be assigned to each Award. The process has three stages – shortlisting, visiting and final decisions. 2010 STAGE 1 Assessment leading to shortlisting will have regard to the general requirements detailed on page 8 of this prospectus together with the stipulations governing the specification of each Award. The April AoC Beacon Awards 2010/2011 outcomes of this stage are lists of applicants who best match these Prospectus distributed to Colleges criteria. These lists are verified by the Lead Assessor and /or a Steering Group representative. 7 July Closing date for receipt of AoC Beacon Award applications STAGE 2 Assessment by visiting involves matching the ‘evidence on the ground’ at the shortlisted Colleges with their applications. In August – September First stage of assessment (shortlisting) particular, the assessors will be interested in outcomes, methods of evaluation, quality assurance, the future development of the initiative September – October Second stage of assessment (site visits) and possible dissemination. The assessors would expect to have October Third stage of assessment and final discussions with staff, students and other relevant parties in the course selection by AoC Beacon Awards of the site visit. Assessors, prior to a visit, may contact the College to request additional information. The outcomes of this stage are the Steering Group judgements and recommendations for Awards. 16-18 November 2010/2011 AoC Beacon Award winners announced at the AoC Annual Sponsors may, with the agreement of the AoC Beacon Awards Manager, undertake Conference Stages 1 and 2 of the assessment process in respect of their own Award(s), in conjunction with an AoC Beacon Award Assessor. 2011 STAGE 3 The Lead assessor will present the assessors’ reports and January – April Local Presentation Ceremonies recommendations to the AoC Beacon Awards Steering Group which 9 February AoC Beacon Awards National will select the Award winners and those Colleges to be Highly Commended. Presentation Ceremony November Project Profiles of winning All AoC Beacon Awards are awarded or withheld at the sole and absolute discretion Colleges issued of the AoC Beacon Awards Steering Group and those acting on its behalf. No explanation will be given following the making or withholding of an Award. further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 6 7
    • How to Apply for AoC Beacon Awards The Awards Beacon Awards 2010/2011 Beacon Awards 2010/2011 • How the project meets the sponsor’s criteria – a Your application may be for a programme, course, or section which clearly addresses each of the General AoC Beacon Award Criteria Awards for Teaching and Learning, Curriculum Design project or for some other aspect of your College sponsor’s criteria as set out on the relevant page provision – teaching, learning, guidance or support. To in the Awards section and Development Page No. be eligible, your initiative should show evidence of Becta Award for Efficiency through the Effective Use of Technology in imaginative yet sustainable teaching and learning • Project management – describe how the project FE and Skills 12-13 practice or other relevant provision. It must also fulfil is managed including how quality assurance is DCSF Award for Successful Delivery of Level 2 and 3 Qualifications 14-15 the following criteria: used to improve the initiative, and how the project meets equality and diversity standards Edge Award for Practical Teaching and Practical Learning 16-17 • It must meet the specific requirements set out by Jardine Lloyd Thompson Benefit Solutions Award for Health and the sponsors of the particular Award for which • Outcomes and benefits to learners – show how Community Care 18-19 you are applying (see relevant page in the the initiative has benefited the learners and Awards section of the Prospectus) others involved with the project – this should be Mencap/RNIB Award for Students with Learning Difficulties supported by written evidence from beneficiaries and/or Disabilities 20-21 • It must be subject to evaluation/quality who may be students, trainees, employers or, in assurance to influence the continuing some cases, parents. This section should also OCR Award for Functional Skills 22-23 development of the initiative include data on enrolment, retention, • It must have regard to ensuring that equality achievement and progression and diversity are accounted for in all aspects of the programme’s delivery • Dissemination and the future – highlight key features of the project that could be of benefit to • It must have been running for at least one Awards for Leadership and Quality Improvement other Colleges and how you perceive it DCSF/BIS/AoC Award for Smarter Procurement 26-27 academic session by 31 July 2010 developing in the future • It must have features which actively promote City & Guilds Award for Staff Development in Further Education 28-29 exemplary teaching and learning No initiative which has previously won an AoC Beacon LSIS Award for Leadership of Innovation in Curriculum Development 30-31 Award will be eligible for consideration for the same • It must be of benefit to one or more groups of Award a second time. YPLA Award for Equality and Diversity 32-33 students or trainees who will be identified and described in the application A College may apply for as many Awards as it wishes. • It must have wider relevance and applicability However, it may submit only one application per making it of value to other Colleges as an Award. example of good practice or innovation Awards for Responsiveness, Partnership and Impact A College which has a project which fits into two or AQA Award for College/School Partnerships 36-37 more categories may submit that project for only one Award. AoC Management Services Award for College Engagement with Employers 38-39 You should submit a single covering application form How to Structure your Application (at the back of this prospectus) which should be signed Association of Colleges Award for Widening Participation 40-41 by the Principal and should have the contact details of All applications will be treated as strictly confidential to the person the assessors will contact to arrange a site the Steering Group, assessors and Beacon Awards British Council Award for International Student Support 42-43 visit. This should be accompanied by the main part of Manager. Material from any application will only be Edexcel Award for Lifelong Learning 44-45 the application. made public with the express approval of the College concerned. Enterprise UK Award for Enterprise 46-47 The main body of your application should be Welsh Assembly Government Award for 14-19 Collaboration 48-49 anonymous and should address all of the above criteria Each application will be sent an acknowledgement and be made in a statement of no more than 3,000 addressed to the Principal/Chief Executive. Your YPLA Award for 14-19 Collaboration 50-51 words. The statement should be made by a senior College will be subsequently contacted only if the member of staff who has had close contact with the project is shortlisted. initiative. Written evidence from beneficiaries should be included in the word limit. You may make You are asked to submit THREE copies of your complete reference to other materials (i.e. multimedia material, application AND statement (including supporting evidence) College documents, etc.) which the assessors can request or access, should they wish to do so. by Wednesday 7 July 2010 to: Your application should be structured, as far as possible, ALICE THIAGARAJ under the following headings: AoC BEACON AWARDS MANAGER AoC CHARITABLE TRUST • Project summary – a brief overview of the 2-5 STEDHAM PLACE initiative including a clear description of target LONDON WC1A 1HU group All enquiries about making an application should be • Aims and objectives – the aims and objectives, addressed to the AoC Beacon Awards office at the above how they were established, and how they have resulted in the promotion of exemplary teaching address and NOT to sponsors or assessors. and learning further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 9 8
    • Teaching and Learning, Curriculum Design and Development Beacon Awards 2010/2011 Beacon Awards 2010/2011 Becta Award for Efficiency through the Effective Use of Technology in FE and Skills DCSF Award for Successful Delivery of Level 2 and 3 Qualifications Edge Award for Practical Teaching and Practical Learning Jardine Lloyd Thompson Benefit Solutions Award for Health and Community Care Mencap/RNIB Award for Students with Learning Difficulties and/or Disabilities OCR Award for Functional Skills further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 10 11
    • The Becta Award for Efficiency through the Effective Use of Technology Teaching and Learning, Curriculum Design and Development in FE and Skills Teaching and Learning, Curriculum Design and Development Becta is the Government agency leading the national drive to ensure the The Becta Award for Efficiency through the Effective use of Technology in FE effective and innovative use of technology throughout learning. It is our and Skills is open to all Further Education, Sixth Form and Tertiary Colleges ambition to utilise the benefits of technology to create a more exciting, in the United Kingdom. rewarding and successful experience for learners of all ages and abilities, Becta will be particularly interested in applications which demonstrate, enabling them to achieve their potential. through digital evidence, how new models of delivery can impact positively on both learners and the workforce to understand whether e-delivery has Through strategic partnerships with key national organisations, we work to been used across the institution or just in specific curriculum areas. provide the support and understanding required by the further education and skills sector for the full benefits of harnessing technology to be realised. Assessors will look for comprehensive evidence (including statistical information) which clearly demonstrates the following: Our research and partnerships throughout the sector demonstrate proven benefits of technology for education and training. These include personalising • The successful application of technology to achieve significant individual learner experience, enabling flexible learning, improving quantified efficiency savings through the effective use of technology organisational efficiency, and supporting and enhancing management processes. The benefits of using technology are shared throughout the sector, • How new models of e-delivery has produced a significant increase in positively impacting on learners, staff and employers. learners’ outcomes and released time and money to enhance the learning experience Recognising and celebrating excellence in the use of technology is essential to support improvement throughout the whole sector. This Award and others • How innovation in new delivery models has been supported by the that we support and lead, including our own Next Generation Learning senior management team and is built into the development of awards for FE and Skills, help to share and communicate the benefits of increased organisational e-maturity** excellence in the use of technology throughout the whole sector. We encourage all of our award winners to disseminate their examples of effective ** Becta defines e-maturity as ‘the capacity of a learning provider to make strategic practice to benefit others understanding of the impact of technology. and effective use of technology to improve educational outcomes.’ further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 12 13
    • The Department for Children, Schools and Families Award Teaching and Learning, Curriculum Design and Development for Successful Delivery of Level 2 and 3 Qualifications Teaching and Learning, Curriculum Design and Development for Disadvantaged Learners One of the key goals of the 14-19 Reform of education and training for young people is to close the achievement gap so that all have an opportunity to succeed, irrespective of gender, race, disability or background. Disadvantaged The Department for Children Schools and Families is sponsoring an Award young people are not only found in disadvantaged institutions – they are for successful delivery of Level 2 and/or 3 qualifications by a Further widely dispersed. Some of the widest attainment gaps are seen in those areas Education or Sixth Form College in England. This Award will be given to a which have high overall achievement, but which include pockets of College which leads the way in delivering high quality teaching at Level 2 deprivation and disadvantage. and/or 3 which results in high levels of achievement for young people from disadvantaged backgrounds. In recent years we have seen improvements in attainment by age 19 for all groups – based on entitlement to free school meals (FSM), gender, ethnicity Assessors for the Award will be looking for evidence of significant value- and Special Educational Needs, but to varying degrees. In general, the gaps added to the levels of achievement for young people. between the highest and lowest achievers are narrowing. In 2008, there was a Colleges should provide evidence demonstrating how provision meets the 23.7 percentage point gap in attainment of Level 2 between those eligible and following criteria: those not eligible for FSM (a reduction of 4.6 percentage points since 2005) and a 25.1 percentage point gap in the attainment of Level 3 (a reduction of 1.3 percentage points since 2005). These figures are testament to the hard • Outstanding levels of achievement of Level 2 and/or 3 qualifications work of young people and those who work with them in schools, Colleges by young people aged 16 to 19 from disadvantaged backgrounds, i.e. and work based learning providers. But we need to do more. demonstrating significant value-added In a changing world economy, it is ever more important to equip young • Innovative approaches to teaching and learning which are leading to people with skills that will enable them to succeed in a competitive jobs this success market and pursue productive careers. Increasing the numbers of young • High quality support and guidance for young people which helps people who achieve at higher levels, particularly for those from lower socio- them stay motivated to learn and achieve economic backgrounds, has the potential to break the cycle of disadvantage, opening up opportunities in highly skilled employment or entry into higher • Narrowing the attainment gap between young people from different education. socio-economic groups The Department for Children, Schools and Families has set challenging • Effective support for vulnerable young people and those from targets to raise the attainment of young people who were in receipt of free- minority groups, which helps them to achieve qualifications school meals in year 11, and to narrow the attainment gap between those • Successful collaborative working with a wide range of partners to young people and their peers. To meet these targets, and the 14-19 Reform support progression into and out of Level 2 and 3 provision goals, we will need schools and Colleges to provide inspiring, motivating learning options which keep young people engaged and on the path to success. This Award will be given to a College which leads the way in delivering high quality teaching which results in high rates of success for young people who experience disadvantage. The College may serve a deprived community or adapt more general approaches to support specific groups of learners within the institution. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 14 15
    • The Edge Award for Practical Teaching and Practical Learning Teaching and Learning, Curriculum Design and Development Teaching and Learning, Curriculum Design and Development Edge is an educational foundation with the aim of raising the status of Edge wants to recognise, celebrate and publicise examples of excellent practical practical and vocational learning. learning. We believe that we must listen to learners themselves if we really want to improve learning experiences. Edge runs campaigns to change attitudes and behaviours – by engaging with students, employers, teachers, Government and the media, we seek to We invite entries for this Award from Colleges whose learners have change the way practical and vocational learning is viewed and carried out. experiences that are: Edge provides grants and funding – we support organisations and new • Real – with opportunities for learners to tackle real life problems by initiatives that will deliver real changes. learning from people in the know, using the tools of the trade Edge works to change policy – we work with opinion formers, • Meaningful – the College can demonstrate that learners can explain educationalists and policy makers to identify the key barriers and why they are working on a particular task, and the benefits to opportunities for change. themselves, and others, of completing it well We want young people to learn through practical training and experience • Challenging – with opportunities for learners to work alongside how to succeed at a vast range of jobs – from building work to business – by experts and be challenged to perform at new levels of skill doing work experience, apprenticeships and trainee schemes. • Stretching – the College can demonstrate that the learners can describe their new skills and insights and show the distance they That’s why we are sponsoring this year’s AoC Beacon Award for Practical have travelled Teaching and Practical Learning. • Life-changing – the College can demonstrate the doors that are now open to learners and the way that their learning at the College has reshaped their future ‘Until the voices of learners are heard, nothing will really change’ (Andy Powell, Chief Executive, Edge) www.edge.co.uk further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 16 17
    • Benefit Solutions The Jardine Lloyd Thompson Benefit Solutions Award Teaching and Learning, Curriculum Design and Development for Health and Community Care Teaching and Learning, Curriculum Design and Development Benefit Solutions Universities & Colleges Healthcare Services. The Jardine Lloyd Thompson Benefit Solutions Award for quality in health and community care programmes is open to Colleges of Further Education, Jardine Lloyd Thompson Benefit Solutions has been advising and Sixth Form Colleges and Tertiary Colleges offering courses which cover implementing healthcare solutions for the education sector since 1981 when community and residential care, health studies, early years/nursery nursing we launched the Universities & Colleges Corporate and Voluntary Healthcare and other health and community care programme areas. Plans. Our knowledge of the sectors’ requirements combined with our knowledge of market products and solutions has ensured the continued The assessors will be looking for: growth of our reputation. • Outstanding schemes that provide models of good practice in Our healthcare solutions now form an integral part of employee benefits at health and community care provision over 300 universities and Colleges and cover over 80,000 employees. These services extend beyond private medical care and include all aspects of Health • Initiatives that have innovative and flexible features supporting & Safety, Occupational Health and employee benefits. Details of our high levels of achievement comprehensive services can be obtained including Flexible & Voluntary Benefits Schemes from: Jo Fincham on 01344 381 609 or by email at Colleges should provide evidence demonstrating the following: Jo_fincham@jltgroup.com. • Responsiveness to employer and training needs in the provision JLT Benefit Solutions Limited is a member of the Jardine Lloyd Thompson of high quality courses or specific training programmes Group who have divisions specialising in Insurance Broking, Employee Benefits, Actuarial Consulting and Healthcare. The Group provides solutions • Effective collaboration with employers and service providers in to maximise the effectiveness of our client’s financial, human resources and the planning and evaluation of the course risk management initiatives. Jardine Lloyd Thompson is one of the largest UK publicly quoted insurance brokers in the UK. • Innovation and flexibility in the planning and delivery of courses including joint initiatives with service providers such as outreach activities and the use of technology where appropriate JLT Benefit Solutions Limited. Authorised and regulated by the • Effectiveness of monitoring and evaluation mechanisms with clear Financial Services Authority evidence of sustained improvement in the quality of provision A member of the Jardine Lloyd Thompson Group. Registered Office: 6 Crutched Friars, London EC3N 2PH • Successful development of coordinating strategies to facilitate Registered in England No. 2240496. Vat No.244 2321 96 learning outcomes through consistency in supervision and in the assessment methods used in practical work placements further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 18 19
    • The RNIB and Mencap Inclusive Learning Award Teaching and Learning, Curriculum Design and Development for Students with Learning Difficulties Teaching and Learning, Curriculum Design and Development and/or Disabilities Mencap is the UK’s leading learning disability charity; it supports people The Inclusive Learning Award, supported by Mencap and RNIB, will Mencap with a learning disability and their families and carers. Mencap is keen to celebrate exemplary practice in further and continuing education for learners support this AoC Beacon Award which recognises quality and innovation in with learning difficulties and/or disabilities. Assessors would be interested the promotion of inclusive learning. Mencap is particularly keen to support to receive applications from mainstream Colleges which have developed initiatives which provide people with a learning disability with accurate and exemplary practice in delivering the curriculum to visually impaired learners accessible information about learning opportunities. Since the publication of or learners with learning difficulties and/or disabilities. 'Inclusive Learning', Mencap has been active in trying to make the report accessible to students and their families so that they can be actively involved The assessors will look for provision that demonstrates the following: in shaping the future of lifelong learning opportunities. Mencap works in partnership with other organisations to promote the • Teaching and learning activities that are well matched to learner's importance of further, adult and community education in the lives of people different needs, that enables individuals to develop their skills and with a learning difficulty and their families. Mencap is delighted to be experiences through a personalised approach and is supported by working with the RNIB in supporting the AoC Beacon Awards in 2010/11 as sustained involvement with their local communities a demonstration of how organisations can work actively and successfully together to reward initiative and success. • Effective multi-agency partnerships making a practical contribution to supporting learner achievement and progression • Comprehensive transition planning for each individual including processes that fully support learners to transform their lives through RNIB is the largest voluntary organisation of and for people with sight loss in Royal National Institute of the Blind reaching their destination goals the UK campaigning for positive change. • Appropriate resources and support for the development of the skills Our vision is a world where people who are blind or partially sighted enjoy and attributes that employers want and sustained work with the same rights and responsibilities, opportunities and quality of life as employers to help them know to make use of these skills in their people who are sighted. workforce We believe that lifelong learning can significantly enhance the quality of life of people who are blind and partially sighted. It is one of the principal ways • Promotion of the contribution that learners make in raising both in which they can enjoy social inclusion; it can significantly contribute to their awareness and expectations throughout their peer group, the College independence; and it is also a very important factor in enabling them to and local community access employment. RNIB believes that participation in lifelong learning • Equipping and empowering learners to solve their own problems, should be a right for all, including blind and partially sighted people, make their own choices and take control of their lives whatever their age or the degree of their disability or learning difficulty. RNIB is committed to empowering and supporting blind and partially sighted people in accessing learning and to contributing to the development of the kind of provision that is necessary to facilitate high quality inclusive learning. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 20 21
    • The OCR Award for Functional Skills Teaching and Learning, Curriculum Design and Development Teaching and Learning, Curriculum Design and Development OCR is a not-for-profit organisation focused wholly on the enhancement of The OCR Award is open to all Further Education Colleges in the UK that are education through assessment. delivering Functional Skills in English/mathematics/ICT. As one of the UK’s leading awarding bodies, OCR provides a professional, The Award seeks to identify innovative examples of Functional Skills delivery reliable and supportive service to thousands of teaching centres. through an approach that embeds Functional Skills across the curriculum. Learners of all ages study our specifications - whether at school, College, in The College should be creative in identifying and providing opportunities, work or through part-time learning programmes - to achieve their full which lead not only to the engagement of individuals but also contributes to potential. their continued progression. OCR qualifications include AS/A Levels, GCSEs, Key Skills, Basic Skills, In particular, the assessors will be looking for evidence of: Entry Level Certificates, Nationals and 'own brand' qualifications. They cover areas such as IT, business, languages, teaching/training, administration and secretarial skills. OCR representatives can also work with Centres to provide • Contextualising Functional Skills delivery so that it engages and accreditation to unique qualifications. reflects the individual needs of learners OCR will soon complete a successful large-scale three-year pilot for • Programmes that enable learners to use and apply Functional Skills in all three subjects and at all levels – Entry Level, Level 1 English/mathematics/ICT to tackle problems that arise in their work and Level 2. Throughout the pilot, OCR specialists have refined and and life developed the Functional Skills qualifications to ensure learners develop the • An innovative and creative approach to Functional Skills that develops required practical skill in English, maths and ICT to gain the most out of work, education and everyday life. a sustainable delivery model promoting the uptake of Functional Skills across the College Our products are designed to enable teachers to get the best from students - both during the course and in preparing them for whatever they choose to go • Regular evaluation mechanisms to measure the effectiveness and on to next. We place the student at the heart of our specification development, relevance of the Functional Skills delivery model seeking new ways to engage with and excite learners. • Full support for staff that will enable the College to move forward Throughout the UK more than 13,000 centres offer our qualifications and each with the implementation of Functional Skills year more than 3 million people achieve an OCR qualification. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 22 23
    • Leadership and Quality Improvement Beacon Awards 2010/2011 Beacon Awards 2010/2011 DCSF/BIS/AoC Award for Smarter Procurement City & Guilds Award for Staff Development in Further Education LSIS Award for Leadership of Innovation in Curriculum Development YPLA Award for Equality and Diversity further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 24 25
    • The DCSF, BIS and AoC Award for Smarter Procurement The Department for Children, Schools and Families (DCSF) and the This Award is open to all Further Education Colleges in England. Department for Business Innovation and Skills (BIS), in conjunction with the The Award seeks to identify and recognise imaginative and innovative ways Association of Colleges (AoC), are working to ensure Colleges across England get the most from their budgets. By helping Colleges adopt an innovative and in which Colleges have managed their procurement activity and/or taken pro-active approach to procurement the team is maximising the resources advantage of procurement opportunities to make sustainable savings that available to frontline staff and students. have been re-invested in supporting learners. Whether it is by collaborating with other Colleges, joining purchasing Entries are welcome from whole organisations, any specific area of the consortia or improving their management of procurement, Colleges can save organisation, and any area of the Learning and Skills sector provision. hundreds of thousands of pounds by actively managing their procurement Applications from consortia groups of Colleges would also be welcomed. activities. All of the money that is saved stays within the College to be reinvested into services and facilities that benefit both the staff and students. The assessors will be looking for evidence of: Since the programme launched in 2005 many Colleges have achieved considerable savings by making small changes to their purchasing methods. • Sustainable collaborative partnerships between the College and other In addition to the financial benefits offered by procuring correctly, there is the organisations, whether they are with other Colleges, employers, risk of legal penalties should procurement rules and regulations not be schools or LEAs , which has led to significant savings complied with. In 2006, new EU rules were brought in governing how public sector money should be spent, and these have already resulted in • An innovative and pro-active approach to procurement organisations across the public sector being taken to court by suppliers. Leadership and Quality Improvement Leadership and Quality Improvement • How the savings made as a result of efficient procurement policies Through the programme, the Colleges have been provided with access to and practices have directly benefited learners procurement support and training, spend analysis, procurement reviews, an • How the College has improved its management of procurement online repository of tools, templates, guidance and other support, as well as activities and maximised the resources available for the ultimate regionally based network meetings to discuss procurement matters. benefit of its staff and students Over 220 Colleges are actively engaged with the programme of support, and the Departments and the AoC are delighted to sponsor this AoC Beacon Award. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 26 27
    • The City & Guilds Award for Staff Development in Further Education City & Guilds is the UK’s leading provider of vocational qualifications, The City & Guilds Award for Staff Development encourages applications supporting learning for work, life and leisure, and the opportunity for from all Colleges of Further Education who believe they can meet the criteria. individuals, businesses and communities to prosper. The Award aims to recognise contributions from across the whole range of The City & Guilds Group comprises City & Guilds, the Institute of staff working in further education. The assessors will be looking to reward Leadership & Management (ILM), the land-based awarding body City & innovative best practice that delivers identifiable results and benefits. In Guilds NPTC and the City & Guilds Hospitality Awarding Body (HAB). The particular they will be looking for evidence of the following: Group offers a wide range of qualifications across all sectors – from administration to engineering and from health, care and community justice to • Effective ways for encouraging and motivating staff security. Awards are available for all levels of skill and knowledge from entry level to the highest levels of professional expertise. • Schemes that allow and encourage personal and professional development We’re always aiming to improve learning support and the delivery of • Effective and imaginative work to support staff development qualifications and assessment. We provide effective, reliable and secure online testing through our global online assessment (GOLA) system. We have also • Schemes that can demonstrate positive outcomes for teachers, other developed a learning portal called City & Guilds SmartScreen staff and learners (www.smartscreen.co.uk) which provides general advice, guidance and learning support for tutors and learners for an increasing number of our Leadership and Quality Improvement Leadership and Quality Improvement qualifications. City & Guilds is committed to supporting the professional development of all staff working in further education: teachers, tutors, management, technical, support and administrative. At a time of significant change for the education and development of teachers, City & Guilds is keen to recognise effective and imaginative work to support staff development across the breadth of the sector. We recognise the role further education staff play in promoting and developing skills across a wide range of learners and we believe it is essential we share best practice within the sector. Through this Award we will showcase effective ways of encouraging and motivating staff and schemes that encourage and promote professional development. We are proud to sponsor an Award that shares our passion and commitment for excellence and innovation and recognises outstanding achievement. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 28 29
    • The LSIS Award for Leadership of Innovation in Curriculum Development LSIS was formed to speed up quality improvement, increase participation LSIS is pleased to sponsor this AoC Beacon Award for Leadership of and raise standards and achievement in the learning and skills sector in Innovation in Curriculum Development. The Award is open to all Further England and is dedicated to developing excellent FE provision working in Education, Sixth Form and Tertiary Colleges in England. partnership with all parts of the sector to build and sustain self-improvement. This Award aims to recognise the crucial role of leadership in curriculum It is responsible for developing and providing access to resources that help development activities. This may be for a specific aspect of the provider’s Colleges and providers implement initiatives and improve quality – by work or take a broader perspective. The assessors will look for evidence that commissioning products and services, by identifying and sharing good the initiative is innovative, is responsive to learners and the community, has practice throughout the system, and by providing tailored programmes of produced positive results and made a significant impact on learners. support. Colleges should demonstrate how the provision meets the following criteria: LSIS’s mission is ‘to accelerate the drive for excellence’ which will help realise our vision that: every learner acquires the skills, knowledge and appetite they need for learning, living and working; and that every provider • Effective leadership of curriculum development for the benefit of the is valued by their communities and employers for their contribution to organisation and its clients/customers/learners sustainable social and economic priorities. • Responsiveness to the learning needs of the individuals and groups in the local area and/or the organisation’s community resulting in a realistic strategy for the development of the curriculum • The processes of management and development result in curriculum Leadership and Quality Improvement Leadership and Quality Improvement provision supporting high standards of outcomes for learners • Sustainability has been built into the curriculum development • Creation of value for individuals, teams and their organisations in ways which can be considered novel, innovative and from which other providers can learn • Equality and diversity has been an integral part of the design and embedded into the implementation of the curriculum development further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 30 31
    • The Young People’s Learning Agency Award for Equality and Diversity The FE system has a crucial role to play in enabling this country to meet The Young People’s Learning Agency (YPLA) Equality and Diversity Award current and future challenges. The sector as a whole has shown, time after will recognise exemplary practice in equality and diversity and inclusion. The time, just how adept it is at delivering across a spectrum of needs and in Award is open to all Skills Funding Agency and local authority-funded changing circumstances. The YPLA’s mission will be to champion young Further Education Colleges. people by providing financial support to young learners, by funding Applicants must have developed and acted upon a clear equality and Academies for all their provision and by supporting local authorities’ diversity strategy and action plan or plans that respond to the needs of commissioning of suitable education and training opportunities for all 16 – 19 under-represented or under-performing groups, and to relevant equality year olds. This Award recognises the success of an institution in the FE legislation. system to meet this mission and the ambition of the FE sector: FE is at the heart of its actions to unlock the talent of individuals; to build strong and The Award will be made to the College that best demonstrates a clear inclusive communities; and to develop the skills and innovation employers commitment across the institution to embedding and going beyond the need to compete successfully. statutory duties for race, disability and/or learning difficulty and gender equality, and positive outcomes for learners. YPLA recognises the success of the LSC; the numbers of young people taking Assessors will be looking for evidence of: part in education and training are rising. We want learners to be at the heart of our work and make sure that our approach supports the aspirations of all young people participating in learning. • Innovative approaches to promote equality, particularly in relation to sexual orientation, religion/belief, age, race, gender identity and social Leadership and Quality Improvement deprivation Leadership and Quality Improvement The new YPLA Single Equality Scheme is designed to place equality and diversity at the heart and go beyond the achievements of the LSC. The YPLA • A clear, systematic and visibly embedded approach to delivering aims to do more than comply with the present legislation for equal equality and diversity outcomes across the institution, including: a opportunities, going beyond it to promote equality and embrace diversity in published strategy, relevant action plan(s), improvement measures all its aspects. The YPLA wants its approach to be a model for the Colleges which identify and successfully address priority equality challenges, and providers it works with. embedding equality and diversity within the overall mission of the College • Clearly identified indicators of success, monitored by regular auditing of policies, procedures and practices, including a strategic approach to equality impact assessments as part of the policy review process, leading to continued improvement in provision for learners • Involvement of learners from across the institution to shape and drive the equality and diversity agenda • Leading by example, commitment and leadership from the top of the organisation ensuring the workforce reflects the diversity of the learning and wider community • Action to share and promote good practice among other Colleges and providers further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 32 33
    • Responsiveness, Partnership and Impact Beacon Awards 2010/2011 AQA Award for College/School Partnerships Beacon Awards 2010/2011 AoC Management Services Award for College Engagement with Employers Association of Colleges Award for Widening Participation British Council Award for International Student Support Edexcel Award for Lifelong Learning Enterprise UK Award for Enterprise Welsh Assembly Government Award for 14-19 Collaboration YPLA Award for 14-19 Collaboration further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 34 35
    • The AQA Award for College/School Partnerships The Assessment and Qualifications Alliance (AQA) is the largest of the three The AQA Award for College/School Partnerships is open to all Further English awarding bodies offering a range of qualifications and services Education, Sixth Form and Tertiary Colleges in the United Kingdom who including GCSE, GCE, the Diploma, AQA Bacc and Extended Project have established successful and sustainable partnerships with schools. Qualification, from its offices in Guildford, Manchester and Harrogate. The assessors will be particularly interested to see evidence of high Each year, AQA administers a range of examinations for over 1.75 million performing Colleges partnering with lesser performing schools to share best candidates in a wide range of centres across the country, for which practice and raise standards. approximately 25,000 examiners and moderators are responsible for setting and marking. AQA is playing a leading role in the modernisation of the Colleges should provide evidence demonstrating how provision meets the examinations system: it set the first ever on-screen GCSE and is committed to following: the continued use of electronic marking. • Complementary curriculum delivery e.g. – Colleges and schools As an organisation, AQA’s purpose is to provide high quality public sharing planning and delivery of post-14 provision examinations, tests and related services in the UK and overseas. It aims to deliver a coherent portfolio of qualifications and supporting services which • Curriculum continuity supporting effective transition e.g. – represent rigorous, consistent education standards and to provide evidence of Colleges working with schools to give summer/taster Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact opportunities for students to engage in a lifelong learning process. courses pre-induction, evidence of Colleges and schools bringing staff together to discuss continuity of support, evidence of learning partnerships • Collaborative information/marketing and promotion e.g. – career fairs for all providers in an area, joint meetings for parents and learners • Consistent student support e.g. – evidence of policies for transport or financial assistance, evidence of school/College tutors providing continual support for learners • Efficient and effective sharing of facilities e.g. – sport/science etc. facilities, sharing staff expertise, schools offering sites for adult courses further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 36 37
    • The AoC Management Services Award for College Engagement with Employers AoC Management Services (AoCMS) is the commercial arm of AoC. Its role is The AoC Management Services Award for Engaging Employers is open to all to provide commercial services to the sector of the highest quality with Further Education and Sixth Form Colleges in the UK. The Award will maximum impact. Most of the income generated by AoCMS is invested back recognise exemplary practice in the delivery of provision that is both in to the AoC. responsive to the needs of employers and that is making a difference to employers. The Award will be granted to the College best demonstrating We offer the following services to FE providers and organisations within the impact in meeting employers skills needs. This will have resulted from a sector: clear, long-term vision and partnership with employers, reflected in provision • Event management – as the leading provider of conferences and which demonstrates development of a skilled workforce and contribution to events we also provide end to end event management services to economic progress in response to identified skills priorities. clients including sponsorship and exhibition campaigns, programme development and speaker sourcing, marketing, delegate Assessors will be looking for evidence of: management, audio-visual, production, onsite management, evaluation and full post-event de-brief • A whole College approach to meeting the training and development • Conferences and events – we run some 50 events per year targeted needs of employers reflected in the Colleges’ three-year development at the further education sector and beyond including; local authorities, employers, and HE institutions. Events range from large plan and investment in employment related training Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact scale national conferences and exhibitions for 1,500 delegates; a • Responsiveness to key economic and training priorities identified by feature of the events profile is the sector flagship AoC Annual Conference, through to smaller policy focused workshops, covering Sector Skills Councils or other strategic and systematic analysis of key policy areas and issues from quality and curriculum, finance, local or regional skills needs human resources, examinations, Machinery of Government changes, technology to equality and diversity • Systematic networking and collaboration with other providers, and • Consultancy – we provide consultancy and advisory services to business support organisations to provide a comprehensive response Colleges and those interested in FE through our own staff and a to meeting the training needs of employers and learners wide network of senior associates, providing up to 2,000 consultancy days a year • A successful record of managers, leaders, teachers, trainers and support staff in delivering sustained levels of employer engagement • Management development programmes – in partnership with LSIS we are leading on the development of skilled 21st Century Managers demonstrated by feedback from employers to improve or change for the Sector provision and the positive impact of provision on businesses • Bespoke training – we design training programmes to suit the needs • Well managed investment in training and development of staff, and of particular clients the provision of up to date facilities and equipment to industry • Executive recruitment – typically we run 15-20 recruitment standards demonstrated by high success and achievement rates for campaigns for Principals, Vice Principals and other senior managers and offer services, such as recruitment campaign management, learners assessment centres, and support during selection. We have an advanced search capacity which, added to our deep knowledge of • Development and implementation of flexible teaching, learning and the sector, allows us access to a wide pool of potential recruits assessment methods that overcome barriers to accessing learning, • Interim management – in a typical year, we place around 20 interim and respond to the needs of employers and learners managers in a variety of posts, in a range of skill areas • Strategic research - we have extensive experience of strategic research. We aim to be the authoritative voice of Colleges based on credible analysis and research. Our closeness to policy formulation and to member Colleges, and our effective use of technology are particular strengths in conducting research projects Website: www.aoc.co.uk/en/Management_Services/index.cfm Tel: 020 7299 6980 further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 38 39
    • The Association of Colleges Award for Widening Participation The Association of Colleges (AoC) exists to represent and promote the The AoC Award for Widening Participation is open to all Further Education interests of Colleges and provide members with professional support Colleges, Sixth Form Colleges and Tertiary Colleges which can demonstrate services. As such, we aim to be the authoritative voice of Colleges – based on active strategies for Widening Participation, particularly for young people credible analysis, research, advocacy and consultation with Colleges – and the and/or those not well represented in further education. first choice destination for guidance and advice for members. The Award will be made to the College which can demonstrate, either over a The AoC welcomes this opportunity to demonstrate its support of the Awards range of courses or for individual courses, that it is enabling learners to programme through sponsorship of this important Award. It is imperative to successfully participate in education and /or training. recognise the exemplary work Colleges are doing in promoting social Assessors will look for evidence of provision that meets the needs of inclusion and this Award helps highlight how Colleges are making a previously disengaged learners, of learners who may be underachieving or of difference in their local communities. groups not well represented in further education. Assessors will also look for evidence that the initiative has produced positive outcomes for learners in terms of achievement and progression. Colleges should provide evidence demonstrating how provision meets the following criteria: Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact • Effective assessment of the learning needs of under-achieving or of groups under-represented in further education • Partnership arrangements that support recruitment and the provision of teaching and learning • Curriculum provision that meets the range of learning and social/personal needs of the learners • Effective guidance and support contributing to learner re-engagement and progression • Teaching, training and assessment that support learning and achievement further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 40 41
    • The British Council Award for International Student Support Purpose The British Council Award for International Student Support is open to all The British Council builds engagement and trust for the UK through the Colleges in the further education sector in the United Kingdom. exchange of knowledge and ideas between people worldwide. The Award recognises best practice in supporting international students, from Their work in cultural relations focuses on major challenges of our time: recruitment through to completion of qualifications. It will be granted to the • Building understanding, trust and dialogue between cultures College that has developed and maintained responsible recruitment (in line • Creating opportunity for people to participate in the creative and with Tier 4 sponsor recruitment practices) and exemplary care and support of knowledge economy international students studying in the UK. • Tackling the threats presented by climate change These three challenges inform their programme areas: Assessors will seek to identify exemplary practice regarding: • Intercultural dialogue • Responsible recruitment practices including consistent application At the core of their work in intercultural dialogue lies the idea of mutuality and a commitment to listen with respect and to communicate with directness. and admissions procedures Intercultural dialogue is about fostering understanding between people even • Initial advice and guidance including , accurate and clear though they may see the world in different ways. An effective dialogue is an information covering courses and qualification requirements, tuition Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact enriching and opening interaction that encourages the respectful sharing of fees and payment details ideas and an exploration of the different thought processes through which the • Comprehensive accommodation support with appropriate reference world is perceived and understood. Encouraging such dialogue is a clear responsibility of cultural relations. to safety and security They concentrate their activities in this programme area in the Middle East, • Appropriate teaching and support for learning, including English, Near East, North Africa and Central South Asia regions. study skills and individual support resulting in high levels of • The creative and knowledge economy retention and achievement The term ‘creative and knowledge economy’ is used to describe the aspects of • Inclusive faith support systems that reflect the multi-cultural and economic and social development that hinge upon creativity, innovation and multi-faith background of international students knowledge. • Comprehensive student welfare support, including pre-departure Their cultural relations work in the creative and knowledge economy builds information, orientation programmes, counselling and careers openness, the sharing of knowledge and ideas, and the promotion of creativity and innovation. Sharing the benefits of the creative and knowledge guidance economy is at the heart of the response to global insecurity, financial crisis and isolationism. Strong cultural relations delivered through our work in the creative and knowledge economy builds a safer, more prosperous and more sustainable world. In this global programme they focus on Brazil, China, India, Mexico, Nigeria, Russia, the US and Europe. • Climate change Cultural relations will be affected by the direct impacts of climate change and the subsequent international actions required to tackle it. There is a pressing need to create, maintain and enhance relationships so they can survive the tests and strains climate change will place upon them. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 42 43
    • The Edexcel Award for Lifelong Learning Edexcel provides qualifications to schools, Colleges and employers and The Edexcel Award for Lifelong Learning is open to all Colleges of Further processes over 8.5 million examination entries each year. An innovative Education and Sixth Form Colleges which have made specific provision to leader in educational services, Edexcel provides a wide range of academic attract adults to continue their education. The Award will be given in and vocational qualifications including GCE, GCSE, BTEC, NVQs, Technical recognition of effective and imaginative approaches to motivate adult Certificates and Key Skills/Functional Skills; and provides qualifications to learners which can show that it is either a new initiative or concept or has built on learners from Entry to HE level. the best practice from other providers. As an awarding body, Edexcel delivers qualifications to over 5,500 secondary There should be evidence that provision has: schools; 700 further education centres, work based learning providers and adult education centres, including all FE Colleges; 76 higher education • Actively encouraged the participation of adults who have not institutions and more than 900 employers in the UK. previously engaged in programmes of study Edexcel is a member of the Pearson Group which includes the Financial • Enabled adults to complete programmes of study successfully and Times and Penguin. supported interesting practice which encourages adults to stay in Edexcel is also pioneering a number of far-reaching IT initiatives, including learning onscreen marking and testing, to change and improve the examinations Responsiveness, Partnership and Impact • Resulted in the provision of innovative learning materials which Responsiveness, Partnership and Impact system. By uniquely offering students and teachers rich data on exam motivate adult learners performance, through its Results Plus service, Edexcel is helping to raise attainment. Edexcel believes education enhances life opportunities and provides people with choices, through an academic or a vocational route. Find out what Edexcel can do for you by visiting www.edexcel.com and see for yourself how Edexcel can help. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 44 45
    • The Enterprise UK Award for Enterprise Enterprise UK exists to give people in the UK the confidence, skills and Enterprise UK is sponsoring an Award to recognise Enterprising Colleges. ambition to be enterprising. Our vision is of a society where economic The winning College will be developing enterprise on a number of fronts prosperity and social cohesion is driven by an enterprise culture and with staff and learners, through both the prescribed, and an enhanced entrepreneurial behaviour. curriculum, and by providing guidance and support for would-be entrepreneurs. It will provide a range of enterprising opportunities for a We were founded in 2004 by the British Chamber of Commerce, the diverse range of learners. Confederation of British Industry, the Institute of Directors and the Federation of Small Businesses, funded mostly by what is now called the An enterprising College will demonstrate the following: Department for Business, Innovation & Skills. We started our work with young people under a campaign called ‘Make Your • Well developed strategies and implementation plans for developing Mark’ that encouraged enterprising activity amongst 14 – 30 year olds. That enterprise learning and entrepreneurial opportunities across the campaign was so successful that we wanted to reach out to new people of all College ages and backgrounds, fresh thinkers who spot opportunities, apply entrepreneurial talents and overcome obstacles to make their ideas happen. • Enhanced opportunities for learners to engage in activities that develop entrepreneurial skills throughout the curriculum Our campaigns therefore still include the ‘Make Your Mark’ challenge, the UK’s biggest live enterprise competition with 62,000 participants from schools • Professional development opportunities for staff, to contribute towards Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact and 11,000 from FE Colleges; the ‘Make Your Mark with a Tenner’; ‘One Big developing an enterprise culture and, to deliver relevant experiences Idea’ focusing on social enterprises; as well as other Enterprise UK branded that stimulate entrepreneurial ambition in learners campaigns such as ‘Global Entrepreneurship Week’ (formerly Enterprise Week) involving over 80 countries and 3 million people world-wide and • Support and guidance for a diverse range of learners wishing to start a ‘Enterprising Britain’. business Our FE team works with governors, senior managers and other staff with programmes designed to develop an entrepreneurial culture in Colleges. www.enterpriseuk.org further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 46 47
    • The Welsh Assembly Government Award for 14-19 Collaboration The Welsh Assembly Government Award for 14-19 Collaboration is open to all Further Education institutions, including Tertiary Colleges, and Sixth Form Colleges in Wales and aims to recognise exemplary collaborative initiatives The Welsh Assembly Government and programmes. www.wales.gov.uk The Award will be given to the further education institutions that best The Department for Children, Education, Lifelong Learning and Skills demonstrate their successful contribution to the delivery of the Learning and (DCELLS), has responsibility for the effective deployment of Welsh Assembly Skills (Wales) Measure, including the implementation of a clear vision, well Government funds for schools, further education, private and voluntary coordinated partnership arrangements supported by a senior level strategic sector training provision, adult continuing education and higher education group, which takes responsibility for overall direction, and regular meetings throughout Wales. between staff at all levels within the partnership. DCELLS works with key partners to improve children’s services, education Assessors will be looking for evidence of successful collaborative practice and training provision to secure better outcomes for learners, business, and where: employers. It helps empower children, young people and adults through education and training to enjoy a better quality of life. • There is a clear partnership approach – all partners have a shared Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact vision in helping to meet the needs of learners aged 14-19 The FE sector plays a critically important role by equipping learners with the essential skills needed for work, home and leisure; providing lifelong • There is strong leadership at a senior level learning opportunities in a wide range of subjects; allowing flexibility and • There is an increase in the range of options available at both Key choice designed to motivate and enthuse young people to reach their goals, Stage 4 and post-16 balancing learning with real life experiences and breaking down barriers to • Improvement in quality is central to development of provision learning. • Increased numbers of learners are benefitting from wider choice The challenge of building a more inclusive society remains pressing. year on year Education can assist individuals and communities to achieve their goals and • Innovative ways of learning have been found to keep travel to a aspirations and it helps develop new skills and encourages more informed minimum and more effective participation in civil society. The Welsh Assembly Government’s programme to widen participation and develop a more flexible and responsive learning network aims to contribute to equipping Wales for both social and economic success. further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 48 49
    • The Young People’s Learning Agency (YPLA) Award for 14-19 Collaboration The YPLA will champion young people by providing financial support to The YPLA Award for 14-19 Collaboration is open to all Further Education young learners, by funding Academies for all their provision and by Colleges, including Tertiary Colleges, and Sixth Form Colleges in England supporting local authorities’ commissioning of suitable education and and aims to recognise exemplary collaborative initiatives and programmes. training opportunities for all 16-19 year olds. The Award will be given to a College that best demonstrates the successful implementation of a clear vision, well coordinated partnership arrangements The YPLA seeks to make a difference to all young people’s lives by raising supported by a senior level strategic group, which takes responsibility for their aspirations and helping them get the knowledge and skills they need to overall direction, and regular meetings between staff at all levels within the prosper in the economy. Our ambition is to narrow the gaps in outcomes for partnership. different groups and recognise, value and celebrate the diversity that young people bring to society. Assessors will be looking for evidence of successful collaborative practice where: This Award aims to recognise exemplary collaborative and partnership working in pursuit of 14-19 reform and in improving outcomes for all young • All partners have shared priorities, targets and a common vision of people in an area. how the partnership will meet the learning needs of young people • Partnership has led to innovative approaches to learning enabling Responsiveness, Partnership and Impact Responsiveness, Partnership and Impact outcomes for young people that could not have been achieved by individual providers alone • Leadership enables effective coordination, promotes joint strategic planning, and common approaches to monitoring and evaluation of the quality of provision • Regular exchange of information, service-level agreements and joint staff development support working arrangements which result in tangible benefits to learners • All partners are involved and have full confidence in quality assurance processes which lead to improved collaborative planning and quality of provision further education - serving the needs of a better society and strong economy guidance on applying for this award appears on page 8 and 53 of this prospectus 50 51
    • Members of the AoC Beacon Awards Guidance on how to apply for the Steering Group as at 1 April 2010 AoC Beacon Awards Beacon Awards 2010/2011 Submitting your application Beacon Awards 2010/2011 Ahmed Choonara Executive Member, Network for Black The application should be in two parts: the completed application form, Professionals found at the back of this prospectus, is Part 1 of the application. Part 2 is the specification and description of the project which should not include any Lesley Davies Assistant Chief Executive and Director of Policy, information to directly identify the College. AoC The completed application form (Part 1) includes the College name and contact details for the project and a statement from the Principal/Chief Executive that the AoC Beacon criteria are met by the project. The College Louise Duffy Trust and Communications Officer, AoC name and contact details should appear only on the application form which Charitable Trust will be retained by the Beacon Awards office when the submissions are sent off to the assessors. Once the shortlist has been agreed, the Manager will provide the assessors with the College’s contact details so that they can Haydn Edwards Colleges Wales, Welsh Representative arrange site visits. The main part (Part 2) of the submission should be no more than 3,000 words Steve Frampton Principal, Portsmouth College – Sixth Form and explicitly demonstrate how the project meets the sponsor's criteria for the College Representative Award. The submission should include the following: • The project summary Liz Green Head of Post-19, OCR • Aims/objectives of the project • How the project meets the sponsor’s criteria Joan Herron Southern Regional College – Northern Ireland • Project management including its development and QA Representative • Outcomes and benefit to learners • How key features of the project have/would benefit other Colleges Karen Murray Head of Framework (Quality Assurance and The section on the outcomes and benefits to learners should include data on Intervention), YPLA enrolments, retention and achievement and learner testimonials/case studies. Many submissions will need to refer to College partnerships with local Michael Osbaldeston Partnership Director, WorldSkills London 2011 authorities, schools, employers etc. Where these organisations are not area/region specific you need not anonymise the partner. For example, if you are working in partnership with your local Tesco or have a partnership with a Chantel Rowe Brand Manager, City & Guilds St Michael’s Primary school then you can refer to them by name. If however you have a partnership with, for example, Levenshulme High School or Liverpool Football Club – an organisation which could mean the College is Judith Stradling Deputy Principal, City of Bristol College – GFE easily identifiable – then you should refer to them as a local secondary school Representative or a local premiership football club. Where you wish to include letters from your partners as part of your evidence from beneficiaries, you are requested to conceal the address on the Alice Thiagaraj Manager, AoC Charitable Trust letterhead if it could identify the College and any direct reference to the College by name within the body of the letter. Please ensure that you remove these from a copy of the letter so that the assessors can still see the original if Dame Patricia Chair, AoC Beacon Awards Steering they request to do so on a site visit. Morgan-Webb Group Shortlisted and Highly Commended Colleges are eligible to re-apply for the further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 52 53
    • same Award. It is only Colleges that have won an Award that cannot Feedback from applications in previous years re-apply for the same Award unless it is applying with a substantially Each year, the assessors are asked to complete feedback forms for non- different initiative. shortlisted Colleges. These are useful for a number of reasons: it means that The completed application form (Part 1) and THREE COMPLETE COPIES of the Manager can give individual feedback to all Colleges that applied for the Part 2 i.e. the details of the project with suitable supporting evidence, must be Awards, it means that the assessors can identify key trends within each submitted. Two of these are sent to the two assessors assigned to the Award Award and it means that the Lead Assessor can have an overview of all of the and the third set is retained by the Awards office. Awards and can ensure that they are each assessed to the same standard. Beacon Awards 2010/2011 Beacon Awards 2010/2011 Do not send in original samples of evidence from beneficiaries, students’ Some of the recurring themes that the feedback forms identify are as follows: course work, letters of support etc. The AoC Beacon Awards office cannot Overall strengths of AoC Beacon Award applications accept any liability if these items are lost or damaged. • Good use of shared facilities Guidance on the presentation of submissions • Many Colleges have good policies for transport and financial assistance As stated on page 8 of the Prospectus, your application for an AoC Beacon • Focus on vocational subjects not available in schools Award should not exceed 3,000 words. A word count is requested on the application form. • Curriculum development to set up Foundation Diplomas Evidence from beneficiaries and appendices should be included within the • Good assessment of learning needs for under-achieving and under- 3,000 word limit. Many Colleges have numerous examples of evidence from represented groups beneficiaries, whether these take the form of comments in learner evaluation • Effective external partnership arrangements to support recruitment forms, feedback from partner organisations e.g. employers, schools, local authorities or via solicited and unsolicited letters. Similarly, Colleges are • Use of knowledge management to improve performance management likely to have a wealth of supplementary information contained in various • Recognition of importance of CPD College documents. • Commitment of senior management There are two ways in which Colleges can incorporate the evidence into their • Good dissemination work to other Colleges submission: • Flexibility of staff in meeting a diverse range of needs 1) To ‘lift’ quotes from the forms, letters etc. and put them in the submission to illustrate points or as part of the ‘Outcomes and • High success rates with students from all backgrounds and ability Benefits’ section. A footnote can be added to indicate that the levels original documents can be made available to the assessors, should • Excellent resources within the virtual learning environment they wish to see them • Good links with local schools 2) To include copies of a sample of feedback forms, letters, documents etc, highlighting which words on the page you are including within • Awareness of up-to-date industry and business practice and standards the word count and again indicating in a footnote that similar How AoC Beacon Award applications could be improved examples can be made available to the assessors, should they wish to see them • More details needed on employer links Including evidence from beneficiaries is vital to any submission and its • More information on dissemination omission is one of the main reasons why an application does not make it on • More information on how provision meets specific needs of learners to the shortlist. Whatever form it takes, it adds an extra dimension and • More statistical data on retention, achievement and progression colour to the submission, helping the assessors see the direct beneficial effect of the College’s work. • Explicitly address the criteria for equality and diversity Applicants are also advised to consider presenting information in table • More testimonials from staff and/or students format for example, figures on recruitment, retention, achievement, • More examples of strategies for individual student support progression or numbers of partners engaged with etc. This uses a minimal amount in terms of the word count and demonstrates to assessors at a glance • Show how work goes beyond what is now standard practice how your provision has had an impact over time. • Ensure successful initiatives are not solely reliant on the knowledge and On the opposite page, you will find some further advice on how to apply for enthusiasm of a single person or small number of staff the AoC Beacon Awards, based on assessors’ feedback and on some • Demonstrate how senior management support the initiative frequently asked questions. further education - serving the needs of a better society and strong economy further education - serving the needs of a better society and strong economy 54 55
    • Please complete in block capitals (for office use) ________________/ __________/ ____________ Beacon Award Application Form You are advised to read page 8 of the prospectus before completing this form Feedback forms on all non-shortlisted applications dating back to the 2005- 2006 Programme are kept at the AoC Beacon Awards office and any College wishing to receive feedback can contact the office to be given it over the Name of College telephone. Colleges that have been shortlisted and/or Highly Commended are also invited to contact the Awards office to receive more detailed feedback Title of Award on their submission and visit. The AoC Beacon Awards Steering Group and its team of assessors are extremely keen to contribute towards the continuing Source of funding for this initiative development of all initiatives that are put forward for the Awards which is (e.g. YPLA, Skills Funding Agency, BIS, DCSF, ESF, LEA etc.) Beacon Awards 2010/2011 one of the reasons why this feedback is available. Frequently Asked Questions Department/Unit/Team etc Q: Our course is 12 weeks long and therefore does not run for an academic Title of Initiative year. Are we still eligible to apply? A: Providing the course itself has been running since September 2009 (for example), it doesn’t matter if several cohorts of students have undertaken the Please name the programme area/course to which this initiative relates course since that time and the time you apply. What is important is for you to be able to demonstrate that monitoring the course over time has resulted in improvements. Give a brief description of the initiative’s main aims and objectives Q: Our word count is 3,120. Can we still submit our application? A: The assessors are not going to be too concerned if you are slightly over the word count; however they are asked to take into account all of the criteria when drawing up a shortlist so if there are two submissions of seemingly equal merit and one is within the word limit and the other is over, then they will select the one that is within the word limit to be shortlisted. Q: Our Principal will be away when the application form needs to be signed. Will our submission still be accepted? A: It is important that the form is signed by a member of the SMT, preferably the Principal. Your application will be accepted if it is signed by another senior member of the SMT and submitted with a covering letter stating that How would you classify the initiative? e.g. induction scheme, new course or module etc. the Principal is aware and supportive of the application. Applicant’s Name Title Address Postcode Email Tel In what capacity have you been involved in the initiative? College switchboard number Name of person the assessors can contact over the summer to arrange a visit: Name Tel Name of Beacon Awards Liaison Officer (where this differs from the Applicant) further education - serving the needs of a better society and strong economy Title Tel Please see overleaf... 56 ¡
    • Please check that your initiative fulfils the following criteria (please tick): • It meets the specific requirements set out by the sponsors of the particular Award for which you are applying (see relevant page in the Awards section of the Prospectus) • It is subject to evaluation/quality assurance which influences the continuing development of the scheme • It has regard to ensuring that equality and diversity are accounted for in all aspects of the programme’s delivery • It has been running for at least one academic session by 31 July 2010 • It has features which actively promote exemplary teaching and learning • It benefits one or more groups of students or trainees who have been identified and described in the application • It has wider relevance and applicability which would make it of value to other Colleges as an example of good practice and innovation • It is supported by written evidence from beneficiaries who may be students, trainees, employers or, in some cases, parents Assessors will take into account ALL of the Awards’ criteria when evaluating the applications I accept the conditions set out in the 2010/2011 Prospectus. I have read page 8 of the Prospectus and confirm this application is not more than 3,000 words and includes details of: • Project summary • Aims and Objectives • How the project meets the sponsor’s criteria • Project Management including its development and QA • Outcomes and benefits to learners (including data on retention and achievement) • How key features of the project have/would benefit other Colleges Word count ______________________ Signed by the Applicant _______________________________________________Date__________________________ Name of Principal/Chief Executive ___________________________________________________________________ Signature of Principal/Chief Executive__________________________________Date__________________________ Please attach THREE copies of your supporting statement of no more than 3,000 words and one copy of this application form by Wednesday 7 July 2010 to the following address: (Faxes will not be accepted) Alice Thiagaraj Beacon Awards Manager AoC Charitable Trust 2-5 Stedham Place London WC1A 1HU ¡