This document summarizes several case studies of shared services projects between UK colleges. It profiles the partnership between Aylesbury College and Buckinghamshire New University, which received funding to explore creating a joint "sustainable learning community" through curriculum and back office collaboration. The goals were to improve progression routes, deliver flexible education, and raise aspirations across all levels of training. While the focus is growth over savings, some efficiencies were achieved in marketing and HR. Moving forward, the main challenges will be practical implementation as the vision is realized.
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
The Houston Community College Workforce Instruction Annual Report summarizes the college's workforce programs and initiatives for 2011-2012. It highlights several key programs:
1) The Plant Design Management System certificate program trained 314 students in specialized software used in various industries. Instructors have over 30 years of experience.
2) The Petroleum Engineering Technology program saw enrollment more than double, with over 900 students and 32 graduates. Graduates work for major energy companies.
3) The Dental Assistant program was updated to meet changing industry needs, with a focus on expanded functions and digital technology. Over 200 students completed the program.
Amsterdam Airport Schiphol's asset management department is cooperating closely with procurement and the project organisers to redefine the traditional customer-supplier relationship. Schiphol Group's Govert Ho en Maartje Visser, consultant at Kirkman Company, explain how.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
The CATS Project aimed to create more flexible pathways for students in London to progress from level 3 vocational courses to level 4 management courses at universities. The project developed articulation agreements between colleges and universities, individual institutional projects, and a staff handbook on credit transfer. Barriers included variable engagement, lack of incentives for collaboration, and difficulties coordinating between institutions. Emerging models include using articulation agreements and professional qualifications to integrate learning opportunities. The project highlighted the value of collaboration to develop sustainable processes for credit transfer and recognition of prior learning.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
The Houston Community College Workforce Instruction Annual Report summarizes the college's workforce programs and initiatives for 2011-2012. It highlights several key programs:
1) The Plant Design Management System certificate program trained 314 students in specialized software used in various industries. Instructors have over 30 years of experience.
2) The Petroleum Engineering Technology program saw enrollment more than double, with over 900 students and 32 graduates. Graduates work for major energy companies.
3) The Dental Assistant program was updated to meet changing industry needs, with a focus on expanded functions and digital technology. Over 200 students completed the program.
Amsterdam Airport Schiphol's asset management department is cooperating closely with procurement and the project organisers to redefine the traditional customer-supplier relationship. Schiphol Group's Govert Ho en Maartje Visser, consultant at Kirkman Company, explain how.
The author argues that while the term "transformation" is used frequently in discussions of Building Schools for the Future (BSF), there is little clarity around what exactly it means and how it can be achieved. Current education standards and metrics may restrict truly transformative changes. To truly transform education, learners must be actively involved in co-designing new schools and learning experiences through BSF, rather than having changes imposed on them from above. Embedding learner voice through meaningful participation could help design learning spaces that support innovative theories of learning and prepare students for the 21st century.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
The CATS Project aimed to create more flexible pathways for students in London to progress from level 3 vocational courses to level 4 management courses at universities. The project developed articulation agreements between colleges and universities, individual institutional projects, and a staff handbook on credit transfer. Barriers included variable engagement, lack of incentives for collaboration, and difficulties coordinating between institutions. Emerging models include using articulation agreements and professional qualifications to integrate learning opportunities. The project highlighted the value of collaboration to develop sustainable processes for credit transfer and recognition of prior learning.
On and off the job: learning experiences, connections and implications for Li...WERDS_NZ
This research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided. Specifically it asks: How do glass apprentices manage formal and informal learning?; how does learning on the first block course support learning on-the-job?; how do apprentices learn on the job and in self-directed study?; how does learning on the job and self directed study support learning on the second block course?; how could learning, and literacy and numeracy development in particular, be strengthened?
The document discusses steps to transform traditional libraries into 21st century learning environments. It outlines 10 steps including conducting research on user needs, establishing a vision for the future library, forecasting space and technology needs, creating a playbook of ideas, updating services and partnerships, rationalizing spaces on campus and within buildings, identifying phases of implementation, running pilot projects, and redesigning the library organization. It then provides case studies on the Georgia Tech, University of Miami, and University of Michigan libraries that demonstrate applying these steps through research, new service models, and pilot programs.
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The document provides an overview of ICT integration in Youth Polytechnics in Kenya. It discusses:
1) Planning and strategizing for ICT integration, including adopting approaches from similar projects, capacity building of instructors, and developing a content management system.
2) The setup process, which involves stakeholder involvement, needs assessments, defining objectives, and implementing evidence-based interventions through a safe learning environment.
3) Ongoing support, which includes training and support for facilitators, ability to replicate the program, and monitoring and evaluating the integration process and its impacts.
The overall goal is to improve education and skills training at Youth Polytechnics through strategic integration of ICT.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
Programme design and on activities aimed at involving stakeholders - by Iain ...OECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
The document summarizes obstacles identified for the HOPES conference series and provides recommendations to address them. Key obstacles included an unclear conference message, undefined organizational structure, lack of standardized processes, and inadequate cross-disciplinary engagement and volunteer involvement. Recommendations are provided in each area, such as clearly defining the conference mission and target audiences, implementing an organizational chart and roles/responsibilities, establishing timelines and metrics for success, and recruiting more diverse volunteers and presenters from outside the School of Architecture. The overall goal is to align the conference structure and delivery more closely with its vision of being an interdisciplinary sustainability event.
Transforming the Academic Workplace at the Campus Scalebrightspot
Faced with high demand for admin offices, changing needs, and shortages of space, how can institutions restructure their campus workplace strategy to optimize the amounts, types, and locations for staff? This presentation from the 2019 Tradeline University Facilities conference calls upon recent case studies of campus-scale administrative space strategies for large institutions to deliver lessons learned and a proven process for assessing quality, quantity, and location of office space; introducing new workplace standards; making long-term decisions; and making the operational and organizational changes required to implement a dramatically more effective and effective staff space program across the campus.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
The document proposes a holistic solution to boost the employability of India's youth by addressing the mismatch between formal education and employer requirements. It involves counselling students to help them identify skills, providing training in soft skills, technical skills and domain knowledge through apprenticeships and collaborating with industry, and helping trainees to secure jobs or become entrepreneurs. It outlines the implementation approach, including piloting the solution in focus areas and using existing infrastructure, as well as addressing potential challenges through mitigation strategies. The solution aims to equip 1 lakh youth with job-ready skills in the pilot phase itself.
The document provides guidelines for Irish higher education institutions to complete an action plan template as part of the Towards 2016 agreement. The action plan should include priority initiatives developed through partnership to meet Towards 2016 requirements and achievements since previous progress reports. It advises that action plans clearly link to business plan objectives and include unambiguous, measurable deliverables. Plans may be modified during the agreement period to reflect significant partnership-agreed changes. The template asks institutions to outline specific initiatives and how they will improve services for commitments like organizational change, new technology, and quality assurance. It also requests an initial progress report on maintaining a stable industrial relations climate, modernization and flexibility, and partnership.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
- Swansea Metropolitan University was using the Jisc Dewi Project and WBL Maturity Toolkit to help design an online distance learning version of its logistics and transport courses for the British armed forces stationed abroad.
- The university focused on four areas of the toolkit: institutional readiness, faculty readiness, program design for WBL, and quality of the learner experience.
- Applying the structured approach of the toolkit helped assess the university's preparedness and procedures and significantly assisted in developing their online distance learning and WBL delivery.
The University of Greenwich CATS Pilot Project aimed to develop common procedures, pilot an integrated vocational education prospectus, and provide support to partner colleges. The project met its objectives fully. Additional benefits included strengthened relationships between project partners, deeper working relationships between the university and colleges, and greater awareness among partners of qualifications frameworks. Lessons learned included the importance of clear project structure and management, the value of sharing programs between institutions to promote progression, and allowing sufficient time for planning and marketing of new programs.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The PRSA strategic plan outlines goals in six pillars from 2011-2013: Advocacy, The Business Case for Public Relations, Communities, Diversity, Education, and Ethics. The goals are to increase understanding of public relations' role and value, provide resources for members, champion diversity, deliver lifelong learning, uphold ethical standards, and ensure organizational excellence. Objectives include responding quickly to issues, demonstrating PR's contributions, facilitating engagement between members, and integrating practical guidance.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
The document provides instructions on how to publish a briefing on a website. It explains that the briefing must be made active, saved in the relevant folder, and may need to be set as member only. It also notes that the briefing will not appear until the selected embargo date, and provides a link to check if the briefing is listed or to contact support if it is still not visible.
The document is a bulletin from the Association of Colleges (AoC) London Region providing updates on several items:
1) It summarizes presentations from a recent regional provider briefing and notes an upcoming principals' forum on funding and allocations.
2) It announces an upcoming regional forum in March to discuss the Code of Governance.
3) It provides updates from meetings with the Learning and Skills Improvement Service and JobCentre Plus on support for colleges and links to employment programs.
The document discusses steps to transform traditional libraries into 21st century learning environments. It outlines 10 steps including conducting research on user needs, establishing a vision for the future library, forecasting space and technology needs, creating a playbook of ideas, updating services and partnerships, rationalizing spaces on campus and within buildings, identifying phases of implementation, running pilot projects, and redesigning the library organization. It then provides case studies on the Georgia Tech, University of Miami, and University of Michigan libraries that demonstrate applying these steps through research, new service models, and pilot programs.
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The document provides an overview of ICT integration in Youth Polytechnics in Kenya. It discusses:
1) Planning and strategizing for ICT integration, including adopting approaches from similar projects, capacity building of instructors, and developing a content management system.
2) The setup process, which involves stakeholder involvement, needs assessments, defining objectives, and implementing evidence-based interventions through a safe learning environment.
3) Ongoing support, which includes training and support for facilitators, ability to replicate the program, and monitoring and evaluating the integration process and its impacts.
The overall goal is to improve education and skills training at Youth Polytechnics through strategic integration of ICT.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
Programme design and on activities aimed at involving stakeholders - by Iain ...OECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
The document summarizes obstacles identified for the HOPES conference series and provides recommendations to address them. Key obstacles included an unclear conference message, undefined organizational structure, lack of standardized processes, and inadequate cross-disciplinary engagement and volunteer involvement. Recommendations are provided in each area, such as clearly defining the conference mission and target audiences, implementing an organizational chart and roles/responsibilities, establishing timelines and metrics for success, and recruiting more diverse volunteers and presenters from outside the School of Architecture. The overall goal is to align the conference structure and delivery more closely with its vision of being an interdisciplinary sustainability event.
Transforming the Academic Workplace at the Campus Scalebrightspot
Faced with high demand for admin offices, changing needs, and shortages of space, how can institutions restructure their campus workplace strategy to optimize the amounts, types, and locations for staff? This presentation from the 2019 Tradeline University Facilities conference calls upon recent case studies of campus-scale administrative space strategies for large institutions to deliver lessons learned and a proven process for assessing quality, quantity, and location of office space; introducing new workplace standards; making long-term decisions; and making the operational and organizational changes required to implement a dramatically more effective and effective staff space program across the campus.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The document summarizes the goals and agenda for a retreat of the MESPA/MESPEF Boards of Directors. The retreat aims to build relationships among new board members, review past accomplishments, and develop a strategic plan focused on their core values of leadership, learning, service, and community. Key topics to be discussed include membership needs, responding to education initiatives, and leveraging technology to support members.
The document proposes a holistic solution to boost the employability of India's youth by addressing the mismatch between formal education and employer requirements. It involves counselling students to help them identify skills, providing training in soft skills, technical skills and domain knowledge through apprenticeships and collaborating with industry, and helping trainees to secure jobs or become entrepreneurs. It outlines the implementation approach, including piloting the solution in focus areas and using existing infrastructure, as well as addressing potential challenges through mitigation strategies. The solution aims to equip 1 lakh youth with job-ready skills in the pilot phase itself.
The document provides guidelines for Irish higher education institutions to complete an action plan template as part of the Towards 2016 agreement. The action plan should include priority initiatives developed through partnership to meet Towards 2016 requirements and achievements since previous progress reports. It advises that action plans clearly link to business plan objectives and include unambiguous, measurable deliverables. Plans may be modified during the agreement period to reflect significant partnership-agreed changes. The template asks institutions to outline specific initiatives and how they will improve services for commitments like organizational change, new technology, and quality assurance. It also requests an initial progress report on maintaining a stable industrial relations climate, modernization and flexibility, and partnership.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
- Swansea Metropolitan University was using the Jisc Dewi Project and WBL Maturity Toolkit to help design an online distance learning version of its logistics and transport courses for the British armed forces stationed abroad.
- The university focused on four areas of the toolkit: institutional readiness, faculty readiness, program design for WBL, and quality of the learner experience.
- Applying the structured approach of the toolkit helped assess the university's preparedness and procedures and significantly assisted in developing their online distance learning and WBL delivery.
The University of Greenwich CATS Pilot Project aimed to develop common procedures, pilot an integrated vocational education prospectus, and provide support to partner colleges. The project met its objectives fully. Additional benefits included strengthened relationships between project partners, deeper working relationships between the university and colleges, and greater awareness among partners of qualifications frameworks. Lessons learned included the importance of clear project structure and management, the value of sharing programs between institutions to promote progression, and allowing sufficient time for planning and marketing of new programs.
The document outlines Boston's Summer Learning Project which aims to provide summer programs for 1,600 students in grades 3-12. The programs are developed through partnerships between Boston Public Schools and community organizations to reinforce academic learning while engaging students through hands-on experiences. Common goals are to help students start the next school year on track, develop skills for success, and evaluate the programs' effectiveness through various assessments.
The PRSA strategic plan outlines goals in six pillars from 2011-2013: Advocacy, The Business Case for Public Relations, Communities, Diversity, Education, and Ethics. The goals are to increase understanding of public relations' role and value, provide resources for members, champion diversity, deliver lifelong learning, uphold ethical standards, and ensure organizational excellence. Objectives include responding quickly to issues, demonstrating PR's contributions, facilitating engagement between members, and integrating practical guidance.
The document discusses Project PALM, a staff development initiative conducted by TQR to strengthen teaching capabilities. It identified needs in instructional design, e-learning delivery, assessment, and RPL. Project PALM used problem-based learning over 5 months to address these needs. It engaged over 150 participants through workshops, webinars and online communities. Evaluation found educators benefit from just-in-time, practice-focused professional development that leverages technology and supports collaborative learning.
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
The document provides instructions on how to publish a briefing on a website. It explains that the briefing must be made active, saved in the relevant folder, and may need to be set as member only. It also notes that the briefing will not appear until the selected embargo date, and provides a link to check if the briefing is listed or to contact support if it is still not visible.
The document is a bulletin from the Association of Colleges (AoC) London Region providing updates on several items:
1) It summarizes presentations from a recent regional provider briefing and notes an upcoming principals' forum on funding and allocations.
2) It announces an upcoming regional forum in March to discuss the Code of Governance.
3) It provides updates from meetings with the Learning and Skills Improvement Service and JobCentre Plus on support for colleges and links to employment programs.
The bulletin provides information on upcoming events for AoC London Region members, including briefings, forums, and meetings. It also outlines issues to be discussed, such as the future of provision in London, updates to regional projects, and the review of the RPG. Additionally, it highlights opportunities for students, such as WorldSkills competitions and the Regional World Skills UK Champion in Caring.
Tackling and preventing_gang_problems_in_london_colleges_a_review_of_good_pra...Association of Colleges
This document discusses gang problems experienced by London colleges. It reports that while most students are not directly involved with gangs, many live in communities affected by gangs. Colleges face issues like students feeling fearful or pressured to join gangs, dropping out after seeing gang members on campus, and being wary of travel due to gang activity. The document also notes reputational concerns for colleges from media reports of gang-linked incidents involving students.
Accrington and Rossendale College serves over 6,000 students aged 14-19 and adults in Pennine Lancashire. The College faces challenges as the area has high deprivation and unemployment rates. Under the new Study Programmes, all students will take English, maths, work experience, and tutorial classes. English and maths are at the heart of every student's program and are delivered through group sessions, personal coaching, and embedding in vocational subjects. The College introduced this new delivery model through staff training to emphasize the importance of English and maths skills.
Chesterfield College implemented Study Programs across the college to improve learner success and satisfaction. They conducted an audit to ensure all programs met the new requirements. A new planning process was developed bringing together curriculum, finance, and management information staff earlier in the process. This allowed them to create bespoke study programs for each learner that included core qualifications, maths, English, work experience and enrichment activities. Staff were trained on the new requirements and an interactive planning process encouraged issues to be addressed as they arose, leading to earlier completion of the curriculum plan.
Twitter is a social media platform that allows users to post short messages called tweets that are limited to 140 characters. Users can follow other accounts and have their own tweets viewed by their followers. It has grown popular for allowing real-time communication, organizing communities through hashtags, allowing users to interact with public figures, and driving traffic to other websites through embedded links. The basics of using Twitter involve signing up for an account, following other accounts, posting tweets from the home page, and including shortened links if a tweet exceeds the character limit.
Portsmouth College has significantly increased its engagement with local schools and the wider community over the past 5 years through various partnership and outreach initiatives led by the Principal. These efforts have contributed to rising achievement levels in the city and higher rates of student progression to further education. The initiatives include curriculum links between college and school staff, joint professional development programs, and international exchanges. As a result of this work, more students in the city are aspiring to higher education and fewer young people are not in employment, education or training.
City College Norwich created a new educational federation called Transforming Education in Norfolk (TEN Group) to share back-office services between institutions. The goal was to reduce costs and allow curriculum staff to focus solely on teaching. After overcoming various legal and organizational challenges, the TEN Group was formed, with City College Norwich and other schools and colleges sharing services through Norfolk Educational Services Ltd. Early results show savings of over £1 million with more expected, as well as improved student outcomes. The model aims to be replicable by other educational institutions.
The document summarizes the journey of five colleges in Wessex, England towards sharing business support services through the Wessex Education Shared Services Ltd (WESS). Key points:
1) The colleges formed WESS to reduce expenditures on administrative activities and enhance capabilities through continued process innovation in business support services like HR, finance, IT and procurement.
2) Through the initial 18-month project phase, the partnership achieved £570,000 in efficiency savings, mostly through one-time cost avoidance measures.
3) Governance of WESS includes a board and operations group made up of representatives from the member colleges to ensure equitable sharing and monitor performance of services.
The document discusses Janet Brokerage, a service that promotes the use of cloud computing and off-site data centers to reduce costs for the UK research and education sector. It outlines challenges in higher education including the need for cloud adoption, integrated technologies, and cost management. The Brokerage has helped provide significant savings for universities through collaborative legal and commercial work with Microsoft to implement cloud email and collaboration solutions.
This document summarizes the development of a federation and shared services between City College Norwich and other schools in Norfolk. It discusses how funding cuts and academies legislation triggered the project. The initial shared services included HR, payroll, finance and health and safety. Barriers to overcome included legal and financial structures as well as accounting systems across the different organizations. The vision is for students in Norfolk to have the best learning opportunities and outcomes and be taught by the best teachers.
AoC Conference - shared services strategy and structures - March 2013; Ruth S...Association of Colleges
This document discusses strategies for shared services between colleges. It outlines various models for collaboration, including joint purchasing, framework agreements, joint ventures with private sectors, and employee mutuals. It explains when and how EU procurement rules apply to different models. Inter-college cooperation and the "Teckal" model can avoid EU procurement if certain requirements are met. The document concludes by emphasizing the importance of establishing a clear strategy before determining the appropriate collaborative structure.
Shared services involve public bodies identifying common functions that can be delivered more efficiently through a single shared service entity. FE colleges can benefit from cost savings, improved scalability, and competitive advantages through shared services. A company limited by guarantee is typically the best structure, providing limited liability and flexibility to hire staff and enter contracts. Setting up a shared services company requires establishing the corporate entity, transferring relevant staff and assets under employment law, and addressing pension and tax implications.
Queen Elizabeth Sixth Form College serves a diverse population in South West Durham, North Yorkshire, and Teesside. The college offers mainly AS and A-level courses to nearly 2,000 students aged 16-18. While most students take 4 AS levels in the first year and 3 A2 levels in the second year, about 10% of first years take a 5th AS level in Critical Thinking. The college also offers enrichment activities like languages, first aid courses, and volunteering. As the new Study Programmes are implemented, the college aims to ensure students meet the required hours through enrichment classes while continuing to offer a broad range of academic courses and options.
This document discusses the UK points-based student visa system. It outlines the sponsorship requirements for colleges to accept international students, including maintaining records and notifying authorities of any changes or issues with students. It also summarizes the financial and course requirements for different types of student visas. Sanctions for non-compliance with visa rules by colleges are also listed, such as fines, loss of sponsorship status, and criminal prosecution in serious cases.
Effective resuse and Sharing of Best Teaching Practicesamooool2000
This document presents a knowledge management framework for acquiring, coding, sharing, and reusing best teaching practices (BTPs) among instructor communities. The framework was designed to be modular and process-oriented, with defined quality metrics. It was implemented as a web-based knowledge portal allowing instructors to create, store, search for, and share BTPs. A case study demonstrated the use of the system within an instructor community. Metrics were used to evaluate the effectiveness of BTP reuse based on reuse effort and impact. The framework aims to support quality teaching by enabling the embedding and exchange of proven instructional practices.
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
Advantages of Cooperative Education Programs: 1. Real-World Application of Knowledge 2. Building a Robust Professional Network 3. Enhanced Career Readiness 4. Clarifying Career Goals
This document discusses strategies for developing staff capability through professional development. It proposes a "Ready, Set, Go" approach that recognizes learning as timely, supported and outcomes-focused. The "Ready" phase would identify existing networks and informal learning. The "Set" phase would communicate the training plan. The "Go" phase would encourage collaboration through activities like communities of practice, mentoring and team-based projects.
Unified in Learning –Separated by Space (S-ICT 2008 Conference Proceedings)Martin Rehm
This document describes a case study of a global online learning program for over 400 staff members from nearly 100 offices worldwide of a large international organization. The 6-month blended learning program had an initial e-learning phase followed by face-to-face workshops. The e-learning phase aimed to facilitate collaborative knowledge sharing and was based on a model incorporating individualized learning, interaction through discussion forums, and rapid feedback. Concepts from communities of practice were also incorporated to encourage open dialogue both within and outside the organization. Preliminary results found the program structure and design produced an interesting and stimulating learning community and positive learning outcomes.
The document summarizes the development of a new entrepreneurship education framework called Adult Enterprise. It was created through a partnership between various colleges and organizations led by Christina Conroy, CEO of Adult Enterprise Ltd. The framework includes new blended learning qualifications, curriculum, and resources to support entrepreneurship education for adults. The partnership aims to increase access to entrepreneurship education for adults and generate cost savings through shared resources and services. Early outcomes include the framework being adopted by 34 colleges across the UK and estimated potential savings of up to £12 million compared to individual college efforts.
The project aimed to create shared online resources for physics teachers across six colleges to improve student performance. Initial results showed higher achievement, and teachers benefited from collaboration. Resources were uploaded to a common online system. Subject groups met to coordinate lessons, practical assessments, and a common curriculum. This led colleges to agree on a common physics specification and training from 2013. Sharing reduced workload while improving solutions. The future will assess interactive features and the full impact on student outcomes from consistent teaching resources.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Creative Partnerships commissioned Arts Inform to design, establish, manage and evaluate a two-phase mentoring programme pairing teachers in Creative Partnerships schools with representatives from cultural organizations. The evaluation of the second phase found that the 25 mentoring partnerships largely achieved their aims and objectives, which were highly relevant to the schools' work. Unexpected benefits included enhanced understanding between mentors and mentees as well as personal and professional growth for both parties. Evaluators emphasized the importance of structure, realistic expectations and school leadership support for partnership success.
The document summarizes the work of the Service Transformation Work Stream (STWS) which aimed to transform educational services in Croydon, UK prior to capital investment projects. The STWS engaged schools through a Lead Advocate in each school and worked to broaden horizons, critically examine practices, develop educational visions, and build capacity for change. Key activities included immersion days, provocation papers, workshops to develop school strategies, visits to examples of next practices, and community involvement programs. The goal was to ensure new facilities supported improved educational experiences and transformed mindsets around new ways of working.
The Efficiency and Innovation Fund (EIF) invested £4.6 million to fund 41 shared services projects across further education (FE) providers in England. The goal was to identify ways to improve back-office functions and services while finding efficiencies. Highlights included Plumpton College's project to develop a regional staffing agency called ERICNational with other FE colleges in Sussex. This reduced costs for part-time staffing and improved response times. It is estimated the EIF projects could collectively save between £30-40 million annually by 2016. While financial savings were a driver, many projects also aimed to enhance the quality of services. The report examines outcomes in areas like recruitment, curriculum, finances, HR, IT
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
Keynote - Developing a holistic institutional approach to digital capabilitie...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
University of the Highlands and Islands, Business and Leisure, JISC Maturity ...Rob Macpherson
The document summarizes the University of the Highlands and Islands' use of the JISC Work-based Learning Maturity Toolkit to assess its readiness for work-based and placement learning. Specifically:
- The toolkit was used to support the university's commitment to embedding experiential learning opportunities across its business and leisure programs.
- It helped identify enablers and barriers, assess current activities, and develop recommendations to improve policies, resources, and structures for work-based learning.
- Key outputs included revised curriculum maps and frameworks highlighting existing work-based opportunities, new student and employer support documents, and new module team members for a placement suite.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
A presentation reporting the first year of an employer engagement project. The presentation focus is on the structural capital of the developng project.
For more details see www.reednet.org, www.lydiaarnold.net
VTCT is a specialist awarding organization that has offered world-class vocational qualifications in the UK service sector since 1962, including in areas like hairdressing, beauty therapy, complementary therapies, sports and active leisure, hospitality and catering, business, and more. VTCT qualifications are regulated across the UK and awarded by over 800 approved training centers and colleges internationally. VTCT takes a specialist approach, providing a comprehensive range of qualifications in each subject area along with customer service, training, and online resources to support learners.
This document provides information about the AoC Beacon Awards for 2014/2015, which recognize excellence in further education. It outlines 14 award categories sponsored by various organizations and the criteria for applications. Colleges are invited to apply for awards between July and October 2014 by submitting information about initiatives that promote exemplary teaching and learning. Winning colleges will be announced in November 2014 and receive monetary grants to further develop their initiatives.
This document is an application form for the Beacon Awards, which recognizes initiatives at colleges that promote exemplary teaching and learning. The form requests information about the applicant, their college, the award for which they are applying, and the initiative being submitted. It specifies that the application must be no more than 3,000 words and address criteria including the initiative's aims, how it meets the sponsor's criteria, management, outcomes for learners, and benefits for other colleges. Applicants must submit one copy of Part 1 and five copies each of Parts 2 and 3, including supporting evidence, by July 2nd.
This document is a prospectus for the 2014/2015 AoC Beacon Awards. It outlines 14 award categories that recognize excellence in teaching, learning, leadership, partnerships, and innovation in further education. Winning colleges receive monetary grants between £3,000-£5,000 to continue developing their initiatives. The awards aim to promote sharing of best practices across the further education sector.
The AoC Beacon Awards Programme recognises and promotes collaboration between further education colleges, businesses, and other organizations. The awards highlight innovative teaching practices, support for learners, commitment to diversity, and other contributions colleges make. Winning colleges receive development grants of £3,000-£5,000 to advance their initiatives and share exemplary practices with the sector. A steering group provides guidance for administering the awards program.
OCR is a not-for-profit organization focused on enhancing education through assessment that has supported the AoC Beacon Awards for 21 years. As a leading UK awarding body, OCR engages over 4 million learners in over 8,000 centers to help them achieve their full potential and is one of the top three providers of vocational qualifications. OCR provides an extensive portfolio of skills qualifications beyond A Levels and GCSEs, including apprenticeships, to promote progression and employability through collaboration with industry and education partners.
The National Association for Managers of Student Services (NAMSS) is a membership organization established in 1987 that represents managers of student services in post-16 education. NAMSS has over 320 college members and 700 individual members across England, Scotland, Wales, and North Ireland. NAMSS works with government departments and other stakeholders to represent its members and champion learners. NAMSS holds an annual conference and other events to provide professional development for its members. The NAMSS Award for Student Support recognizes colleges that demonstrate successful and innovative student support through effective leadership, a range of support services, learner engagement, and partnership working.
AoC Beacon Awards 2014-15 - Microlink, AoC Charitable Trust and Achievement f...Association of Colleges
Microlink is Europe's largest supplier of Assistive Technology and Inclusivity solutions, supporting over 180,000 students and numerous FTSE 100 companies over 20 years. Their education services provide teachers resources to create inclusive classrooms allowing students with different learning styles to develop skills and employability. Microlink sponsors the AoC Beacon Awards to recognize exemplary work by colleges in delivering inclusive learning and supporting progression to employment or higher education.
AoC Beacon Awards 2014-15 - Learning Consortium Award for Improvement in Teac...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
AoC Beacon Awards 2014-15 prospectus - JLT Employee Benefits Award for Health...Association of Colleges
JLT Employee Benefits has been providing healthcare solutions to the education sector since 1981, starting with medical plans for universities and colleges. Their knowledge of the sector's needs combined with products and solutions has grown their reputation. Their healthcare solutions are now integral parts of employee benefits, with most universities and colleges adopting their medical plans. These services go beyond private healthcare to include all aspects of occupational health and employee benefits.
The document provides guidance on applying for the AoC Beacon Awards, which recognize exemplary teaching and learning initiatives. It outlines the application requirements, including that submissions must address specific criteria like benefiting students, promoting equality, and being sustainable. It also provides tips on structuring the application, directions for submitting materials, and answers frequently asked questions. Feedback from previous years emphasizes strengths like partnerships and support for activities, as well as areas for improvement such as providing evidence of innovative practices and learner outcomes.
AoC Beacon Awards 2014-15 - Jisc Award for the Effective Use of Technology in FEAssociation of Colleges
Jisc is an organization in the UK that provides digital resources and services to post-16 education and research institutions. It aims to advance the use of digital technologies in these sectors through shared services, content procurement, and expertise. Jisc offers a range of digital content like journals, books, and films through bulk purchasing. It also provides hands-on local support to help institutions operate more efficiently and enable independent learning. Jisc runs the fastest and most efficient academic network in the UK, Janet, which saves members over 25% compared to commercial alternatives.
The document provides guidance on applying for the AoC Beacon Awards, which recognize exemplary teaching and learning initiatives. It outlines the application process and criteria, stating that applications should be submitted in three parts: Part 1 includes college contact details, Part 2 summarizes how the initiative meets criteria in 50-150 words, and Part 3 describes the initiative in no more than 3,000 words, addressing topics like aims, outcomes, and benefits. It emphasizes including evidence from beneficiaries and anonymizing college identities to qualify for consideration.
AoC Beacon Awards 2014-15 - Education and Training Foundation Award for Trans...Association of Colleges
This document provides information about the Education and Training Foundation Award for Transformational Leadership by Governing Bodies. The award recognizes colleges that can demonstrate successful governance through initiatives that improve educational performance, accountability through employer engagement, self-critical governance reviews, or innovative governance processes. Colleges must provide evidence of sustained excellence, strategic partnerships, exemplary teaching and learning, and leadership that promotes diversity.
AoC Beacon Awards 2014-15 - edge award for practical teaching and practical l...Association of Colleges
Edge is an independent education foundation dedicated to raising the status of practical and vocational learning in the UK. It launched the Six Steps to Change Manifesto proposing steps to improve practical and vocational education, such as ensuring all young people learn skills for life/work and allowing students to choose educational pathways matching their aspirations. Edge sponsors the AoC Beacon Award for Practical Teaching and Practical Learning to recognize excellent practical teaching and learning in colleges.
This document outlines the calendar for the 2014-2015 Association of Colleges (AoC) Beacon Awards, which recognizes excellence in further education colleges. It details the distribution and application deadlines in April and July 2014, followed by a three-stage assessment process from July to October 2014. The winning colleges were then announced in November 2014 at the AoC Annual Conference and recognized at local ceremonies from January to April 2015 before delivering breakout sessions at the November 2015 AoC Annual Conference.
AoC Beacon Awards 2014-15 - Association of Colleges Award for College Engagem...Association of Colleges
The Association of Colleges Award for College Engagement with Employers recognizes colleges that deliver responsive skills training to meet employer needs. To win the award, colleges must demonstrate a long-term partnership with employers through curriculum and programs that develop workforce skills. Assessors will look for evidence of a whole-college approach to engaging employers through strategic planning, responsiveness to local economic priorities, collaboration with other organizations, successful delivery of employer engagement programs, and flexible learning methods.
The document outlines the process for assessing applications to the AoC Beacon Awards. It describes that specialist assessors coordinated by the AoC Beacon Awards Director will be responsible for assessing applications. Normally two assessors will review new awards, while established awards can be reviewed by one assessor or an assessor paired with a trainee. The assessment process has three stages - shortlisting applications, visiting shortlisted colleges, and a final decision. Winning colleges are invited to nominate team members to become trained assessors.
AoC Beacon Awards 2014-15 - AQA Award for Continued Engagement in Education a...Association of Colleges
AQA is the largest provider of academic qualifications in England, Wales, and Northern Ireland. It provides GCSEs and A-levels for around half of students and its qualifications are recognized internationally in 30 countries. AQA was founded by five universities over a century ago and today employs over 1,200 people who work with teachers and experts to set and mark exams. AQA is a charity that reinvests its profits into education through research and raising standards in assessment worldwide.
This document is an application form for the Beacon Awards. It requests information such as the applicant's name and contact details, the name and contact details of the college, the title and description of the initiative being applied for, and a confirmation that the application meets the word count and criteria requirements. The applicant and college principal must both sign the form to confirm the details and eligibility of the submission. The completed application is to be submitted by July 2nd along with four copies of supporting documents.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. Contents:
03 Creating a Sustainable Learning Community for Buckinghamshire
Led by Aylesbury College
09 Services in Sussex Colleges (SiSC)
Led by Central Sussex College
15 Synergy Project
Led by Easton College
21 Sharing Student Services in the South
Led by Nescot College
27 Solent Colleges Innovation Partnership (SCIP)
Led by Portsmouth College
33 Stockport Work Based Learning
Led by Stockport College
39 North East Shared Services Project (NESSP)
Led by City of Sunderland College
45 Joining up Services for Cheshire and Warrington Colleges
Led by West Cheshire College
3. Creating a Sustainable
Learning Community
for Buckinghamshire
The Partners
The project is seeking to build on a substantial
history of collaboration between the two institutions.
Stretching back approximately 10 years this
partnership has evolved as both organisations have
increasingly placed collaborative working at the heart
of their approaches. Over a 12 month period the project
has sought to explore the options for the development
of an innovative partnership between both institutions.
4. Areas of Focus
...have a shared The project has focused on developing a federation to:
educational ethos and • Develop progression routes through a skills escalator
for Buckinghamshire;
are looking to drive • Take forward Construction and IT curriculum to pilot
institutions in similar the joint marketing and delivery of Further and Higher
Education. Apprenticeships and the development of a
directions... University Technical College are central to this activity.
The use of Technology blended within the learning
process and the exploration of different flexible ways
of delivering learning also form an important component
of this activity.
Associated back office functions are also being explored
for sharing potential as part of this process.
Rationale
The project is a product of the evolving relationship
between the institutions with both partners “working
closely on identifying where the opportunities for greater
collaboration are and what is the best way of enabling them
to happen”. Central to these discussions has been ability
of the partnership to grow to meet the ongoing needs
of students’, employers and the communities they serve.
Within this context partners identified a number of actual
and anticipated external drivers that have influenced the
direction of travel, including:
• The need for flexible and responsive models of provision
to respond to changing study patterns and differing
models for financing provision in the future;
• Increasing fee income through workplace learning and
the roll out of higher level apprenticeships.
prime driver is not to save money
but how can we improve the
student offer
4 | Shared services – Case studies 2011
5. The vision is for ‘cradle Objectives
to grave’ learning in an In submitting their bid to the FE
Efficiency Innovation Fund partners
inclusive community outline the following objectives for
the project:
with a desire to
• Explore the potential for developing
provide a wide range new models of delivery for Further
of facilities for people and Higher Education;
to learn, develop, • Break down the traditional barriers
between FE and HE;
share, create, socialise, • Encourage progression into HE, both
innovate, nurture and for young people already in full time
much more education, and for older learners
including those already in employment;
• Look at how far a joined up approach
to marketing and delivery of FE and HE
Vision can raise aspirations and encourage and
Both partners aim to create a joint enable employers to develop the skills
sustainable learning campus for of their workforce up to and (where
Buckinghamshire, developing a skills appropriate) beyond level 3;
escalator concept for the seamless
• Utilise technology to find new solutions
delivery of curriculum from levels
for easy ways to learn at times to suit
of one to eight in a range of technical,
the individual.
practical and academic subjects
Shared services – Case studies 2011 | 5
6. Activities Shared Services Model
Participation has been at the heart of Federation
the project development process with
collaborative exploration and planning Savings
sessions held at key stages throughout.
Partners have also explored developing This project is focused on growth and
best practice through shared delivery increasing revenue streams for both
and have explored a number of potential organisations. Both institutions’ remain
models for sharing services. Having the in discussions regarding the future of
capacity and finding the time and space shared services with a recent successful
to explore and develop the project has bid for the establishment of a University
been central to the process. Partners Technical College (UTC) a central part of
particularly value the role played here their plans. Initial projections suggest that
by the FE Efficiency Innovation Fund if successful, the net increase in annual
which “enabled them to take the time and revenue will be £70,000 in 2014/15 rising
space they needed to understand what to £1.16 million in 2019/20.
shared services could be”. To date the collaboration has already
resulted in some efficiency savings
through the joint employment of New
Buckinghamshire University’s Human
Resources Director being seconded to
the Aylesbury College for 1 day a week
and £25,000 saved by joint marketing
activity in 2009/10. With increased
collaboration, savings such as these
are likely to increase.
vital by enabling us
to take a step back
from our day to day
pressures
6 | Shared services – Case studies 2011
7. many of the challenges Enablers
lie ahead as we move Key factors in the project’s development
have been:
from visioning and • FE Efficiency Innovation Grant Fund
strategic level activity – this has provided the additional
resources and capacity to enable
towards practicalities staff to have the time and space to
and implementation really explore and understand shared
services and what they should look
like and achieve for the partnership;
• Effective, timely and inclusive
Outcomes and the Future
communication – a participative
Partners are committed to the approach to developing the project
development of the Federation through joint facilitated workshops,
and are currently in the process open discussion and debate;
of developing and finalising their
business plan for shared services • Strategic Commitment – leaders
with the successful UTC bid playing in both institutions are committed
an important role in this. Partners to growing their organisations in
discovered the positive outcome collaboration and have driven the
of this bid on 10 October 2011 project in a “coherent and structured way”;
with implementation on joint • Consensus and Trust – as a result
curriculum and student pathways of the long term relationship between
to commence immediately. partners there is a strong culture of
trust and a consensus in terms of the
direction of travel for the institutions
both individually and collectively.
unless you get very
clear and complete
agreement from the top
on day 1 you haven’t
got much chance...we
had that
Shared services – Case studies 2011 | 7
8. Critical Factors
Factor Barrier Solution Importance
Culture & Organisational As partners move towards the practicalities of shared Medium/
Climate Cultures services, bringing together the different cultures of an HE High
and an FE organisation is seen as a potential challenge.
Open communication is seen as the way in which this
can be addressed.
Process Time Developing shared services requires considerable time Low/
commitments commitments. The FE Efficiency and Innovation Fund support Medium
was identified as integral to supporting and maintaining
partner involvement in this process.
Staff technical Some staff had to improve their competence to embrace Medium
capabilities technological solutions through dedicated training.
Externalities Systems Partners anticipate this being a potential barrier as they move Medium
compatibility towards implementation.
Summary
This project highlights the importance
of investing time in building relationships
and establishing trust between
institutions with differing cultures.
The project has evolved as part of a
long term process of collaboration by
the two organisations involved. While
this process began long before the funding has acted
Innovation Fund, partners suggest
that the additional capacity provided
as a catalyst that
has accelerated this process and added has enabled us to
considerable value to their approach.
explore and take
Based on a strategy of growth this project
is part of a wider collaborative agenda forward a number of
which incorporates the development
of a University Technical College for
medium and longer
Buckinghamshire. term ambitions for
Watch, on the AoC website aoc.co.uk collaboration
Aylesbury College and Buckinghamshire
New University’s journey on working
together and the benefits the projects
has brought to apprentices.
8 | Shared services – Case studies 2011
9. Services in Sussex
Colleges (SiSC)
The Partners
The project is seeking to build on a substantial history
of collaboration between all of the Sussex based
colleges through FE Sussex. For the purposes of this
project two Surrey colleges have joined the consortia.
FE Sussex is a membership based organisation,
owned by Sussex colleges. It has a history of
facilitating collaborative working across Sussex
colleges in a diverse range of activities including
the development of shared procurement processes
strategy and the sharing of senior and specialist
Human Resources and Health & Safety roles.
10. Areas of Focus
this project will The project is focused on the following areas:
position [the colleges] • Finance, including reporting, sales invoicing and
accounts receivable, purchasing and payments and
to select the best cash and banking; and
shared services option • Human Resources (HR), including staff information,
recruitment, training and development and payroll
with partner colleges and benefits.
whatever the financial Management Information Systems (MIS) were also
considered as part of this project but it was decided that
and organisational partners would not move forward with collaboration in
demands of the future this area at present.
may be Rationale
The project should be seen as a product of the evolving
relationship between the majority of the institutions
involved in the partnership. Within the current funding
and economic environment FE Sussex partners were keen
to explore further collaborative opportunities to improve
the efficiency of back office operations. The ‘Case for
Action’ outlines the project rationale as:
“responding to significant reductions in future
government funding, we are taking proactive steps to
explore the potential to improve service delivery through
the adoption of best practices and reduce costs by carrying
out back office transactional processing on a shared
service basis.”
Front line staff have developed
their understanding of their ‘back
office’ systems and processes
independently which has led to
great variation across the sector,
albeit within a range
10 | Shared services – Case studies 2011
11. we aim to produce a Activities
payback on investment The project has been designed as a
two phase process. To date phase one
that justifies a has been completed with activities
undertaken including:
continued commitment
• Collaborative development of a ‘Case
to the project and we for Action’;
aim to produce overall • An exploration of existing shared service
annual efficiency practice beyond FE;
savings • Strand 1: Systems – defining the most
appropriate IT systems for each service
area, scoping process and resources
required for each college to change to
Vision a common platform;
The project’s ‘Case for Action’ outlines • Strand 2: Business models – consideration
the anticipated benefits to be to produce and evaluation of potential business
a pay back on investment that justifies a models to ensure that the model chosen
continued commitment to the project and fulfils the governance and service
an overall annual efficiency saving. delivery requirements of each partner.
This process also incorporated an
Objectives exploration of implementation barriers;
Key project objectives can be summarised as: • Development of an Outline Business Case.
Exploring the potential
to improve service
delivery through
adoption of best
practices and reduce
costs by carrying
out transactional
processing on a shared
platform and service
basis
Shared services – Case studies 2011 | 11
12. Shared Services Model a great deal of ground
The current proposed delivery model
is that of a not for profit company
work needs to be
limited by guarantee. carried out at an early
Savings
stage in order to set
The outline business case outlines the
up shared back-office
following potential cost savings over three systems
years based on an eight College model:
Service Area Gross Investment Net
savings Required Savings Outcomes and the Future
Transactional £986,655 £690,000 £296,655 Partners are committed to the
Finance development of the project and are
currently in the process of developing
Transactional £577,488 £336,000 £241,488
HR & Payroll
and finalising their business plan
and detailed business case for shared
services. At present they are looking
It should be noted that the distribution to proceed with a phased approach of
of total net savings differs significantly implementation, which will involve:
between partners with the lowest return • Aligning IT systems;
for transactional finance estimated at
£9,505 over three years and the lowest • Aligning processes;
for transactional HR & Payroll only • Potential development of a shared
£4,627 over three years. services centre.
everyone is at different
stages and converging
from different starting
points and this causes
difficulties for shared
services as we all need
to get to the same
starting point before
launching collaborative
approaches
12 | Shared services – Case studies 2011
13. Enablers funding was a great
Key factors in the project’s
development have been:
opportunity to develop
• Additionality of FE Efficiency
shared services,
Innovation Fund - it has provided address key challenges
additional resources and capacity
to enable partners to build on their and reduce costs
existing collaborative activity and
take this forward to drive efficiencies
in key back office functions; unless you get very
• History of collaboration – as a clear and complete
result of the long term relationship
between partners there is a strong agreement from the top
culture of trust and a degree of
consensus in terms of the direction
on day one you haven’t
of travel for the institutions involved; got much chance...
• Existing collaborative infrastructure we had that
– the established structure of FE Sussex
provided an existing collaborative
organisation with a track record of
collectively working with and on
behalf of partner colleges.
Shared services – Case studies 2011 | 13
14. Critical Factors
Factor Barrier Solution Importance
Culture & Organisational Establish pilot and working groups well in advance to enable Medium/
Climate Cultures cultural embedding of cooperation. High
Process Timescales Developing shared services is complex and requires High
considerable time commitments. Incorporating college
decision making processes within planned timescales is
challenging and needs to be considered at the outset.
Funding timescales may require compromises to be made.
Communication A communication strategy is essential to ensure all leaders Medium/
and governing bodies are fully aware of direction of High
travel and that communication is effective both across the
partnership and within the partner organisations themselves.
Externalities ICT Costs ICT systems require significant upfront investment by Medium/
partners. High
Summary
This project highlights the importance
of lead times in building relationships
and trust. The presence of an existing
collaborative infrastructure is an
important driver in the strength of
while developing
this project which should be seen as shared services may
having evolved as part of this long
term process of collaboration. While
seem straight forward
this process and an awareness or desire at a superficial level
to explore shared services was present
before the Innovation Fund intervention, it is actually very
partners suggest that the additional complex
capacity provided has accelerated this
process and added considerable value
to their approach.
14 | Shared services – Case studies 2011
16. Areas of Focus
Our work with the The project had four initial areas of focus:
Synergy project has • Finance;
• Management Information Systems;
built a very strong • Information Technology;
partnership between • Human Resources.
the two colleges To these were added secondary workstreams of
Work Based Learning and Marketing & Quality.
Rationale
Three years ago, Otley College, in Suffolk, commissioned
external consultants to undertake a review of the College
and look for potential partners as part of a growth
strategy. The College has a land-based specialism.
It was looking to get “match fit”, with a labour market
focus on rural employment, and to “grow our sector”.
Through this process, Easton College, another land-based
college based in Norfolk, was identified as a potential
partner. Both Colleges are a similar size, and are the last
specialist colleges of this kind in the locality, with others
now amalgamated with other FE providers. Although the
campuses are 44 miles apart, both Colleges have a history
of being very competitive with each other. The rationale
for collaboration is primarily sectoral, as both colleges
target rural areas.
16 | Shared services – Case studies 2011
17. Vision Objectives
The project aimed to: The project sought to achieve three
deliverables:
• Strengthen landbased provision to meet
the needs of learners and industry; • Shared Management Information
providing timely information on
• Increase efficiency generating significant
learners, human and physical resources
savings for reinvestment;
and streaming benchmark information
• Promote best practice at both colleges between the colleges. It was also intended
though undertaking a full review of their that this could provide a platform for
systems, processes and procedures; and other colleges to join;
• Expand the range of teaching materials • A unified web based Sharepoint interface
available in each college through sharing. for information gathering, sharing and
improvement; and
• The creation of an e-library of process
and system documentation that spans
the two colleges building best practice.
These processes are intended to be
developed to provide core unified
systems for key shared service areas,
and again have the potential to become
a platform for other colleges.
Shared services – Case studies 2011 | 17
18. Initial Joint
Project Working Implementa- Workstream Merger
post/project
Development Groups tion Planning Development proposal
manager
Activities Savings
The initial process was driven by the The initial gross payroll and oncost
creation of a shared post, which was savings for the first 12 months are
filled by a member of Easton’s senior c.£250,000. This is expected to increase
management. Implementation of annually as the project progresses.
specific activities was driven by joint There are, however, additional one
working groups of practitioners within off capital set up costs of c.£340,000
the colleges who have driven thematic to be incurred to full implementation,
aspects of the project. including upgrading and future
The development of these close working proofing software and IT infrastructure.
relationships, and a communications
strategy with college staff, has helped The Synergy project
to enable project implementation. This
has been further developed by bringing funding has enabled
the governors together in joint meetings
to be informed of progress and provide
us to develop detailed
strategic direction. shared services leading
to effective joint
Model
The model has developed over the project
understanding and
process from joint service delivery to a savings in the first
full merger proposal, while maintaining
separate college branding.
year
18 | Shared services – Case studies 2011
19. Aligning cultures will Enablers
be a long path which Key factors in the project’s development
have been:
has its own challenges • Joint Posts – The early establishment
and rewards of joint posts, drawn from each of the
colleges, to drive and lead aspects of the
shared services;
Outcomes and the Future • Joint team working – across the colleges
in each of the functional areas, in order to
The Colleges now have five shared acclimatise staff with working with each
posts, comprising: other and sharing best practice; and
• Vice Principal Finance & Resources
• Active strategic leadership – Joint
(who is the project lead); Steering group consisting of Governors
• Assistant Principal Planning, established at an early stage.
Funding and Efficiency;
In addition, the project has learned from
• Director of Human Resources; good practice elsewhere, for example
• Director of Enterprise and with senior leaders from each college
Marketing; and visiting Cornwall College, to look at its
management and group structure, which
• Work Based Learning Contracts Manager. has separately branded colleges within a
collective entity.
Biggest outcome is
trust and vision
The sharing structure is that the staff
remain employed by an individual
college but are seconded to the other
college for part of their time. This
currently has VAT implications.
Work is continuing on the alignment of
processes, for example in the adaptation
of IT and HR approaches, utilising good
practice from each of the two colleges.
The Shared Services resources have
been used to develop projects to bring
the Colleges closer together. They have
now agreed to work towards a Type ‘A’
merger proposal.
Shared services – Case studies 2011 | 19
20. Critical Factors
Factor Barrier Solution Importance
Leadership & Existing Creation of joint posts, mainly drawn from existing staff, and High
Governance perception of encouraging practice sharing using best from each college.
competition In addition, there has been close working between the senior
leadership teams and governors of each college, enabled
through regular joint meetings and working groups.
Culture & Concerns over Joint working across teams within colleges was at the centre High
Climate budget cuts and of the approach, encouraging transparent communication
future of jobs and involvement in re-engineering processes, which helped
to establish trust across the two colleges and with senior
management. All college staff were actively encouraged to
visit counterpart and share best practice extending benefits
beyond the Synergy Project workstreams. Project focus on
growth and excellence rather than staffing cuts.
Process Time Staff commitment and future project design/resource High
commitments implications were addressed by segmenting issues rather than
addressing all at once.
Utilising external consultant’s expertise (although there is
recognition of ownership issues around this). The colleges will
also backfill staff to help with the day job moving forward.
Externalities IT compatibility Significant effort has gone into examination of this aspect High
through a joint working group and commissioning external
advice on systems development. These one-off costs, including
costs of future proofing and enabling other partners to join in
the future, have been incorporated into the planning process.
VAT The VAT costs have been accepted and are factored into overall Medium
implications savings calculations, although they will not have an impact on
the colleges after merger. However, VAT is likely to remain an
issue for future shared services partners.
Summary
While this project is an exception in that in the context of understanding the changes
it is leading to a proposal for college in the FE market, and strengthening their
merger, it highlights the importance specialism as rural providers.
of lead times in building relationships
and trust. The process of co-operation With hindsight I realise
was developing prior to the Innovation
Fund intervention, although the partners we needed far more
acknowledge that the process would
have been much longer without this
resources than we had
support. Merger is now seen as the available resulting in
logical conclusion of this process
long hours for the staff
While the focus has been on shared
resources, the colleges involved have also involved (although they
developed from having a perception of have continued to be
each other as competitors to now looking
at the joint market they are addressing in enthusiastic)
rural East Anglia. This decision was taken
20 | Shared services – Case studies 2011
22. Areas of Focus
In order to realise The project reviewed the feasibility of providing shared
services using a customer contact centre model for the
the full efficiencies delivery of student services between three colleges in
South-East London and Surrey. This aimed to create an
and improvements integrated customer pre-entry experience for potential
in quality standards, learners at the three partner colleges, focusing on the
customer journey from enquiry and the provision of
standardised processes information and advice support through to admission
and enrolment. It therefore addressed:
and systems were
• The customer journey;
required • Information, Advice and Guidance and enrolment; and
• Supporting systems.
Rationale
The project partners are two neighbouring colleges,
in Greenwich and Bexley, and a third college in Surrey,
NESCOT, as the project lead. An independent training
provider, Mainport Training, was part of the initial bid,
but dropped out at an early stage. In addition, there were
two “observing” partners, NACRO and the University for
the Creative Arts, who did not play a part in the project.
Relations between the partners were assisted by the fact
that the newly appointed principal of Greenwich has
formerly been Vice-Principal of NESCOT. The Principal
of Bexley was also relatively new to post.
This project focused on whether front-office student
related services could be shared and deliver both
efficiency savings and service improvements.
22 | Shared services – Case studies 2011
23. Vision Objective
Potential learners, their parents, carers The overall objective was to create a
and advisors will experience a service shared customer contact centre that
that is customer focused, is efficient, was web and mobile-enabled for IAG
effective and that provides information and admissions while ensuring students
and advice that “gets it right the first experienced a service that was branded
time”, whether that is online, through a for each individual college.
telephone enquiry or face to face and the
facility to enable on-line applications and
enrolments. Also self service models of
customer service will be developed.
MoU/
Scoping/ appointing Initial Joint Implementa- Business
Reporting
Planning project Working tion Planning Case
manager
Activities
The partners appointed an independent This also required the alignment of
project manager, who managed the information systems, with, for example,
project using PRINCE2®. The agreement two of the colleges using the same
between the partners required Principal back-office management information
level participation at all meetings, in system for student records including
order to maintain ownership. applications; while the other college uses
There were issues of alignment in a separate system. Advice was sought
practice: one college made significant on ways in which these could be made
and increasing use of online applications to work together, without excessive
(44% of students apply online); another investment in new systems.
makes very limited use of online In addition, as a result of working
processing which currently results in dual together, two of the colleges now have a
data entry; while the other does not have shared Executive Finance Director post
an online applications module, meaning at senior management level which has
that all applicant information is manually resulted in significant cost savings.
data processed by admissions staff. The work to date has been focused on the
development of the business case to take
forward to implementation in Phase 2,
once resources have been sourced.
Shared services – Case studies 2011 | 23
24. Model Savings
Six delivery models were considered The business case estimates that
in the business case: the preferred options could achieve
operational savings of 31% over five
• Status quo;
years and cash savings, after investment
• Sharing expertise between the college costs, of 12-14% over a five year period
partners; (c.£333,000).
• Development of a Virtual Customer This is in addition to the existing savings on
Contact Centre; a shared post between two of the partners.
• Development of a Centralised Customer
Contact Centre; In-house delivery is
• Working with an external partner to favoured on financial
establish a managed service Customer
Contact Centre; and
and quality grounds
• Outsourcing the function to a specialist
supplier.
Each option was exposed to SWOT
analysis, appraised using financial and
non-financial criteria, and exposed to
a sensitivity analysis. Options 3 and 4
were preferred.
Governors keen to
work together with
joint development
sessions – they don’t
feel threatened
24 | Shared services – Case studies 2011
25. The key to success is Enablers
trust and having the • Existing relationships and confidence
– between partners, which has been built
same expectation of through work to develop and refine
standards the bid agreeing priorities and sharing
resources underpins the project.
• External project manager – was
appointed, working with the principals,
Outcomes and the Future was also seen a key factor in project
The business case provides a proposed implementation.
implementation plan for the preferred
• Using previous experience – the project
options with a start date of November
also drew on the experience and advice
2012 (i.e. applications for entry in
of the Kingston City Group, which was
academic year 2013-2014).
established in 2005, and involves 14 higher
However, there remain issues over the education institutions in London and the
availability or resources to achieve this, South East area accessing shared internal
and further work may be required to audit services. The models developed by
validate the achievability of this timeline. the Group informed the development of
The project has also identified the business case although it should be
non-financial benefits, comprising: noted that this structure does not provide
limited liability.
• Collaboration without loss of identity;
• Independent legal advice – The project
• More effective use of partner assets,
also utilised independent legal advice
including rapid access to specialist areas
over the structures to be adopted, and
of expertise. For example, one college
the taxation implications.
has a reputation for excellent curriculum
management and innovation, another for
recruiting international students; Independent project
• Improved quality of service to students; manager is very
• Shared resources, for example in important to keep the
recruitment of joint posts;
• Sharing best practice;
project on track
• Peer review;
• Learning and development of staff;
• New opportunities for staff; and
• Opportunities for further collaboration
and engagement with other colleges,
contributing to sustainability.
Shared services – Case studies 2011 | 25
26. Critical Factors
Factor Barrier Solution Importance
Leadership & Building trust Ensuring senior level involvement at all project meetings High
Governance Consultations with Governors to understand strategic options
and the risks involved in shared services.
Culture & Managing Ensuring that the relevant workforce is ‘right sized’ or ‘lean’ High/
Climate change before sharing. Medium
Process Management Using readily available and inexpensive technologies to Medium
time connect partners (e.g. Skype).
Learning from others through ‘business tourism’.
Externalities Taxation VAT is only charged on the non-pay element of total costs as Medium/
the total pay cost is ‘staff’ by virtue of a joint employment High
contracts. Advice from tax advisors to the project has
suggested that the staff cost element of charges to the member
institutions is free of VAT as there is no deemed supply, with
any generated surpluses generated on being exempt from
corporation tax.
However, any charge over and above the recovery of
staff costs is subject to VAT, and if the project provides
services to institutions which are not ‘joint employers’,
VAT becomes liable.
Legal issues Formal organisational vehicles can be problematic for Medium
colleges work teams that are operating at historically different
levels of efficiency and quality. Unincorporated associations
(membership) can work well for some small-scale shared
services, although they are problematic where TUPE applies.
Summary
The project has remained focused
on the development of a persuasive
In the early stages of
business case for the development the project there was a
of shared applicant/student facing
services. Extensive use was made of
long debate about the
external advice and of good practice number and type of
from elsewhere. The preferred options
identified suggest that an in-house partners to be included
approach will be more effective. in the project. As a
Development of the project will be
contingent on identifying the funding result it was agreed to
sources to take this approach forward. keep the maximum to 3
The project has also led to the
establishment of a joint senior post
to ensure the project’s
between two of the collaborating colleges. deliverability
26 | Shared services – Case studies 2011
28. Areas of Focus
The key to the project The project has had a very broad focus, with the outline
business case identifying a wide range of potential
was the similarity of shared services including; adult provision; management
information services; procurement; cloud based services;
the partners business continuity; human resources policy; health
and safety; professional services; building management,
information and communications technology support;
shared virtual learning environment; bid writing and
bid consortia; and international students. A number of
potential shared service vehicles are being considered.
Rationale
The Hampshire Group of eleven sixth form colleges have
worked together for over 11 years. A sub-group of 5 colleges,
with a focus on more urban, open access community
activities saw a commonality of interest which they wished
to pursue. They were later joined by a sixth member.
need for flexibility and appetite
for change
The sixth form colleges are all relatively small, when
compared to general FE colleges, and saw a potential
benefit in seeking out areas where they could share
services. However, there are significant variations in local
needs and demand and these are reflected in the service
delivery of the colleges. The colleges consider that they
must retain a local autonomy in order to service their
communities and that this must not be compromised
through a wider regional grouping. The colleges are
firmly rooted within their local communities and
accountability is a key issue.
not a quick process - maybe five
years rather than one year
Discussions have also indicated the potential to split the
partnership into two cluster groups for certain activities,
one serving the western (Southampton) area and one
the eastern (Portsmouth). Clusters are seen as providing
the opportunity for geographically localised support
and service yet retaining the overall grouping for wider
partnership, representation and service.
28 | Shared services – Case studies 2011
29. Vision Activities
The Solent Colleges have gained The project commenced with the
experience of working together over appointment of an independent project
some time. However, to date, this work manager, who had experience of
has mainly been at an informal level working in the local sixth form college
with agreement to work in cooperation environment. It is managed through
while retaining full independence and monthly meetings of a steering group
governance in all areas. made up of the college principals and
The project seeks to leverage a project manager.
transition in the practice and experience An initial meeting brought together
of partnership, moving from the the senior management teams of all
operational to the strategic level of the colleges, and relevant functional
partnership. That requires a more leads. This meeting was used to identify
formalised agreement between partners potential areas for collaboration, and
Business models range from the informal came up with a very wide range of
cooperative (the current model) through areas impacting both on front and back
a series of stages to full integration with office activities. For example, 5 of the 6
a variety approaches being considered. colleges use the same MIS, which provide
potential for collaboration, and the AoC
Objective Procurement Team have been involved
in supporting the project in accessing
The project seeks to take forward external benchmarking information.
an existing informal collaborative
partnership into a more formal The colleges are also working together
arrangement in the form of a membership on small department subject areas,
association. Through membership of an such as law, science and maths,
association, the partners seek to be able to joining together delivery with a view
create a unified partnership to represent to creating virtual departments across
smaller colleges in a close geographical the partnership and possibly leading
location and, through that partnership towards common heads of department.
seeks to achieve increased value for Representatives from the partnership have
money and quality. also attended a number of training events
in areas appropriate to the development
of the project. These have included
specialist training in procurement and
contract management and law and
background to and implementation
of the shared service agenda.
Shared services – Case studies 2011 | 29
30. The partners see the project as a longer
term process, to four years and more,
not just about saving
comprising: money – funding is
• Working together for ‘quick wins’ over invaluable
the first year: Identifying commonalities;
sharing data and policies; process
mapping, securing external advice;
establishing shared service groups; Savings
and developing lead college status At this early stage, some reductions in
within an unincorporated association; the cost of joint legal work have been
obtained, and there are projected savings
• Coming together over the next two
of 2-5% savings in exam fees.
years: Creating services as a joint venture;
sharing services in the cloud; sharing Joint purchasing of MIS is anticipated
management; sharing students; and to save £250,000 over five years.
• Exploring federation in year four, with
the intention of establishing a group of Best funding meeting
colleges provided with common services in my entire career
and management by a single company.
Model
At the moment, the model is a Soft
Federation, as there are differences in
the rate at which partners may want to
progress. This creates opportunities for
an overall group of six colleges providing
central services which may or may not be
taken up by partners and for sub groups
or clusters of colleges who may wish to
work in particular directions, at differing
rates and in response to more local
factors. However, ultimately the vision
is to create a shared service company.
30 | Shared services – Case studies 2011
31. Outcomes and the Future Enablers
There remain issues over the relative Key enablers for the project comprise:
ambitions of the partners over the scale
• Independent Project Manager – The
of implementation across some areas.
role and experience of the independent
Working groups are taking forward project manager, who already had contact
activities in: with the colleges involved. However,
• Finance; it was considered essential that project
ownership remains with the colleges
• MIS (development plan in place); themselves;
• HR (development plan in place); • Early engagement – practitioners were
• Student Support; involved in an early stage within the
working groups to identify ways forward;
• Curriculum and Student Experience; and
• Trust – The level of trust from
• Clerks to Corporation.
working together that has enabled
full benchmarking of activities across
Events may push [the the colleges, including the sharing of
financial data;
partnership] farther • Governors – Involvement of governors,
and faster through regular meetings (2 joint
meetings held and third scheduled)
ensuring that there is leadership
However, the partnership has evolved,
commitment;
and some of the work will be divided
into two groups. (Southampton & • Joint Collaboration – Gradual awareness,
Portsmouth) dependant on the project through working together, that there
areas. It is also considering new partners, could be a long term joint collaborative
and there have been discussions with strategy that would benefit all partners,
the HE sector (Portsmouth University) rather than competing with each other.
around curriculum offering.
Fantastic to know
you’re not alone
Shared services – Case studies 2011 | 31
32. Critical Factors
Factor Barrier Solution Importance
Leadership & Large number The need to understand governance and legal requirements Medium/
Governance of partners has been central to project development. High
Governors have been kept involved as a central part of
the process.
Culture & Desire for Colleges are participating at their own pace within a High
Climate independence pre-existing collaborative structure.
within college
structures
Process Wide range The establishment of functional working groups and High
of activities sub-regional partnerships. Recognition of need to
included in manage quality.
proposals
Externalities Shift in funding Review of project implications including VAT implications for Medium
of Sixth Form schools as opposed to FE colleges.
Colleges from
SFA
Summary
As the activities section notes, the
Maybe end up with
project is seen as a medium to long 2 geographic clusters
term development, with a specific
geographical and functional focus
each with 3 partners
for like-minded colleges facing similar
local issues.
The activities in scope extend across
front- and back-office functions, and
have major implications for investment,
staffing and service delivery.
The range of activities being considered
means that different types of approaches
and partnerships are likely to develop as
the project moves on over the next few
years, with an initial impact on MIS,
HR and procurement.
32 | Shared services – Case studies 2011
33. Stockport Work
Based Learning
The Partners
A number of the partners have some experience of
working collaboratively.
*
* Damar are joining the federation in 2012.
34. Areas of Focus
this isn’t a standard The project is focused on work based learning (WBL),
including joint bidding for contracts and aligning
shared services marketing and stakeholder and employer engagement.
project...exploratory it is very confusing for employers,
conversations have they get swamped by a complex
centred on future range of organisations... we want
business, generating to simplify the offer
resource streams
through collaborative Rationale
working, and The project has evolved out of collaboration between
some joint areas of partners with the following factors driving it towards
its current focus:
marketing and bid • The lead institution, Stockport College, have a long
management standing set of relationships with the private training
providers involved in the partnership, having worked in
a number of different setting with these partners. In recent
years the College have led a consortium of providers
which develops and delivers apprenticeship training for
the Local Authority. Through this work they have aware
of the strengths of these organisations and the quality of
provision delivered.
• The launch of the Skills Funding Agency (SFA) Minimum
Contract Level (MCL) is another key driver with some
partners initially concerned that the minimum threshold
may threaten their sustainability.
• A desire to simplify the work based learning offer for
employers in Stockport.
Against this backdrop Stockport College decided that
something should be done to strengthen both their
partnership with the providers involved in the project
and the WBL offer in Stockport.
34 | Shared services – Case studies 2011
35. Vision the overriding priority
The creation of a federated structure
incorporating providers serving the
and focus of the
Stockport sub-region with the main federation is to improve
purpose of managing the relationship
and negotiating a single work-based the learner offer,
learning contract for Stockport with the learner experience and
Skills Funding Agency, whilst enabling
federated organisations to maintain their leaner pathway... and
own local focus and individual identity. broaden the provision
The Federation will lead improvements
in three areas:
offered in this area...
• Cost reduction (both to providers and targeting of specific
to the SFA); sectors with specific
• Quality improvement (including partners where this will
the rigorous application of agreed
performance standards); and strengthen the offer
• Apprenticeship development (driving
innovation and adopting new Partners are clear that the Federation
frameworks to tackle skills gaps and will not replace their core business
shortages). activities. Instead it will provide a
platform for greater scope and more
It is also intended that the organisation strategically-planned collaboration.
will become a regional voice for providers In doing so partners aim to achieve
on apprenticeship issues. the following objectives for partners,
learners and clients:
Objectives • Wider reach across the region;
It is anticipated that the Federation
• Moving into new territory and new
agreement will allow partners to bid
provision;
for and manage larger, more complex
projects in a collaborative manner with • Strategically planned offering;
an aim to: • Unified approach/role;
• Drive growth; • Scale of bidding, vehicle ready to bid
• Broaden the provision offered in the area; and provide business;
• Increase knowledge and expertise across • New business – cohesively targeted
all partner organisations. planning;
• Cohesive offer – overlap and trading
of provision to avoid duplication;
• Future proofing against possible rises
in MCL; and
• Independence – with enhanced links
to other strong like-minded partners.
Shared services – Case studies 2011 | 35
36. Investiga- Imple-
Scoping/ Toolkit
tive Analysis mentation Transition Reporting
Planning Development
Fieldwork Planning
Activities Savings
The project began in November 2010. The Stockport WBL project is focused
Key activities and project stages on business growth rather than solely
undertaken to the Business Case stage generating efficiency savings through
are shown in the diagram above. reduced costs. However, there is an
Each of these key stages has involved expectation that joint marketing and
a significant amount of collaborative collaborative bidding will reduce costs
activity between partners with for partners. Current projections suggest
participatory workshops held to that such savings would equate to £17,000
facilitate discussion at key stages. for every £120,000 of activity allocated to
Legal representatives are currently the Federation. This represents a saving
finalising the business model. of 14% on current allocated expenditure
to an income of £120,000.
Model the project is about
The model being developed for the
Federation between partners will be a innovation and
Company limited by guarantee controlled income generation,
and equally shared by its members.
with efficiency acting
wanted something as an important but
stronger than subsidiary feature of the
partnership but project
short of merger
36 | Shared services – Case studies 2011
37. [funding] has been a Enablers
catalyst that enabled Key factors in the project’s development
have been:
us to bring in the • Independent Project Manager – Funding
necessary support... the an independent external consultant as
project manager and ‘honest broker’ and
project wouldn’t have as an independent change agent. This has
happened in the same facilitated honest open debate and greatly
enhanced trust between partners;
way without it • Collaborative Approach – Stockport
College showing their commitment and
intentions with their philosophy and
Outcomes and the Future approach emphasising that this was
Partners are committed to the about collaboration and not merger;
development of joint company limited by • Prioritisation – Leadership participation
guarantee, with partners expecting this to from Stockport College showing
be registered before the end of 2011. Work partners the importance the College
with legal advisors on this is progressing. placed on the project;
However, partners suggest they are
frustrated with the pace of progress. • Building Relationships &
Communication – Stakeholder relations
Partners have identified a number of have enhanced through clear lines of
positive outcomes through participation candid yet constructive communication
in the project, including:
between partners;
• The benefits of collaboration between
• A history of collaboration – between
FE Colleges and private sector providers
the lead institution and other partners.
with considerable potential for
knowledge and values transfer between
the sectors; needed someone
• Improved levels of trust between who could be seen as
participating organisations which has
served to strengthen the partnership. an honest broker...
[external support]
bringing together has been really useful
public and private in developing trust
sector organisations, between partners...
has been a major played a very
positive feature of the significant role
project
Shared services – Case studies 2011 | 37
38. Critical Factors
Factor Barrier Solution Importance
Leadership & Differing Providing a range of levels of partnership and recognition that High
Governance organisational each partner is not required to sign up to all activities as part
context and of the federation.
objectives
Culture & Trust issues Some partners were nervous about the motivations of Medium/
Climate partnership and the potential threat to their autonomy. High
Partners have sought to build trust to address this and the
use of an external consultant played an important role in this.
Staff Participation has largely been restricted to leadership groups Medium/
within partner organisations. This is due to the potential High
for wider staff groups to associate the project with recent
restructuring. Clear lines of communication will be established
once the project is opened up to wider staff involvement.
Process Time Smaller partners in particular have capacity issues. Utilising High
commitment an external consultant has been one way the group has sought
to address this. However, three larger partners have largely
driven the project.
Externalities Establishing the The process of working with legal advisors to establish the Medium
company company has taken longer than anticipated.
VAT Partners are currently in consultation with legal advisors to Medium/
implications consider the issue of VAT and its collective and individual High
implications.
It was assumed at the Summary
outset that an honest, A proactive shared services project
based on business growth rather than
open dialogue between only cost reduction, Stockport WBL
partners should lead illustrates the importance of a history of
partnership between the lead institution
to a shared outcome. and its partners. It also highlights the
Whilst this did result, importance of an “independent broker”
to build relationships and trust by
to some extent, not all facilitating difficult conversations in
partners can travel as an approach that encourages open
debate and discussion.
far or as fast The commitment and leadership of the
lead institution was key driver in the
development and progress of this project.
“it’s about trust, you have to be trusted.
It takes time and you need to live it as
well as say it”
38 | Shared services – Case studies 2011
39. North East
Shared Services
Project (NESSP)
The Partners
Originally a partnership of seven colleges, three partners
have since left for a variety of reasons ranging from the
private sector provider that left due to the VAT related
issues and a College that had to withdraw due to a
possible future merger.
The four partners do not have a history of working in
partnership together, with the lead institution bringing
together the partnership specifically for NESSP.
40. Areas of Focus
[partners] have The project has focused on:
worked really well • Finance – this includes budgetary management, Capital
Budgets, Income Receivable, Supplier Payments, Fixed
together...in some Asset Management, VAT Returns, Management Accounts,
Payroll, Procurement and System Administration.
ways we see each • Management Information Systems – this includes
others as direct Curriculum Planning, Enrolment, Timetabling and
Registers, Coding and Masterfile Maintenance, ILR
competitors... trust and Examinations.
has developed... project • Routine Processes – All processes that are routine,
rules based or delivered remotely are in scope for
has strengthened and future development.
reinforced these links
Rationale
Decreasing resources is a context common to all Colleges.
Consequently the need to realise efficiencies through
reduced costs is one of the principal drivers of all Shared
Services projects. However, partners involved in NESSP
were keen to reiterate that this process is also about
driving quality improvements in the delivery of back
office services. Therefore, the project should not simply
be seen as a cost saving exercise. In particular the project
is focused on shifting to a more efficient, responsive
and personalised approach by addressing some of the
following shortcomings in existing systems and processes
used by participating colleges:
• A shortage of accurate information and priorities;
• A need to continually collate information from various
sources and relatively bureaucratic, slow and inflexible
systems; and
• A lack of responsive, personalised services for students.
40 | Shared services – Case studies 2011
41. Vision Objectives
At the beginning of the journey, In addressing the above issues and
NESSP partners agreed that their achieving their vision partners have
vision would be to: defined the following critical success
factors for NESSP:
• Delight our students and stakeholders
by having personalised services and a • Reduction in cost of at least 10-20%;
single point of contact to resolve issues • An improvement in service standards
with response times second to none; in all areas;
• Have accurate information that allows
• Flexibility to provide the required data
managers to deal with important issues to the front line in a timely manner;
before they become urgent;
• Flexibility to respond quickly to
• Have information focused on priorities
changes in requirements from the
and routinely drawn together to enable college or funders;
Senior Managers to feel in control and
to be proactive and dynamic; • The removal of the overhead required
in the management of support staff;
• Use ‘best of breed’ IT systems that allow
staff to deliver the best possible service; • Release of space to provide opportunities
for teaching and possible growth.
• Reinvest in effective front line services
the savings from having more efficient
and effective back office provision.
Activities
The project began in October 2010.
Key milestones are illustrated in the
diagram below which spans the journey
from October 2010 to September 2011.
Vice
Principals Memo-
Funding Shared Received randum Process Business Business
bid Vision Shared of Under- Mapping Case Plan in
developed Agreed Services standing Completed Completed development
Architects Agreed
Training
Shared services – Case studies 2011 | 41