Global Movement of Engaged Universities: Engaging South and NorthTalloires Network
A global coalition of universities committed to strengthening the civic roles and social responsibilities of higher education.
• Founded in 2005 in Talloires, France, by 29 presidents from 23 countries
• More than 300 members in more than 70 countries
• Elected international steering committee
The document provides information about the International Council for Open and Distance Education (ICDE) and the Distance Education Council (DEC) of India. It summarizes that ICDE is a leading global organization for open and distance education that aims to promote quality education for all. It was founded in 1938 and has over 160 member institutions from 60 countries. The DEC was established by IGNOU in 1991 and acts as the regulatory body for open and distance learning in India by setting standards and approving new programs and institutions.
Decentralization of basic education le thu huongMunkh Orgil
This document discusses the current status of decentralization of basic education financing and delivery in Asia. It provides an overview of progress and challenges in basic education across the region. Key points include rapid expansion of primary education but growing disparities, varying levels of priority and funding given to education among countries. The document also defines education decentralization, presents a typology, and reviews experiences in Asia, noting the diverse origins and milestones of decentralization reforms in different countries aimed at improving service delivery. Bottlenecks that remain for effective decentralized service provision are also mentioned.
Education, communication and public awareness for green growth CARECOECD Environment
The document discusses strategies for promoting education for sustainable development (ESD) in Central Asia, including leadership programs, integrating sustainable development principles into education systems, and initiatives like "Green Packs" to educate teachers and students. It outlines the three stages and approaches of the CAREC ESD Programme and several flagship initiatives, including the Central Asian Leadership Program and projects on water education.
Mayfield University - First Choice of Working Adults Across the GlobeMayfield University
Mayfield University, world’s largest university is a leading provider of quality education internationally. The University offers diploma, degree and certificate programs in 71 majors. it also has a variety of student, alumni and career services that play a vital role in student development and career placement.
This document summarizes information about career pathway academies in the Hanford Joint Union High School District. It provides student enrollment numbers and describes the development of three academies: Business Finance & Technology, Arts Media & Entertainment, and Agricultural Science. It outlines the course sequences and structures for each academy. Challenges and next steps are also briefly discussed.
The document outlines international opportunities available through the Association of University Administrators (AUA) including an International Higher Education Network, study tours, travel awards, and partnerships with international higher education associations. The goals are to provide international travel opportunities for professional development, promote understanding of international higher education, and facilitate links between the AUA and other countries' higher education sectors. Opportunities include funding for study tours abroad and travel awards for intensive study visits.
Global Movement of Engaged Universities: Engaging South and NorthTalloires Network
A global coalition of universities committed to strengthening the civic roles and social responsibilities of higher education.
• Founded in 2005 in Talloires, France, by 29 presidents from 23 countries
• More than 300 members in more than 70 countries
• Elected international steering committee
The document provides information about the International Council for Open and Distance Education (ICDE) and the Distance Education Council (DEC) of India. It summarizes that ICDE is a leading global organization for open and distance education that aims to promote quality education for all. It was founded in 1938 and has over 160 member institutions from 60 countries. The DEC was established by IGNOU in 1991 and acts as the regulatory body for open and distance learning in India by setting standards and approving new programs and institutions.
Decentralization of basic education le thu huongMunkh Orgil
This document discusses the current status of decentralization of basic education financing and delivery in Asia. It provides an overview of progress and challenges in basic education across the region. Key points include rapid expansion of primary education but growing disparities, varying levels of priority and funding given to education among countries. The document also defines education decentralization, presents a typology, and reviews experiences in Asia, noting the diverse origins and milestones of decentralization reforms in different countries aimed at improving service delivery. Bottlenecks that remain for effective decentralized service provision are also mentioned.
Education, communication and public awareness for green growth CARECOECD Environment
The document discusses strategies for promoting education for sustainable development (ESD) in Central Asia, including leadership programs, integrating sustainable development principles into education systems, and initiatives like "Green Packs" to educate teachers and students. It outlines the three stages and approaches of the CAREC ESD Programme and several flagship initiatives, including the Central Asian Leadership Program and projects on water education.
Mayfield University - First Choice of Working Adults Across the GlobeMayfield University
Mayfield University, world’s largest university is a leading provider of quality education internationally. The University offers diploma, degree and certificate programs in 71 majors. it also has a variety of student, alumni and career services that play a vital role in student development and career placement.
This document summarizes information about career pathway academies in the Hanford Joint Union High School District. It provides student enrollment numbers and describes the development of three academies: Business Finance & Technology, Arts Media & Entertainment, and Agricultural Science. It outlines the course sequences and structures for each academy. Challenges and next steps are also briefly discussed.
The document outlines international opportunities available through the Association of University Administrators (AUA) including an International Higher Education Network, study tours, travel awards, and partnerships with international higher education associations. The goals are to provide international travel opportunities for professional development, promote understanding of international higher education, and facilitate links between the AUA and other countries' higher education sectors. Opportunities include funding for study tours abroad and travel awards for intensive study visits.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
The document discusses China's promotion of international education exchange through the China Education Association for International Exchange (CEAIE). It provides statistics on Chinese students studying abroad from 1978 to 2004 and international students studying in China in 2005. CEAIE aims to develop partnerships between Chinese and international educational institutions to advance education, culture, science and technology globally.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
We were very pleased to host a special seminar on the future of open and distance learning (ODL) from Professor Michael G. Moore, Ph.D., Distinguished Professor of Education at Penn State University and Editor of The American Journal of Distance Education (http://www.ed.psu.edu/educ/adult-education/faculty/michael-g-moore).
As the Web replaces earlier forms of communication and itself mutates, and as teaching and learning also change with the evolution from the information age to the interactive, how might we expect to see change in the institutions set up to deliver distance education in the future? The presentation elaborates on a concept of a virtual network organization and gives some early examples.
University of Malta Strategic Plan 2020-2025BrendaVella
As a dynamic tertiary education institution, the University of Malta has developed a strategy that will chart its course for the years to come.
The Strategic Plan 2020-2025 sets out the goals and priorities for the University, its faculties, departments, centres, institutes and schools. The plan approved by the Senate on 30 May 2019 and by the Council on 21 June 2019, reflects the evolving state of higher education, society, industry and the economy. It focuses on students’ experience, resources, the contribution of the academic community and the University's impact on the nation as well as the insights of the wider University community and social partners.
During the academic year 2018-19 the entire University community of 15,000 students and staff, as well as its external stakeholders were invited to actively participate in the strategic planning process through strategy conferences, working groups, advisory committees and surveys.
The Strategic Plan will be supported by a more comprehensive implementation plan which will be endorsed by the University Senate and Council and overseen by the Steering Committee for Strategic Planning, chaired by the Rector. The University's internal and external stakeholders will remain vital to the implementation of the plan.
Main Editor:
Professor Tanya Sammut-Bonnici
Pro-Rector Strategic Planning and Enterprise
University of MALTA
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
The two-day Higher Education Leaders Asia Forum in Kuala Lumpur, Malaysia will address key topics related to building world-class universities in Asia, including financial models, research excellence, internationalization, collaboration, innovation, and governance/talent management. The conference will feature presentations from leaders at universities in Asia and Australia, as well as the Times Higher Education Rankings director. Pre-conference workshops will allow for in-depth discussion of improving research capabilities through partnerships and understanding university ranking methodologies.
State of the Commission for Student Involvement (07/31/2012)csi_acpa
This presentation is a status update on what the Commission of Student Involvement has been up to over the past few months. It also highlights upcoming initiatives, potential changes, and ways to become involved with the commission.
The Commission for Student Involvement is a part of ACPA - College Student Educators International. For more information on CSI and ACPA please refer to ACPA's website, www.myacpa.org.
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
The document provides an overview of xyz Group's plans to launch a new educational project called "Knowledge Village" in Nepal. Key points include:
1) xyz Group is a UK-based healthcare education provider that places over 1,000 Indian students in the UK annually and owns two colleges in India.
2) Their new Knowledge Village project in Nepal aims to provide affordable British education to masses in Nepal.
3) A target market analysis found the top sources of info for overseas study are friends/seniors and consultants. In-demand fields are business/engineering and key factors are reputation, cost, and jobs.
4) xyz Group must differentiate itself, build its brand in a new category,
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Northwest Leadership Involvement in Education Reform - Day 1Raatior Ventures
This document discusses education reform efforts in Chuuk State, Micronesia. It outlines goals to improve personnel management, decentralize education services, and improve teacher/principal quality and school quality. It proposes establishing regional education centers in the Northwest region to decentralize services like school supervision, instruction, and training while maintaining centralized functions like budget, payroll, and planning at the state Department of Education. Staffing plans for the proposed Northwest Center include coordinators, specialists, and an advisory board. Next steps proposed include selecting leadership for an NGO to formally establish and govern the Northwest Unified School system.
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
Building a District System of Engagement and Support for PathwaysNAFCareerAcads
This workshop for district leadership will provide a framework for building a district system of support so that academies at school sites have the support to thrive. Topics of discussion include leadership, equity, system alignment, pathway design and quality, and operations with attention given to the development of broad-based coalition
The Strategic Plan 2020-2025 was written by the Rectorate of the University of Malta and members of Committees and Advisory Groups for Strategic Planning. It outlines 8 strategic themes to guide the University over the next 5 years: Learning and Teaching, Research and Knowledge Transfer, Societal Impact, Enterprise and Industry Impact, National Impact, International Outlook, Sustainability, and Services and Administrative Support. The plan was developed through consultation with stakeholders including faculty, staff, students, government, and industry partners.
This document discusses an authentic approach to developing holistic graduates through the Venture Matrix scheme at Sheffield Hallam University. It provides examples of how Venture Matrix has supported over 70 undergraduate and postgraduate modules by facilitating authentic learning opportunities in the community. These opportunities allow students to gain work and life experiences, apply their subject knowledge, develop self-awareness and skills through hands-on activities in real-world settings off campus. The document describes three case studies of modules in hospitality, sport, and criminology where Venture Matrix collaborated with external organizations to provide experiential learning outside the classroom.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:環境リーダーシップの養成と今後のあり方:AKEPTとUSMでの経験の共有 /Leading Change for Environmental Leadership and Beyond: Sharing the Experiences of AKEPT and USM
発表者:ザイナル・アビディン・サヌシ 氏(マレーシア高等教育省高等教育リーダーシップアカデミー副所長)/ Dr. Zainal Abidin Sanusi(Deputy Director, Centre for Leadership Training, Higher Education Leadership Academy, Ministry of Higher Education, Malaysia)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
The document discusses China's promotion of international education exchange through the China Education Association for International Exchange (CEAIE). It provides statistics on Chinese students studying abroad from 1978 to 2004 and international students studying in China in 2005. CEAIE aims to develop partnerships between Chinese and international educational institutions to advance education, culture, science and technology globally.
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
We were very pleased to host a special seminar on the future of open and distance learning (ODL) from Professor Michael G. Moore, Ph.D., Distinguished Professor of Education at Penn State University and Editor of The American Journal of Distance Education (http://www.ed.psu.edu/educ/adult-education/faculty/michael-g-moore).
As the Web replaces earlier forms of communication and itself mutates, and as teaching and learning also change with the evolution from the information age to the interactive, how might we expect to see change in the institutions set up to deliver distance education in the future? The presentation elaborates on a concept of a virtual network organization and gives some early examples.
University of Malta Strategic Plan 2020-2025BrendaVella
As a dynamic tertiary education institution, the University of Malta has developed a strategy that will chart its course for the years to come.
The Strategic Plan 2020-2025 sets out the goals and priorities for the University, its faculties, departments, centres, institutes and schools. The plan approved by the Senate on 30 May 2019 and by the Council on 21 June 2019, reflects the evolving state of higher education, society, industry and the economy. It focuses on students’ experience, resources, the contribution of the academic community and the University's impact on the nation as well as the insights of the wider University community and social partners.
During the academic year 2018-19 the entire University community of 15,000 students and staff, as well as its external stakeholders were invited to actively participate in the strategic planning process through strategy conferences, working groups, advisory committees and surveys.
The Strategic Plan will be supported by a more comprehensive implementation plan which will be endorsed by the University Senate and Council and overseen by the Steering Committee for Strategic Planning, chaired by the Rector. The University's internal and external stakeholders will remain vital to the implementation of the plan.
Main Editor:
Professor Tanya Sammut-Bonnici
Pro-Rector Strategic Planning and Enterprise
University of MALTA
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
The two-day Higher Education Leaders Asia Forum in Kuala Lumpur, Malaysia will address key topics related to building world-class universities in Asia, including financial models, research excellence, internationalization, collaboration, innovation, and governance/talent management. The conference will feature presentations from leaders at universities in Asia and Australia, as well as the Times Higher Education Rankings director. Pre-conference workshops will allow for in-depth discussion of improving research capabilities through partnerships and understanding university ranking methodologies.
State of the Commission for Student Involvement (07/31/2012)csi_acpa
This presentation is a status update on what the Commission of Student Involvement has been up to over the past few months. It also highlights upcoming initiatives, potential changes, and ways to become involved with the commission.
The Commission for Student Involvement is a part of ACPA - College Student Educators International. For more information on CSI and ACPA please refer to ACPA's website, www.myacpa.org.
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
The document provides an overview of xyz Group's plans to launch a new educational project called "Knowledge Village" in Nepal. Key points include:
1) xyz Group is a UK-based healthcare education provider that places over 1,000 Indian students in the UK annually and owns two colleges in India.
2) Their new Knowledge Village project in Nepal aims to provide affordable British education to masses in Nepal.
3) A target market analysis found the top sources of info for overseas study are friends/seniors and consultants. In-demand fields are business/engineering and key factors are reputation, cost, and jobs.
4) xyz Group must differentiate itself, build its brand in a new category,
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Northwest Leadership Involvement in Education Reform - Day 1Raatior Ventures
This document discusses education reform efforts in Chuuk State, Micronesia. It outlines goals to improve personnel management, decentralize education services, and improve teacher/principal quality and school quality. It proposes establishing regional education centers in the Northwest region to decentralize services like school supervision, instruction, and training while maintaining centralized functions like budget, payroll, and planning at the state Department of Education. Staffing plans for the proposed Northwest Center include coordinators, specialists, and an advisory board. Next steps proposed include selecting leadership for an NGO to formally establish and govern the Northwest Unified School system.
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
Building a District System of Engagement and Support for PathwaysNAFCareerAcads
This workshop for district leadership will provide a framework for building a district system of support so that academies at school sites have the support to thrive. Topics of discussion include leadership, equity, system alignment, pathway design and quality, and operations with attention given to the development of broad-based coalition
The Strategic Plan 2020-2025 was written by the Rectorate of the University of Malta and members of Committees and Advisory Groups for Strategic Planning. It outlines 8 strategic themes to guide the University over the next 5 years: Learning and Teaching, Research and Knowledge Transfer, Societal Impact, Enterprise and Industry Impact, National Impact, International Outlook, Sustainability, and Services and Administrative Support. The plan was developed through consultation with stakeholders including faculty, staff, students, government, and industry partners.
This document discusses an authentic approach to developing holistic graduates through the Venture Matrix scheme at Sheffield Hallam University. It provides examples of how Venture Matrix has supported over 70 undergraduate and postgraduate modules by facilitating authentic learning opportunities in the community. These opportunities allow students to gain work and life experiences, apply their subject knowledge, develop self-awareness and skills through hands-on activities in real-world settings off campus. The document describes three case studies of modules in hospitality, sport, and criminology where Venture Matrix collaborated with external organizations to provide experiential learning outside the classroom.
Flexible Provision: Rising to Challenges in Learning and Teaching - An Inst...Prof Simon Haslett
Presentation by Professor Simon Haslett at the Annual Learning and Teaching Conference 2015 at the University of Wales Trinity Saint David, Carmarthen Campus.
Fresno state linked learning fieldwork presentation finaldoledesma
This document discusses a proposed partnership between Fresno State University's educational administration program and local Linked Learning pathway schools. It suggests supplementing instructional supervision courses with hands-on externships at Linked Learning schools. This would help prepare future administrators to effectively implement Linked Learning programs and improve student outcomes. Key elements that would support the partnership include guidance from ConnectEd, collaboration between university and district staff, and leveraging available resources like funding and professional learning communities. Potential challenges include scheduling, community support, funding stability, and politics.
This document discusses a proposed partnership between Fresno State University's educational administration program and local Linked Learning pathway schools. It suggests supplementing instructional supervision courses with hands-on externships at Linked Learning schools. This would help prepare future administrators to effectively implement Linked Learning programs and improve student outcomes. Key elements that would support the partnership include guidance from ConnectEd, collaboration between university and district staff, and leveraging available resources like funding and professional learning communities. Potential challenges include scheduling, community support, funding stability, and politics.
This document outlines the services provided by the College of Graduate Studies of DMMMSU-South La Union Campus. It offers advisory and consultancy services to individuals, groups, and institutions on topics such as pedagogy, curriculum development, counseling, career training, research, and community development. The services are provided through various programs and projects implemented in partnership with other colleges and external organizations, with the goal of informing, reforming, and transforming clients.
This document provides information about K.L.B. D.A.V College for Girls in Palampur, India. It is a self-financing college established in 1969 that provides undergraduate and postgraduate courses. It has recognition from various regulatory bodies. The college follows curriculums set by Himachal Pradesh University and provides student support services including placements, library resources, and extracurricular activities. It aims to provide quality education to empower women and has various facilities like labs, library, and hostel. The college is managed by a governing body and has 11 faculty members.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
Introduction to the Higher Education AcademyJISC infoNet
The Higher Education Academy (HEA) is the national body that works to improve learning and teaching in UK higher education. It recognizes and rewards excellent teaching, funds research on teaching innovations, and helps institutions address challenges like student satisfaction, employability, and internationalization. The HEA supports individuals throughout their careers, provides resources and events, and works with institutions through partnership managers and subject experts to encourage teaching excellence and facilitate change.
This document summarizes a research project commissioned by the Quality Assurance Agency (QAA) to explore how further education colleges in England develop a higher education ethos. The research used literature reviews, case studies of six colleges, and analysis of QAA review findings. Main recommendations include strengthening partnership arrangements, promoting a higher education identity at smaller colleges, and ensuring scholarly activity provides context for taught courses. Themes identified include using scholarship to support strategic aims and staff development, and linking scholarly activity to teaching, learning, and research environments.
Supporting professional learning and development in an integrated Information...Career Development Group
The document discusses supporting professional learning and development within the Information Services Division (ISD) at the University of Salford. It outlines how ISD implemented a pilot program to support staff in obtaining professional qualifications like CILIP chartership. The program covered costs, provided mentors and study leave. It helped boost morale and professional pride. ISD now supports qualifications like CMALT and ACLIP. The document also discusses concepts like the nature of library professions, future skills needs, and the importance of employer engagement to support career-long learning.
Siam University aims to be a model for sustainable development through its practices and education. It conducted research involving students, staff, and surrounding communities to identify competencies needed for sustainability. Based on this, it redesigned its general education curriculum to include courses on sufficiency economy philosophy and sustainable development. Some new courses focus on green technology, community service learning, and using the campus and its neighborhoods as a "living lab" for sustainable practices. The university's efforts contribute to sustainable development of both the university and its neighboring districts.
This document outlines a framework for advancing education for sustainable development (ESD) after 2015. It discusses how ESD can help update educational purposes and outcomes, strengthen curriculum, and guide students to solve future sustainability issues. The document also proposes priority action areas for ESD, including advancing policy, transforming learning environments, building educator capacity, empowering youth, and accelerating local solutions. It recommends establishing a global coordination mechanism to oversee ESD implementation through regional forums, UN agency coordination, and periodic reporting.
SDGs: What are our strengths, the gaps and opportunities as a College? NanaEwusiMensah2
The document summarizes the strengths, weaknesses, opportunities and threats of the College of Agriculture and Natural Resources (CANR) at Kwame Nkrumah University of Science and Technology in relation to achieving the Sustainable Development Goals. Some of CANR's key strengths that support progress on the SDGs include its highly qualified staff, unique academic programs, collaboration with partners, access to land and facilities for research. However, weaknesses like inadequate funding, infrastructure and staffing pose challenges and could negatively impact goals related to quality education, economic growth, and environmental sustainability if not adequately addressed.
1. The document is a resume for Mohamed Attia Mohamed Ali that outlines his personal and contact information, education history, employment history, and objective.
2. Mohamed has a PhD in Education Leadership from Penn State College of Education and degrees from Ohio State University, California University, Irvine, and other institutions.
3. His experience includes roles as an academic and training director for international schools in Egypt, KSA, and the UAE, as well as positions as an instructor and coordinator focused on STEM, mathematics, and interdisciplinary approaches to science education.
Copy Of Characteristics Of Highly Effective Schools Sept 2008WSU Cougars
The document summarizes the leadership approach and improvements made by the Yakima School District in Washington. Key changes included developing a clear district roadmap with instructional goals and accountability, increasing consistency in curriculum and assessments, providing targeted professional development for teachers, and improving engagement with families and the community through bilingual communications. As a result, the district saw declines in dropout rates and increases in on-time graduation rates.
This document provides an overview and introduction for students starting postgraduate programs at Roehampton Business School. It outlines the school's facilities and resources, the structure and requirements of the MSc International Management and MBA programs, and sources of academic and administrative support available to students. Key expectations are discussed for students, peers, and the university to help ensure success at the master's level.
Session 1 defining teaching quality in a changing learning landscape march_2013Rajesh Dhimar
This document summarizes research on quality teaching in higher education from an international perspective. It discusses challenges in preparing lecturers for their roles and developing teaching quality. Key points addressed include the professionalization of academics as teachers, drivers for quality teaching in Europe, indicators of quality in the UK like the National Student Survey, and the impact of teaching development programs. Recommendations include prioritizing tools to assess program impact and establishing a focus on further improving evidence and policy regarding quality higher education.
The presentation discussed evaluating online programs at Easton Area High School, which serves a diverse student population of almost 3,000 students. It outlined reasons to support online learning, such as providing challenging opportunities and being cost effective. It also described how to create an online program by encouraging department ownership and developing curriculum maps. The presentation provided details on evaluating courses, instructors, programs, student assessments, and technology.
Similar to University of the Highlands and Islands, Business and Leisure, Staff induction 2013 (20)
The document discusses plans for the LEARN Project, which aims to enhance student learning at the University of the Highlands and Islands through increased use of blended and networked learning approaches. The project objectives are to increase the number of staff trained in blended learning and increase student satisfaction with support. Project deliverables include baseline data, a toolkit, repository, staff development programs, and core projects. The timeline runs from September 2009 to December 2010. The project team is described and core projects will be selected based on criteria around alignment with project aims and sustainability.
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This document summarizes a presentation for the Inverness Hoteliers Association. It introduces several speakers who will discuss topics like e-hospitality training programs, chef and front of house skills training, a training hotel program, UHI degree programs in tourism and hospitality, and developing placement opportunities for students. Program benefits highlighted include contextualized management degrees with an emphasis on work-based learning and strong industry links.
This document outlines a project between Kibble Education and Care Centre and the University of the West of Scotland to develop a degree program incorporating prior learning and work-based learning. The program would assess staff for recognition of prior learning and credit transfer towards degrees. It would develop core modules in social pedagogy along with a work-based opportunities module. This would allow staff to complete degrees in a flexible manner using recognition of prior learning, work-based learning modules, and existing UWS modules. The benefits would include more efficient training, showing commitment to staff development, and improving retention. Potential barriers include costs, sustainability, and organizational culture, but finding ways to address these could motivate staff learning.
This document summarizes the Edinburgh, Lothians, Fife and Borders Regional Articulation Hub project. The project aims to develop workforce skills in the energy sector through collaborative partnerships between colleges, universities, employers and industry bodies. Key objectives include mapping articulation routes from HNC engineering into related degrees, developing new professional development awards, and enhancing mathematics skills. The project has achieved establishing governance, developing new qualifications, and starting degree articulation mapping. Work continues on finalizing the articulation mapping and workforce learning framework. Challenges include complexity, securing funding, and sustaining employer engagement.
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This document outlines how to effectively engage with and progress a subject network in business and leisure. It discusses communication, organization, leadership, team building and staff development as key aspects. It recommends defining clear and achievable goals through regular communication and collaboration. Targets should relate to curriculum flexibility, sustainability, and relevance. Monitoring progress and enhancing the network through quality assurance is also important. The benefits of an operational plan linked to overall strategies include improved outcomes for students, staff, partners, and communities.
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PowerPoint presentation concerning institutional positioning and vision; originally delivered by James Fraser, Principal of UHI to the Subject Network Leaders (2009)
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This document provides guidance on writing self-evaluation documents for academic program reviews. It recommends that self-evaluations clearly identify strengths that will be maintained or enhanced, as well as frank assessments of weaknesses and plans for improvement. Reviewers should be provided with context about the program, evidence to support judgments of quality, and a well-structured document that is easy to read. By thinking like reviewers and focusing on strengths, weaknesses, evidence and continuous improvement, self-evaluations can set a positive tone and agenda for the review.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. The Future of Higher Education
in Scotland
1. More flexibility
2. More learner choice
3. Greater focus on the value of study i.e. employability
4. Sustainability in the face of diminishing public funding
5. Greater focus on partnerships and collaborations (between
educators and employers)
6. Barriers to competition
To a large extent this is all synonymous with the concept of ‘Regional
Coherence’, especially in Highlands and Islands
UHI, by its very nature, already was having to think about these areas
4. What is a C21st University?
Vision Governance
Management Shared Services
Regionalisation Fundable Body
Financial T & R Research
Student Voice
Teaching & Learning
Integrated Planning & Delivery
Quality Skills & Capability
6. Thirteen partners
9 Further Education
colleges
4 Specialist colleges &
Research institutions
Over 100 outreach learning
centres
Linked by technology
What is UHI?
7. History: Development of UHI
1992 Project established
1996 Millennium Commission funding – UHI Millennium Institute
2001 Higher Education Institution (HEI) status (Teaching Funding)
2002 Research Assessment Exercise (Research Funding)
2004 Parity of funding for teaching
2008 Taught degree awarding powers (TDAP)
2010 Application for University Title
2011 The University of the Highlands & Islands
11. Vision: A New Generation University
• Tertiary: a seamless combination of further (craft and skills) and
higher (university-level) education
• Lifelong Learning and access
• Research-based but with an applied and vocational focus
• Distributed partnership model – sustaining and enhancing local
communities throughout the region
• Delivering the a university curriculum for the region across
campuses Curriculum for the 21st Century Project….Blended
Learning
12. UHI Mission
To be a distinctive and innovative regional university of
national and international significance; a university with
a pivotal role in the educational, economic, social,
cultural and environmental infrastructure of its
region and which reaches out to the people of the
Highlands and Islands and the rest of the world through
its research and teaching.
.
13. Collaborations and Partnerships
What are the institutional drivers at present,
and which of these are relevant to todays
discussions?
– Growth in student numbers
– Income generation
– Enhancement of learner opportunity/experience
– Regional coherence
– Fulfilment of mission
14. Regional core: potential
Available within 30 miles of
the majority of the region’s
population...
• Twenty degrees
• Ten Masters programmes
• Local provision*
• Niche*
* Exact programmes will be location dependant
15. The missing 10,000 students
-
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
0to4
5to9
10to14
15to19
20to24
25to29
30to34
35to39
40to44
45to49
50to54
55to59
60to64
65to69
70to74
75to79
80to84
85to89
90andover
Age Group
2001Population
HIE Area
Scotland
Pro-Rata
18. UHI
Faculty of Arts,
Humanities &
Business
Faculty of
Science, Health &
Education
Business & Leisure
SN
Management School Computing & IT SN
Argyll NorthHighland
West Highland
Lews CastleInverness
ShetlandPerthOrkney
Moray
21. “the aim of subject
networks is to improve
collaboration and
enhance the student
experience”
At inception:
22. Through:
communication
strategic and operational planning
organisation
management
leadership
team building and staff development
motivation
25. Rob Macpherson
Subject Network Leader
(Scheme Leader)
Alice Clifford, Inverness College UHI Isobel Grigor, Calman Trust
Catherine Barron, Lews Castle College UHI Issy Grieve, Orkney College UHI
Catherine Etri, Perth College UHI Jackie Andrews, Moray College UHI
Dorothy Budge, North Highland College UHI Jane Nichols, Argyll College UHI
Euan Black, Management School, UHI Jenny Currie, North Highland College UHI
Georgina Morrison, West Highland College UHI Kirsten Grant, Inverness College UHI
Gill Berkeley, Moray College UHI Marie Scott, Executive Office UHI
Irene Peterson, Shetland College UHI Rachael Bews, Subject Network Student Officer
Tina Riddell, Perth College UHI
Subject Network Committee
Margaret Little
Subject Network Clerk
26. Rob Macpherson
Subject Network Leader
(Scheme Leader)
Jenny Currie
Degree Leader – Golf Management
Degree Leader – Hospitality Management
Degree Leader – Tourism Management
Matt Groves
Degree Leader – Adventure Tourism Management
Nicola MacDonald
Degree Leader – Business and Management
Degree Leader – Business and Management (with Enterprise)
Degree Leader – Business and Management (with Finance)
Degree Leader – Business and Management (with Marketing)
Degree Leader – Business and Management (with Human Resource Management)
Degree Leader – Business and Management (with Administration and Office Management)
Kirsten Grant
Degree Leader – Sports Management
Diane Ross
Degree Leader – Equine Business Management
Network Executive Scheme Committee
27. Rob Macpherson
Subject Network Leader
(Scheme Leader)
Adam Robertson, West Highland College UHI Issy Grieve, Orkney College UHI
Alice Clifford, Inverness College UHI Jackie Andrews, Moray College UHI
Anne Frew, North Highland College UHI James Macaskill, Lews Castle UHI
Anne Hill, Orkney College UHI Jane Freeman, Moray College UHI
Billy Mackinnon, Lews Castle College UHI Jane MacIntosh, North Highland College UHI
Catherine Barron, Lews Castle College UHI Jane Nichols, Argyll College UHI
Catherine Etri, Perth College UHI John MacLuckie, Argyll College UHI
Catriona Macaulay, Lews Castle College UHI Kelly McLaren, Moray College UHI
Chris Newlands, Moray College UHI Mandy Smith, Orkney College UHI
Diane Ross, North Highland College UHI Marian Forgan, Perth College UHI
Dorothy Budge, North Highland College UHI Marie Scott, Executive Office UHI
Euan Robertson, Shetland College UHI Paula White, West Highland College UHI
Fiona Williams, Inverness College UHI Rena MacDonald, Argyll College UHI
Garry Rendall, Moray College UHI Rosemary McCormack, Moray College UHI
Georgina Morrison, West Highland College UHI Stephanie Sparkes, Moray College UHI
Iain MacSween, Lews Castle College UHI Steve Hughes, Shetland College UHI
Ian Gibb, Perth College UHI Tina Riddell, Perth College UHI
Irene Peterson, Shetland College UHI Tracy Matheson, West Highland College UHI
Isabelle MacCallum, Shetland College UHI Vanessa Williamson, North Highland College UHI
HN Executive Network Committee
Margaret Little
Subject Network Clerk
28. Its Management:
Subject Network Committee
(3 per year) AP Senior Managers
Network Executive Scheme Committee
(4 per year) Programme Leaders
HN Executive Scheme Committee
(4 per year) AP Section Leaders
Network Quality Monitoring
(1 per semester) Representative Programme & AP Section Leaders
Scheme Development Days
(1 per semester) Programme & Module Leaders
HN Development Days (Micro-networks – Business, Sport, Hospitality, Admin & IT, Law)
(1 per year) All Micro network members
Student Liaison Forum
(1 per semester) SNSO, UHISA, Class Reps
Module Team Meetings
(1 per semester minimum) Module Teams (arranged by module leader)
29. Its 3 Strategic Goals:
We are currently preparing students for:
• jobs that do not yet exist
• for technologies not yet invented
• to solve problems not yet known
The Top 10 jobs in demand in 2010 did not exist in 2004
“managerial, financial, customer care and social skills...are not
only derived from university experience, but instead, from the
wider experience out of the classroom”
James Fraser, “Developing Graduates for the C20th”
GOAL 1:
To provide the opportunity for all [Business and Leisure]
students to engage in experiential learning by the end of 2013
30. Its 3 Strategic Goals:
“[we must] enable UHI to deliver its programmes on a
networked basis to as many of its potential students as
possible, using our video and IT technology in a manner
dictated by our blended-learning pedagogy.”
James Fraser, “Developing Graduates for the C20th”
EMBRACE “30 WITHIN 30” CONCEPT
GOAL 2:
To deliver all key elements of the Business and Leisure
Scheme, to Honours level, in – at least – nine academic
partners by the end of 2014
31. Its 3 Strategic Goals:
GOAL 3:
To consult and collaborate on a wide range of joint awards
across all subject networks and in both faculties; and
encourage institutional change to facilitate their widespread
adoption by the end of 2014
YOU are a key part of this goal
33. Business and Leisure
• Mainly undergraduate
curriculum
• Strongly linked to the
economic needs of the
region
• General and niche
provision
• Solid business core
34. Business and Leisure
• Business, Accounting,
Office Administration,
Human Resources,
Conveyancing, Finance
• Continuing Professional
Development (CPD)
• Face-to-face, online
and distance learning
35. Business and Leisure
• Tourism and Hospitality
• Heritage, Golf and
Outdoor Adventure
• Training Hotel
• Industry-focused,
experiential learning
36. Food and Drink
Tourism
Hospitality
Leisure, Sport and Fitness
ManagementBusiness Administration
Marketing
and PR
Accounting
Events
Travel
Golf
Food and Drink
Golf
Enterprise/Experience/Employability
39. HEALTH and WELLBEING COURSES
Post Graduate taught:
• MA Health and Wellbeing
• MSc Infection Prevention
and Control
• MSc Medical Device
Decontamination
CPD:
• Self Management
• Diabetes
• Child and Adolescent
Mental Health
Undergraduate:
• Health and Education Scheme:
– BA (hons.) Health Studies/Health and
Welfare/ Rural Health Studies
– BSc (hons.) Psychology (BPS)
– BA (hons.) Child and Youth Studies
– BA Childhood Practice (SSSC)
• BSc Oral Health Science (GDC)
• Diploma of Higher Education in Dental
Technology (GDC)
CPD:
• Leading and Managing Care Services (3 x
SCQF 9: accepted by SSSC)
40. HEALTH and WELLBEING COURSES
PDAs:
(SCQF 10)
• Practice Learning Qualification
(SCQF 8)
• Childhood Practice (no longer delivered)
(SCQF 7)
• Health and Social Care Supervision
• Health and Social Care: Administration of
Medicine
• Oral Health Care: Dental Managers
• Counselling Addiction
• Promoting Excellence in Dementia Skilled
Practice (Jan 13 delivery)
• PDA in Brief Interventions for Substance
Misuse (13/14 delivery)
HNs:
• HNC Social Care
• HNC Health care (due to be replaced in
12/13 by HNC Care and Administrative
Practice)
• HNC Early Education and Childcare
• HNC/D Beauty Therapy
• HNC/D Complementary Therapy
• HNC Hairdressing
SVQs (level 4 / SCQF 7):
• Health and Social Care (Adults)
• Health and Social Care (Children and
Young People)
41. Definitions
A Networked Delivery Scheme
Delivery of a course/module or unit by staff from more
than one academic partner to students from more than
one academic partner. Will involve the use of technology
(e.g. VLE, VC)
A Blended Delivery Scheme
A considered approach that selects from a range of e-
learning technologies and traditional face-to-face
methods to facilitate student engagement, develop
independent learners and enhance the learning
experience
44. Benefits
Student Benefits
• Increased reported learning and motivation to learn
• Deeper understanding of subject matter and complex social issues
• Ability to apply material learned in class to “real world” issues
• Opportunity to learn from classmates experiences
• Gain hands on skills related to academic and professional area of
interest
Staff Benefits
• Addition of new areas for research and publication, and increased
opportunities for professional recognition and reward
• Improved student discussion and participation
• Enriched approach for delivering subject matter
• Increased opportunity to engage students of all learning styles
• New relationship with students and community members
• Improved understanding of how learning occurs
• Greater awareness of social issues as they relate to academic areas
of interest
45. Benefits
Community Benefits
• Additional energy, enthusiasm and resources for addressing issues
• Improved relationship with university and access to university
resources
• Increased awareness of and support for community organizations
and issues
• Opportunity to impress upon students the importance of
participation in service
• Opportunity to recruit and nurture future volunteers, interns, coops,
and full employees or advocates
University Benefits
• Increased opportunity to engage students of all learning styles
• Opportunity to be a model Service-Learning program for other
universities
• Improved student retention and school to work transition
• Access to community partners as potential co-teachers
• Improve awareness of universities commitment to the community
48. HN Network Support
Purpose – to support practitioners with the
delivery and assessment of HN Frameworks
by:
– providing information
– facilitating workshops
– encouraging networking
49. SQA Update
Support Materials
• Assessment Exemplars
- status report
- centre feedback form
- security aspects
- plans for 2012/13
• Prior verified assessments – plans for sharing
• Understanding Standards and Quality
50. • e-Assessment Support
- formative and summative
• Qualification Support Team
- future plans
• Scotland’s Colleges - update
• Operational Issues
- credit transfer/charges
- PDAs
SQA Update
52. Professional Duties
o Engage with those involved in unit provision, ensuring that they are delivered
effectively, efficiently and consistently
o Contribute to decisions affecting frameworks using your unit
o Liaise with internal and external verifiers
o Ensure unit results are entered in SITS
o Develop links with external contacts such as other educational bodies,
employers and professional bodies as appropriate
o Work as a team with peers and colleagues, particularly new members of the
delivery team
o Resolve problems affecting the quality of unit delivery and student progress,
referring more serious matters to the subject network leader, scheme
executives, PAT as appropriate
o Ensure cross-partner teams work together as effectively as appropriate
o Exhibit good practice in own teaching
53. Teaching, Assessment & Scholarship
o Lead the design, development and delivery of your unit/s
o Review on a regular basis unit content and materials, initiating updating when
required
o Lead the application of innovative and appropriate teaching techniques for
networked/blended delivery within your unit
o Ensure that unit design and delivery comply with UHI’s/SQA’s current
academic regulations and those of professional bodies
o Ensure that unit design, delivery and review embed equality and diversity
best practice
o Develop/use appropriate and agreed assessment methods
o Participate fully in HN progression exam boards (from 2013)
o Engage in appropriate CPD activities, including scholarship, intended to
enhance your own and the student experience
o Actively evaluate, and respond to, the level of student satisfaction for
students on your unit/s
54. Planning, Quality Assurance & Quality Enhancement
o Be responsible for the identification of unit resources
o Contribute to the development of frameworks that seek to utilise your unit
including, as appropriate approval/reapproval processes
o Be responsible for quality, audit and other external assessments within the
context of your unit including, in particular, the framework Self Evaluation
Document (SED)
o Brief PATs on unit specific issues
o Share best practice collaboratively with cross-partner unit teams and
framework colleagues, other academic peers and appropriate subject
network/faculty members
56. Helpful Contacts
o Dr Rob Macpherson
Subject Network Leader, Business and Leisure
rob.macpherson@uhi.ac.uk
01847 889372
o Margaret Little
Business and Leisure Subject Network Clerk
margaret.little@uhi.ac.uk
01847 889381
o Marie Scott
Arts, Humanities and Business Faculty Officer
marie.scott@uhi.ac.uk
01463 279402
o www.uhi.ac.uk
O www.blackboard.uhi.ac.uk/webapps/portal/frameset.jsp
Editor's Notes
IntroductionsDomesticsAgenda for the day – link this to purpose of event. Format based on feedback from previous events and extensive consultationPartnership – effective and successful delivery of the HNs relies on a partnership approach
Assessment Exemplars-appreciation of writers – need for more writers – no writers, no ExemplarsStatus reportsCentre feedback – errors, use IV process, SQA statement, completion of new form, on HN Subject PagesNeed for ongoing security of Assessment Exemplars – new Units and old Units – old Units still currentPlans for developments in 2011/12Prior verification – sharing across centres. Qualification Approval & Verification projectOpportunities within the Understanding Standards website
Update onAdmin & It Graded Unit summative assessmentOpportunities for future developmentsFormative assessments – topic areasQST – re-convene group and refreshOperationalUpdate from Scotland’s Colleges