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Board of ManagementLearning & Teaching and Student Services Committee
Meeting of 21 January 2014
II
Meeting of 21 January 2014
Notice
Learning & Teaching and Student Services Committee
NOTICE OF MEETING
There will be a meeting of the Learning & Teaching and Student Services Committee on Tuesday 21 January 2014 at 1330 hours in Room G25, Aberdeen City Campus.
MEMBERS OF THE BOARD OF MANAGEMENTMs. A BellMs. S CormackMr. B Dunn Mr. D Duthie (Chair)Prof. J HarperMs. C InglisMr. J McKendrickMs. D MichieMs. A SimpsonMr. R WoodsMr. R Wallen
OTHER INVITED PARTICIPANTSMr. B Cruickshank
IN ATTENDANCEMr. N Cowie, Vice Principal Organisational ServicesMr. F Hughes, Vice Principal Student ServiceMr. P Sherrington, Depute PrincipalMs. S Walker, Vice Principal CurriculumMs. P May, Secretary to the Board of ManagementMs. P Kesson, Minute Secretary
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Meeting of 21 January 2014
Agenda
Learning & Teaching and Student Services Committee
Meeting of 21 January 2014
Agenda
1. Apologies for Absence
2. Minute of Previous Meeting2.1. Meeting of 26 November 2013 (paper enclosed)
3. Matters Arising3.1. Matters to be raised at the meeting
4. Principal’s Reports4.1. Principal’s Report (paper enclosed)
5. Matters for Decision5.1. Course Fee Policy (paper enclosed)5.2. Students’ Association Grant – Academic Year 2013-14 (paper enclosed)
5 Matters for Discussion6.1. Early Retention/Early Withdrawal (paper enclosed)6.2. Learner Engagement Self-Evaluation 2012-13 (paper enclosed)6.3. Enrolment Data by Age and Gender (paper enclosed)6.4. Status Report on Pre-merger Quality Work Stream (paper enclosed)6.5. Non SFC Funded Activity – Recent Developments (paper enclosed)6.6. Students’ Association (paper enclosed)
7. Papers for Information7.1 Student Activity – standing item (paper enclosed)7.2. Student Performance Indicators – standing Item (paper enclosed)7.3. Student Support Funds (paper enclosed)
8. Summation of Business and Date and Time of Next Meeting
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 2.1
Draft Minute of Meeting of 26 November 2013
The meeting commenced at 1400 hours.
PRESENT – A Bell, B Dunn, S Cormack, D Duthie (Chair), J Harper, J McKendrick, R Wallen, R WoodsIN ATTENDANCE – N Cowie, F Hughes, S Walker, P May, P Kesson
1. Apologies for AbsenceApologies were received from: Board Members – C Inglis, D MichieInvited Participants – B Cruickshank
2. Report to the Committee by the PrincipalThe Committee noted a report providing information on: North East Scotland College Membership of the 157 Group; the presentation of an Enterprising Britain Award; ASET’s success in winning the SQA Star Award for International Business; North East Scotland College Open Days; Education Scotland; Promoted Teaching Structure; North East Scotland Shared (NESS) Data Centre.
Principal Wallen informed Members that he had received very positive feedback from the recent Aspect Tasks in the areas of ESOL and Computing/Digital Media.
3. Matters for Decision3.1 Suggested Future Business of the Committee Members considered a paper outlining proposals for the future business of the Committee.
The Committee thanked Mrs Walker for her work in the production of the paper and noted the information provided in the Curriculum Integration Plan for 2015-16.
After some discussion Members agreed the proposed standard papers to be presented to the Committee in the period up to September 2014.It was noted that papers in addition to the standard papers would be submitted for consideration as appropriate.
Principal Wallen drew Members’ attention to the important issue of the Constitution for the Students’ Association.He said that a draft Constitution would be considered at the Board’s meeting on 09 December 2013, and that the Constitution would be finalised for adoption at the Board’s meeting in February 2014.
3.2 The Academic Board and its Sub-Committees The Committee considered a paper on the operation of the College’s Academic Board
and its sub-committees.
Information was provided on the background, rationale and functions of the Academic Board.
Professor Harper commented on the very logical structure of the Academic Board and its sub-committees and proposed that it would be helpful for the Learning & Teaching and Student Services Committee to receive summaries of key issues arising from the Academic Board – or a copy of the record of the meetings.
After some discussion the Committee approved the functions of, and adopted the arrangements for, the Academic Board and its Committees.The Committee also decided that the Curriculum Advisory Panel should be renamed Curriculum Approval Panel.
The Committee agreed to a suggestion by Mr Duthie that he attend some meetings of the Academic Board as an observer.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 2.1
It was agreed that Principal Wallen would discuss the student voice in the Academic Board and its sub-committees with Mr McKendrick.
4. Matters for Discussion4.1 Curriculum Planning Arrangements The Committee noted information on the curriculum planning arrangements for the
College.
Information was provided on the background to curriculum planning for 2013-14; curriculum delivery in the current year; positioning the College curriculum for the future; progression to a fully integrated College curriculum in 2015-16; curriculum priorities for the College; and implications of the Letter of Guidance issued by the Scottish Government.
4.2 Proposals for Non SFC Funded Activity The Committee considered a paper proposing a timeframe to review and consider
changes to current practice for non SFC funded activity.
Mr Duthie declared an interest in this item by virtue of his role as a Director of ASET.
Information was provided on the current situation, and on recommended priorities and next steps.
Members agreed that additional activity should not be sought if it will be a significant drain on current resources.
The Committee agreed that the Depute Principal should implement the proposed next steps detailed in the paper.
4.3 Quality Assurance Arrangements The Committee considered a paper providing information on the development of quality
assurance and improvement arrangements for the College.
Information was provided on the Quality Strategy; key activities undertaken by the Quality Workstream; quality priorities for the College; and Education Scotland quality review arrangements.
The Committee noted the contents of the paper.
4.4 Student Support Services Arrangements The Committee considered a paper providing information on the current and future work
of Student Services within the College.
Information was provided on the key functional areas; an update on post-merger developments; achievements to date; future plans; and an Interdependencies Statement.
The Committee noted the contents of the paper.
4.5 Students’ Association Update Mr McKendrick provided a précis of a report which had been prepared by Mr Cruickshank.A
copy of the précis was tabled.
Mr Duthie informed Members that a copy of the full report was available on request.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 2.1
Members noted that peer-led review pilots had been undertaken at Fraserburgh campus, where classes had been visited to ascertain the quality of their learning and teaching experience.It was agreed that it would be helpful for the Students’ Association to prepare a report on the programme of peer-led reviews, identifying its strengths and possible areas for development.
4.6 Students’ Association Grant AY2013-14 Members were informed that, due to circumstances beyond the control of the Students’
Association, there would not be a paper relating to the Students’ Association Grant presented to the meeting of the Committee.
The accounts of the Association and the proposed budget for 2013-15 will be presented to the Committee at its January meeting.Members were informed that the Students’ Association was now in non-compliance of grant.As such the Aberdeen Students’ Association will not currently receive any funds from the College but will make arrangements to pay salaries of Association staff from its own resources.
It was noted that both the north and south areas of the Association would continue as separate entities until the new Constitution was approved in February 2014.
Mr Duthie thanked Mr Wallen and Mr Hughes for their assistance to Mr McKendrick.
5. Papers for Information5.1 Student Activity for 2013-14 The Committee noted a report providing information on the outturn level of student
activity in AY2013-14.
Members were informed that, at this stage in the year, the figures should only be read as an approximation of the current position.It was noted that once reporting systems have been harmonised, a new report on activity levels may be developed for consideration at meetings of the Learning & Teaching and Student Services Committee.Members noted that it was useful having the information presented by DPG.
Principal Wallen said that work was in progress to ensure that the College meets its WSUMs target, and that the Board’s Planning Event will consider how performance indicators can be embodied into ongoing work of the Committees.
5.2 Student Performance Indicators The Committee noted a report providing information on high level, student-related
withdrawal rates and success outcomes for 2010 to 2013.
Data was provided on student withdrawal and attainment rates; and a proposed full review of the College in AY2014-15 by Education Scotland.
5.3 Student Support Funds The Committee noted a report providing information on amounts allocated for various
support funds and comparative spend for AY2013-14 and AY2012-13.
Information was provided on Bursary Funds; Discretionary and Childcare Funds; Childcare Reserve; Educational Maintenance Allowance (EMA) Programme; and disbursement of funds up to 29 October 2013.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 2.1
6. Summation of BusinessThe Secretary gave a summation of the business conducted.
7. Date of next MeetingThe next meeting of the Learning & Teaching and Student Services Committee is scheduled to take place on Tuesday 21 January 2014.
Mr Duthie thanked members of the Senior Management Team for their very comprehensive reports and the meeting closed at 1530 hours.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 4.1
Principal’s Report
1. Introduction1.1 The purpose of this report is to inform members of the Committee about significant
developments.
2. Board Visit2.1 Members of the Board of Management visited Service Industries and Social Sciences
(Aberdeen City Campus) on 09 December 2013. Details of the vocational areas included in the visit are attached in Appendix 1to this paper.
3. Promoted Teaching Structure3.1 The new promoted teaching structure will be in place by the end of January 2014.
3.2 In December 2013 appointments were made to the three Head of School posts and to 11 of the 12 Faculty Manager posts, with the vacancy arising due to promotion of a Team Manager to a Head of School post.
3.3 Appointments to Curriculum & Quality Manager posts were made during week commencing 13 January, including 9 vacancies being filled by unpromoted teaching staff for whom new opportunities have arisen through the restructuring process.
4. Safe Drive, Staff Alive4.1 On 27 November NPA Playwork students attended the Safe Drive, Stay Alive event.The
event is organised by Emergency Services in association with Community Safety Partnership.Students were informed about the consequences of road traffic collisions and were given the opportunity to reflect on how they could make North East roads safer.Real examples were provided by A&E staff, Police Scotland, Scottish Fire and Rescue Service, paramedics and members of the public who had been involved in road accidents.
5. Christmas Fair5.1 On 04 December Learning Opportunities students held a Christmas Fair to support local
charities.This was part of the College’s commitment to developing enterprise in the curriculum.
6. Learning Opportunities events6.1 Between January and November 2013, Learning Opportunities students raised £4,164.21
through the Charity Shop and associated activities.The following charities have benefitted: Special Education Support Services (respite centre), Karaman, Turkey (as a result of visit through the Leonardo Da Vinci European Project) £819.69, VSA - Young Carers Project £1,266.32, The Brain Tumour Charity £622.59, Hazlewood School - Garden Project £531.14, The Maisie Munro Childrens Centre £442.86, N.E.S.S. (North East Sensory Services) £481.61.
7. Enterprising Animal Care Students7.1 Students from the Animal Care Team raised £480 over two Sundays providing dog washing
and grooming services to the general public.The funds raised will partly go towards the next enterprise activity with a charitable donation also being made to the SSPCA.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 4.1
8. Primary School Coaching8.1 Students from 1st and 2nd year HND Coaching and Developing Sport were recently
involved in helping Aberdeen Football Club and the SFA to deliver coaching sessions to over 800 primary school children at the recent Tesco Bank Football Challenge held at Aberdeen Sports Village over two days in November and December 2013. The event was a great success and provided hundreds of children with the opportunity to take part in fun physical activity and helped to encourage them to be aware of the benefits of living an active lifestyle.
9. Fit for Work9.1 Fitness, Health and Exercise students visited Trac Oil & Gas Company, who provided them
with advice on fitness as part of an assessment. The visit was an excellent opportunity for students to work with external clients in a more realistic working environment. Feedback from the company was very positive and the visit will hopefully be repeated in future years.
10. Student IT Helpzone10.1 The new look, higher profile IT Student Helpdesk in the Aberdeen City Campus continues
to be busy, assisting students with IT issues relating to a vast range of laptops and mobile devices.The students are utilising the Helpdesk not only for login issues but for help and advice in general IT. The advisors on the Helpdesk are enjoying the role and take great pride in providing a first class service. This ‘can do’ attitude is making this service very popular with all students.
11. Science Students trip to Hungary11.1 Science Students had a visit through a Comenius Project to Hungary. The focus of the
visit was ‘Flying’. The Banki Donat School hosted groups from 5 different countries. Two students made the front page of the local paper pictured in the flight simulator of the Nyiregyhazi Technical School.
12. Recommendation12.1 It is recommended that the Committee note the content of this report.
Rob WallenPrincipal
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 5.1
Course Fee Policy
1. Introduction 1.1. The purpose of this report is to assist the Committee to consider the first proposed North
East Scotland College Policy on course fees.
2. Background 2.1. The College charges fees to students on the basis of national requirements and its policy
on course fees, which is derived from them.
2.2. Previously Aberdeen College had a Course Fee Policy supported by two other policies related to Fee Waiver and Course Refunds.
2.3. Previously Banff and Buchan College had a Course Fee and Cancellation Policy, the main thrust of which was to consider fee refunds.A number of statements relating to course fees were included in an enrolment guide but no Course Fee Policy as such existed.
3. Considerations for Academic Year 2014-15
3.1. Discussions have taken place with staff from the previous two Colleges who would have had an input to considerations on fees of some description.
3.2. Existing procedures and practices have also been considered.
3.3. Attached as Appendix 1 is the proposed Course Fee Policy which has taken elements of both Colleges’ previous approaches and combined these.
3.4. As working practices become more common as the newly merged College matures it is envisaged that this policy will need to be reviewed at least annually.
4. Recommendation 4.1 It is recommended that the Committee considers the College’s policy on course fees.
Rob Wallen Frank HughesPrincipal Vice Principal Student Services
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©North East Scotland College . All rights reserved
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Agenda item 5.1Appendix 1
Draft Course Fee Policy
Page 2 of 6 ©.North East Scotland College All rights reserved.
Course Fee Policy
1.0 Introduction
1.1. This document sets out the Board of Management's policy
on course fees. 1.2. The establishment and review of course fees for commercial
activities is subject to separate arrangements and are not covered by this policy.
2.0 Course Fee Structure 2.1. The course fee is a single payment which is normally the full
price of the course. Some courses involve other payments in excess of the course fee for example students who have the option of entering for an additional external examination, or on occasion for course materials.
2.2. The course fee typically comprises fees for tuition,
assessment/examination, registration, remediation, reassessment and course materials.
2.3. There will normally be no more than one opportunity for
reassessment of any combined outcome included in the course fee, except in exceptional circumstances.
3.0 Full-Time Course Fees (Home & European Union Students)
3.1. In the case of full-time students entitled to have the course
fee paid on their behalf by the Scottish Funding Council (SFC) (for non-advanced students) or the Student Awards Agency for Scotland (SAAS) (for advanced level students) or Skills Development Scotland (for students on National training programmes) ), the fee rate payable to the College is set by the relevant agency.
3.2. In the case of other students entitled to pay the “home” fee
(i.e. who fulfil residential and other requirements) but not entitled to have the fee paid on their behalf, the College adopts the same fee rate as paid by the agencies.
Page 3 of 6 ©.North East Scotland College All rights reserved.
Course Fee Policy
4.0 Full-Time Course Fees (Overseas Students) 4.1. The Board of Management will consider any guidance from
the SFC in setting fee rates to be charged to overseas students.
5.0 Full – Time Course Fees (Rest of UK (RUK) Students) 5.1 The Board of Management will consider any guidance from
SAAS or SFC in setting fee rates to be charged to RUK students.
6.0 Fees for Part-time Courses 6.1. Each year the Board shall establish base tuition fee rates for
vocational and non-vocational provision which is within the level of activity funded by SFC.
6.2. These rates shall be used as a guide when calculating rates
for non full time provision . 6.3. The College has discretion to charge a higher rate than base
tuition fee rates, e.g. on the basis of higher demand or for specialist courses where appropriate.
6.4 Where courses do not attract SFC funding these will be
charged as a minimum on a full cost recovery basis.
7.0 Provision for School Pupils 7.1. Within the funding limits set by the Scottish Funding Council
groups of pupils from schools will not be required to pay course fees in the following circumstances:
7.1.1 pupils from a school taught in College for part of their programme on a regular basis (e.g. on a school-link programme), within the parameters of the agreement in place at the time with the Local Authority
7.1.2 pupils taught by a College member of staff delivering a College course in a school; and in accordance with and within the parameters detailed within the agreement in place at the time with the Local Authority
7.1.3. pupils undertaking a brief visit or a short programme at the College (such as the College Experience programme);
7.1.4 pupils undertaking an open learning course 7.1.5 where a pupil attends College individually to
undertake a vocationally relevant programme
Page 4 of 6 ©.North East Scotland College All rights reserved.
Course Fee Policy
that cannot be taken at school (provided that the pupil's Head Teacher has given written permission for the pupil's attendance at College.) This includes “Christmas Leaver” and “Exceptional Entrant” students undertaking full- time programmes at the College.
7.2 Beyond the limits of SFC funded activity and in accordance
with the agreement in place at the time with the Local Authorities a fee will be charged to the Local Authority for groups of school pupils participating in activity additional to the agreed level and a fee per student swill be chargeable in relation to delivery of certain courses where activity levels fall below agreed limits .
7.3. 7.3.1. 7.3.. Beyond the limits of SFC funded activity and the
agreement in place at the time with the Local Authorities, other provision for school pupils will be made on the basis of the fee income covering at least the full economic cost of delivery.
7.4. Individual pupils will be required to pay course fees in the following circumstances:
7.4.1.where a pupil over 16 years attends a vocational evening class without permission from the relevant Head Teacher.
7.4.2.a pupil attends a programme run by the
College during school holiday periods (e.g. Easter and Summer programmes) or at the weekend.
7.5 The College does not normally accept applications from
individuals aged under 16 for any activity outwith the agreed School / College Link Programme.
7.6 Where a pupil is being home educated because of parental
preference, a fee will be charged reflecting, at least, the economic cost of delivery of the programme
Page 5 of 6 ©.North East Scotland College All rights reserved.
Course Fee Policy
8.0 Provision for College Students
8.1. Subject to approval by the relevant Head of School where full-time students of the College undertake additional part-time, twilight, evening or distance learning courses as an integral or pre-planned part of the mainstream programme agreed by the College, no additional fee will be charged. However, if a full-time student undertakes an additional non full time course because of personal preference, the student will normally be required to pay the relevant fee for the course. In specific curriculum areas and subject to the approval of the relevant Head of School, however, the fee may be waived, and SUMs only claimed.
8.2 Subject to the approval of the relevant Head of School in the case of students whose native language is not English and who have achieved the required IELTS level for the course but who still require some language support to assist them with academic discourse in order to be successful in their Programme of Study, an element of language support may be provided without additional fee (although the student may require to complete additional enrolment documentation). This additional support will not take the form of an entire language programme but will be targeted support for identified areas of difficulty which may be provided through open or online learning, through attending drop-in sessions or on occasions through attending a timetabled class arranged to meet this need.
9.0 Provision for College Staff (applies to staff of the former Banff
and Buchan College only)
9.1 Members of staff and their spouse/partner are entitled to attend evening classes free of charge, subject to the minimum number of paying students attending the course, although a charge for materials may be made. [This forms part of the terms and conditions of staff of the former Banff and Buchan College as contained in a collective agreement dated 2002.]
THIS POLICY IS TO BE READ IN CONJUNCTION WITH OTHER RELEVANT COLLEGE POLICIES, IN PARTICULAR THE COLLEGE POLICY ON REMISSION FROM COURSE FEES FOR NON-FULL-TIME PROVISION AND THE POLICY ON REFUND OF COURSE FEES.
Document status: Revised version adopted by the Course Provision and
Version Date of Policy: January 2014 Policy Approved by:
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Course Fee Policy
Learning and Teaching and Student Services committee Date of Review: January 2015 Date of Equality Impact Assessment: TBC Post Responsible for Review of Policy: Vice Principal Student Services
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 5.2
Students’ Association Grant – Academic Year 2013-14
1. Introduction1.1. The purpose of this report is to assist the Committee to consider the award of grant to the
Students’ Association for the year to 31 July 2014.
2. Background2.1. For several years the Board of Aberdeen College provided a grant to the Aberdeen
College Students’ Association to help with costs of running the Association, whereas at Banff & Buchan College support was provided in the form of a full-time post of Student Liaison Officer and since the start of 2013-14 a sabbatical President post, both employed directly by the College.
2.2. This paper relates to the funding for the former Aberdeen College Students’ Association for 2013-14. Separate arrangements are still in place for the funding of what was Banff & Buchan College Students’ Association for 2013-14.
2.3. New arrangements for 2014-15 for the single regional Students’ Association will have to be agreed in due course.
3. FinancialStatements,2013–FulfilmentofConditionofGrant3.1. It is a Condition of Grant that the (Aberdeen College) Students’ Association is required to
prepare annual financial statements and to have these audited as detailed in Appendix 1.
3.2. The Secretary to the Board of Management has received the audited financial statements for the year to 31 March 2013.As such, the Association has complied with item 4 in the Board of Management’s Condition of Grant, albeit not within the set timescale.
4. Grant Funding4.1. Mr McKenzie, Sabbatical President of the Students’ Association has prepared an application
for grant for AY2013-14 for consideration at this meeting of the Committee.Attached as appendix 2 is a paper that summarises the income and expenditure of the Aberdeen College Students’ Association in 2011-12 and 2012-13 and suggests three different options for the Association’s budget for 2013-14, each of which is founded on a different proposed level of grant from the College.
5. Review Mechanism5.1. In previous years, when determining the amount of grant to be paid to the Association,
the Committee has considered factors such as the rate of change in student numbers and the level of grant funding provided by the Scottish Further and Higher Education Funding Council (SFC).
5.2. For 2013-14 the grant in aid to Aberdeen College was a decrease of 1.8% compared with the previous year. The number of full-time students recruited for 2013-14 in what was Aberdeen College has remained broadly the same as in 2012-13.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 5.2
6. Grant for Academic Year 2012-136.1. The Committee set the level of grant for the year to 31 July 2013 at a total of £36,735 (2012
- £36,735), of which £2,000 was ring-fenced to fund the costs of engaging an external consultant to support the Association in its work and £1,847 was ring-fenced to fund the costs of engaging an external book-keeping service. (As such the level of support for the Association was maintained even though the College had received reduced income from the Scottish Funding Council.)
6.2. In summary, £3,847 of grant for AY2012-13 was ring-fenced for specific purposes and £32,888 was unrestricted grant.
7. Grant for Academic Year 2013-147.1. In setting a grant for the former Aberdeen College Students’ Association for 2013-14 the
Committee may wish to consider the factors mentioned in 5, above.
7.2. At its meeting on 17 September 2013 the Aberdeen College Course Provision and Student Services Committee decided to allocate to the Aberdeen College Students’ Association an interim grant for the period August-October 2013 of £9,200, of which £500 was ring-fenced for the costs of a consultant and £450 for the costs of a book-keeping service.
8. Further considerations8.1. The Committee may also wish to consider the different arrangements that exist in
Fraserburgh and Aberdeen for supporting Students’ Association activities, in the context of the creation of a single regional Students’ Association for North East Scotland College, and the way in which the arrangements could be harmonised for 2014-15.
8.2. It is suggested that a further paper on this may be brought to this Committee at a future meeting.
9. Recommendation9.1. It is recommended that the Committee:
9.1.1. consider the level of grant for the Students’ Association for 2013-149.1.2. consider the process to be adopted in establishing a single set of arrangements
for supporting Students’ Association activities for 2014-15 and future years.
Rob WallenPrincipal
Agenda item 5.2 Appendix 1
Students’ Association Conditions of Grant Academic Year 2012-13
1. The Board of Management has attached conditions to the payment of grant to the Aberdeen College Students’ Association. Acceptance of grant by the Students’ Association demonstrates that the Association agrees to comply with the conditions set out below.
2. The Student Association Executive Committee shall establish and maintain
procedures for the recording of all financial transactions, including: • the purpose of goods for sale; • the sale of goods; • the receipt of funds for facilities/equipment; and • the security of the Association’s assets.
3. The Student Association Executive Committee is responsible for ensuring that
these procedures are routinely and consistently implemented. 4. The Student Association shall ensure that a Registered Auditor undertakes an
annual external audit of its financial statements. The Student Association Executive Committee shall provide externally audited accounts within four months of the end of the financial year to the Secretary to the Board of Management for presentation to the Board of Management.
5. The Student Association Executive Committee shall present a budget income and expenditure account and balance sheet for the subsequent financial year to the Board of Management as part of the Association’s request for funding for that year.
6. The Student Association Executive Committee shall establish and operate separate standing orders for meetings of the Executive and for meetings of the Association. Standing Orders shall include requirements relating to:
• the frequency and conduct of meetings of the Association and Executive Committee;
• timescales and process for drawing up agenda; • timescale for distribution of agenda and papers; and, • process and timescale for preparation and distribution of records of
meeting.
7. The Student Association Executive Committee is responsible for the proper implementation of standing orders.
8. The College may suspend payment of grant if the Students’ Association does
not comply with Conditions of Grant. November 2012
Agenda item 5.2 Appendix 2
Aberdeen College Students' Association
Summary of income and expenditure for past two years
Actual Actual Notes
FY 2011/12 FY 2012/13
Full Grant Incoming resources from Generated funds: Voluntary income: Grant Used Grants receivable from Aberdeen College £33,709 £30,996 1
Activities for generating funds: Investment Income - bank interest received £6 £6 2
Incoming resources from charitable activities Membership fees etc £22,075 £21,613 3
Income from trading activities: Sundry sales £1,481 £1,075 4
Freshers fayre £0 £1,288 5 Bus pass sales £18,560 £24,645 6
Total incoming resources £75,831 £79,623
Resources expended Costs of generating funds Student Events £4,186 £5,304 7
Entertainment £716 £649 8 Bus passes purchased £15,403 £23,153 9 Spree £0 £90 10 Equipment rental £2,161 £1,978 11 President's salary £8,017 £10,654 12 Other Salaries and NIC £7,264 £10,336 13 Office supplies and stationary £4,316 £3,643 14 Consultancy fees -£580 £0 15 Depreciation £891 £1,683 16 Telephone £126 £101 17 Bank Charges £0 £46 18 Miscellaneous expenses £6,391 £5,404 19 Loss on Disposal £0 £0 20 Misappropriation of cash £1,500 £0 21
Costs of charitable activities President's salary £1,782 £1,776 22
Donations to other charities £0 £0 23 National union of students fees £3,578 £3,385 24
Governance costs President's salary £8,017 £5,327 25
Other Salaries and NIC £7,264 £3,921 26 Audit and accountancy costs £7,440 £7,650 27
Total outgoing resources £78,472 £85,100
Net Surplus for year -£2,641 -£5,477
Aberdeen College Students' Association
Proposed Budget for AY 2013/14
Option 1 Option 2 Option 3
Full Grant £36,596 £42,661 £48,058 Incoming resources from Generated funds:
Voluntary income: Grant Used Grants receivable from Aberdeen College £36,596 £42,661 £48,058
Activities for generating funds: Investment Income - bank interest received £6 £6 £6
Incoming resources from charitable activities Membership fees etc £21,000 £21,000 £21,000
Income from trading activities: Sundry sales £1,000 £1,000 £1,000
Freshers fayre £500 £500 £500 Bus pass sales £20,000 £20,000 £20,000
Total incoming resources £79,102 £85,167 £90,564
Resources expended
Costs of generating funds Student Events £6,200 £6,800 £6,800
Entertainment £2,487 £2,880 £2,800 Bus passes purchased £18,000 £18,000 £18,000 Spree £150 £150 £150 Equipment rental £1,650 £1,650 £1,650 President's salary £7,332 £7,332 £7,332 Other Salaries and NIC £14,391 £14,391 £14,391 Office supplies and stationary £1,928 £7,000 £7,000 Consultancy fees £0 £0 £0 Depreciation £2,020 £2,020 £2,020 Telephone £160 £160 £160 Bank Charges £46 £46 £46 Miscellaneous expenses £2,000 £2,000 £2,000
Costs of charitable activities President's salary £8,729 £8,729 £8,729
National union of students fees £3,578 £3,578 £3,578
Governance costs President's salary £1,833 £1,833 £1,833
Other Salaries and NIC £1,599 £1,599 £1,599 Audit and accountancy costs £6,999 £6,999 £6,999
Total outgoing resources £79,102 £85,167 £85,087
Net Surplus for year £0 £0 £5,477
NOTES TO ACCOMPANY THE ACCOUNTS
FOR 2012/13
1. This is the Full Grant awarded to the ACSA from the College. 2. Bank interest. 3. Membership Fess are generated through the sale of student cards. The slightly reduced
income represents a fall in the amount of cards sold to Part time students. As we are being forced to continue identify the status of the student (Full or Part time) on the card. As Part time students are entitled to less discounts many no longer saw the benefit of purchasing a card.
4. Sundry Sales includes Spree books, donations and till errors. This figure also includes ticket sales.
5. There was an increase in the amount of companies that attend the Freshers Fayre this year. As this are profiting organisations with non-‐charitable status they attended for a fee this then increased the overall income from the event.
6. Bus Pass sales were more than the previous years due to more time and resources being spent on advertising them.
7. As there were more events held over the past financial year there has been an increase in the amount of funding put into the running of events.
8. This section has been incorporated into Sundry sales. 9. There was an increase of sales in bus passes which can be seen in (note 7) this has led to
an increase in bus pass purchases over the last year. 10. There was an increase in the number of spree books sold over the last year compared to
the year before. 11. The cost of printing comes into this section and due to the reduced amount of printing
the cost has when down. 12. The Salary of the president has been split into three different sections to reflect OSCR’s
financial regulations. The Gross pay of the President is £16,512. 13. The Salaries of the other members of the ACSA have been split into two different
sections to reflect OSCAR’s financial regulations. The Gross pay of the Vice President’s and Admin Assistant was £3,900 each.
14. This figure also reflects the growth of the association and also the purchase of some new equipment e.g. shredder, laminator etc
15. The consultants were not used this year. 16. Deprecation of equipment was double of the previous year. 17. Telephone was used significantly less than in the previous year. 18. There was a small increase in bank charges to the previous year. 19. Is less than the previous year and is broken down into the cost of travel and
accommodation for events away from campus as well as other expenses that are not listed such as expenses reimbursement and decorating equipment etc .
20. There was no cash went missing from the previous year. 21. See note 12 22. Having consulted with OSCR it was made clear that donating directly Charity to Charity
has legal problems. For this reason all money raised by the ACSA for other Charities is given directly to them and not put through our accounts as it is never ours in the first place.
23. The ACSA must be affiliated to the National Union of Students to benefit from the services and support it provides. The Fee is based on, amongst other things, Student numbers and the amount block grant received form the College. NUS believe they were previously under charging us and the new figure represents the correct fee.
24. See note 12 25. See note 13 26. The joint cost of the Accountants and the Auditors
23
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.1
Early Retention/Early Withdrawal
1. Introduction1.1 The purpose of this report is to provide the Committee with information about early
retention/early withdrawal levels for the current year (2013-14) compared with last year (2012-13).
1.2 Appendix 1 to this paper provides details of early withdrawal by Team for 2013-14 and for 2012-13 in the Aberdeen City Campuses.
1.3 Appendix 2 provides details of early withdrawal by Sector for 2013-14 and for 2012-13 in the Fraserburgh Campus.
2. Background2.1 Early retention beyond 25% and the related levels of withdrawal are reliable indicators
of final learner retention on programmes and attainment of qualifications.
2.2 In 2013-14, 5,658 students were recruited to full-time courses in the Aberdeen City Campuses, with a further 105 planned. This compares with a final total of 5,744 in the previous year.
2.3 The Fraserburgh Campus recruited 1,308 full-time students this year, compared with 1,200 in 2012-13.
2.4 The total full-time student recruitment across North East Scotland College is 6,966 (to date), an increase of at least 22 in the previous year. A further 111 full-time enrolments are planned, bringing the planned full year total to c7,077.
2.5 Early indications are that students who secured places on College courses this year are attending well and are continuing with their studies.
2.6 In the Aberdeen City Campuses, 5% withdrew early (95% retained) this year compared with 8% leaving early (92% retained) last year. In the Fraserburgh Campus, 7% withdrew early (93% retained) this year compared with 8% (92% retained) last year.
2.7 A low level of early withdrawal enables the College to secure its SFC funding at an early stage in the year and allows for the curriculum offer to be adjusted to reduce costs in the latter part of the year.
3. Recommendation3.1 It is recommended that the Committee notes the early retention and withdrawal data
provided in this report.
Rob Wallen Sandra WalkerPrincipal Vice Principal Curriculum
24
Ag
en
da
item
6.1 Ap
pe
nd
ix 1 C
om
pa
rative
Early W
ithd
raw
al D
ata
Ab
erd
ee
n C
ity Ca
mp
use
s Full-tim
e 2013/14 a
nd
2012/13
Full-time Early W
ithdrawal
Full-tim
e Early Withdraw
al
Session 2013/14
Session 2012/13
Sector/Team
All
Enrolments
Early W
ithdrawal
(pre 25%)
Early W
ithdrawal
%
Sector/Team
All
Enrolments
Early W
ithdrawal
(pre 25%)
Early W
ithdrawal
%
C
omputing, Science and Sport
C
omputing, Science and Sport
Com
puting Applications
TB3
173 11
6.00%
TB
3 197
14 7.00%
Com
puting Netw
orking TB
4 266
13 5.00%
TB4
268 24
9.00%
Anim
al Care
TB5
168 4
2.00%
TB
5 148
16 11.00%
Science
TB6
234 10
4.00%
TB
6 207
14 7.00%
Sport
TB7
258 21
8.00%
TB
7 292
13 4.00%
SectorTotal
1099
59 5.00%
SectorTotal
1112 81
7.00%
B
usiness, Creative Industries and Tourism
Business, C
reative Industries and Tourism
Media, M
usic and Dram
a TC
2 365
14 4.00%
TC2
423 24
6.00%
Art &
Design
TC3
207 8
4.00%
TC
3 248
15 6.00%
Visual C
omm
unication & P
hotography TC
4 327
15 5.00%
TC4
342 25
7.00%
Tourism and E
vents TC
5 320
10 3.00%
TC5
289 20
7.00%
ES
OL and Languages
TC6
199 3
2.00%
TC
6 133
4 3.00%
Accountancy, Law
, Advertising &
PR
TC
7 386
11 3.00%
TC7
346 19
5.00%
Business M
anagement &
Adm
inistration TC
8 372
21 6.00%
TC8
351 30
9.00%
SectorTotal
2176
82 4.00%
SectorTotal
2132 137
8.00%
Engineering and C
onstruction
Engineering and Construction
Mechanical E
ngineering Skills and C
AD
TA
1 97
16 16.00%
TA1
130 15
12.00%
Maths &
Mechanical E
ngineering K
nowledge
TA2
233 4
2.00%
TA
2 196
13 7.00%
Energy &
Electrical E
ngineering Know
ledge TA
3 337
11 3.00%
TA3
309 20
6.00%
Autom
otive Engineering
TA4
130 2
2.00%
TA
4 196
30 15.00%
Construction A
pprentices TA
5 36
1 3.00%
TA5
28 0
0.00%
Construction A
pprentices TA
6 42
1 2.00%
TA6
57 2
4.00%
SectorTotal 875
35 4.00%
SectorTotal 916
80 9.00%
Ag
en
da
item
6.1 Ap
pe
nd
ix 1 C
om
pa
rative
Early W
ithd
raw
al D
ata
Ab
erd
ee
n C
ity Ca
mp
use
s Full-tim
e 2013/14 a
nd
2012/13
Service Industries and Social Sciences
Service Industries and Social Sciences
Early E
ducation & C
hildcare TD
1 188
8 4.00%
TD1
195 23
12.00%
Health, S
ocialcare & C
omm
unity Work
TD2
368 23
6.00%
TD
2 365
33 9.00%
Hairdressing
TD3
160 12
8.00%
TD
3 168
9 5.00%
Beauty Therapy
TD4
223 20
9.00%
TD
4 263
16 2.00%
Social S
ciences & FT H
ighers TD
5 368
21 6.00%
TD5
366 29
6.00%
Learning Opportunities
TD7
91 2
2.00%
TD
7 101
4 4.00%
Professional C
ookery TD
8 110
3 3.00%
TD8
126 10
8.00%
SectorTotal
1508 89
6.00%
SectorTotal
1584 124
8.00%
C
ollege Total
5658 265
5.00%
C
ollege Total
5744 434
8.00%
Comparative Early W
ithdrawal Data Fraserburgh Cam
pus Full-‐time 2013/14 and 2012/13
Agenda item
6.1 Appendix 2
Fraserburgh Cam
pus Full-tim
e 2013/14 25%
E
arly Withdraw
al
Full-tim
e 2012/13 E
arly Withdraw
al
FT enrolments
1308 1200
FT early withdraw
als 88
100 FT early w
ithdrawal %
7%
8%
B
usiness and the Arts
Full-time 2013/14
25%
Early W
ithdrawal
Full-tim
e 2012/13 E
arly Withdraw
al
FT enrolments
396 385
FT early withdraw
als 31
32 FT early w
ithdrawal %
8%
8%
S
ervice Industries Full-tim
e 2013/14 25%
E
arly Withdraw
al
Full-tim
e 2012/13 E
arly Withdraw
al
FT enrolments
445 440
FT early withdraw
als 35
42 FT early w
ithdrawal %
8%
10%
E
nergy, Technology and R
enewables
Full-time 2013/14
25%
Early W
ithdrawal
Full-tim
e 2012/13 E
arly Withdraw
al
FT enrolments
467 375
FT early withdraw
als 22
26 FT early w
ithdrawal %
5%
7%
28
29
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.2
Learner Engagement Self-Evaluation 2012-13
1. Introduction1.1 The purpose of this paper is to update the Committee on the range of different opportunities
students had to engage with both the previous Aberdeen College and Banff & Buchan College in AY2012-13.
2. Background 2.1 Aberdeen College
2.1.1 In November 2007 the Course Provision and Student Services Committee of the Board of Management of Aberdeen College approved a Learner Engagement Strategy.This strategy was reviewed and updated as necessary each year as part of the Strategic Planning Process.
2.1.2 Amongst other things the Strategy set out a range of meaningful opportunities for learners to engage with the College under the following headings
• Opportunities for learners to engage with learning, teaching and assessment processes and quality improvement activities;
• Opportunities for learners to engage with the wider College environment;• Opportunities for learners to engage through electronic media;• Opportunities for learners to engage through the Aberdeen College Students’
Association.
2.2 Banff and Buchan College2.2.1 Between AY2011-12 and AY2012-13 significant developments occurred in terms of
gathering information from students. These included:
• A greater promotion of Student Liaison Panels;• A new Student Welcome Survey;• A revised Student Exit Survey;• The development of Peer-Led Student Feedback Reporting.
Information from all these sources was used to assist improvements to learning and teaching as well as services for students. Liaison panel feedback was incorporated into curriculum teams’ course reviews and related action plans. The Student Welcome Survey information was used to improve induction processes for new students.
2.2.2 Engagement through the Students’ Association was also promoted.
3. Measuring the impact of the Learner Engagement Strategy3.1 Attached as appendix 1 to this paper is the annual self-evaluation of the Learner
Engagement Strategy for the previous Aberdeen College for AY2012-13 demonstrating clear impact on the experience of students.
3.2 Attached as appendix 2 to this paper is a summary of engagement actions taken across the former Banff and Buchan College again impacting positively on the student experience.
30
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.2
4. The future4.1 Previously the Regional Partnership Board agreed the Aberdeen College Learner Engagement
Strategy as the basis for the North East Scotland College Student Engagement Strategy.
4.2 With the new Senior Management Team now in place the Vice Principals responsible for the Curriculum, for Student Services, and for Operational Services will work together to ensure the revised strategy fully meets the needs of the new College and will adapt if necessary.
4.3 In future years the intention would be to bring one self-evaluation for the North East Scotland College Student Engagement Strategy to this Committee for discussion.
5. Recommendation5.1 It is recommended that the Committee note the content of this paper and the attached
appendices.
Rob Wallen Frank HughesPrincipal Vice Principal Student Services
1
Ag
en
da
item
6.2 Ap
pe
nd
ix 1 A
pp
en
dix 1 - Le
arn
er En
ga
ge
me
nt Stra
teg
y Revie
w 2012-13 (A
be
rde
en
Co
lleg
e)
Sec
tion
1 - Op
po
rtun
ities fo
r lea
rne
rs to e
ng
ag
e w
ith le
arn
ing
, tea
ch
ing
an
d a
ssessm
en
t pro
ce
sses a
nd
qu
ality im
pro
vem
en
t ac
tivities.
Ab
erd
ee
n C
olle
ge
rec
og
nise
s the
imp
orta
nc
e o
f en
ga
gin
g le
arn
ers in
the
tea
ch
ing
an
d le
arn
ing
pro
ce
ss an
d re
late
d q
ua
lity pro
ce
sses. Th
e
Co
lleg
e a
lso b
elie
ves h
ow
eve
r the
re is a
cru
cia
l ba
lan
ce
to b
e stru
ck b
etw
ee
n le
vels o
f lea
rne
r en
ga
ge
me
nt in
the
se p
roc
esse
s an
d th
e le
vels
of p
rofe
ssion
alism
an
d e
xpe
rtise C
olle
ge
staff a
re e
xpe
cte
d to
brin
g to
the
se p
roc
esse
s. O
pp
ortu
nitie
s for e
ng
ag
em
en
t Evid
en
ce
d b
y / thro
ug
h
Imp
ac
t of th
e o
pp
ortu
nity
Atte
nd
an
ce
at p
re e
ntry g
uid
an
ce
m
ee
ting
s to e
nsu
re p
lac
em
en
t on
the
c
orre
ct c
ou
rse a
nd
leve
l of stu
dy.
Re
co
rds o
f po
ten
tial stu
de
nts in
vited
to
an
d a
tten
din
g p
re e
ntry in
tervie
w /
info
rma
tion
sessio
ns a
s pa
rt of th
e
ad
missio
ns p
roc
ess.
This e
nsu
red
tha
t stud
en
ts we
re p
lac
ed
on
the
mo
st a
pp
rop
riate
co
urse
ac
co
rdin
g to
the
ir ind
ividu
al n
ee
ds. It
also
allo
we
d th
em
to e
ng
ag
e e
arly o
n w
ith su
pp
ort
tea
ms w
he
re n
ec
essa
ry. Id
en
tifica
tion
of b
oth
sho
rt an
d lo
ng
er
term
ed
uc
atio
na
l go
als.
A ra
ng
e o
f refle
ctive
too
ls use
d b
y te
ac
hin
g te
am
s ac
ross th
e C
olle
ge
in
clu
din
g th
e In
divid
ua
l Lea
rnin
g P
lan
(ILP).
This a
llow
ed
stud
en
ts to fo
cu
s on
a g
iven
dire
ctio
n a
nd
to
take
ap
pro
pria
te a
ctio
n if th
at d
irec
tion
wa
s no
t be
m
ain
tain
ed
, or e
ven
to c
ha
ng
e d
irec
tion
co
mp
lete
ly if th
at w
as w
ha
t wa
s req
uire
d.
Inte
rac
ting
with
ap
pro
pria
te m
ate
rials
an
d re
sou
rce
s tha
t pro
mo
te
en
ga
ge
me
nt w
ith th
e le
arn
ing
an
d
tea
ch
ing
pro
ce
ss.
Blac
kbo
ard
surve
y 2013 sho
win
g th
e ra
ng
e
of m
ed
ia stu
de
nts in
tera
ct w
ith.
Re
sulte
d in
a ric
he
r mo
re d
iverse
an
d e
ng
ag
ing
lea
rnin
g
exp
erie
nc
e fo
r stud
en
ts.
Bein
g a
n a
ctive
an
d p
ositive
me
mb
er
of a
cla
ss gro
up
. P
ositive
staff fe
ed
ba
ck.
This a
dd
ed
to th
e fu
rthe
r de
velo
pm
en
t of e
ssen
tial skills.
Ac
ce
ptin
g o
f the
pro
toc
ol n
ec
essa
ry fo
r suc
ce
ssful le
arn
ing
esp
ec
ially w
ithin
a
gro
up
settin
g.
Ad
he
ring
to th
e e
tho
s of a
nd
stan
da
rds se
t in
pro
gra
mm
e d
elive
ry gu
ide
line
s. Th
is ad
de
d to
the
furth
er d
eve
lop
me
nt o
f esse
ntia
l skills.
Invo
lvem
en
t in C
ou
rse C
om
mitte
e
me
etin
gs.
Re
co
rds o
f Co
urse
Co
mm
ittee
me
etin
gs
ac
ross a
ll cu
rricu
lum
are
as sh
ow
ing
stud
en
t a
tten
da
nc
e a
nd
pa
rticip
atio
n.
The
se a
llow
ed
stud
en
t rep
rese
nta
tives to
fee
d d
irec
tly in
to a
ran
ge
of q
ua
lity assu
ran
ce
pro
ce
sses p
ertin
en
t to
the
ir pa
rticu
lar c
ou
rse, d
em
on
stratin
g b
oth
lea
rne
r in
volve
me
nt in
an
d e
ng
ag
em
en
t with
the
se p
roc
esse
s. A
ran
ge
of a
ctio
ns, th
eir re
solu
tion
s an
d im
pa
ct fro
m
Co
urse
Co
mm
ittee
Me
etin
gs w
ere
inc
orp
ora
ted
into
c
ou
rse A
nn
ua
l Pro
gra
mm
e R
evie
ws.
2 C
on
struc
tive le
arn
er fe
ed
ba
ck a
s pa
rt o
f the
lesso
n o
bse
rvatio
n p
roc
ess.
Re
co
rds o
f lesso
n o
bse
rvatio
ns w
hic
h
inc
lud
e le
arn
er fe
ed
ba
ck.
This a
llow
ed
stud
en
ts to in
flue
nc
e d
irec
tly the
lea
rnin
g
an
d te
ac
hin
g p
roc
ess b
y co
mm
en
ting
imm
ed
iate
ly afte
r a
lesso
n o
n th
eir e
xpe
rien
ce
of th
at le
sson
an
d fo
r tha
t fe
ed
ba
ck to
be
take
n in
to a
cc
ou
nt w
he
n h
igh
ligh
ting
le
sson
stren
gth
s or a
rea
s for im
pro
vem
en
t. Se
e b
elo
w a
sum
ma
ry of th
e re
spo
nse
s of stu
de
nt
co
mm
en
ts afte
r lesso
n o
bse
rvatio
ns
Wh
ere
rele
van
t the
co
mp
letio
n o
f Co
re
Skills pro
filing
an
d a
gre
em
en
t as a
resu
lt o
f an
y ac
tion
s ne
ce
ssary to
mo
ve to
th
e a
pp
rop
riate
leve
l.
Follo
win
g o
nlin
e c
ore
skills pro
filing
the
c
rea
tion
of a
da
tab
ase
sho
win
g
pe
rform
an
ce
by w
ho
le c
lass g
rou
ps o
r in
divid
ua
l stud
en
t of th
eir c
urre
nt
nu
me
rac
y or c
om
mu
nic
atio
n c
ore
skills le
vel a
ga
inst th
e n
orm
leve
l for th
eir
pa
rticu
lar c
ou
rse.
This a
llow
ed
tea
ch
ing
staff to
diffe
ren
tiate
in le
sson
p
lan
nin
g a
nd
to sig
np
ost to
sup
po
rt staff w
he
re
inte
rven
tion
s co
uld
be
effe
ctive
ly targ
ete
d fo
r ma
ximu
m
be
ne
fit. It also
allo
we
d th
e stu
de
nt to
pla
n, w
ith th
e
rele
van
t sup
po
rt, to im
pro
ve th
eir p
rofile
wh
ere
it wa
s no
t a
t the
exp
ec
ted
leve
l.
Pa
rticip
atio
n in
the
asse
ssme
nt p
roc
ess
inc
lud
ing
on
line
asse
ssme
nt.
The
co
ntin
uo
us a
nd
fina
l co
llec
tion
of
stud
en
t asse
ssme
nt re
sults d
em
on
stratin
g
on
go
ing
ac
hie
vem
en
t an
d fin
al
atta
inm
en
t.
This a
llow
ed
the
ma
jority o
f stud
en
ts to a
ch
ieve
the
ir o
vera
ll co
urse
ou
tco
me
an
d / o
r atta
in th
eir o
vera
ll q
ua
lifica
tion
. O
vera
ll stud
en
t suc
ce
ss for FE stu
de
nts im
pro
ved
by 1%
o
ver th
e p
revio
us ye
ar a
nd
for H
E stud
en
ts imp
rove
d b
y 3%
ove
r the
pre
viou
s yea
r. O
n o
cc
asio
n stu
de
nts w
ere
give
n th
e o
pp
ortu
nity to
I feel this lesson was delivered in a clear and understandable manner.96%
The teaching approaches and activities used by this lecturer help me understand.93%
I was happy with my level of involvement during this lesson.96%
I feel the handout materials issued help me with my studies.96%
Where IT was used during this lesson, I found it helped my learning96%
I feel comfortable asking for further help from this lecturer.93%
I have enjoyed this lesson so far.96%
3
en
ha
nc
e th
eir o
wn
lea
rnin
g b
y ne
go
tiatin
g th
eir
asse
ssme
nt d
ate
s with
staff a
nd
be
ing
give
n b
roa
d
pro
jec
t brie
fs to a
llow
the
m to
de
velo
p th
eir o
wn
in
tere
sts. U
pta
ke o
f Info
rma
tion
, Ad
vice
, G
uid
an
ce
an
d Su
pp
ort (IA
GS) a
s sta
ted
in p
olic
y.
IAG
S tou
ch
po
int d
ata
. Stu
de
nt Fu
nd
ing
Tea
m
906 insta
nc
es o
f fac
e to
fac
e su
pp
ort
2633 insta
nc
es o
f sup
po
rt via e
ma
il or p
ho
ne
. Stu
de
nt A
dviso
ry Tea
m
4701 insta
nc
es o
f fac
e to
fac
e su
pp
ort.
5989 insta
nc
es o
f sup
po
rt via e
ma
il or p
ho
ne
. C
are
ers a
nd
Emp
loya
bility
2749 insta
nc
es o
f fac
e to
fac
e su
pp
ort.
6204 insta
nc
es o
f sup
po
rt via e
ma
il or p
ho
ne
. Lo
oke
d A
fter a
nd
Ac
co
mm
od
ate
d (LA
C) C
oo
rdin
ato
r 306 in
stan
ce
s of fa
ce
to fa
ce
sup
po
rt. 3986 in
stan
ce
s of su
pp
ort via
em
ail o
r ph
on
e.
Inte
rna
tion
al G
uid
an
ce
405 fa
ce
to fa
ce
sup
po
rt. 4237 in
stan
ce
s of su
pp
ort via
em
ail o
r ph
on
e.
Ac
ce
ssing
sup
po
rt with
lea
rnin
g if
req
uire
d th
rou
gh
the
Lea
rnin
g
De
velo
pm
en
t Ce
ntre
.
The
cre
atio
n o
f Pe
rson
al Le
arn
ing
an
d
Sup
po
rt Pla
ns w
hic
h re
co
rd a
ran
ge
of
sup
po
rt be
it from
Lea
rnin
g D
eve
lop
me
nt
Ce
ntre
staff, te
ac
hin
g sta
ff or o
the
r su
pp
ort sta
ff suc
h a
s gu
ida
nc
e.
Thro
ug
h re
ce
iving
targ
ete
d in
divid
ua
l sup
po
rt to su
it the
ir in
divid
ua
l ne
ed
s an
d h
avin
g re
gu
lar re
view
s of p
rog
ress
stud
en
ts co
uld
plo
t a c
lea
r pa
th to
ac
hie
vem
en
t or
atta
inm
en
t. O
ver 2000 stu
de
nts re
ce
ived
ad
ditio
na
l lea
rnin
g su
pp
ort
thro
ug
ho
ut th
e ye
ar. Fo
rm th
is c800 P
erso
na
l Lea
rnin
g
an
d Su
pp
ort P
lan
s we
re c
rea
ted
evid
en
cin
g th
is a
dd
ition
al su
pp
ort. O
f the
800 som
e 450 p
lan
s we
nt
forw
ard
as e
vide
nc
e fo
r the
Co
lleg
e’s Exte
nd
ed
Lea
rnin
g
Sup
po
rt cla
im re
sultin
g in
c10.000 w
SUM
s be
ing
g
en
era
ted
for th
e C
olle
ge
.
4 H
avin
g a
ny a
dd
ition
al su
pp
ort n
ee
ds
ide
ntifie
d fo
llow
ing
initia
l asse
ssme
nt
an
d w
he
re re
aso
na
ble
ha
ving
the
se
ne
ed
s me
t.
Re
co
rds o
f initia
l asse
ssme
nt m
ee
ting
s.
The
ou
tco
me
of th
e n
ee
ds a
ssessm
en
t me
etin
g w
as
sha
red
(with
the
stud
en
t’s pe
rmissio
n) w
ith te
ac
hin
g a
nd
su
pp
ort sta
ff wh
ich
allo
we
d th
em
to ta
ke c
og
nisa
nc
e o
f a
n in
divid
ua
l stud
en
t’s sup
po
rt ne
ed
s wh
en
the
y pla
nn
ed
le
arn
ing
or a
ssessm
en
t exp
erie
nc
es o
r sup
po
rt in
terve
ntio
ns.
See
Pe
rson
al Le
arn
ing
Sup
po
rt Pla
n d
ata
ab
ove
. In
volve
me
nt in
co
urse
rela
ted
c
om
pe
tition
s bo
th lo
ca
lly an
d
na
tion
ally w
he
re th
e o
pp
ortu
nity e
xists.
Stud
en
t Suc
ce
ss in C
om
pe
tition
s da
ta h
eld
in
An
nu
al R
ep
ort o
n In
stitutio
n-le
d Q
ua
lity R
evie
w 2012-13 sh
ow
ing
c40 stu
de
nts
suc
ce
ssful in
co
mp
etitio
ns.
Ce
me
nts th
e le
arn
ing
pro
ce
ss in re
ality.
Boo
sts stud
en
ts’ co
nfid
en
ce
. A
dd
s to th
eir life
exp
erie
nc
e.
Ca
n b
e in
clu
de
d in
CV
s for e
xam
ple
. P
ositive
imp
ac
t on
Co
lleg
e re
pu
tatio
n.
Sec
tion
2 - Existing
op
po
rtun
ities fo
r lea
rne
rs to e
ng
ag
e w
ith th
e w
ide
r Co
lleg
e e
nviro
nm
en
t. A
be
rde
en
Co
lleg
e a
ctive
ly pro
mo
tes e
ng
ag
em
en
t with
the
wid
er C
olle
ge
en
viron
me
nt th
rou
gh
a ra
ng
e o
f en
ga
ge
me
nt o
pp
ortu
nitie
s. By n
ec
essity th
ese
op
po
rtun
ities w
ill spa
n o
the
r pro
ce
sses su
ch
as le
arn
ing
an
d te
ac
hin
g a
nd
qu
ality a
ssura
nc
e.
Op
po
rtun
ities fo
r en
ga
ge
me
nt
Evide
nc
ed
by
Imp
ac
t of th
e o
pp
ortu
nity
Atte
nd
ing
disc
ussio
n g
rou
p m
ee
ting
s w
ith th
e P
rinc
ipa
l an
d Se
nio
r M
an
ag
em
en
t Tea
m.
Re
co
rds fro
m m
ee
ting
s he
ld b
y the
P
rinc
ipa
l, me
mb
ers o
f the
Sen
ior
Ma
na
ge
me
nt Te
am
an
d o
the
r ma
na
ge
rs w
ith stu
de
nts (to
inc
lud
e a
ctio
n p
lan
s a
nd
clo
se o
ut e
ma
ils to stu
de
nts).
Re
co
rds fro
m th
e stu
de
nt le
d Stu
de
nt
Foru
m m
ee
ting
s ch
aire
d b
y me
mb
ers o
f A
be
rde
en
Co
lleg
e Stu
de
nt’s A
ssoc
iatio
n.
The
Prin
cip
al, Se
nio
r Ma
na
ge
me
nt Te
am
an
d o
the
r m
an
ag
ers h
eld
a n
um
be
r of m
ee
ting
s ac
ross a
ll c
urric
ulu
m a
rea
s thro
ug
ho
ut th
e ye
ar.
This a
llow
ed
the
stud
en
t voic
e to
be
he
ard
by th
ose
re
spo
nsib
le fo
r the
strate
gic
ma
na
ge
me
nt o
f the
Co
lleg
e
an
d fo
r tha
t voic
e to
be
rec
og
nise
d a
nd
fed
into
a w
ide
va
riety o
f Co
lleg
e p
olic
ies, p
roc
ed
ure
s an
d p
rac
tice
s. Stu
de
nts p
artic
ipa
ting
rec
eive
d fe
ed
ba
ck o
n h
ow
an
y a
ctio
ns h
ad
be
en
clo
sed
ou
t de
mo
nstra
ting
a c
lea
r c
om
mitm
en
t to im
pro
ving
the
ir ove
rall C
olle
ge
e
xpe
rien
ce
. So
me
exa
mp
les o
f the
imp
ac
t of th
e stu
de
nt vo
ice
in
clu
de
s
5
• In
vestm
en
t of c
£200k in im
pro
vem
en
ts to th
e
wire
less n
etw
ork
• Im
pro
vem
en
ts in c
lassro
om
ma
na
ge
me
nt
• Im
pro
vem
en
ts in c
ou
rse d
esig
n / sc
he
du
ling
of
ord
er o
f sub
jec
ts •
Mo
re o
pp
ortu
nitie
s for w
ork e
xpe
rien
ce
. A
tten
din
g fo
cu
s gro
up
me
etin
gs w
ith
Sen
ior Le
ctu
rers (Q
ua
lity).
Re
co
rds fro
m m
ee
ting
s he
ld b
y Sen
ior
Lec
ture
rs (Qu
ality) w
ith stu
de
nts.
The
Sen
ior Le
ctu
rers (Q
ua
lity) an
d o
the
rs he
ld 55 m
ee
ting
s w
ith stu
de
nts o
n a
ran
ge
of e
xpe
rien
ce
s thro
ug
ho
ut th
e
yea
r inc
lud
ing
: •
Co
urse
qu
ality
• Tim
eta
blin
g
• U
se o
f the
VLE
The
se m
ee
ting
allo
we
d th
e C
olle
ge
to re
flec
t on
stud
en
t fe
ed
ba
ck a
nd
take
ea
rly inte
rven
tion
ist ac
tion
if a
pp
rop
riate
. V
isits to C
olle
ge
are
as b
y the
Boa
rd o
f M
an
ag
em
en
t an
d w
he
re a
pp
rop
riate
m
ee
ting
staff a
nd
lea
rne
rs on
the
se visits
Re
co
rds o
f the
Co
lleg
e’s Bo
ard
of
Ma
na
ge
me
nt visits to
a n
um
be
r of a
rea
s a
cro
ss the
Co
lleg
e, m
ee
ting
bo
th sta
ff a
nd
stud
en
ts at e
ac
h visit.
The
Co
lleg
e’s Bo
ard
of M
an
ag
em
en
t visited
fou
r are
as
thro
ug
ho
ut th
e ye
ar. Th
is allo
we
d b
oth
stud
en
ts an
d sta
ff to
en
ga
ge
dire
ctly w
ith th
e Bo
ard
me
mb
ers w
ho
c
olle
ctive
ly ha
ve o
vera
ll resp
on
sibility fo
r the
strate
gic
d
irec
tion
of th
e C
olle
ge
an
d to
fee
d b
ac
k dire
ctly o
n
the
ir exp
erie
nc
e.
Co
mp
letio
n o
f satisfa
ctio
n su
rveys a
t key
po
ints in
the
yea
r.
Stud
en
ts co
mp
lete
d a
First Imp
ressio
ns
surve
y an
d a
n o
vera
ll Co
lleg
e
exp
erie
nc
e su
rvey to
wa
rds th
e e
nd
of
the
ir co
urse
.
This a
llow
ed
stud
en
ts to vo
ice
the
ir op
inio
n o
n th
eir
exp
erie
nc
e b
oth
at th
e sta
rt of th
eir c
ou
rse a
nd
tow
ard
s th
e e
nd
. It allo
we
d th
e C
olle
ge
to ta
ke th
ese
surve
ys into
a
cc
ou
nt th
rou
gh
the
self-e
valu
atio
n p
roc
ess a
nd
ma
ke
an
y ne
ce
ssary im
pro
vem
en
ts as a
resu
lt. O
vera
ll satisfa
ctio
n w
ith First im
pre
ssion
s surve
y wa
s 90%.
Ove
rall sa
tisfac
tion
with
stud
en
t satisfa
ctio
n su
rvey w
as
90%.
Co
mp
letio
n o
f Sug
ge
stion
s/Co
mm
en
ts.
Re
co
rds o
f sug
ge
stion
s / co
mm
en
ts.
This a
llow
ed
stud
en
ts to c
om
me
nt a
t an
y po
int o
n th
eir
exp
erie
nc
e to
ba
ck u
p th
e m
an
y oth
er fo
rms o
f ‘the
le
arn
er vo
ice
’ at A
be
rde
en
Co
lleg
e.
6 Ta
king
pa
rt in w
ide
r Co
lleg
e e
ven
ts
Pa
rticip
atio
n is a
ran
ge
of e
ven
ts. Stu
de
nts to
ok p
lac
e in
a n
um
be
r of e
ven
ts / ca
mp
aig
ns
ac
ross th
e C
olle
ge
inc
lud
ing
a D
isab
ility Aw
are
ne
ss Da
y, a
n e
nd
of ye
ar A
rt sho
w, th
e a
nn
ua
l visit to A
usc
hw
itz p
rese
nta
tion
s, a n
um
be
r of Eu
rop
ea
n trip
s, a c
ha
rity p
an
tom
ime
an
d m
an
y oth
ers.
This a
llow
ed
stud
en
ts to e
xpe
rien
ce
asp
ec
ts of C
olle
ge
life
tha
t the
y ma
y no
t ha
ve p
revio
usly b
ee
n a
ble
to
ac
ce
ss, bu
ildin
g o
n th
eir u
nd
ersta
nd
ing
of th
ese
asp
ec
ts a
nd
wid
en
ing
the
ir kno
wle
dg
e h
orizo
n.
Wh
ere
req
uire
d, im
ple
me
ntin
g th
e
Co
lleg
e c
om
pla
ints p
roc
ess.
Ove
r the
co
urse
of th
e ye
ar th
e C
olle
ge
c
on
side
red
an
d re
spo
nd
ed
to a
nu
mb
er
of c
om
pla
ints fro
m stu
de
nts a
cro
ss a
ran
ge
of a
rea
s. The
se w
ere
also
rep
orte
d
to th
e Bo
ard
of M
an
ag
em
en
t.
This a
llow
ed
stud
en
ts to vo
ice
the
ir co
nc
ern
s bu
t also
to
rea
lise th
at th
e C
olle
ge
wa
s listen
ing
an
d th
at it a
cte
d o
n
the
ba
sis of th
e c
om
pla
int to
mo
ve to
a re
solu
tion
.
Imp
lem
en
tatio
n o
f extra
cu
rricu
lar e
ven
ts in
volvin
g a
ctive
pa
rticip
atio
n a
s pa
rt of
the
Co
lleg
e’s a
pp
roa
ch
to En
terp
rise in
Ed
uc
atio
n.
Stud
en
t pa
rticip
atio
n in
an
ag
ree
d ra
ng
e
of fu
nd
raisin
g e
ven
ts thro
ug
ho
ut th
e
yea
r, ap
pro
xima
tely se
ven
ty sep
ara
te
eve
nts.
This a
llow
ed
stud
en
ts to p
lan
an
d ta
ke p
art in
ac
tivities
tha
t wid
en
ed
the
ir Co
lleg
e e
xpe
rien
ce
an
d le
d to
a
dire
ct fin
an
cia
l be
ne
fit (c£20,000) fo
r loc
al c
ha
rities.
P
artic
ipa
tion
wh
ere
fea
sible
in sp
orts,
he
alth
an
d e
xerc
ise a
ctivitie
s. Stu
de
nt p
artic
ipa
tion
in a
ran
ge
of sp
orts,
he
alth
an
d e
xerc
ise a
ctivitie
s. Th
is allo
we
d stu
de
nts to
use
dire
ctly a
nd
ind
irec
tly spo
rts skills g
ain
ed
to b
oth
the
ir an
d th
e w
ide
r co
mm
un
ity’s b
en
efit.
The
co
ntin
ue
d d
eve
lop
me
nt o
f the
c
on
ce
pt o
f stud
en
t led
use
r gro
up
s to
co
mp
lem
en
t oth
er fo
rms o
f eva
lua
tion
of
the
Co
lleg
es se
rvice
s
Re
co
rds o
f me
etin
gs.
In 2012-13 th
ere
we
re tw
o Stu
de
nt Fo
rum
Me
etin
gs
ch
aire
d b
y the
Pre
side
nt o
f the
AC
SA w
hic
h a
llow
ed
c40
stud
en
ts to m
ee
t an
d d
iscu
ss dire
ctly w
ith sta
ff asp
ec
ts of
stud
en
ts sup
po
rt.
7 Se
ctio
n 3 - Existin
g o
pp
ortu
nitie
s for le
arn
ers to
en
ga
ge
thro
ug
h e
lec
tron
ic m
ed
ia.
Ab
erd
ee
n C
olle
ge
rec
og
nise
s the
valu
e in
en
ga
ge
me
nt o
pp
ortu
nitie
s thro
ug
h th
e u
se o
f rec
og
nise
d te
ch
no
log
ies a
nd
oth
er e
me
rgin
g m
ed
ia.
The
se o
pp
ortu
nitie
s are
alig
ne
d to
eve
ryda
y tec
hn
olo
gic
al e
xpe
rien
ce
s wh
ich
mo
st stud
en
ts will b
e fa
milia
r with
. O
pp
ortu
nitie
s for e
ng
ag
em
en
t
Evide
nc
ed
by
Imp
ac
t of th
e o
pp
ortu
nity
Thro
ug
h th
e u
se o
f the
Co
lleg
e’s V
LE (Bla
ckb
oa
rd syste
m).
Da
ily usa
ge
figu
res p
rovid
ed
by th
e V
LE ma
na
ge
r th
rou
gh
ou
t the
yea
r sho
win
g a
n u
pw
ard
tren
d in
b
oth
VLE u
sag
e a
nd
volu
me
s of m
ate
rials o
n th
e
co
nte
nt m
an
ag
em
en
t system
.
The
en
d o
f yea
r VLE su
rvey sh
ow
s tha
t ove
r 90%
of stu
de
nts a
re sa
tisfied
with
the
use
of th
e V
LE.
Pa
rticip
atin
g in
on
line
/ ele
ctro
nic
form
s o
f asse
ssme
nt.
Ma
ny C
olle
ge
tea
ms h
ave
ma
de
the
mo
ve to
o
nlin
e a
ssessm
en
t. The
Co
lleg
e n
ow
ha
s 4 a
ssessm
en
t ce
ntre
s. As w
ell a
s SQA
SOLA
R a
nd
G
&G
GO
LA m
ate
rials te
am
s are
no
w d
esig
nin
g
the
ir ow
n a
ssessm
en
t ma
teria
ls usin
g Q
ue
stion
Ma
rk P
erc
ep
tion
an
d o
the
r too
ls.
Ove
r 4000 ele
ctro
nic
asse
ssme
nt w
ere
take
n
thro
ug
h th
e C
olle
ge
’s Asse
ssme
nt C
en
tres la
st ye
ar.
Sen
din
g a
nd
rec
eivin
g te
xt me
ssag
es.
Text m
essa
gin
g w
as u
sed
exte
nsive
ly by th
e
gu
ida
nc
e te
am
to fo
llow
up
on
ab
sen
ce
an
d to
n
ote
ch
an
ge
s to tim
eta
ble
d c
lasse
s. It wa
s also
u
sed
by c
urric
ulu
m te
am
s to sh
are
cu
rricu
lum
in
form
atio
n.
Atte
nd
an
ce
leve
ls ac
ross th
e C
olle
ge
a
vera
ge
d 84%
an
d stu
de
nt re
co
gn
ition
of th
is p
roc
ess w
as in
cre
ase
d.
Sen
din
g a
nd
rec
eivin
g e
ma
il.
All stu
de
nts w
ere
give
n a
Co
lleg
e O
ffice
365 em
ail
ac
co
un
t an
d th
ese
we
re u
sed
for a
varie
ty of fo
rms
of c
om
mu
nic
atio
n n
ot le
ast th
e se
nd
ing
an
d re
turn
o
f asse
ssme
nts.
Stud
en
ts we
re a
ble
to d
eve
lop
ad
ditio
na
l e
lec
tron
ic w
ays o
f co
mm
un
ica
ting
with
bo
th
tea
ch
ing
an
d su
pp
ort sta
ff. Stud
en
t co
uld
also
u
se e
ma
il to se
nd
asse
ssme
nts a
nd
rec
eive
fe
ed
ba
ck.
Ma
king
use
of m
ob
ile te
ch
no
log
y. N
um
be
rs of stu
de
nts a
cc
essin
g C
olle
ge
ne
two
rks th
rou
gh
mo
bile
de
vice
s, from
ho
me
an
d th
rou
gh
Bla
ckb
oa
rd M
ob
ile.
c700 stu
de
nts b
rou
gh
t the
ir ow
n d
evic
e fo
r le
arn
ing
(lap
top
, tab
let, sm
artp
ho
ne
). A
pilo
t to ru
n w
ith Bla
ckb
oa
rd m
ob
ile a
cro
ss th
e C
olle
ge
wa
s suc
ce
ssful a
nd
will b
ec
om
e a
p
erm
an
en
t fea
ture
of le
arn
ing
tec
hn
olo
gie
s in
the
futu
re.
8 A
cc
essin
g iTu
ne
s U.
iTun
es U
Th
is ga
ve stu
de
nts a
cc
ess to
a w
ide
varie
ty of
ed
uc
atio
na
l ma
teria
l to su
pp
ort th
eir in
cla
ss stu
die
s. Th
rou
gh
the
use
of sp
ec
ialist so
ftwa
re o
r e
qu
ipm
en
t rele
van
t to c
ou
rse.
Softw
are
libra
ry Th
is ga
ve stu
de
nts th
e c
ha
nc
e to
wo
rk with
a
ran
ge
of in
du
stry stan
da
rd so
ftwa
re b
uild
ing
th
eir c
on
fide
nc
e a
nd
pre
pa
ring
the
m fo
r e
mp
loym
en
t. Se
ctio
n 4 - Existin
g o
pp
ortu
nitie
s for le
arn
ers to
en
ga
ge
thro
ug
h th
e A
be
rde
en
Co
lleg
e Stu
de
nts’ A
ssoc
iatio
n (A
CSA
). A
be
rde
en
Co
lleg
e re
co
gn
ises th
e im
po
rtan
ce
of a
n a
ctive
stud
en
ts’ asso
cia
tion
in a
ny le
arn
er e
ng
ag
em
en
t pro
ce
ss. It also
rec
og
nise
s the
g
rea
ter o
pp
ortu
nitie
s bo
th fo
r lea
rne
rs to in
tera
ct w
ith th
e a
ssoc
iatio
n a
nd
the
asso
cia
tion
to in
tera
ct w
ith th
e C
olle
ge
thro
ug
h th
e a
pp
oin
tme
nt
of a
sab
ba
tica
l Pre
side
nt.
Op
po
rtun
ities fo
r en
ga
ge
me
nt
Evid
en
ce
d b
y Im
pa
ct o
f the
op
po
rtun
ity
Me
mb
ersh
ip o
f Ab
erd
ee
n C
olle
ge
Stu
de
nt A
ssoc
iatio
n (A
CSA
).
Me
mb
ersh
ip o
f AC
SA.
A
ll en
rolle
d stu
de
nts w
ere
au
tom
atic
ally
me
mb
ers o
f the
AC
SA w
ith c
3000 stud
en
t p
urc
ha
sing
stud
en
t ca
rds.
The
Cla
ss Re
pre
sen
tative
system
assiste
d
by tra
inin
g fro
m sp
arq
s.
Pa
rticip
atio
n in
form
al sp
arq
s stud
en
t re
pre
sen
tative
train
ing
.
c100 c
lass re
pre
sen
tative
s we
nt th
rou
gh
the
tra
inin
g a
nd
the
refo
re kn
ew
ho
w to
de
al w
ith
issue
s an
d u
nd
ersta
nd
the
co
nc
ep
t of
rep
rese
nta
tion
as it p
erta
ins to
qu
ality
imp
rove
me
nt in
furth
er e
du
ca
tion
co
lleg
es.
Stud
en
t rep
rese
nta
tion
on
the
Co
lleg
e’s
Boa
rd o
f Ma
na
ge
me
nt a
nd
its vario
us
Co
mm
ittee
s.
Re
co
rds o
f Boa
rd a
nd
Co
mm
ittee
me
etin
gs a
cro
ss th
e ye
ar d
em
on
stratin
g th
e a
tten
da
nc
e o
f the
A
CSA
Pre
side
nt.
Thro
ug
h th
e A
CSA
Pre
side
nt stu
de
nts w
ere
re
pre
sen
ted
at th
e h
igh
est stra
teg
ic le
vel o
f the
C
olle
ge
.
Stud
en
t rep
rese
nta
tion
on
a ra
ng
e o
f g
rou
ps a
cro
ss the
Co
lleg
e.
Re
co
rds o
f a ra
ng
e o
f cro
ss Co
lleg
e c
om
mitte
e
me
etin
gs in
clu
din
g th
e In
clu
siven
ess a
nd
Gu
ida
nc
e
Co
mm
ittee
, Equ
al O
pp
ortu
nitie
s Co
mm
ittee
, En
viron
me
nt a
nd
Susta
ina
bility C
om
mitte
e a
nd
the
A
ca
de
mic
Boa
rd.
Thro
ug
h th
e A
CSA
Pre
side
nt stu
de
nts w
ere
re
pre
sen
ted
on
a n
um
be
r of ke
y Co
lleg
e
ma
na
ge
me
nt g
rou
ps.
9 Th
e in
volve
me
nt o
f the
Pre
side
nt in
the
stu
de
nt d
iscip
lina
ry pro
ce
ss.
Co
nfid
en
tial re
co
rds o
f disc
iplin
ary h
ea
ring
s R
ec
ord
s of Stu
de
nt D
iscip
lina
ry He
arin
gs
thro
ug
ho
ut th
e ye
ar d
em
on
stratin
g th
e
atte
nd
an
ce
of th
e A
CSA
Pre
side
nt.
The
atte
nd
an
ce
of th
e A
CSA
Pre
side
nt a
t the
m
ajo
rity of h
ea
ring
s en
sure
d th
e stu
de
nt w
as a
t th
e c
en
tre o
f this p
roc
ess a
nd
tha
t the
C
om
mitte
e a
t all tim
es c
on
side
red
issue
s raise
d
from
a stu
de
nt p
ersp
ec
tive.
Fresh
er’s Fa
yre.
Evid
en
ce
tha
t a Fre
she
r’s Fayre
wa
s org
an
ised
an
d
too
k pla
ce
. c
30 diffe
ren
t co
mp
an
ies, c
ha
rities a
nd
o
rga
nisa
tion
s atte
nd
ed
the
AC
SA Fre
she
r’s Fa
yre in
Sep
tem
be
r. Stu
de
nts g
ot a
ch
an
ce
to le
arn
an
d e
ng
ag
e
with
vario
us o
rga
nisa
tion
s thro
ug
ho
ut th
e lo
ca
l a
rea
. A
ran
ge
of so
cia
l an
d o
the
r eve
nts
thro
ug
ho
ut th
e ye
ar.
Re
co
rds o
f atte
nd
an
ce
at va
riou
s NU
S co
nfe
ren
ce
s a
nd
eve
nts, th
e C
olle
ge
Ball a
nd
Torc
he
r’s Pa
rad
e.
Stud
en
t’s soc
ial live
s we
re e
nh
an
ce
d a
nd
th
ose
stud
en
ts org
an
ising
the
eve
nts g
ain
ed
e
xpe
rien
ce
an
d re
al life
skills.
40
Agenda item 6.2 Appendix 2
Student Engagement in Quality Improvement AY2012-13 (Banff & Buchan College)
The Student Association (SA) and College Partnership The College’s SA, its President and its Executive remain committed to student engagement in quality improvement. For several years the Association, supported by the college’s Student Engagement Officer (SEO), has worked in partnership with the staff and management of the college and has become increasingly involved in the development, implementation and monitoring of revised quality arrangements. This partnership was further developed when, towards the latter part of the academic year 2012-13, agreement was reached between the Assistant Principal (Curriculum and Quality) and the SA President to co-chair the Learner Engagement Group of the LTC. It has been agreed that within this group, or its equivalent post-merger, there should remain a clear focus for enhancing student engagement in quality improvement. Student Representation The College has a comprehensive system of elected class representatives for students. Student representatives are trained and supported by the College and student feedback is valued. The training of class representatives is also evaluated by the SA and improvements are made on the basis of student comments. As part of the college’s approach to student representation the SA President and SEO have visited classes in all sectors to promote the class representative system and have manage to recruit student reps with increasing success year-on-year.
Peer-led Reviews In partnership with the college the SA, the SEO and Student Executive Officers facilitated a total of 14 peer-led reviews between the Business and the Arts and Service Industries Sectors. These reviews aim to provide some qualitative information on students’ experiences of their programme. The discussions are structured around key questions based on the Education Scotland Quality Framework and its Quality Indicators. This approach has enhanced the feedback staff already received through Liaison Panel meetings and various student surveys. This has also provided staff with high quality learner feedback relating specifically to the learner experience. Staff whose groups participated in the feedback sessions have been able to use this qualitative feedback within their own course reviews to inform action plans that will enhance and improve their students’ experiences. Student Association activities Raising Cultural Awareness through CAP in Hand project. Celebrating Diwali, Chinese New Year, Easter and Christmas traditions across Europe. The College achieved Highly Commended for Learner Engagement at
Scotland’s Colleges awards and was runner up for NUS Scotland Equality and Diversity Award. Promoting positive health through various activities including Access to Nursing students putting on displays about Healthy Eating, Exercise and Alcohol Awareness. Fruit and Veg Bunch working with the Community Food Initiative North east and selling fresh produce on a weekly basis to the college community. The SA also purchased Health promotion Materials and created a catalogue for staff and students to use. Theatre Modo visit to College engaging students through Theatre and Circus Skills. Leaflet drops in Fraserburgh to promote Smoke Free Homes Project in partnership with Fraserburgh Development Trust and NHS Grampian. Enterprise events including North east Nibbles- Supported Programme Students providing soup and sandwich lunches also running restaurant during Chinese New Year to provide Chinese cuisine (funded by SA). Meeting an MSP and Local Councillors. As part of the Options Appraisal process allowing students the opportunity to have a say about their College. Visit to London for student activist event against education cuts. Fund Raising events including, Easter and Christmas Craft Fayres and other events to raise monies for the following Charities: Children in Need, Children First, Comic Relief, MacMillan, RNLI, Rayleigh’s Wee Stars, Save the Children.
SA engaging with school pupils on school visits to College explaining about opportunities to become involved in college life and providing a managing money activity for the groups of pupils.
43
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.3
Enrolment Data by Age and Gender
1. Introduction1.1 The purpose of this report is to provide the Committee with information about the age
and gender profiles of the student body.
2. Background2.1 Appendix 1 provides a detailed breakdown of enrolments on advanced and non-
advanced courses in the current year (2013-14) in the Aberdeen City Campuses, by age and gender.
2.2 Appendix 2 provides the same breakdown for 2012-13 for comparative purposes.
2.3 Appendix 3 contains a breakdown by age for the Fraserburgh Campus and provides comparative data for this year and last year.
2.4 Appendix 4 contains a breakdown by gender for the Fraserburgh Campus, providing comparative data for this year and last year.
3. Recommendation3.1 It is recommended that the Committee note the information provided on enrolment data
by age and gender.
Rob Wallen Sandra Walker Principal Vice Principal Curriculum
44
Agenda item 6.3 Appendix 1 Aberdeen City Campuses Full-time Enrolments 2013-14 by Age and Gender
Age Band Gender FE HE Grand Total
<16 F 99 99 M 77
77
176 176 16-19 F 950 792 1742 M 863 738 1601 1813 1530 3343 20-24 F 322 276 598 M 226 340 566 548 616 1164 25-40 F 306 202 508 M 200 157 357 506 359 865 over 40 F 66 42 108 M 25 28 53 91 70 161 Grand Total 3134 2575 5709
3%
79%
15%
3%
Full-‐,me Students 2013-‐14
<16
16-‐24
25-‐40
over 40
6%
75%
16%
3%
Full-‐,me Students 2013-‐14 -‐ FE
<16
16-‐24
25-‐40
over 40
83%
14%
3%
Full-‐,me Students 2013-‐14 -‐ HE
<16
16-‐24
25-‐40
over 40
46
Agenda item 6.3 Appendix 2 Aberdeen City Campuses Full-time Enrolments 2012-13 by Age and Gender
Age Band Gender FE HE Grand Total
<16 F 115 115 M 94 1 95 209 1 210 16-19 F 1025 851 1876 M 926 720 1646 1951 1571 3522 20-24 F 298 279 577 M 248 321 569 546 600 1146 25-40 F 287 199 486 M 172 160 332 459 359 818 over 40 F 69 31 100 M 21 15 36 90 46 136 Grand Total 3255 2577 5832
4%
80%
14%
2%
Full-‐,me Students 2012-‐13
<16
16-‐24
25-‐40
over 40
6%
77%
14%
3%
Full-‐,me Students 2012-‐13 -‐ FE
<16
16-‐24
25-‐40
over 40
84%
14%
2% Full-‐,me Students 2012-‐13 -‐ HE
<16
16-‐24
25-‐40
over 40
48
Agenda item 6.3 Appendix 3 Fraserburgh Campus Full-time Enrolments by Age
Full-Time Enrolments 2013/14 Age Band
FE HE Total
<16 19 - 19 16-19 699 118 817 20-24 121 56 177 25-40 187 35 222 Over 40 60 13 73 Grand total 1086 222 1308
Full-Time Enrolments 2012/13 Age Band
FE HE Total
<16 1 - 1 16-19 575 73 648 20-24 175 79 254 25-40 188 39 227 Over 40 60 10 70 Grand total 999 201 1200
50
Agenda item 6.3 Appendix 4 Fraserburgh Campus Full-time Enrolments by Gender
Full-Time Enrolments 2013/14 HE FE Total M F M F Under 16 7 12 19 16 -‐19 68 50 428 271 817 20-‐ 24 30 26 52 69 177 25 -‐ 40 14 21 52 135 222 Over 40 5 8 9 51 73 Total 117 105 548 538 1308
Full-Time Enrolments 2012/13 HE FE Total M F M F Under 16 1 1 16 -‐19 39 34 330 245 648 20-‐ 24 43 36 79 96 254 25 -‐ 40 16 23 42 146 227 Over 40 3 7 10 50 70 Total 101 100 462 537 1200
52
53
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.4
Status Report on Pre-merger Quality Work Stream
1. Introduction1.1. The purpose of this paper is to provide information to the Committee on the development
of quality assurance and improvement arrangements for North East Scotland College.
2. Background 2.1. The Vice Principal – Organisational Services (VP OS) and the College’s Quality Managers
are currently coordinating the completion of key quality activities established through the pre-merger work of the Interim Leadership Group’s (ILG) Quality Work Stream.
2.2. A summary of the activities currently being undertaken are noted.
3. Quality-related Activities3.1 Quality Framework, Quality Cycle and Self-evaluation for Quality Improvement – Work
continues on developing a single quality framework and quality cycle for the new College.The key quality arrangements of both Aberdeen and Banff & Buchan Colleges have been identified so that they can be compared (Appendix 1). The Quality Teams from both Aberdeen and Fraserburgh have initiated a series of professional discussions to identify, share and establish best quality-related practice.
The next meeting of the two Quality Teams will take place early in the New Year when the key components of the new quality framework will be confirmed. These will include:
• A single course approval process;• A single internal audit process;• A single approach to learning and teaching observations;• A single approach to internal verification;• A single complaints process fully encompassing the recent Scottish Public Service
Ombudsman (SPSO) requirements;• A single approach to course management;• A single process for self-evaluation of all aspects of College activity based on rigorous
examination of all available evidence and leading to clear action plans for quality improvement;
• A single approach to policy review and development.
The implementation of a single quality framework and related quality cycle will take place in time for the start of the AY2014-15.Awareness-raising and support sessions relating to these developments will be initiated for staff prior to Summer 2014.
The Quality Teams will also be integral to the development of a single approach to self-
evaluation for quality improvement.The harmonisation of self-evaluation approaches will be completed and implemented between April and June 2014. Again, awareness raising and professional development sessions for staff will be introduced to support this transition.
3.2 Key Performance Indicators (KPIs) – Work continues on the development of a single approach to calculating, and reporting on, student-related KPIs.An interim position on quality data management has been adopted as the process of migrating to a single College MIS system continues.It is proposed that data relating to early withdrawal, further withdrawal, partial success and complete success will continue to be presented on an on-going basis to the Learning & Teaching and Student Services Committee (LTSSC).
54
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.4
The VP OS and Quality Managers are also exploring ways in which predicted, in-year PIs can be made available across all curriculum areas to ensure better outcomes and more targeted interventions for students ‘at-risk’ of leaving College or failing programmes of study.
3.3 Student Engagement in Quality Improvement – A single approach to student surveys has now been developed and implemented.In AY2013-14 a single cross-College survey will be split into two parts, the first of which will be undertaken by the end of January 2014.A review of all other student feedback methods has begun and is likely to lead to a student suggestions process, themed student focus groups and student-led, peer-led reviews being adopted across all campuses as key methods to further enhance student engagement in quality improvement.
3.4 Quality Policies – Key quality policies for the College are near completion and will be in place by the end of January 2014. These will include a Quality Policy, Assessment and Verification Policy and Complaints Policy.Procedures relating to these particular areas will also be developed and confirmed by Spring 2014.
3.5 External Quality Standards (Investors in People) - Staff have met with George Grandsion of IiP and have agreed an outline of activity for the Fraserburgh campus’s re-accreditation visit.This visit will take place towards the end of February/beginning of March and will focus on quality arrangements and the merger process.It is anticipated that a full NESC accreditation visit for the IiP Gold Award will take place across all campuses in October 2014.
4 Quality Structure for NESC4.1 At the time of writing this report no formal proposals had been tabled for a revised
management and staffing structure for quality assurance and improvement within the new College.However, it is anticipated that an outline proposal for the Organisational Services Management Team will be confirmed and distributed for consultation in January 2014.
4.2 It is anticipated that the full structural review of Quality will be completed by May 2014.
4.3 Discussions at SMT have identified the importance of embedding responsibilities for quality assurance and improvement within the new curriculum management roles.This, in turn, will ensure that the College builds the capacity to sustain continual improvements to student experiences and outcomes.Plans co-ordinated by the Vice Principals for Curriculum, Student Services and Organisational Services, are already in place to communicate key quality messages and expectations to staff recruited into new curriculum and support positions.
4.4 A Staff Development Day, to be held on 18 February 2014 for staff across all campuses, will also communicate key quality-related requirements and expectations.This will include developing and implementing effective and consistent approaches to improving student experiences, student retention and student outcomes.
4.5 As well as retaining the best quality-related practices across all campuses future quality arrangements will ensure that the activities of a single Quality Team are channelled towards building the capacity within, and support for, curriculum and support teams in order to improve student experiences and success outcomes.
55
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.4
5 Education Scotland (ES) Quality Review Arrangements5.1 Annual Engagement Visits (AEV) – Confirmation of NESC’s first ES AEV is still awaited.Further
information will likely be available from the College’s Inspector, Dr Jan Davidson, on 21 January 2014 when she visits the Fraserburgh Campus.
5.2 Aspect Task Visits – Staff continue to work on their preparation for two follow-up visits for the ES Computing/Digital Media and ESOL Aspect Tasks.It is anticipated that these visits will take place between January and February 2014.The College is also to be involved in an additional Aspect Task which will focus on ‘Maximising Learner Success’.
5.3 Full Quality Review – No written confirmation has been received regarding NESC’s first full ES Quality Review.However, the College’s SFC Regional Outcome Agreement Manager, Ken Rutherford, has recently intimated to the SMT that the College should plan for a full review around November 2014.
6 Recommendation6.1 It is recommended that the Committee note the information provided in this paper.
Rob Wallen Neil CowiePrincipal Vice Principal Organisational Services
56
Agenda Item 6.4
BOARD OF MANAGEMENT A
pp
en
dix 1 - A
be
rde
en
an
d Ba
nff a
nd
Buc
ha
n C
olle
ge
s’ Qu
ality Fra
me
wo
rks A
be
rde
en
Co
lleg
e
Time
sca
le
Ban
ff an
d Bu
ch
an
Co
lleg
e
Time
sca
le
Co
urse
ap
pro
val - th
e C
olle
ge
im
ple
me
nts a
form
al p
roc
ess fo
r th
e va
lida
tion
, ap
pro
val a
nd
re
view
of p
rog
ram
me
s an
d th
is is m
an
ag
ed
by th
e C
urric
ulu
m
Ad
visory P
an
el. Th
e p
an
el m
ee
ts 7 tim
es p
er ye
ar
CA
P m
ee
ts mo
nth
ly fro
m Ja
nu
ary to
Ma
y a
nd
also
twic
e b
etw
ee
n
Au
gu
st an
d D
ec
em
be
r
Co
urse
Ap
pro
val - Th
e C
olle
ge
imp
lem
en
ts a
form
al p
roc
ess fo
r the
valid
atio
n a
nd
a
pp
rova
l of a
ll ne
w p
rog
ram
me
s. This is
ma
na
ge
d b
y the
Qu
ality M
an
ag
er a
nd
the
Q
ua
lity Ad
min
istratio
n A
ssistan
t.
As a
nd
wh
en
ne
w
co
urse
s req
uire
a
pp
rova
l.
Self-e
valu
atio
n - e
ac
h C
olle
ge
te
am
revie
ws its o
wn
p
erfo
rma
nc
e o
n a
n a
nn
ua
l ba
sis th
rou
gh
a p
roc
ess o
f self-
eva
lua
tion
bo
th o
f tea
ch
ing
p
rog
ram
me
s an
d ke
y Co
lleg
e
fun
ctio
ns.
Co
mp
lete
d a
t en
d o
f A
ca
de
mic
Ye
ar a
nd
su
bm
itted
in
Au
gu
st/Sep
tem
be
r
Self-e
valu
atio
n (te
ac
hin
g te
am
s) - Eac
h
Cu
rricu
lum
Lea
de
r will re
view
, with
his o
r he
r c
urric
ulu
m te
am
me
mb
ers, c
ou
rse
pe
rform
an
ce
fou
r time
s ea
ch
yea
r. The
PI
pre
dic
tion
s, inte
rven
tion
s for p
reve
ntin
g
stud
en
t with
dra
wa
l, ad
ditio
na
l sup
po
rt to
lea
rne
rs an
d a
ctio
n p
lan
s for q
ua
lity im
pro
vem
en
t are
the
n d
iscu
ssed
an
d
teste
d w
ith re
spe
ctive
Sec
tor M
an
ag
ers
be
fore
furth
er p
rese
nta
tion
, disc
ussio
n a
nd
te
sting
with
the
Prin
cip
al, th
e A
ssistan
t P
rinc
ipa
ls (for C
urric
ulu
m &
Qu
ality/Stu
de
nt
Sup
po
rt Servic
es) a
nd
the
Qu
ality M
an
ag
er.
On
-go
ing
thro
ug
ho
ut
the
yea
r. Co
urse
tea
m
me
etin
gs – fo
ur tim
es a
ye
ar, q
ua
lity im
pro
vem
en
t PI
me
etin
gs - th
ree
time
s a
yea
r.
Self Eva
lua
tion
(Sup
po
rt Tea
ms) – Se
rvice
re
view
s are
writte
n b
y lea
de
rs for a
ll sup
po
rt fu
nc
tion
s. The
se re
view
s are
ba
sed
on
stre
ng
ths a
nd
are
as fo
r imp
rove
me
nt a
s th
ey re
late
to ES q
ua
lity ind
ica
tors. Th
e o
n-
go
ing
revie
w o
f pro
gre
ss is co
nd
uc
ted
th
rou
gh
Sup
po
rt Tea
ms’ Q
ua
lity Foru
m
Thre
e tim
es a
yea
r.
Ag
end
a Ite
m 6.4 - A
pp
end
ix 1
me
etin
gs h
eld
thre
e tim
es a
yea
r with
A
ssistan
t Prin
cip
als a
nd
all Se
cto
r Ma
na
ge
rs. In
som
e in
stan
ce
s spe
cific
sup
po
rt tea
m P
Is a
re u
sed
to a
ssist the
qu
ality im
pro
vem
en
t o
utc
om
es fo
r stud
en
ts.
Inte
rna
l qu
ality a
ud
it - an
a
nn
ua
l Inte
rna
l Qu
ality A
ud
it Sc
he
du
le is d
eve
lop
ed
an
d
ap
pro
ved
by th
e Se
nio
r M
an
ag
em
en
t Tea
m. A
ud
it to
pic
s ran
ge
from
Tea
ch
ing
M
aste
r Pa
cks to
spe
cific
key
Co
lleg
e p
roc
esse
s an
d a
re
rep
rese
nta
tive o
f ac
tivities a
nd
re
sou
rce
s Co
lleg
e-w
ide
.
On
go
ing
thro
ug
ho
ut th
e
yea
r, revie
we
d a
nn
ua
lly In
tern
al q
ua
lity au
dit - A
s pa
rt of th
e q
ua
lity m
ea
sure
s intro
du
ce
d b
y the
Lea
rnin
g a
nd
Te
ac
hin
g C
om
mitte
e in
Sep
tem
be
r 2012, a
pro
gra
mm
e o
f inte
rna
l qu
ality a
ud
it wa
s a
gre
ed
. This p
roc
ess h
as b
eg
un
this ye
ar
with
the
au
dit o
f stud
en
t exp
erie
nc
e w
ithin
th
e C
olle
ge
On
-go
ing
thro
ug
ho
ut
the
yea
r an
d re
view
ed
a
nn
ua
lly.
Lesso
n o
bse
rvatio
n - th
e
Co
lleg
e m
ea
sure
s the
qu
ality
of te
ac
hin
g b
y ob
servin
g
lec
ture
rs an
d in
struc
tors. N
ew
sta
ff are
ob
serve
d w
ith th
eir
ea
rly de
velo
pm
en
t in m
ind
to
en
ab
le th
em
to a
do
pt g
oo
d
tea
ch
ing
pra
ctic
e fro
m th
e
be
gin
nin
g o
f the
ir ca
ree
rs. O
nc
e th
ey a
re m
ore
e
xpe
rien
ce
d, th
ey a
re
ob
serve
d (th
ese
are
u
na
nn
ou
nc
ed
ob
serva
tion
s) fro
m a
critic
al b
ut su
pp
ortive
vie
wp
oin
t by o
ne
of th
e
Co
lleg
e’s Se
nio
r Lec
ture
rs (Q
ua
lity Imp
rove
me
nt).
On
go
ing
thro
ug
ho
ut th
e
yea
r, revie
we
d a
nn
ua
lly C
lassro
om
Ob
serva
tion
- The
Co
lleg
e
me
asu
res th
e q
ua
lity of te
ac
hin
g b
y o
bse
rving
tea
ch
ing
staff. N
ew
staff a
re
ob
serve
d a
s pa
rt of th
eir in
du
ctio
n to
te
ac
hin
g th
rou
gh
the
PD
A a
nd
/or th
e TQ
FE. M
ore
exp
erie
nc
ed
tea
ch
ing
staff a
re
ob
serve
d o
n a
3 yea
rly cyc
le th
rou
gh
a
nn
ou
nc
ed
ob
serva
tion
s co
nd
uc
ted
by
Sec
tor M
an
ag
ers. Fe
ed
ba
ck o
n g
en
era
l th
em
es, issu
es o
r be
st pra
ctic
e fro
m th
ese
o
bse
rvatio
ns is c
olla
ted
an
d re
po
rted
to
SMT a
nd
Lea
rnin
g a
nd
Tea
ch
ing
C
om
mitte
e. A
ny c
ritica
l issue
s or ke
y th
em
es a
re c
ap
ture
d a
nd
rep
orte
d to
SMT
an
d th
e P
rofe
ssion
al D
eve
lop
me
nt Tu
tor
(PD
T) for in
clu
sion
in C
PD
pla
nn
ing
.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
Lesso
ns a
re g
rad
ed
on
a 4
po
int sc
ale
(Ve
ry Go
od
, Go
od
, Fa
ir an
d U
nsa
tisfac
tory) a
nd
fe
ed
ba
ck is a
lso so
ug
ht fro
m
lea
rne
rs as w
ell a
s the
in
divid
ua
l be
ing
ob
serve
d.
Exem
ptio
ns fro
m o
bse
rvatio
n
are
give
n to
staff w
ho
ac
hie
ve
thre
e c
on
sec
utive
Ve
ry Go
od
g
rad
es. Sta
ff wh
o fa
ll sho
rt of
the
Go
od
gra
de
are
req
uire
d
to fo
llow
an
ag
ree
d
de
velo
pm
en
t pla
n to
ad
dre
ss id
en
tified
are
as fo
r im
pro
vem
en
t. In
tern
al ve
rifica
tion
- it is a
co
nd
ition
of a
pp
rova
l to o
ffer
qu
alific
atio
ns b
y aw
ard
bo
die
s th
at th
e C
olle
ge
will in
tern
ally
verify a
ssessm
en
t instru
me
nts
to e
nsu
re th
eir fitn
ess fo
r p
urp
ose
an
d w
ill inte
rna
lly ve
rify a sa
mp
le o
f asse
ssme
nts
to e
nsu
re th
at m
arkin
g
sch
em
es h
ave
be
en
ap
plie
d
rigid
ly an
d th
at a
gre
ed
sta
nd
ard
s ha
ve b
ee
n m
et. Th
e
Co
lleg
e h
as d
evise
d ro
bu
st a
nd
aw
ard
bo
dy-a
cc
red
ited
p
roc
ed
ure
s for th
e
ma
na
ge
me
nt o
f inte
rna
l ve
rifica
tion
wh
ich
ha
ve b
ee
n
favo
ura
bly c
om
me
nte
d u
po
n
On
go
ing
thro
ug
ho
ut th
e
yea
r In
tern
al V
erific
atio
n - It is a
co
nd
ition
of
ap
pro
val to
offe
r qu
alific
atio
ns b
y aw
ard
b
od
ies th
at th
e C
olle
ge
will in
tern
ally ve
rify a
ssessm
en
t instru
me
nts to
en
sure
the
ir fitn
ess fo
r pu
rpo
se a
nd
will in
tern
ally ve
rify a
sam
ple
of a
ssessm
en
ts to e
nsu
re th
at
ma
rking
sch
em
es h
ave
be
en
ap
plie
d rig
idly
an
d th
at a
gre
ed
stan
da
rds h
ave
be
en
me
t. Th
e C
olle
ge
ha
s de
vised
rob
ust a
nd
aw
ard
b
od
y-ac
cre
dite
d p
roc
ed
ure
s for th
e
ma
na
ge
me
nt o
f inte
rna
l verific
atio
n w
hic
h
ha
ve b
ee
n fa
vou
rab
ly co
mm
en
ted
up
on
b
y visiting
exte
rna
l verifie
rs ac
ting
on
be
ha
lf o
f aw
ard
bo
die
s. Pro
ce
du
res a
nd
stan
da
rd
form
s are
ma
de
ava
ilab
le to
staff o
n th
e
Co
lleg
e in
tran
et.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
by visitin
g e
xtern
al ve
rifiers
ac
ting
on
be
ha
lf of a
wa
rd
bo
die
s. Pro
ce
du
res a
nd
sta
nd
ard
form
s are
ma
de
a
vaila
ble
to sta
ff on
the
C
olle
ge
intra
ne
t. Stu
de
nt d
iscu
ssion
gro
up
s - the
P
rinc
ipa
l, me
mb
ers o
f the
Se
nio
r Ma
na
ge
me
nt Te
am
a
nd
oth
er m
an
ag
ers e
ac
h
ch
air a
nu
mb
er o
f Stud
en
t D
iscu
ssion
Gro
up
s pe
r yea
r. Th
e p
urp
ose
of th
ese
is to
pro
vide
stud
en
ts with
the
o
pp
ortu
nity to
give
fee
db
ac
k o
n th
eir le
arn
ing
exp
erie
nc
e a
t th
e C
olle
ge
to se
nio
r staff w
ho
a
re re
spo
nsib
le fo
r the
servic
es
de
livere
d.
The
Vic
e P
rinc
ipa
l an
d D
irec
tor
of H
um
an
Re
sou
rce
M
an
ag
em
en
t an
d
De
velo
pm
en
t also
me
ets
gro
up
s of stu
de
nts w
ho
are
u
nd
er-re
pre
sen
ted
in d
iffere
nt
are
as o
f the
Co
lleg
e, fo
r e
xam
ple
, wo
me
n in
ma
le
do
min
ate
d a
rea
s, me
n in
fe
ma
le d
om
ina
ted
are
as,
stud
en
ts with
disa
bilitie
s an
d
inte
rna
tion
al stu
de
nts.
Info
rma
tion
ga
ine
d fro
m th
ese
On
go
ing
thro
ug
ho
ut th
e
yea
r Stu
de
nt Pe
er-le
d Re
view
s (*) – The
Co
lleg
e
rem
ain
s co
mm
itted
to stu
de
nt
en
ga
ge
me
nt in
qu
ality p
roc
esse
s. It ha
s d
eve
lop
ed
, ove
r the
last th
ree
yea
rs, an
e
ffec
tive a
nd
Edu
ca
tion
Sco
tlan
d (ES) –
en
do
rsed
me
tho
d o
f ga
inin
g q
ua
litative
stu
de
nt fe
ed
ba
ck to
info
rm q
ua
lity im
pro
vem
en
t. Base
d o
n ES q
ua
lity in
dic
ato
rs, pe
er-le
d re
view
s are
co
nd
uc
ted
b
y the
Stud
en
t Asso
cia
tion
with
stud
en
ts on
sp
ec
ific p
rog
ram
me
s. The
fee
db
ac
k from
th
ese
revie
ws is w
ritten
up
in re
po
rts tha
t are
th
en
circ
ula
ted
to SM
T, Lea
rnin
g a
nd
Te
ac
hin
g C
om
mitte
e, th
e Stu
de
nt
Asso
cia
tion
, the
Qu
ality Te
am
an
d
Cu
rricu
lum
Tea
ms.
Issue
s raise
d w
ill the
n b
e in
co
rpo
rate
d in
to,
an
d a
dd
resse
d w
ithin
, the
self-e
valu
atio
n
co
urse
revie
ws a
nd
ac
tion
pla
ns fo
r re
spe
ctive
pro
gra
mm
e te
am
s. Fo
r 2012-13 a risk-b
ase
d a
pp
roa
ch
wa
s ta
ken
an
d th
e 14 p
ee
r-led
revie
ws w
ere
, in
the
ma
in, ta
rge
ted
at p
oo
rer p
erfo
rmin
g
pro
gra
mm
es. Fo
r 2013-14 a fu
rthe
r 31 re
view
s are
pla
nn
ed
alo
ng
with
follo
w-u
p
sessio
ns fo
r tho
se p
rog
ram
me
s revie
we
d la
st ye
ar.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
gro
up
s the
n in
form
s the
C
olle
ge
’s eq
ua
lity ac
tion
p
lan
s. Stu
de
nt fo
cu
s gro
up
s - at th
e
be
gin
nin
g o
f the
ac
ad
em
ic
yea
r the
me
s are
ag
ree
d fo
r fo
cu
s gro
up
s an
d a
sam
ple
of
gro
up
s are
ide
ntifie
d. Fo
cu
s g
rou
ps a
re th
en
arra
ng
ed
with
th
ese
cla
ss gro
up
s wh
ich
are
fa
cilita
ted
by m
em
be
rs of th
e
Qu
ality Te
am
. Issue
s ide
ntifie
d
by stu
de
nts a
re c
olla
ted
an
d
circ
ula
ted
to m
an
ag
ers fo
r a
ctio
n.
Also
, on
oc
ca
sion
if stud
en
ts h
ave
issue
s of c
on
ce
rn re
latin
g
to th
eir le
arn
ing
exp
erie
nc
e,
ma
na
ge
rs ma
y ask fo
r a fo
cu
s g
rou
p to
be
co
nve
ne
d. A
Se
nio
r Lec
ture
r (Qu
ality
Imp
rove
me
nt) w
ill fac
ilitate
d
iscu
ssion
an
d p
ass th
e
info
rma
tion
to th
e m
an
ag
er fo
r a
ctio
n.
On
go
ing
thro
ug
ho
ut th
e
yea
r, fee
db
ac
k from
th
em
es is c
olla
ted
a
nn
ua
lly an
d a
ny
rele
van
t cro
ss-co
lleg
e
ac
tion
s ide
ntifie
d
See
ab
ove
(*)
Clie
nt su
rveys - Th
e vie
ws o
f stu
de
nts a
nd
em
plo
yers a
re
ac
tively a
nd
reg
ula
rly sou
gh
t to
assist th
e C
olle
ge
to id
en
tify im
pro
vem
en
ts ba
sed
on
clie
nt
fee
db
ac
k. Surve
ys of stu
de
nt
op
inio
n o
n in
du
ctio
n a
nd
on
First Imp
ressio
ns Su
rvey –
Oc
tob
er
Stud
en
t Satisfa
ctio
n
Surve
y – Ma
rch
Em
plo
yers’ Su
rvey –
Jun
e
Clie
nt su
rveys - Th
e vie
ws o
f stud
en
ts a
nd
em
plo
yers a
re a
ctive
ly an
d
reg
ula
rly sou
gh
t to a
ssist the
Co
lleg
e to
id
en
tify imp
rove
me
nts b
ase
d o
n c
lien
t fe
ed
ba
ck. Su
rveys o
f stud
en
t op
inio
n
on
ind
uc
tion
an
d th
e w
ho
le stu
de
nt
exp
erie
nc
e a
re c
on
du
cte
d a
t key tim
es
First imp
ressio
ns su
rvey –
Oc
tob
er
Stud
en
t satisfa
ctio
n
surve
y – Ap
ril Em
plo
yer fe
ed
ba
ck –
on
go
ing
thro
ug
ho
ut th
e
the
wh
ole
stud
en
t exp
erie
nc
e
are
ca
rried
ou
t by th
e Q
ua
lity Te
am
. An
an
nu
al Em
plo
yers’
Surve
y elic
its em
plo
yer o
pin
ion
a
t the
en
d o
f the
ac
ad
em
ic
yea
r. Mo
st surve
ys are
c
on
du
cte
d o
nlin
e. D
ata
an
d
find
ing
s are
an
alyse
d a
nd
re
po
rted
with
in se
lf-eva
lua
tion
re
po
rts, to th
e Q
ua
lity A
ssura
nc
e Su
b-C
om
mitte
e,
the
Ac
ad
em
ic Bo
ard
an
d th
e
Co
urse
Pro
vision
an
d Stu
de
nt
Servic
es C
om
mitte
e o
f the
Bo
ard
of M
an
ag
em
en
t. W
he
re sh
ortfa
lls are
ide
ntifie
d
an
ac
tion
pla
n is a
gre
ed
an
d
en
ac
ted
to e
nsu
re th
at issu
es
of p
ossib
le c
on
ce
rn a
re
imp
rove
d o
r co
rrec
ted
. In
tern
al su
pp
ort te
am
sa
tisfac
tion
surve
ys are
also
c
arrie
d o
ut a
nd
use
d to
info
rm
sup
po
rt tea
m se
lf-eva
lua
tion
.
Inte
rna
l sup
po
rt tea
m
Surve
y - Ma
y
in th
e a
ca
de
mic
yea
r. D
ele
ga
te e
valu
atio
ns a
re g
ath
ere
d
afte
r ea
ch
Emp
loye
r Train
ing
eve
nt a
nd
o
n-g
oin
g fe
ed
ba
ck is so
ug
ht d
urin
g
reg
ula
r me
etin
gs w
ith e
mp
loye
r re
pre
sen
tative
s.
yea
r.
Co
mp
lain
ts – the
Co
lleg
e
mo
nito
rs all c
om
pla
ints a
nd
the
se
are
ma
na
ge
d b
y the
Qu
ality
Ma
na
ge
r wh
o e
nsu
res th
ey a
re
log
ge
d a
nd
rec
eive
a re
spo
nse
w
ithin
stan
da
rd re
spo
nse
time
s. D
eta
ils of c
om
pla
ints a
re
rep
orte
d to
the
Boa
rd o
f M
an
ag
em
en
t.
On
go
ing
thro
ug
ho
ut th
e
yea
r, a su
mm
ary is
pre
pa
red
at th
e e
nd
of
the
Ac
ad
em
ic Y
ea
r an
d
form
s pa
rt of th
e
Cu
stom
er C
are
Re
po
rt
Co
mp
lain
ts - The
Co
lleg
e m
on
itors a
ll c
om
pla
ints a
nd
the
se a
re m
an
ag
ed
by th
e
Qu
ality A
dm
inistra
tion
Assista
nt w
ho
en
sure
s th
ey a
re lo
gg
ed
an
d re
ce
ive a
resp
on
se
with
in sta
nd
ard
resp
on
se tim
es. D
eta
ils of
co
mp
lain
ts are
rep
orte
d to
the
Boa
rd o
f M
an
ag
em
en
t.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
Sug
ge
stion
s – the
Co
lleg
e in
vites
sug
ge
stion
s from
stud
en
ts, staff
an
d visito
rs an
d su
gg
estio
n b
oxe
s a
re lo
ca
ted
thro
ug
ho
ut C
olle
ge
b
uild
ing
s. All su
gg
estio
ns a
re
resp
on
de
d to
by th
e Q
ua
lity M
an
ag
er.
On
go
ing
thro
ug
ho
ut th
e
yea
r, a su
mm
ary is
pre
pa
red
at th
e e
nd
of
the
Ac
ad
em
ic Y
ea
r an
d
form
s pa
rt of th
e
Cu
stom
er C
are
Re
po
rt
Sug
ge
stion
s - The
Co
lleg
e in
vites
sug
ge
stion
s from
stud
en
ts thro
ug
h a
varie
ty o
f fee
db
ac
k me
ch
an
isms in
clu
din
g p
ee
r-le
d re
view
, stud
en
t surve
ys, Co
urse
Tuto
r h
ou
r, etc
. All su
gg
estio
ns w
ill be
co
nsid
ere
d
an
d re
spo
nd
ed
to th
rou
gh
the
co
urse
re
view
pro
ce
ss or in
divid
ua
lly by C
urric
ulu
m
Lea
de
rs or C
ou
rse Tu
tors. Stu
de
nts a
re a
lso
en
co
ura
ge
d to
ma
ke a
ny su
gg
estio
ns th
at
wo
uld
imp
rove
the
ir exp
erie
nc
es a
s lea
rne
rs to
the
Stud
en
t Asso
cia
tion
Exec
utive
an
d
Stud
en
t Eng
ag
em
en
t Offic
er. Su
ch
su
gg
estio
ns w
ill be
follo
we
d u
p b
y the
Q
ua
lity Ma
na
ge
r an
d A
ssistan
t Prin
cip
al
(Cu
rricu
lum
an
d Q
ua
lity). Su
gg
estio
ns fro
m sta
ff are
invite
d th
rou
gh
e
stab
lishe
d stru
ctu
res su
ch
as th
e
Pa
rtne
rship
Foru
m a
nd
the
Cu
rricu
lum
Le
ad
ers’ Fo
rum
. The
se w
ill be
resp
on
de
d to
b
y de
sign
ate
d m
an
ag
ers.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
Co
urse
Co
mm
ittee
Me
etin
gs –
tea
ch
ing
tea
ms h
old
me
etin
gs
with
stud
en
t rep
rese
nta
tives a
t le
ast tw
ice
an
nu
ally to
disc
uss
the
lea
rne
r exp
erie
nc
e a
nd
o
utc
om
es o
n e
ac
h c
ou
rse.
Twic
e a
nn
ua
lly – usu
ally
No
vem
be
r an
d M
arc
h
Co
urse
Ma
na
ge
me
nt Pro
ce
du
res – C
ou
rse
tea
ms c
on
du
ct lia
ison
pa
ne
l me
etin
gs w
ith
cla
ss rep
rese
nta
tives th
ree
time
s a ye
ar to
d
iscu
ss stud
en
t exp
erie
nc
es a
nd
issue
s on
e
ac
h c
ou
rse. A
ny a
ctio
ns a
re n
ote
d a
nd
p
rog
ress is re
po
rted
at th
e n
ext lia
ison
pa
ne
l
Thre
e to
fou
r time
s ye
arly.
An
y ide
ntifie
d a
ctio
ns a
re
no
ted
an
d p
rog
ress re
co
rde
d
as a
pp
rop
riate
at th
e n
ext
me
etin
g.
me
etin
g. Lia
ison
pa
ne
l me
etin
gs a
re a
lso
use
d to
mo
nito
r pro
gre
ss on
ac
tion
po
ints
raise
d in
the
co
urse
revie
ws. C
ou
rse re
view
m
ee
ting
s the
mse
lves ta
ke p
lac
e fo
ur tim
es
a ye
ar. C
urric
ulu
m sta
ff will c
on
side
r p
rog
ress o
n re
po
rted
ac
tion
s for q
ua
lity im
pro
vem
en
t an
d a
na
lyse ke
y histo
rica
l a
nd
in-ye
ar p
erfo
rma
nc
e in
dic
ato
rs as w
ell
as o
n-g
oin
g stu
de
nt fe
ed
ba
ck su
ch
as
pe
er-le
d re
view
rep
orts.
Perfo
rma
nc
e In
dic
ato
r A
na
lysis – 3 yea
r PI d
ata
is p
rovid
ed
for e
ac
h c
ou
rse p
rior
to th
e c
om
ple
tion
of se
lf-e
valu
atio
n re
po
rts ea
ch
yea
r. P
I da
ta is a
lso c
olla
ted
an
d
an
alyse
d a
t a n
um
be
r of le
vels
suc
h a
s tea
m, se
cto
r, leve
l a
nd
mo
de
of a
tten
da
nc
e in
o
rde
r to in
form
qu
ality
imp
rove
me
nt a
ctio
ns re
latin
g
to stu
de
nt o
utc
om
e. Live
da
ta
on
lea
rne
r with
dra
wa
ls is also
a
vaila
ble
via th
e D
ash
bo
ard
fa
cility to
fac
ilitate
ea
rly in
terve
ntio
n.
An
nu
ally a
t en
d o
f the
A
ca
de
mic
Ye
ar.
Perfo
rma
nc
e In
dic
ato
r An
alysis - 3 ye
ar P
I d
ata
is pro
vide
d fo
r ea
ch
co
urse
prio
r to
the
co
mp
letio
n o
f self-e
valu
atio
n re
po
rts e
ac
h ye
ar. P
I da
ta is a
lso c
olla
ted
an
d
an
alyse
d a
t a n
um
be
r of le
vels su
ch
as
co
urse
, tea
m, se
cto
r an
d m
od
e o
f a
tten
da
nc
e in
ord
er to
info
rm q
ua
lity im
pro
vem
en
t ac
tion
s rela
ting
to stu
de
nt
ou
tco
me
. Live d
ata
on
stud
en
t with
dra
wa
ls is a
lso a
vaila
ble
via SITs a
nd
an
in-ye
ar PI
pre
dic
tor to
ol a
llow
s cu
rricu
lum
tea
ms to
in
terve
ne
ea
rly in th
e le
arn
er jo
urn
ey sh
ou
ld
ind
ividu
al stu
de
nts b
e h
igh
ligh
ted
as
un
likely to
fully a
ttain
the
ir aw
ard
. The
wo
rk th
at c
urric
ulu
m te
am
s, Cu
rricu
lum
Lea
de
rs a
nd
Sec
tor M
an
ag
ers u
nd
erta
ke o
n P
I a
na
lysis is also
disc
usse
d a
nd
mo
de
rate
d
thre
e tim
es a
yea
r by a
qu
ality p
an
el
co
nsistin
g o
f the
Prin
cip
al, A
ssistan
t P
rinc
ipa
ls an
d th
e Q
ua
lity Ma
na
ge
r.
On
-go
ing
thro
ug
ho
ut
the
yea
r.
65
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.5
Non SFC Funded Activity – Recent Developments
1. Introduction1.1. This paper highlights developments in non-SFC funded activity and updates the timeframe
to review and implement changes to current practice and structures.
2. Key Developments 2.1. Skills Development Scotland: Modern Apprenticeships Tenders were completed and submitted for the 2014-15 Employability Fund and Modern
Apprenticeship (MA) programmes. The volume and scope of the tenders is similar to the arrangements in place prior to merger.
In 2013-14 the contracts for both Colleges and programmes were valued at approximately £1,269,000. Current work is ongoing to forecast the likely outturn value.
One new development is the request for 13 Modern Apprenticeship places in Sport and Leisure, an initiative in partnership with Sport Aberdeen who wish to recruit and train young people to work in the leisure industry.
There have been significant operational issues relating to the management and co-ordination of MA programmes throughout 2013-14. These issues, common across all campuses, relate to
• staff turnover;• availability of engineering assessors;• adherence to complex and onerous SDS rules and regulations.
The new contract will be with North East Scotland College and there are opportunities to review systems and policies in order to improve the service. There have already been a number of meetings to start this process.
2.2. European Social Fund Project - Investing in Skills for Economic Recovery At its meeting on 09 December 2013, the Board were made aware of potential additional
funding for the College resulting from under-spends in the current national ESF programme. This funding would be targeted at programmes for unemployed individuals that are work ready and those in employment that have low skills levels, including language skills.
It has been confirmed that this funding is available and delivery will run across two academic years 2013-14 and 2014-15. The value of this project is £916,954.
The use of the additional funding must be approved by community planning partnerships.
The Depute Principal will form a team to oversee and manage the use of the activity which will be delivered as a discreet project.
3. Integration of the existing teams 3.1. The existing teams responsible for managing non SFC-funded activity in Aberdeen and
Fraserburgh have met on a number of occasions and continue to share good practice and plan.
3.2. A timescale has been agreed to implement a new structure for managing non SFC-funded activity.The process will be complete by 21 February 2014.
3.3. A paper relating to the College’s purely commercial activity is being prepared and will be brought to the next meeting of this Committee.
66
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.5
4. Recommendation4.1. It is recommended that the Committee note the information provided in this paper.
Rob Wallen Paul SherringtonPrincipal Depute Principal
67
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 6.6
Students’ Association
1. Introduction1.1. The purpose of this paper is to provide the Committee with an opportunity to consider
issues relating to the Students’ Association.
2. ReportsfromStudents’AssociationOfficers2.1. Attached as appendix 1 is a report provided by Jamie McKendrick.
2.2. Attached as appendix 2 is a report provided by Brian Cruickshank.
3. Recommendation3.1. It is recommended that the Committee note the information provided in the reports.
Rob WallenPrincipal
68
Agenda item 6.6 Appendix 1
Students’ Association
Report from Aberdeen
Scottish Zone Conference
On the 25th and 26th November Kara, Shelly, Ian and myself were in attendance at the conference held in Edinburgh. The conference consisted of more information on NUS Scotland’s priority campaigns ‘Imagine Tomorrow’ and ‘Change Today’. There was more details on the aims of the campaigns as well as varies workshops on new skills that officers could learn.
International Disabled Persons Day
Was on Tuesday 3rd December the disabled officer and myself were in attendance to an event held by Shopmobility in Cineworld in Union Square. This event consisted of a speech for Dame Ann Begg about her life story as being a disabled MP and the rights that she helped get for persons with disabilities.
FE Leaders and FEstivasl
ON Monday 9th December I was in attendance to a training event in Leicester ran by NUS UK. The event consisted of being split into groups and working on tasks to see what it truly means to be a Leader in an FE students’ association. This event finished on Tuesday 10th, followed by Festival the next day which was based on everything FE and going on the FE sector across the UK. In attendance at this event were Kara and Ian as I had to return with workload increasing. As told by the two officers in attendance the event was broken up into workshops with a variety of things that you could learn to help improve engagement and representation of students in your institution.
Raffle
This month a raffle has been started by the disabled officer to raise money for Shopmobility and disabled students in the college. It has been decided that we will give 50% of the money raised to Shopmobility and 30% of the money to the learning ops area in the college to help improve the area for students and help them through there learning. The final 20% is going back into the association to cover any costs involved with running the raffle.
We are students too
Is a campaign being launched to increase awareness of disabled students in the college, to allow other students to see that they are normal people just like everyone else but should be treated fairly and with respect like everyone else. This is being done by filming students
with disabilities to have their on how they believe they should be treated. This campaign is being launched by Kara with assistance from the disabled officer.
Agenda item 6.6 Appendix 2
Students’ Association
Report of Learner Engagement at North East Scotland College Student Association (North)
Learner and Teaching Committee 21st January 2013
Regional
• The Constitution and Student Association Structure was seen by the Board on the 9th December 2013. Although there was some points discussed and need further clarification the documents are now with the college lawyers. The Association is awaiting their opinion.
• A Regional Exec Facebook page has been created. All of the North Student Association Officers have been added along with the Sabbatical Officers of South NESCol SA. Requests have been made to add the South Exec officers.
• NESCol South SA VP has started a campaign to promote rights of protected characteristics. The campaign is to be split into the four main liberation groups and will begin with disabled students (its believed there is a huge issue of discrimination on Aberdeen City campus). Students will be asked to share their experience of college life on camera, with the message "We Are Students Too!" The SA hope to raise awareness of the trials disabled students endure. Petitions will be utilised to garner support. Should the campaign prove successful, it is understood that the campaign can be rolled out for all liberation groups.
North Area
• Student Representation
• Since the final meeting of the Learner Engagement (LE) Sub group (of Banff and Buchan College) a part time Vice President post of the Student Association has been created. A cross college election was held and the position has now been filled. The breakdown of the election results is as follows: There were 262 votes cast.
Sophie Brooks (72 votes) 28%, Martin Munro (14 votes) 5%, Paul Gledhill (50 votes) 19%, Andrew James West (66 votes) 25%, Malgorzata Kasprzyk (42 votes) 16%, Tomas Bassi (18 votes) 7%.
Sophie Brooks was therefore duly elected as the Vice President for session 2013/14.
• In order to promote student representation Student Officer Elections were also held and the following candidates were unanimously elected to serve as Executive Officers:
Josh Gall, Malgorzata Kasprzyk, Brigita Rimkute, Martin Munro,
Andrew Ross, David Rennie. A meeting was be held on the 12th November to allocate roles. These are as follows; Sophie Brooks -‐ VP Events Josh Gall -‐ Equality and Diversity Officer Malgorzata Kasprzyk -‐ Communications Officer Brigita Rimkute -‐ Communities Officer Martin Munro -‐ Education Officer Andrew Ross -‐ Activities Officer David Rennie -‐ Welfare Officer Students are being sought to sit on the Equality and Diversity Committee. The
committee will consist of up to 10 members and will include; Multi-‐Ethnic Students’ Representative. International Students’ Representative. Disability Students’ Representative. LGBT Students’ Representative. Mature Students’ Representative. Women Students’ Representative. Inter-‐faith and Belief Students’ Representative. Part Time Students’ Representative. Youth Action Representative. So far the Equality and Diversity Officer has had definite interest from a student
regarding the role of Mature Students' Rep. Interest has also been shown in the Youth Action Rep, but there is little information available within the SA and further research is needed before students may commit.
• As part of the College’s commitment to furthering student representation and attempting to address identified issued within the recent Education Scotland review, the Student Association President and Student Engagement Officer made numerous to classes throughout all sectors to actively promote the class representative system. Traditionally hard to reach students within the technical sectors were set as a priority.
• To date, there have been 113 reps elected out of a possible 200. Groups which still have to elect reps can be identified in Appendix 1. The election of 113 reps is an improvement on the 2012/2013 session in which 84 reps were elected.
• 71 Reps have received on-‐site training provided by the SEO. This will equip students with the necessary tools to engage effectively in the quality processes. The training was initially designed by SPARQs but has been modified to ensure a more relaxed and local flavour. In house training from the Student Association has been preferred due to diary commitments by trainers from SPARQs. An evaluation of this training can be found in Appendix 2.
• Where gaps in representation are identified, the SEO and SA President will work with
students and staff to offer a whole-‐class session in order to effectively equip students
with the tools necessary for engagement in quality processes. Areas identified are outreach centres and sectors where no reps have been elected.
Working in Partnerships
The Association began an involvement with the college and other external partners in relation to building a bid for the EU Progress Programme. This is a programme that Scotland has never accessed before, the college seeks funding to increase the mobility of young people WITHIN an EU member state to provide increased employment opportunities in the growth sectors (particularly green jobs). The timing is believed to be ideal for a programme such as this, and should gain a lot of political support. The First Ministerm has indicated that he would be keen to be engaged with any proposal. The deadline for any application is the 15th January 2014, any approval should come by May with a proposed start date of June 2014.
• Peer-‐led Review
• During 2012/13 the SEO and Executive officers facilitated a total of 14 peer-‐led
reviews between the Business and the Arts and the Services Industries Sectors.
• These reviews have enhanced the feedback staff already received through Liaison Panel and various student surveys. This has also provided staff with high quality leaner feedback relating specifically to the student experience.
• Staff whose groups participated in the reviews last session has been able to use this qualitative feedback within their own Annual Course Reviews to inform action plans that will enhance and improve the students’ experiences.
• As a partner of the college, we recognise the need to ‘close the loop’ and ensure students are aware of the outcomes from any feedback given previously. The Learner Engagement Sub-‐Group was to look at his going forward, and a similar group within the new college must take this on board.
• The Students’ Association in partnership with the previous SMT have agreed to undertake a three year rolling programme of peer-‐led reviews across ALL sectors of the college. In session 2013-‐14 the Association will aspire to achieve 31 of these review sessions. Details of which may be found in Appendix 3.
• Peer-‐led reviews have been identified as ‘sector leading’ by Education Scotland and the Student Association along with management of the college were recently invited to co-‐present a workshop with Dr Janet Davidson (College HMIe) at a Partnership for Change Conference in Glasgow. Dr Davidson further commented, during the Student Presidents interview at Livingston that Peer-‐led feedback is a model worth adopting. Glasgow Clyde College Student Association has been in contact, with a view to seek information on designing a similar programme.
• As of 18th December, 6 Peer-‐led reviews will have been undertaken. Student Engagement in Equality and Diversity
• On the 3rd of October the Association held an ‘Equality and Diversity’ day in the College atrium.
• Around 20 external organisations participated in the Event each promoting positive messages relating to equality and diversity.
• Groups of Students ran activities to promote the adopted themes of ‘Drop the Label’ and ‘Respect’.
• The Students’ Association has been working together with Grampian Racial Equality Council (GREC) to promote equality and diversity in the College community and GREC are keen to assist the Association with training opportunities. A meeting with the Association and a representative from GREC has been organised for Monday 11th November to discuss Equality and Diversity Ambassador training for the Executive Officers.
• A Lesbian, Gay, Bisexual and Trans+ (LGBT+) Group has also been established and a closed Facebook group is being used to promote its activities and meetings. As of this moment there are currently 8 members of this group at the Fraserburgh Campus.
• Discussions have been held with both Fraserburgh and Mintlaw Academy pupils regarding the creation of Equality and Diversity days within their schools. Liberation Officers from NUS Scotland have asked that an evaluative document including a synopsis of the Equality and Diversity day be sent for their discussion. On-‐going dialogue is continuing with the North School, of Fraserburgh, following their participation on the day.
• The VP Events Officer at Fraserburgh is in the process of planning a Health Awareness Event on the 23rd, 24th and 25th of April 2014. Each day will be dedicated to a different element of Health Awareness. For example, Sexual Health, Drug and Drink Awareness, etc. The event shall be run as the Equality and Diversity day, with external organisations and students running stalls and activities.
• The Student Voice
• Various outlets have been established in order for students to communicate effectively with others and the Student Association.
• NESCol Student Association has a new Facebook Page, new Email address and a new Twitter account.
• Furthermore various Facebook groups/pages have been set up to promote specific areas of the Student Association. These now include;
• The Student Association Regional Executive
75
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.1
Student Activity
1. Introduction1.1 The purpose of this report is to provide the Committee with information on the current
status of student activity for the academic year 2013-14.
2. Background2.1 For the purposes of securing funding from the Scottish Funding Council (SFC) College
activity is measured in weighted student units of measurement (wSUMS), which provide a method of aggregating student activity on different types of course and different modes of attendance in such a way that the duration of each programme and its resource demands are approximately reflected in the aggregated totals.
2.2 If the Colleges fall short of its target the SFC would require part of the grant-in-aid for the year to be repaid.
2.3 The College monitors the level of enrolments and the rate of retention throughout the year, as well as the projected level of additional activity.These data are important in allowing the College to ensure that activity will at least meet required target levels.
2.4 Differences in approaches to recording and reporting student activity have previously existed at Aberdeen and Banff & Buchan Colleges.Post-merger the harmonisation of these approaches remains a priority.For the moment the simplest way to aggregate activity across the College is to categorise it by Dominant Programme Group (DPG).
3. Current Activity Levels AY2012-133.1 The Regional Outcome Agreement established with the SFC for 2013-14 sets the College’s
target for student activity at 179,946 wSUMS.This figure includes the additional 2,000 wSUMs offered by the Scottish Funding Council to Banff and Buchan College in July 2013.
3.2 The current figures for wSUMS for each type of DPG area of activity are detailed in Table 1 of this report.The current and combined total of student activity for the College is currently 148,757 wSUMs.This represents an increase of 2,885 wSUMs from October 2013.A further 29,040 wSUMs of activity is planned.
3.3 As such the current projection for the end of year position is 177,798 wSUMs, representing a shortfall of 2,149 wSUMs, if no further activity was generated.
3.4 The figures noted in the table should only be read as an approximation of the current position.The final calculation of wSUMS can only be made at the end of the academic year and is dependent on: the final tally of enrolments for all types of activity across the whole year; student retention rates; and the exact weightings applied by the SFC at the end of the year.As such the data are only indicative.
3.5 Action is being taken to develop additional activity so that the target will be met.
3.6 Additional activity will be in the form of Extended Learning Support and part-time programmes.
4. Recommendation4.1 It is recommended that the Committee note the contents of this report.
Rob Wallen Neil CowiePrincipal Vice Principal – Organisational Services
76
Table 1 -‐ WSUMs by Dominant Programme Group
WSUMs end November 2013
DPG DPG Name Aberdeen Fraserburgh Combination of WSUMs
1 Agriculture & Horticulture 4664.97 487.42 5152.39
2 Business & Management 6688.18 1314.68 8002.86
3 Food Technology & Catering 3550.67 1515.94 5066.61
4 Computing 7518.78 1089.99 8608.77
5 Construction 4806.32 2481.21 7287.53
6 Art & Design 13070.14 798.92 13869.06
7 Engineering 17955.1 12889.35 30844.45
8 Health 15877.48 4594.56 20472.04
9 Minerals & Materials 1870.3 0 1870.3
10 Personal Development 385.82 550 935.82
11 Printing 0 0 0
12 Science & Maths 4255.68 39.68 4295.36
13 Office & Secretarial 3443.42 1100.43 4543.85
14 Social Studies 11926.5 1453.19 13379.69
15 Social Work 3197.95 51.28 3249.23
16 Sport & Recreation 7418.25 1445.16 8863.41
17 Transport 2768.74 1227.85 3996.59
18 Special Programmes 6429.12 1890.84 8319.96
TOTALS 115827.42 32930.49 148757.91
78
79
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.2
Student Performance Indicators
1. Introduction1.1 The purpose of this report is to provide the Committee with information on high level,
student-related success outcomes for 2010 to 2013.
1.2 This information is provided from one source, namely the Scottish Funding Council (SFC).
1.3 Having received Further Education Statistics (FES) returns, submitted after the academic year end 2012-13, the SFC issued all colleges with draft student-related performance indicator (PI) data sets in December 2013.
1.4 Once accuracy had been confirmed colleges were requested to publish their respective student-related PI data sets by 16 January 2014.
2. SFC Student-related PI Data2.1 Student withdrawal and attainment data are reported and published by the SFC on an
annual basis.The data contained in the various tables incorporated within this report are the agreed and final SFC data sets for Aberdeen and Banff & Buchan Colleges.
2.2 The SFC has also produced a single PI data set for North East Scotland College, created through an amalgamation of data sets from the two Colleges.
2.3 Table 1 and 2 shows student withdrawal, partial success and complete success outcomes for Further Education (FE) and Higher Education (HE) programmes at Aberdeen College from 2010 to 2013.
2.4 Table 3 and 4 shows student withdrawal, partial success and complete success outcomes for FE and HE programmes at Banff and Buchan College from 2010 to 2013.
2.5 Table 5 and 6 shows the single, combined set of withdrawal, partial success and success outcomes FE and HE programmes for North East Scotland College.
2.6 The tables also give an idea of the relative volumes of activity by different modes of activity and by location.
2.7 These data sets have now been agreed with the SFC and are now published on the College’s website.
3. Student Attainment 3.1 Over the three year period 2010-2013 Aberdeen College’s full-time FE and HE student
attainment figures increased from 62% to 63% and 67% to 70% respectively.
3.2 Over the same three period Banff and Buchan College’s full-time FE and HE student attainment figures increased from 58% to 73% and 57% to 79% respectively.
3.3 By combining the PI data sets for both Aberdeen and Banff& Buchan Colleges NESC’s full-time FE and HE student attainment figures would have, over the same three year period, increased from 61% to 65% and 66% to 70% respectively.
80
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.2
4 SFC and Education Scotland (ES)4.1 It has been intimated by the SFC that NESC will be subject to a full review during AY2014-
15, most likely in or around November 2014.
4.2 The student-related PI trend data set contained in this report, along with subsequent student withdrawal and attainment PIs for AY2013-14, will be used as the basis for the forthcoming ES review.It is therefore important that the College builds on the most recent PI position and provides evidence of sustainable improvements in student outcomes.
5 Recommendation 5.1 It is recommended that the Committee note the information provided in this paper.
Rob Wallen Neil CowiePrincipal Vice Principal - Organisational Services
Table 1 – Aberdeen College (SFC-derived Student FE Withdrawal and Attainment Data)
Table 2 – Aberdeen College (SFC-derived Student HE Withdrawal and Attainment Data)
Agenda Item 7.2 - Appendix 1
Table 3 – Banff and Buchan College (SFC-derived Student FE Withdrawal and Attainment Data)
Table 4 – Banff and Buchan College (SFC-derived Student HE Withdrawal and Attainment Data)
Table 5 - North East Scotland College (SFC-derived Student FE Withdrawal and Attainment Data)
Table 6 - North East Scotland College (SFC-derived Student HE Withdrawal and Attainment Data)
84
85
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.3
Student Support Funds
1. Introduction1.1 The purpose of this report is to provide the Committee with information on amounts
allocated for various support funds and comparative spend of AY2013-14 and AY2012-13.
2. Background 2.1 Funds allocated directly to the College. The College receives a range of student support funds mainly from the Scottish Further
and Higher Education Funding Council (SFC) but also from the Student Awards Agency for Scotland (SAAS).These funds can be grouped as follows:
• Bursary funds to support eligible Further Education (FE) students;• Discretionary funds to support both eligible FE and Higher Education (HE) students;• Childcare funds to support both eligible FE and HE students, now incorporating the• Lone Parent Childcare Grant.
2.2 Funds controlled centrally by SFC (as opposed to being allocated directly) but administered by the College on their behalf:
• Educational Maintenance Allowance (EMA) programme.
3. Bursary Funds – general rules3.1 Both the student and their course of study must be deemed eligible before they can be
considered for an award.
3.2 The amount of any award shall be determined by the college and would normally cover the student’s maintenance costs, travelling expenses and study costs (within the limits set in national policy).
3.3 The Bursary Fund is cash limited, students who are eligible for support are not automatically entitled to this support.
3.4 Spend on overall study costs must not exceed 15 per cent of the college’s initial bursary allocation for AY2013-14.
3.5 Bursary awards should only be made available automatically for attendance above 90 per cent of planned classroom hours.
3.6 Colleges may use their bursary funds to meet some or all of an eligible student’s travelling expenses where they are eligible for inclusion in a travel allowance by securing a transportation agreement with a local transport provider.
3.7 College’s may spend Bursary Funds on childcare.
3.8 Where SFC have given permission, shortfalls in Bursary allocations can be offset by using FE / HE Childcare Funds or FE Discretionary Funds.
86
Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.3
4. Discretionary and Childcare Funds – general rules4.1 The range of discretionary and childcare funds is as follows
A. Further Education Discretionary Fund (FEDF) (SFC) – for eligible non-advanced level students to be used primarily for emergency use to cover general living expenses but not for fees where there is a risk to the students continuation on their course.
B. Further Education and Higher Education Childcare Fund (FE / HE CCF) (SFC) which will have two elements as follows:
i) The Lone Parents Childcare Grant (LPCG) element which will be an entitlement payment of up to £1,215 per year to all eligible further and higher education students who are lone parents and who have formal registered childcare expenses while studying. The LPCG is not income assessed.
ii) The Discretionary Childcare Funds which all students may apply to for financial help with formal registered childcare expenses. Payments from the Discretionary Childcare funds will be made at the discretion of the institutions and based on an assessment of need.
C. Higher Education Discretionary Fund (HEDF) (SAAS) – for all eligible advanced level students to be used for general living expenses but not for fees (may be used for registered/formal childcare costs).
5. Childcare Reserve5.1 The College’s Board of Management had set aside a reserve childcare fund in 2011-12
only to allow the previous Voucher Scheme to be phased out yet make an allowance should childcare funds be fully committed.Given both bursary funds and FEDF can be used to supplement any shortfall in FE / HE CCF then the reserve would only be committed when other funds were fully exhausted.
6. Educational Maintenance Allowance (EMA) Programme6.1 EMAs form a part of the Scottish Government’s agenda of encouraging access to, and
participation in post-16 learning by young people from low-income families.
6.2 They are intended to encourage learners to stay on in post-compulsory education i.e. after they are legally eligible to leave.
6.3 Recipients will normally be aged between 16 and 19 years (inclusive).
6.4 EMA funds do not form part of the grant-in-aid to SFC, but are claimed in arrears based on recorded activity in the sector.
6.5 Eligibility for £30 per week will be for those in households of income of up to £20,351 and income of up to £22,403 for households with more than one dependent child.
6.6 Payment is dependent on 100 per cent weekly attendance and progress towards agreed learning targets.Students are however allowed up to 10 authorised absences over the course of the year without this impacting on their 100 per cent target.
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Learning & Teaching and Student Services CommitteMeeting of 21 January 2014
Agenda Item 7.3
7. Disbursement of Funds in Academic Year 2013-147.1 Information on the disbursement of funds up to 30 November is given in the tables in
appendix 1 to this report. Comparative figures have been provided at a similar point for last year.
8. Recommendation8.1 It is recommended that the Committee note the information provided in this paper.
Rob Wallen Neil CowiePrincipal Vice Principal Organisational Services
88
Table 1 – Funds Available
Funds Available£000
Funds Available£000
Funds Available£000
Support Funds 2013-14 2012–13 2011–12
FE Bursary 6,873 6,804 7,149
FE Discretionary 500 494 505
FE/HE Childcare (inc LPCG) 997 1,005 1,025
Total 8,370 8,303 8,679
HE Discretionary 205 210 215
EMA 611 623 616
Totals 9,186 9,136 9,510
Table 2 – Committed Funds
2013-14 2012-13
Support FundsFunds
Available£000s
Funds Committed
£000s
Funds Available
not yet committed
£000s
Funds Available
£000s
Funds Committed
£000s
Funds Available
not yet committed
£000s
FE Bursary 6,873 6,491 382 6,804 6,268 536
FE Discretionary 500 343 157 494 360 134
FE/HE Childcare (inc LPCG) 997 725 272 1,005 624 381
Total 8,370 7,559 811 8,303 7,252 1,051
HE Discretionary 205 81 124 210 48 162
EMA 611 611 0 623 623 0
Totals 9,186 8,251 935 9,136 7,923 1,213
Agenda Item 7.3Appendix 1
Table 3 – Supported Students
2013-14 2012–13
FE Bursary Fee Waiver 4,171 4,085
FE Discretionary + Loans 302 359
FE/HE Childcare 111 101
FE/LE LPCG 126 105
HE Discretionary + Loans 50 128
HE Childcare 14 15
EMA Programme 445 538