Learning with Impact Clause Samples

The 'Learning with Impact' clause establishes a commitment to ensuring that any educational or training activities provided under the agreement are designed to produce measurable and meaningful outcomes. In practice, this may involve setting clear learning objectives, tracking participant progress, and evaluating the effectiveness of the training through assessments or feedback mechanisms. The core function of this clause is to guarantee that learning initiatives are not only delivered but also result in tangible improvements, thereby maximizing the value and effectiveness of the educational investment.
Learning with Impact. ‌ Dundee and Angus College is committed to skills growth and skills alignment across the full range of our curriculum. We have very effective arrangements across our region through school-college partnerships, employer engagement and articulation links that ensure that we are providing excellent entry and exit points for all learners into employment and higher study. We have an increasing level of Modern Apprenticeships provision, offering Modern Apprenticeship (MA), Technical Apprenticeship and SVQ programmes in the workplace at SCQF levels 5-10 on either a funded or commercial basis, delivering around 1000 Modern Apprenticeship opportunities as part of our contract and to support other managing agents. The MAs offered by the College are delivered on behalf of Skills Development Scotland and industry bodies including SECTT, SNIPEF, EAL, CITB and ECITB. In addition, the College delivers the underpinning knowledge on behalf of other private training providers. In all cases, the College supports candidates to achieve meaningful apprenticeship outcomes which lead to sustained employment. Matching industry demand to candidate numbers is crucial to ensure that both current and future workforce skills demands of the Dundee and Angus region are addressed. Numbers will increase through 2022/2023, with candidates on our Modern Apprenticeship SDS contract covering levels 2, 3 and 4 MA programmes in Administration, Motor Vehicle, Life Sciences, Hairdressing, Health and Social Care, Horticulture, Engineering, Civil Engineering, Procurement, Childcare, Hospitality, Creative & Digital Industries, and ICT. With this increasing demand, the College is concerned at the likely cap on places and available funding for MAs through Skills Development Scotland, with this representing a significant barrier to meeting the skills needs of our region. The College will continue to build on its strong relationships with employers and schools to create new education and skills opportunities, with a particular focus on new technologies and in areas such as green skills and hydrogen transport where there are increasing skills gaps and developing regional demand. Over 1500 school pupils will study with the College during 2022/2023 as part of their Senior Phase timetable. The demand for Foundation Apprenticeships remains positive with 409 students recruited across a broad range of subject areas in 2022/2023. The Dundee and ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ the Young Workforce Team actively support the imple...
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Learning with Impact employability, skills and work based education
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Learning with Impact. The University is committed to providing a curriculum that upskills the workforce, particularly in the areas of ICT and digital skills. We currently offer programmes in nine of the eleven key Scottish sectors as covered by the Skills Investment Plans (SIPs). Alongside traditional degree programmes, we continue to work with employers to provide training to meet developing skills gaps in anticipation of the need to harness new technologies. The University has grown new alternative routes of higher education, including expanding its provision of Graduate Level Apprenticeships (GLA) awarded by Skills Development Scotland. We have grown our graduate apprenticeships from 30 in 2017/18 to 275 in 2019/20 with students are spread across the subject areas of Civil Engineering, Construction, Computing and Business Management. Edinburgh ▇▇▇▇▇▇ is leading the universities skills activity of the Data Driven Innovation Skills Gateway work of the Edinburgh and South East Scotland Region Deal. Curriculum development work to date, relating to sought after data skills, includes commencing a new BSc (Hons) Data Science and embedding data science capability in BA Nursing and BA Business Management programmes. These courses have been prioritised as they attract students from MD20/40 areas, to ensure enhanced data capability is accessible to under-represented student groups, promoting inclusive growth. To align with industry and professional body requirements, we continue to seek accreditation as appropriate and the BEng (Hons) Cyber Security and Forensics course was approved by the National Cyber Security Centre (NCSC); the first undergraduate course to achieve this in the UK. Drawing upon considerable experience in this subject area we have delivered a new short course targeted to neuro-diverse participants, with ongoing support from the cyber security industry across Scotland. Our active Industry Advisory Boards have migrated smoothly to online meetings so that new working practices and industry insights can be shared with academic staff for the benefit of students. Such discussions continue to frame the embedding of meta skills development appropriate to each sector. We are continuing to prioritise and direct our Employer Engagement activity towards the development of key relationships with new and existing placement providers to ensure that ▇▇▇▇▇▇ students continue to get access to the best possible work experience opportunities being offered throughout this challenging per...
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Learning with Impact. Our major priority is to provide a curriculum which meets employer needs, supports the economic growth of our Region, and provides our students with appropriate qualifications and skills to build successful long-term careers. The College has significantly increased the work experience elements in courses over the last few years and works closely with employers to provide students either with placements or live project working. In addition, students benefit from simulated work-experience within the College, particularly in Hospitality, Hairdressing and Beauty Therapy. In these areas, our facilities were forced to close due to COVID restrictions and students were not able to undertake the breadth of work-experience. However, areas are now reopening with appropriate additional safety measures to provide critical work experience opportunities. For example, with £25,000 from the Savoy Educational Trust, the College has purchased specialist video equipment to facilitate and stream live practical demonstrations in our professional cookery kitchens, to allow students to watch at home or view from a socially distanced environment within the College. As a College, we have recognised the critical digital skills needed for both learning and future employment and developed a ‘Developing the Confidence to Learn Online’ unit which was provided for all 2021-22 students prior to them starting their courses to develop skills for collaborating, learning, and working online. Unlike last year, the COVID situation at the start of this session allowed us to bring students onto campus to better prepare and equip them for the online learning parts of the course. During the initial lockdown period in 2019-20, we scaled up our online learning curriculum and the associated staff team to respond to and support the significantly increased demand, particularly from those in the Care sector. Our learning materials to support upskilling for those working in Care, with children or to support mental health proved to be very relevant to meet the needs of online learners at that time and we continue to have high demand this session. The Team also are providing support for mainstream students undertaking additional online options to improve their employability skills and chances of gaining employment. Our training for employers has been adapted to online and blended provision and we have developed packages of learning to meet key upskilling requirements. Our work with Renfrewshire Council in p...
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Learning with Impact. The Dundee & Angus region has undergone significant transformation over the past few years and, with a £1bn investment in Dundee’s Waterfront, the £700m Tay Cities Deal, the £60m Michelin (Scotland) Innovation Parc developments and the planned Northern Light Entertainment E-Sports Arena progressing, it is important that the College continues to play a major role in providing the skills and training needed to ensure the needs of both the regional and national economy are met. Key project developments progressing over 2021/2022 include. The College is currently involved in three major Tay Cities Deal projects. The timescale for the Tay Cities Engineering Project (TCEP) has been delayed due to factors outwith the project’s control, but arrangements do remain on course for the redevelopment of engineering facilities and services on the Arbroath campus. This is a £4.3 million, 5-year, project which the College will lead, in partnership with Angus Council and a host of engineering companies. The timescales for the BioMedical, Small Medium Sized Enterprise (SME) and the proposed Shared Apprenticeship projects have been delayed by Tay Cities, but will continue to progress over the coming months. M.S.I.P. developments are progressing, with work commenced on the former Michelin factory site to create the Advanced Skills Academy Space. Information on the M.S.I.P. development is available here. The College has attracted £100k funding from the ▇▇▇▇▇▇▇ Trust to provide specialist equipment for the site and a further £60k per year from the Northwood trust to support recurring costs for an initial three year period. Work is also progressing well in respect of the new and innovative curriculum needs for the Academy. Work on site has been impacted by the COVID-19 restrictions and availability of materials, and it is anticipated that the first students will have an opportunity to learn alongside industry partners from early 2022. Plans for the 4000 capacity E-Sports arena on the Dundee Waterfront are progressing, with significant work taking place around the funding for the development. D&A is a skills partner in this development and arrangements in respect of the curriculum needs underpinning this development are progressing, including approval for a new BTEC qualification in E-Sports. With the site for the planned Eden Project Dundee now confirmed, the College continues to be a part of discussions around our support for the broad range of curriculum and skills needed for a...
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Learning with Impact. Measure H – SSES Survey – The percentage of students Overall, satisfied with their College experience 94.1 of FT HE students and 96.9% of FE FT students were satisfied overall with their experience. Therefore over 9 out of 10 FT students were satisfied with their college experience overall. HE distance/flexible learning were 94% satisfied overall and FE distance/flexible learning resulted in 94.4% satisfied overall. Regarding PT students: PT HE students were 92% satisfied overall and PT FE students were 98.2% satisfied overall. The college is pleased with these results but will continue to look at the comments and the small percentage of students who had issues, to make improvements where possible. FT FE 96.9% 91.20% 89.40% PT FE 98.2% 95.60% 100% FT HE 94.1% 88.40% 88% PT HE 92% 100% 90.90% 23 DGC Regional Outcome Agreement 2023/24 Total number of students who have achieved HNC or HND qualifications articulating to degree level courses with advanced standing 28 47 48 The total number of students who have achieved HNC or HND qualifications progressing to degree level courses 65 81 89 The proportion of successful learners who have achieved HNC or HND qualifications articulating to degree level courses with advanced standing 43.1% 58.0% 53.9% The percentage of students articulating to university with advanced standing has decreased in line with decreased enrolments. Overall numbers of students on the HE courses who have achieved their qualification and articulated on to university has decreased. The college is keen to offer HE qualifications to all students who want the study at this level. Pathways and alternative methods of studying are offered to achieve this, the college continues to expand new opportunities and collaborations however we recognise these trends are affecting the sector. Number of leavers 757 773 842 Confirmed destinations 93.7% (709) 92.0% (711) 94.9% (799) Unconfirmed destinations 6.3% (48) 8.0% (62) 5.1% (43) The college has a high percentage of confirmed destinations of all leavers (93.7%) but is also keen to have 100% and is working towards this to have a full picture.
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Learning with Impact. Graduate Outcomes and Skills
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Learning with Impact. The Learner Experience Framework (LEF) remains a priority activity of our Education Strategy Committee. LEF measures initially focused on the ‘3 Is’ (Internships, International and Industry/Employer Engagement) and through consultation with the Careers and Employability Working Group and ESC, were expanded this year to include updated measures, covering emerging priorities such as Innovation, Entrepreneurship and Education for Sustainable Development. The LEF has been an embedded part of the Faculty Annual Reporting process for the past four years; and encourages colleagues to reflect on their activities and progress through the LEF data. Data from the LEF has informed the development of the University’s Employability Strategy and externally, has demonstrated the University’s effective use of data to inform enhancement of learning, teaching and the student experience, through both our engagement in the QAA Enhancement Theme and Enhancement Led Institutional Review. The framework has enabled us to capture data to track our distinctive learner journey leading to positive graduate destinations including: • Opportunities to undertake degree-based work placements integrated into courses; • University internship and work-based learning opportunities for academic study, research or work experience; • Opportunities to undertake degree and work-based learning opportunities with entrepreneurial organisations; • Opportunities to undertake an international placement for academic study, research or work experience; • Opportunities for students to engage with the UN Sustainable Development Goals to address our global challenges and have real world impact; • External / Employer / Professional body engagement in courses including entrepreneurs, innovators and entrepreneurial leaders of organisations spanning all sectors: public, private, social, third sector, policy and government, charities and volunteer groups; • Opportunities for students to work in partnership with the University to enhance modules and programmes, and to create, design solutions and innovate as part of their studies; • Extra-curricular and volunteering opportunities, including with entrepreneurial organisations, charities and the social sector.
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Related to Learning with Impact

  • PROHIBITION ON CONTRACTING WITH ENTITIES USING CERTAIN TELECOMMUNICATIONS AND VIDEO SURVEILLANCE EQUIPMENT (Effective Aug. 13, 2020 Pursuant to 2 CFR 200.216, Contractor shall not offer equipment, services, or system that use covered telecommunications equipment or services as a substantial or essential component of any system, or as critical technology as part of any system. ‘‘Covered telecommunications equipment or services means 1) telecommunications equipment produced by Huawei Technologies Company or ZTE Corporation (or any subsidiary or affiliate of such entities); 2) for the purpose of public safety, security of government facilities, physical security surveillance of critical infrastructure, and other national security purposes, video surveillance and telecommunications equipment produced by Hytera Communications Corporation, Hangzhou Hikvision Digital Technology Company, or Dahua Technology Company (or any subsidiary or affiliate of such entities);

  • PROCEDURE FOR DEALING WITH SAFETY ISSUES OR INCIDENTS 11.1 The Employer, the Employees and the Union agree that for the purposes of s. 81 of the WHS Act matters about work health and safety arising at the workplace shall be resolved in accordance with this procedure. 11.2 The Parties agree that for the purposes of this procedure and s. 81(3) of the WHS Act the following persons shall be the representatives of the following parties: (a) the Principal Contractor (as defined in the WHS Act) - Site Manager or any other person nominated by the Principal Contractor (b) the Employers - the Site Manager or any other person nominated by the Employer(s) (c) The Employees - the Union or other representatives. (Collectively referred to as "Nominated Parties”) 11.3 The Nominated Parties agree that representatives shall be entitled to: (a) inspect any work system, plant, substance, structure, or other thing relevant to resolving the issue (b) consult with relevant Employees in relation to resolving the issue (c) consult with the relevant PCBU (as defined in the WHS Act) about resolving the issue (d) inspect and take copies of any document that is directly relevant to resolving the issue; and (e) advise any person whom the representative reasonably believes to be exposed to a serious risk to his or her health and safety, emanating from an immediate and imminent exposure to a hazard of that risk. 11.4 The Nominated Parties and/or their representatives may commence the procedure by informing, either by themselves or their representative, the other Parties and/or representatives that: (a) there is an issue to be resolved; and (b) the nature and scope of the issue. 11.5 As soon as the Parties and/or their representatives are informed of the issue, the Nominated Parties and/or their representatives must meet or communicate with each other to attempt to resolve the issue. 11.6 The Nominated Parties and/or their representatives must have regard to all relevant matters including: (a) the degree and imminent risk to the Employees or other persons affected by the issue. (b) the number and location of Employees and other persons affected by the issue. (c) the measures both temporary and permanent that must be implemented to resolve the issue. (d) who will be responsible for implementing the resolution measures. (e) whether the hazard or risk can be isolated; and (f) the time that may elapse before the hazard or risk is permanently corrected. 11.7 Once the issue is resolved details of the issue and its resolution must be set out in writing with all Nominated Parties and/or their representatives to be satisfied that the agreement reflects the resolution of the issue with a copy given to all Nominated Parties and/or their representatives to the issue. The issue, once resolved, shall be recorded in the next safety committee meeting minutes with the agreed resolution. 11.8 The Nominated Parties and/or their representatives must make reasonable efforts to achieve a timely and final resolution of the issue. If within a reasonable time there is still no resolution, any of the Nominated Parties attempting to resolve the issue may then ask Work Health and Safety Queensland, and/or the QBCC, where applicable, to arrange for an inspector to attend the workplace to assist in resolving the issue. 11.9 Direction to cease work (a) If - (i) an issue concerning health or safety arises at a workplace or from the conduct of the undertaking of the Employer; and (ii) the issue concerns work which involves an immediate threat to the health or safety of any person; and (iii) given the nature of the threat and degree of risk, it is not appropriate to adopt the processes set out in clause 11.7 above (b) the Employer and/or the health and safety representative for the designated work group in relation to which the issue has arisen may, after consultation between them, direct that the work is to cease. (c) During any period for which work has ceased in accordance with such a direction, the Employer may assign any Employees whose work is affected to suitable and safe alternative work. 11.10 Fundamental to this process is a standing invitation for Union representatives to attend site to assist with all matters relating to health and safety. 11.11 Employees are not required to work in circumstances where the employee or a Union representative reasonably believes a safety law is being, or will be, contravened. Consultation between the relevant parties will occur throughout this procedure including with senior representatives of the Employer and the Union.

  • Statement of Grievance The grievance shall contain a statement of: (a) The specific situation, act or acts complained of as an agreement violation; (b) The inequity or damage suffered by the employee; and (c) The relief sought.

  • Reports of unusual occurrence The Contractor shall, during the Maintenance Period, prior to the close of each day, send to the Authority and the Authority’s Engineer, by facsimile or e- mail, a report stating accidents and unusual occurrences on the Project Highway relating to the safety and security of the Users and Project Highway. A monthly summary of such reports shall also be sent within 3 (three) business days of the closing of month. For the purposes of this Clause 15.4, accidents and unusual occurrences on the Project Highway shall include: (a) accident, death or severe injury to any person; (b) damaged or dislodged fixed equipment; (c) flooding of Project Highway; and (d) any other unusual occurrence.

  • Certification Regarding Business with Certain Countries and Organizations Pursuant to Subchapter F, Chapter 2252, Texas Government Code, PROVIDER certifies it is not engaged in business with Iran, Sudan, or a foreign terrorist organization. PROVIDER acknowledges this Purchase Order may be terminated if this certification is or becomes inaccurate.