Needs. The colleges in Lanarkshire were involved in SFC pilot activity in 2010 to review extended learning support arrangements and use ELS funding to support learners using a “needs-led” approach. Good practice in these approaches was shared in various Scotland-wide workshops. The colleges became early adopters in implementing these approaches and have built on the principles and practices since then. The colleges will continue to address extended learning support requirements of students based on need with the explicit intended outcome to help support high attainment among these learners. Ongoing discussions will continue to take place with the Outcome Agreement Manager for the Region to ensure that sufficient funds are made available to ensure that these learners continue to be adequately supported. Progress from the 2013/14 Regional Outcome Agreement for Lanarkshire has been strong and can be demonstrated by the achievement of almost all Key Performance Indicator targets. These targets were set above the national average at that time and provide confidence in the quality of Lanarkshire’s provision. As a consequence our learners are experiencing better outcomes, greater opportunity and enhanced life prospects and will continue to experience the highest quality of learning and teaching and overall learner experience. We set out in 2015/16 to continue this journey with further improved outcomes for learners and higher levels of student satisfaction and success. The colleges working together with pooled experience and more consistent approaches will result in improved outcomes demonstrated by higher numbers of learners achieving positive destinations on the completion of their studies. The colleges set a combined region-wide target for expected learner attainment at FE and HE level. When the 2014-15 Outcome Agreement was being developed, the ROA group used the three-year performance data published by SFC for 2009-10 to 2011/12 as a benchmark to inform target setting at FE and HE levels. The targets for 2013/14 at both FE and HE level were exceeded. However, the region-wide rates levelled out and remained static for 2014/15. The on-going aim of the colleges is to continue to implement strategies that will further enhance annual student attainment levels over a continuing three-year period. Nationally,between 2013/14 and 2014/15 attainment rates reduced for FE FT provision by around 2% and remained stable for HEFT provision. Against this backdrop, Regional outcomes have also remained fairly stable overall. Alongside the challenge of progressing with New College Lanarkshire’s (NCL’s) three college merger, the college has ensured that learners have not been impacted by this very significant change. Standards of FEFT and HEFT success were maintained from 2013/14 through to 2014/15. NCL, as a merged college, whilst maintaining standards, has not yet seen its aspirational levels of improvement materialise. It has put in place a range of new frameworks and strategies supported by a consistent vision and shared culture to deliver a step change in performance. Student attainment rates at South Lanarkshire College (SLC) rose several percentage points from an already high base. Students on HEPT programmes had the highest success rates in Scotland at 94%. The college is described by Education Scotland as a “high-performing college” and learner success for FEFT and HEFT is amongst the best in Scotland. Learners from the most deprived datazones had attainment levels well above sector average. The colleges delivered 1.9 percentage points more activity to learners from the 10% most deprived datazones than targeted. This equates to 315 additional learners places above target. The colleges have a continuing focus to support these particular learners to achieve the best they can. In 2014-15 SFC, Education Scotland, South Lanarkshire College, North East College, Ayrshire College and the Scottish Government undertook an Action Learning Pilot to help inform future direction in relation to external quality review. The aims of the SFC pilot were to: • Integrate performance monitoring of outcome agreements with reviews of quality of learning and teaching to reduce duplication of effort. • Develop evaluation and performance reporting which makes appropriate use of the national quality framework and also reflects the regional context. • Strengthen ownership and responsibility for self-evaluation of outcomes and quality by colleges, as the route to real quality improvement. • Ensure that credibility is built into college self-evaluation by embedding independent, external, critical, challenging voices into evaluation processes. • Enable SFC, and other stakeholders to have more frequent (annual) validated assurance that college regions are performing well on all aspects of their work, and that action is being taken on any weak points. Staff in the three colleges maintained regular contact with each other throughout the year by face-to-face meetings and telephone conferencing. Through this they shared learning on an ongoing basis. The colleges also had regular engagement with their Outcome Agreement Manager and the Education Scotland team nominated to work with them. Nationally the outcomes of the pilot are being reviewed in order to inform future external quality review arrangements. The colleges in Lanarkshire plan to use the lessons learned from the pilot to inform the development of quality approaches that help address underperformance while enhancing existing high- quality delivery. The colleges have already undertaken collaborative Quality Assurance activities, shared good practice and implemented common initiatives. Examples of partnership working include: • Common approaches to learner engagement and learner representation; • More consistent approaches to assessment and the handling of complaints; • Comprehensive discussions on virtual learning environments, their use and impact; • A focus on the development of a consistent college calendar and college day; • Sharing good practice for curriculum design, delivery and structure. • More streamlined enrolment and bursary processes to support learners There are a great many other such examples of effective collaborative work and they will all serve to enhance delivery across Lanarkshire for our learners, building on the key strengths identified and published in relation to the region. Some aspirations we set out now include a continued commitment to: • Better preparation for further study and employment; • More effective learner progress with higher attainment levels; • Improving the learning environment; • Refining approaches to pastoral and academic guidance and learner services; • Enhancing further, staff motivation and commitment. The progress achieved from 2013/14 gives us confidence about the future and clarity about where our priorities should be. We are proud to record that our journey, through the vehicle of the Lanarkshire Regional Outcome Agreement, towards the highest quality and most efficient learning is well underway and will advance effectively into 2015/16 and beyond. Progress is evident in our continued commitment to ensuring ‘learner journeys’ are as efficient and effective as they can be. Curriculum mapping has identified effective progression pathways for learners with gaps identified and considered. Programmes exist from SCQF levels 3 to 9 that have the potential to create clear progression and articulation routes to higher levels of study through regional and national partnerships. One objective of curriculum mapping for the region is to map and review all articulation agreements and negotiate the routes and number of places across the region. Learner and staff engagement are central to our success and there has been a comprehensive refresh of learner representation and engagement through the respective Student Associations. Consistent approaches to gathering learner views have been devised and recorded and will continue to develop. Learners should and will continue to play an integral role, active in the planning and evaluation of their learning, in partnership with curriculum and support staff. A significant number of key staff development activities and work focused meetings have taken place across the full range of curriculum and support services, drawing the region together and identifying a range of benefits for staff, learners and stakeholders. These activities will grow in number and purpose, serving to create deeper and more lasting staff links in support of the learner journey.
Appears in 1 contract
Sources: Outcome Agreement
Needs. The colleges in Lanarkshire were involved in SFC pilot activity in 2010 to review extended learning support arrangements and use ELS funding to support learners using a “needs-led” approach. Good practice in these approaches was shared in various Scotland-wide workshops. The colleges became early adopters in implementing these approaches and have built on the principles and practices since then. The colleges will continue to address extended learning support requirements of students based on need with the explicit intended outcome to help support high attainment among these learners. Ongoing discussions will continue to take place with the Outcome Agreement Manager for the Region to ensure that sufficient funds are made available to ensure that these learners continue to be adequately supported. Progress from the 2013/14 Regional Outcome Agreement for Lanarkshire has been very strong and can be demonstrated by the achievement of almost all Key Performance Indicator targets. These targets were set above the national average at that time and provide confidence in the growing quality of Lanarkshire’s provision. As a consequence our learners are experiencing better outcomes, greater opportunity and enhanced life prospects and will continue to experience the highest quality of learning and teaching and overall learner experience. We set out in 2015/16 2014/15 to continue this journey with further improved outcomes for learners and higher levels of student satisfaction and success. The colleges working together with pooled experience and more consistent approaches will result in improved outcomes demonstrated by higher numbers of learners achieving positive destinations on the completion of their studies. The colleges set Lanarkshire region continues to demonstrate, through positive annual engagement reports, a combined region-wide target strong evidence base for expected learner attainment at FE a region working effectively in support of our communities and HE levelshows a very positive picture. When the 2014-15 Outcome Agreement was being developed, the ROA group used the three-year performance data published by SFC for 2009-10 As a region we are effectively progressing our approaches to 2011/12 as a benchmark to inform target setting at FE quality assurance and HE levels. The targets for 2013/14 at both FE enhancement and HE level were exceeded. However, the region-wide rates levelled out and remained static for 2014/15. The on-going aim of the colleges is to we will continue to implement strategies that will further enhance annual student attainment levels over a continuing three-year period. Nationally,between 2013/14 and 2014/15 attainment rates reduced for FE FT provision by around 2% and remained stable for HEFT provision. Against this backdrop, Regional outcomes have also remained fairly stable overall. Alongside the challenge of progressing with New College Lanarkshire’s (NCL’s) three college merger, the college has ensured that learners have not been impacted by this very significant change. Standards of FEFT and HEFT success were maintained from 2013/14 through to 2014/15. NCL, as a merged college, whilst maintaining standards, has not yet seen its aspirational levels of improvement materialise. It has put flourish in place a range of new frameworks and strategies supported by a consistent vision and shared culture to deliver a step change in performance. Student attainment rates at South Lanarkshire College (SLC) rose several percentage points from an already high base. Students on HEPT programmes had the highest success rates in Scotland at 94%. The college is described by Education Scotland as a “high-performing college” and learner success for FEFT and HEFT is amongst the best in Scotland. Learners from the most deprived datazones had attainment levels well above sector average. The colleges delivered 1.9 percentage points more activity to learners from the 10% most deprived datazones than targeted. This equates to 315 additional learners places above target. The colleges have a continuing focus to support these particular learners to achieve the best they can. In 2014-15 SFC, Education Scotland, South Lanarkshire College, North East College, Ayrshire College and the Scottish Government undertook an Action Learning Pilot to help inform future direction in relation to external quality review. The aims of the SFC pilot were to: • Integrate performance monitoring of outcome agreements with reviews of quality our pursuit of learning and teaching to reduce duplication of effort. • Develop evaluation and performance reporting which makes appropriate use of the national quality framework and also reflects the regional context. • Strengthen ownership and responsibility for self-evaluation of outcomes and quality by colleges, as the route to real quality improvement. • Ensure that credibility is built into college self-evaluation by embedding independent, external, critical, challenging voices into evaluation processes. • Enable SFC, and other stakeholders to have more frequent (annual) validated assurance that college regions are performing well on all aspects of their work, and that action is being taken on any weak points. Staff in the three colleges maintained regular contact with from each other throughout the year by face-to-face meetings and telephone conferencingadopting best practice. Through this they shared learning on an ongoing basis. The colleges also had regular engagement with their Outcome Agreement Manager and the Education Scotland team nominated to work with them. Nationally the outcomes of the pilot are being reviewed in order to inform future external quality review arrangements. The colleges in Lanarkshire plan to use the lessons learned from the pilot to inform the development of quality approaches that help address underperformance while enhancing existing high- quality delivery. The colleges have already undertaken collaborative Quality Assurance activitiesAs a regional grouping, shared good practice and implemented common initiatives. Examples robust examples of partnership working include: • Common approaches to learner engagement and learner representation; • More consistent approaches to assessment and the handling of complaints; • Comprehensive discussions on virtual learning environments, their use and impact; • A focus on the development of a consistent college calendar and college day; • Sharing good practice for curriculum design, delivery and structure. • More streamlined enrolment and bursary processes to support learners There are a great many other such examples of effective collaborative work and they will all serve to enhance delivery across Lanarkshire for our learners, building on the key strengths identified and published in relation to the region. Some aspirations we set out now include a continued commitment to: • Better preparation for further study and employment; • More effective learner progress with higher attainment levels; • Improving the learning environment; • Refining approaches to pastoral and academic guidance and learner services; • Enhancing further, staff motivation and commitment. The progress achieved from 2013/14 gives us confidence about the future and clarity about where our priorities should be. We are proud to record that our journey, through the vehicle of the Lanarkshire Regional Outcome Agreement, towards the highest quality and most efficient learning is well underway and will advance effectively into 2015/16 and beyond. Progress is evident in our continued commitment to ensuring ‘learner journeys’ are as efficient and effective as they can be. Curriculum mapping has identified effective progression pathways for learners with gaps identified and considered. Programmes exist from SCQF levels 3 to 9 that have the potential to create clear progression and articulation routes to higher levels of study through regional and national partnerships. One objective of curriculum mapping for the region is to map and review all articulation agreements and negotiate the routes and number of places across the region. Learner and staff engagement are central to our success and there has been a comprehensive refresh of learner representation and engagement through the respective Student Associations. Consistent approaches to gathering learner views have been devised and recorded and will continue to develop. Learners should and will continue to play an integral role, active in the planning and evaluation of their learning, in partnership with curriculum and support staff. A significant number of key staff development activities and work focused meetings have taken place across the full range of curriculum and support services, drawing the region together and identifying a range of benefits for staff, learners and stakeholders. These activities will grow in number and purpose, serving to create deeper and more lasting staff links in support of the learner journey.
Appears in 1 contract
Sources: Outcome Agreement
Needs. The colleges in Lanarkshire were involved in SFC pilot activity in 2010 to review extended learning support arrangements and use ELS funding to support learners using a “needs-led” approach. Good practice in these approaches was shared in various Scotland-wide workshops. The colleges became early adopters in implementing these approaches and have built on the principles and practices since then. The colleges will continue to address extended learning support requirements of students based on need with the explicit intended outcome to help support high attainment among these learners. Ongoing discussions will continue to take place with the Outcome Agreement Manager for the Region to ensure that sufficient funds are made available to ensure that these learners continue to be adequately supported. Progress from the 2013/14 Regional Outcome Agreement for Lanarkshire has been strong and can be demonstrated by the achievement of almost all Key Performance Indicator targets. These targets were set above the national average at that time and provide confidence in the quality of Lanarkshire’s provision. As a consequence our learners are experiencing better outcomes, greater opportunity and enhanced life prospects and will continue to experience the highest quality of learning and teaching and overall learner experience. We set out in 2015/16 to continue this journey with further improved outcomes for learners and higher levels of student satisfaction and success. The colleges working together with pooled experience and more consistent approaches will result in improved outcomes demonstrated by higher numbers of learners achieving positive destinations on the completion of their studies. studies. The colleges set a combined region-wide target for expected learner attainment at FE and HE level. When the 2014-15 Outcome Agreement was being developed, the ROA group used the three-year performance data published by SFC for 2009-10 to 2011/12 as a benchmark to inform target setting at FE and HE levels. The targets for 2013/14 at both FE and HE level were exceeded. However, the region-wide rates levelled out and remained static for 2014/15. The on-going aim of the colleges is to continue to implement strategies that will further enhance annual student attainment levels over a continuing three-year period. Nationally,between 2013/14 and 2014/15 attainment rates reduced for FE FT provision by around 2% and remained stable for HEFT provision. Against this backdrop, Regional outcomes have also remained fairly stable overall. Alongside the challenge of progressing with New College Lanarkshire’s (NCL’s) three college merger, the college has ensured that learners have not been impacted by this very significant change. Standards of FEFT and HEFT success were maintained from 2013/14 through to 2014/15. NCL, as a merged college, whilst maintaining standards, has not yet seen its aspirational levels of improvement materialise. It has put in place a range of new frameworks and strategies supported by a consistent vision and shared culture to deliver a step change in performance. Student attainment rates at South Lanarkshire College (SLC) rose several percentage points from an already high base. Students on HEPT programmes had the highest success rates in Scotland at 94%. The college is described by Education Scotland as a “high-performing college” and learner success for FEFT and HEFT is amongst the best in Scotland. Learners from the most deprived datazones had attainment levels well above sector average. The colleges delivered 1.9 percentage points more activity to learners from the 10% most deprived datazones than targeted. This equates to 315 additional learners places above target. The colleges have a continuing focus to support these particular learners to achieve the best they can. In 2014-15 SFC, Education Scotland, South Lanarkshire College, North East College, Ayrshire College and the Scottish Government undertook an Action Learning Pilot to help inform future direction in relation to external quality review. The aims of the SFC pilot were to: • Integrate performance monitoring of outcome agreements with reviews of quality of learning and teaching to reduce duplication of effort. effort. • Develop evaluation and performance reporting which makes appropriate use of the national quality framework and also reflects the regional context. • Strengthen ownership and responsibility for self-evaluation of outcomes and quality by colleges, as the route to real quality improvement. • Ensure that credibility is built into college self-evaluation by embedding independent, external, critical, challenging voices into evaluation processes. • Enable SFC, and other stakeholders to have more frequent (annual) validated assurance that college regions are performing well on all aspects of their work, and that action is being taken on any weak points. Staff in the three colleges maintained regular contact with each other throughout the year by face-to-face meetings and telephone conferencing. Through this they shared learning on an ongoing basis. The colleges also had regular engagement with their Outcome Agreement Manager and the Education Scotland team nominated to work with them. Nationally the outcomes of the pilot are being reviewed in order to inform future external quality review arrangements. The colleges in Lanarkshire plan to use the lessons learned from the pilot to inform the development of quality approaches that help address underperformance while enhancing existing high- quality delivery. The colleges have already undertaken collaborative Quality Assurance activities, shared good practice and implemented common initiatives. Examples of partnership working include: include: • Common approaches to learner engagement and learner representation; • More consistent approaches to assessment and the handling of complaints; complaints; • Comprehensive discussions on virtual learning environments, their use and impact; • A focus on the development of a consistent college calendar and college day; • Sharing good practice for curriculum design, delivery and structure. structure. • More streamlined enrolment and bursary processes to support learners There are a great many other such examples of effective collaborative work and they will all serve to enhance delivery across Lanarkshire for our learners, building on the key strengths identified and published in relation to the region. Some aspirations we set out now include a continued commitment to: • Better preparation for further study and employment; • More effective learner progress with higher attainment levels; • Improving the learning environment; • Refining approaches to pastoral and academic guidance and learner services; services; • Enhancing further, staff motivation and commitment. The progress achieved from 2013/14 gives us confidence about the future and clarity about where our priorities should be. We are proud to record that our journey, through the vehicle of the Lanarkshire Regional Outcome Agreement, towards the highest quality and most efficient learning is well underway and will advance effectively into 2015/16 and beyond. Progress is evident in our continued commitment to ensuring ‘learner journeys’ are as efficient and effective as they can be. Curriculum mapping has identified effective progression pathways for learners with gaps identified and considered. Programmes exist from SCQF levels 3 to 9 that have the potential to create clear progression and articulation routes to higher levels of study through regional and national partnerships. One objective of curriculum mapping for the region is to map and review all articulation agreements and negotiate the routes and number of places across the region. Learner and staff engagement are central to our success and there has been a comprehensive refresh of learner representation and engagement through the respective Student Associations. Consistent approaches to gathering learner views have been devised and recorded and will continue to develop. Learners should and will continue to play an integral role, active in the planning and evaluation of their learning, in partnership with curriculum and support staff. A significant number of key staff development activities and work focused meetings have taken place across the full range of curriculum and support services, drawing the region together and identifying a range of benefits for staff, learners and stakeholders. These activities will grow in number and purpose, serving to create deeper and more lasting staff links in support of the learner journey.
Appears in 1 contract
Sources: Outcome Agreement