REVIEW OF SCOTLAND'S COLLEGES [SEETLLD DCMWG-P10]
WORKING GROUP: THE DIFFERENCE COLLEGES MAKE
OUTLINE FORMAT OF FINAL REPORT
This paper is also available to download as a PDF file
Purpose
1. To provide a basis for members to discuss some further thoughts on the format of the group's final report.
Outline of Report
'UNLOCKING OPPORTUNITIES: THE DIFFERENCE SCOTLAND 'S COLLEGES MAKE TO LEARNERS, THE ECONOMY AND WIDER SOCIETY'
1. Executive Summary
2. Introduction - including HMIE grades for the sector and the outcome of SR2004.
3. Who goes to college? - Basic statistics provided through 'faces' of college students
4. Diagram showing college delivery over an individual's lifetime e.g. from nursery places for learners' children through the range of college opportunities throughout life
5. Colleges of 1993 -statistics with broad overview of changing nature of college provision since.
6. Learner views of college - survey of student satisfaction
7. Employer views of college - Futureskills Scotland work and Scottish Chambers of Commerce survey
8. What difference do colleges make? - technical skills and core skills including confidence
9. What is it about colleges that makes the difference?
n Learning and teaching methods including flexible learning and integration of basic skills etc.
n Learner support
n Relevant curriculum (including vocational and work-based learning)
n Range of levels and progression opportunities
n Local presence
n Partnership and competition
10. Economic value of college learning
11. Social value of college learning
12. Competitiveness of colleges including efficiency and value for money
13. Case studies 1 - difference colleges makes to learners and meeting Executive priorities
School and College Partnership | Angus College |
Progressing to University | Central College of Commerce |
Helping individuals with literacy/numeracy difficulties | Banff and Buchan College |
Entry into traditional and new vocations | Glasgow Metropolitan College |
IT skills for the elderly/ageing population | Cumbernauld College |
Modern Curriculum | Anniesland College |
Meeting needs across Scotland - city and rural areas | Urban - Aberdeen College Rural - Dumfries and Galloway College |
Meeting the needs of those in the workplace - delivery of qualifications at work | North Highland College |
Supporting students with additional needs | Stevenson College |
International students | James Watt College |
Trade union learning | Stow College |
Prisoner rehabilitation (including former drug users etc.) | Motherwell College |
Consultancy/Training packages custom designed for companies | Glasgow College of Nautical Studies |
Reducing the Opportunity Gap/NEET | Coatbridge College |
Promoting growth and increasing productivity | Lauder College |
Community regeneration | John Wheatley College |
New professional regulation (e.g. nursery staff) | Jewel & Esk College |
Sustainability - Estates and Curriculum | Borders College |
Enterprise | Edinburgh's Telford College |
Reskilling | West Lothian College |
Nurturing creative industries | Cardonald College |
Knowledge transfer | Elmwood College |
Support for rural development | Oatridge College |
Green Jobs | Lews Castle College |
Collaboration between the specialist colleges | Barony College |
Diversity | North Glasgow College |
ESOL (including Asylum Seekers) | Langside College |
Performing arts | Dundee College |
Bio-technology | Forth Valley College |
Promoting Gaelic | SMO |
Breaking Down Gender Stereotypes | Stevenson College |
14. Conclusion - So What?
15.Stakeholder platforms
Reviews Team:
Review of Scotland's Colleges
November 2005
1 We are looking for accounts that portray typical college engagement, they will not therefore concentrate on the extra-ordinary experiences of some exceptional students. They will identify the funding source for the activity and any areas for development at a sector level.
Case studies will be in three parts:
1. a general introductory section describing the general way in colleges are involved in the subject matter, outlining where relevant any collaboration between colleges and other partners in this area;
2. a more specific case study that describes the colleges activities in the same sort of way as an HMIE case study (for those that have undergone an inspection in the past year, a relevant HMIE case study will be sufficient); and
3. a case study of an individual student or number of students with where possible testimonials from the learners.