f&gp committee meeting · whcuhi-committee papers-standard template 2) a web site will be used,...

F&GP Committee meeting

17 June 2019, 16:30 to 19:00F35 in Fort William

Agenda1. Apologies

2. Minutes of the meeting of 18 March 2019

3. Declarations of interest

4. Homologation of decision to approve CRTR research bid

Decision

Hayley Lewis

FGP_170619_4_Homologation of CRTR bid.pdf (8 pages)

5. Matters arising

5.1. National Bargaining

5.2. CRTR Slow Adventure

6. Any Other Business

7. Estates UpdateDiscussion

Paula Lister

FGP_170619_7_Estates update.pdf (7 pages)

8. CONFIDENTIAL Management Accounts for period ending April 2019

Endorsement

Paula Lister

FGP_170619_8_Management Accounts.pdf (6 pages)

9. CONFIDENTIAL Draft Budget 2019-20

(incorporating verbal report of PR&R) Endorsement

Paula Lister

FGP_170619_9_ draft budget.pdf (5 pages)

10. Financial Forecast Return update

(Verbal)Information

Lydia Rohmer

11. UHI VAT Group

(Verbal)Information

Paula Lister

12. Health & Safety Report third quarterInformation

Lydia Rohmer

FGP_170619_12_H&S.pdf (6 pages)

13. F&GP Committee Evaluation

Wednesday 18 September 2019Decision

Christine Mackay

FGP_170619_13_committee evaluation.pdf (6 pages)

14. Policies for review

14.1. FE Essential SkillsEndorsement

Sue Macfarlane

FGP_170619_14.1_FE Essential Skills policy.pdf (15 pages)

14.2. Procurement (delay to Sept 2019)Decision

Paula Lister

FGP_170619_14.2_14.3_Policies for delay.pdf (2 pages)

14.3. Fee instalment (delay to September 2019)Decision

Paula Lister

15. Date of next meeting

Wednesday 18 September 2019

Cover-Paper_CRTR homologation.docx Page 1 of 2 FJG Ver2 171016

West Highland College UHI Cover Paper Committee/Group Name Finance and General Purpose Committee paper no:

F&GP170619/4 Subject Homologation of decision to approve CRTR research bid

Purpose of paper

F&GP members were invited to approve a research bid for the Centre for Recreation and Tourism Research on 18 April 2019. Unfortunately the time allowed for this was short, and it was over the Easter holiday period. The convenor of the Committee did respond and, for the reason given in the attached email, the CRTR request was considered approved.

Strategic linkage Tick all that apply: 1. WHC strategic plan ☐ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☐ 5. New opportunity/change ☐

Describe the linkage: Click to enter text.

Content sensitivity Choose one of these options Resource implications Give details if yes Yes As given in the CRTR request

Risk implications Choose an item. Further explain risk implications Date paper prepared 27/05/2019 Date of meeting 17/06/2019 Author College Secretary Equality Impact Assessment (EIA)

Choose an item. If no, explain why, if yes attach the EIA. Click or tap here to enter text.

Action requested (tick those that apply)

For information ☐ For discussion ☐ For endorsing ☐ For decision ☒

Consultation has been carried out with Staff ☐ Students ☐ UHI and Partners ☐ External ☐

Which other committees have been consulted? How else have you consulted? Describe here

Status Non-confidential Freedom of Information Can this paper be included in open business?*

Yes

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Cover-Paper_CRTR homologation.docx Page 2 of 2 FJG Ver2 171016

* If a paper should not be included within “open” business, please highlight below the reason. Its disclosure would substantially prejudice a programme of research ☐ Its disclosure would substantially prejudice the commercial interests of any person or organisation ☐

Its disclosure would substantially prejudice the effective conduct of public affairs ☐ Its disclosure would constitute a breach of the Data Protection Act ☐ Its disclosure would constitute a breach of confidence actionable in court ☐ Other (please give further details) ☐ For how long should a paper be withheld? 1. Length of time needed ☐ 2. A condition is required ☐

Describe 1. Click or tap here to enter text. 2. Click or tap here to enter text.

Further guidance on application of the exclusions from Freedom of Information legislation is available via http://www.itspublicknowledge.info/ScottishPublicAuthorities/ScottishPublicAuthorities.asp and http://www.itspublicknowledge.info/web/FILES/Public_Interest_Test.pdf

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http://www.itspublicknowledge.info/ScottishPublicAuthorities/ScottishPublicAuthorities.asp

http://www.itspublicknowledge.info/web/FILES/Public_Interest_Test.pdf

From: Claire WylieTo: Lydia RohmerCc: Hayley Lewis; John HutchisonSubject: Re: Fw: CRTR Application for SNH Project - FGP Approval RequiredDate: 22 April 2019 10:22:47

Good morning Lydia

As far as I know, Hayley is the only person to respond to Thursday's request to approve theCRTR bid. As the F&GP chair, this is very helpful. The Scheme of Delegation says: TheConvener of each Committee is authorised to act on behalf of the Board between cycles sofar as such acts relate to matters within the remit of the Committee of which he or she isConvener.

Best wishes,Claire

Claire WylieWest Highland College UHI - AuchtertyreColaiste na Gàidhealtachd an Iar OGE - Uachdar ThìreI work part-time irregular hours, but generally check my email through the working week.Direct Dial: 01397 874525 | www.whc.uhi.ac.uk | Please think before you printTaigh Darach, Lochalsh Business Park, Auchtertyre, Kyle of Lochalsh, IV40 8EGRegistered Office: West Highland College UHI, Carmichael Way, Fort William, PH33 6FF | Tel:01397 874000West Highland College UHI is a company limited by guarantee (SC153921) with charitable status(SC024193)This communication may contain information which is confidential and may also be privileged. Itis for the exclusive use of the intended recipient(s). If you are not the intended recipient(s),please note that any distribution, copying or use of this communication or the information in it isstrictly prohibited. This email does not form part of any contract unless so stated.If you have received this communication in error, please notify us by email or by telephone andthen delete the communication and any copies of it.

From: Hayley Lewis <[email protected]>Sent: 18 April 2019 17:53To: Claire WylieCc: John Hutchison; Lydia Rohmer; HISA Depute WHC; Charles McCrimmon; Ross Lynn; LisaMcAndrewSubject: Re: Fw: CRTR Application for SNH Project - FGP Approval Required I am content to approve this for submission in accordance with the timetable, provided1. Lydia is content that the required processes for managing another ESIF/ERDF fundedproject do not create unmanageable workloads in support functions (eg finance)2. That we are sure that existing staff costs are eligible costsLooks like a very interesting project - and I hope it is approved for funding!

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mailto:/O=EXCHANGELABS/OU=EXCHANGE ADMINISTRATIVE GROUP (FYDIBOHF23SPDLT)/CN=RECIPIENTS/CN=7030204AF40E4141A82B753A63986778-WH01CW

mailto:[email protected]



Hayley

On Thu, Apr 18, 2019 at 3:53 PM Claire Wylie <[email protected]> wrote:Dear all

Please find attached a CRTR application to participate in a project entitled 'The Coastthat Shaped the World'. This is for your approval.

The application needs to be submitted on Monday 22 April so the turnaround time forthis is very tight. It would be very helpful if you could reply by return, and by first thingon Monday at the latest. Thanks and apologies for that.

Because of leave arrangements over the break, it would be great if you could reply toboth Lydia and me, to make sure that we pick up all replies.

If any queries, I am sure Lydia would be happy to help.

Best wishes,ClaireClaire WylieWest Highland College UHI - AuchtertyreColaiste na Gàidhealtachd an Iar OGE - Uachdar ThìreI work part-time irregular hours, but generally check my email through the working week.Direct Dial: 01397 874525 | www.whc.uhi.ac.uk | Please think before you printTaigh Darach, Lochalsh Business Park, Auchtertyre, Kyle of Lochalsh, IV40 8EGRegistered Office: West Highland College UHI, Carmichael Way, Fort William, PH33 6FF | Tel:01397 874000West Highland College UHI is a company limited by guarantee (SC153921) with charitablestatus (SC024193)This communication may contain information which is confidential and may also be privileged.It is for the exclusive use of the intended recipient(s). If you are not the intended recipient(s),please note that any distribution, copying or use of this communication or the information in itis strictly prohibited. This email does not form part of any contract unless so stated.If you have received this communication in error, please notify us by email or by telephoneand then delete the communication and any copies of it.

From: Lydia RohmerSent: 18 April 2019 15:22To: Claire WylieSubject: CRTR Application for SNH Project - FGP Approval Required Claire, Could I please ask you to circulate the attached to FGP regarding CRTR’s SNH Project

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http://www.whc.uhi.ac.uk/

Application, for approval. With many thanks and kind regards, Lydia Lydia D RohmerPrincipal and Chief Executive

West Highland College UHI – Fort William | Colaiste na Gàidhealtachd an Iar OGE – An GearasdanTel (Direct Dial) 01397 874214 | Mobile 07783 014441 | www.whc.uhi.ac.uk | Please think before you print

Home - West Highland College UHIwww.whc.uhi.ac.uk

We are very different... We are a very different college and we are delighted that youare thinking about joining us. Our ten college centres around the west highlands offer awide range further and higher education opportunities from degree programmes in ourSchool of Adventure studies to access programmes in even the smallest of our centres.

Registered Office: West Highland College UHI, Carmichael Way, Fort William, PH33 6FF | Tel: 01397 874000West Highland College UHI is a company limited by guarantee (SC153921) with charitable status (SC024193)

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WHCUHI-Committee papers-standard template

West Highland College UHI Paper: x x / x x x x

Committee F&GP Subject

Action requested Decision

Brief summary of the paper (key points for meeting)

Context The Centre for Recreation and Tourism Research continues to manage or participate in five EU-funded projects, but it needs to secure further projects to ensure continuity of both work and income. The opportunity has arisen to submit an application to Scottish Natural Heritage’s Natural and Cultural Heritage Fund (NCHF), with a deadline of 22nd April. The purpose of this paper is to seek committee approval for participation in a project application to the NCHF, entitled ’The Coast that Shaped the World’. The project builds directly upon the work undertaken by the West Coast Marine Tourism Collaboration (WCMTC) - a consortium of 18 destination management organisations (DMOs) on islands and the mainland up and down the west coast, from Arran to St Kilda. This work sought to identify gaps and opportunities for marine tourism development along the West Coast, and was undertaken in parallel with CRTR’s own involvement in the CAPITEN INTERREG project. One of the ideas that came out of this extensive scoping study was ’The Coast that Shaped the World’. The aim is to create a digital tourism product that vividly and imaginatively, using both digital and traditional media, portray stories that shaped our lives and many that shaped the world. These range from the medieval saints and Christianity to the Stevenson lighthouses, the clearances to the clans of the west coast. In total the project will collate and portray 20 stories from 20 destinations up along the west coast. The project application would be led by the Centre on behalf of a collaboration with the 18 DMOs and the WCMTC. The project will have four phases: 1) A team of locally-based agents will spend time in their areas scoping out and obtaining the detail for the 20 stories and holding events with local groups to engage them in the storytelling 2) A b it ill b d l th li f Edi b h

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2) A web site will be used, along the lines of Edinburgh 101, to portray elements of these stories, grouped into themes for example, to inspire visitors to visit the west coast. 3) once in Scotland the stories will be portrayed using one of two means: a) An app which is geo-tagged and releases the full story on a smartphone when triggered, at a physical location where an event happened for instance. b) A series of physical installations in heritage centres which use augmented reality to narrate stories, in a vivid and thought-provoking manner 4) A marketing campaign to promote the above. Discussions are advanced with Museum and Galleries Scotland, which really likes the premise and activities, and which has suitable funding that could be used to roll out some of these ‘installations’ being pilot-tested in the project. Highlands and Islands Enterprise, which funded the original scoping study, is also very supportive – further funding may also be available from HIE to expand elements of the project. Calmac, likewise, is very interested and the Centre is trying to obtain external match-funding from it currently. The project clearly ties in with the 2020 Year of Coast and Waters and even more directly, time-wise, the Year of Storytelling in 2022.

Resource implications (eg finance, training and development, communication & PR - If yes, please provide detail)

Approximate WHC Budget Staff Costs £177,000 Overhead (15% of staff costs) £26,000 Regional and International Travel £19,000 External Expertise £213,000 TOTAL £435,000 70% of the total costs will be recoverable from the NCHF, so the overall financial exposure to the College will be £130,500. However, the staff costs relate to the use of existing staff resources, with a 15% contribution to the College’s existing overheads. The additional costs relate to travel and external expertise. In summary, the income to the College will be 70% of the staff and overhead costs (£142,100), while the cost to the College will be 30% of the travel and external expertise costs (£69,600). Therefore the contribution to CRTR’s budget will be £72,500 approximately over the 33 months of the project (from Sept 2019-June 2022).

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If match-funding is secured this will help to reduce the financial burden on the Centre.

Risk implications (If yes, please provide detail)

Aside from the risk of the project not being approved, the risk implications relate to the recovery of the funding from the NCHF and the timelag associated with this.

Date paper prepared 09.04.19

Date of meeting

Author

Steve Taylor

Link with strategy Please highlight how the paper links to, or assists with:

• Curriculum • Quality • Estates • HR • Risk management • strategic plan/enabler • other activity (eg new

opportunity) – please provide further information.

The project will help deliver UHI and WHC strategic objectives for research activity.

Equality and diversity

N/A

Status (eg confidential)

No

Freedom of Information Can this paper be included in “open” business? *

Yes

Consultation How has consultation been carried out? (eg who, when, result)

Informal discussions have taken place with Lydia Rohmer.

* If a paper should not be included within “open” business, please highlight below the reason.

Its disclosure would substantially prejudice a programme of research

Its disclosure would substantially prejudice the effective conduct of public affairs

Its disclosure would substantially prejudice the commercial interests of any person or organisation

Its disclosure would constitute a breach of confidence actionable in court

Its disclosure would constitute a breach of the Data Protection Act

Other (please give further details)

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Cover-Paper_Estates.docx Page 1 of 2 FJG Ver2 171016

West Highland College UHI Cover Paper

Committee/Group Name Finance and General Purpose

Committee paper no: F&GP 170619/7

Subject Estates Update

Purpose of paper

Jackie provided the paper attached for the Estates Project Group outlining the current position for four current projects. For the Committee’s information, the draft minutes of the meeting are also attached.

Strategic linkage Tick all that apply: 1. WHC strategic plan ☒ 2. Excellence for All ☐ 3. Other strategies ☒ 4. Risk management ☒ 5. New opportunity/change ☐


Content sensitivity Normal Resource implications Give details if yes No None at this stage

Risk implications Yes Date paper prepared 20/05/2019 Date of meeting 17/06/2019 Author Jackie Wright, Estates Client Manager Equality Impact Assessment (EIA)

No If no, explain why, if yes attach the EIA. Click or tap here to enter text.


For information ☐ For discussion ☒ For endorsing ☐ For decision ☐

Consultation has been carried out with Staff ☒ Students ☐ UHI and Partners ☐ External ☐

Which other committees have been consulted? How else have you consulted? Estates Project Group 29 May 2019


Choose an item.

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Cover-Paper_Estates.docx Page 2 of 2 FJG Ver2 171016





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West Highland College Estates update. May 2019 1. STEM centre.

• Planning permission for the centre was granted in April. Our design

team has met and produced a planning conditions tracker (attached) to ensure that conditions to be met prior to starting work are achieved.

• An application for building warrant has been made and building control is engaging with us on this. We expect that a building warrant will be granted by end June.

• Robertson Construction is running 1 week late with the stage 4 report which was due on 17 May. This report will give us the cost of construction. This cost will be valid for 3 months after which some additional costs will be incurred to revalidate.

• Following a meeting with HIE, we are preparing a briefing for a meeting with Richard Lochhead, Minister for Education and Kate Forbes MSP. (We will send this out prior to the Estates meeting once wording is agreed.)

• Heads of Terms to buy the land have been agreed with HC and a site plan has also been agreed. We are now working through suspensive conditions with HC.

• Despite the fact that Scottish Water plans show the water main running up the east side of the Blar, it is actually on the west side which means that it will have to be taken across the road. As this will affect both HC and NHS Highland we have started discussions with them re cost sharing.

• An internal audit of the STEM centre project was carried out w/c 13th May. No substantive items were reported.

• The most recent risk register for the project is attached. 2. Gairloch

• Sue visited the site on 9th May. The building work is now complete and the museum being fitted out. The board has agreed to address the lighting issue with additional lux. Access and signage have been agreed. The centre manager will visit the site w/c 20th May.

• Heads of Terms have been agreed for the lease and we await a draft lease.

• We will issue a termination notice the Gale Centre 1st week in July which is significantly longer than the period required. Jane will arrange removal of furniture and equipment and dilapidations required to current office.

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3. Portree

• Skye & Lochalsh Housing Association (SLHA) requires a Servitude Right over our land to enable them to develop a housing site. There are 3 issues to resolve: - widening of the bellmouth and the effect on our land - the effect on a memorial tree which sits at the top of the bellmouth - the fact that the access will be brought up to adoptable standards and will have to be maintained to that standard and the costs associated. Our stance is that all such costs should be borne by SLHA.

4. Mallaig

• An application for building warrant has been made and building control is engaging with us on this. We expect a building warrant to be approved mid June.

• We have agreed Heads of Terms with Mallaig Harbour authority and a contract to sell subject to funding is being agreed.

• We will be making an application to the Scot Gov Regeneration Capital Grant Fund towards the costs of Mallaig. Stage one application will be submitted by 29th June.

Jackie Wright May 2019

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Estate Project Group Minutes

UNAPPROVED Minute of the meeting of the Estates Project Group

held on 29 May 2019 in Fort William and by VC

Present: John Hutchison (convenor), Hayley Lewis, Christine Mackay, Lydia Rohmer. Attending: Paula Lister, Director of Finance and Estates, Jackie Wright, Estates Client Manager, Claire Wylie, College Secretary (Minutes). 1. Welcome and Apologies

There were no apologies.

2. Declarations of interest Jackie reminded members that she was on the Board of Mallaig Harbour Authority.

3. Minutes of the meeting held on 29 May 2019 Approved as a correct record.

4. Any other business A discussion about student residences was added to the end of the agenda.

5.

Estates Update 5.1 STEM Centre Update Robertson Construction had now presented a report on the costs of the build, which were anticipated to be about £700K in excess of the budget. Robertson Construction and Pick Everard were currently going through the figures to see where cost reductions could be made. It was noted that Brexit clauses (where costs incurred directly as a result of Brexit could be passed on by the contractor) were being introduced into contracts such as these, and Jackie and Paula would seek further advice on this. Generally, the advice from the Group to the executive was not to commit to reductions and restrictions at this stage. The team had anticipated that 20% VAT would be irrecoverable, but Deloitte had offered

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to meet with the College team to discuss the possibilities of reducing this burden. Any scheme was likely to be complicated and a ten-year compliance period could be expected. Paula would seek some further advice on this matter. SFC continued to support the project, although it had no cash to offer at present. The Centre would form part of its submission to the Scottish Government’s Comprehensive Spending Review in the autumn. Discussions were on-going regarding the potential use of proceeds from the sale of the Inverness College Longman campus. Meetings would be arranged with Richard Lochhead (Minister for FE, HE and Science) and Kate Forbes (MSP) as soon as the final documentation was ready. 5.2 Gairloch Learning Centre The move of the Learning Centre from the GALE Centre to the new Museum would be taking place in July, and Princess Anne would attend an opening ceremony. A decision on whether the concrete walls would be painted was being postponed until staff had started work in the building and became aware of what was needed. The dilapidations in the GALE Centre would be dealt with in-house. 5.3 Portree Learning Centre The Skye & Lochalsh Housing Association were currently negotiating with the College for a Servitude Right over College land in order that it can develop a small housing site, and this road would in due course be ‘adopted’. The College was seeking assurances that it would incur no costs at any stage of this procedure, and would request a letter of intent from the Council to cover this. Also at issue was the fate of a memorial tree, but it was anticipated that it could be incorporated into the design of the access. As part of the deal, the SLHA had offered to tar the College car-park. 5.4 Mallaig Learning Centre The development of the new Centre as part of the Mallaig Harbour Masterplan was proceeding. A cost update was expected shortly, the Building Control queries were being addressed, and negotiations were continuing concerning acquisition of the land. Some oil and asbestos contamination had been found. The oil was not expected to present a difficulty; how the asbestos disposal would be managed would be dependent on the view of the Council. Funds for the build were being identified and, as with the STEM Centre, the options for VAT recovery would be considered. John Hutchison left the meeting at this point, and Christine Mackay took over as convenor. 5.5 Student Residences Fort William It was looking likely that UHI would not support the construction of a second FW student residence, as the financial risk due to under-occupancy elsewhere was too high. The final decision had not been taken. As and when it was, the UHI Chief Operating Officer and Secretary would be consulted on possible alternative ways forward.

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Broadford The lack of student accommodation had the potential to affect the continuation of some of the courses in the Learning Centre, so a solution to this was being sought urgently. The number of students needing accommodation was difficult to quantify but was up to about 24. The Broadford and Strath Community Council offer of cabins on the Camping Skye ground was an option still under consideration but was at best a long way from completion. The SYHA Hostel in Broadford had been considered but the financial risk to the College was too high. The availability of unoccupied student accommodation at Sabhal Mòr Ostaig was noted. The Board of SMO had decided against permitting WHC students to rent rooms here as its policy was that non-Gaelic speakers were not allowed to stay on campus. WHC had offered to support students to learn the language, but this would not affect their status as non-speakers when they arrived at the start of the year. The Group agreed that the matter should be pursued. A direct approach to the Board would be made, and the advice of UHI would be sought. Another option mentioned was the disused Balmacara navy base, and this was being further explored despite the probable poor standard of accommodation and the need for a transport solution for the students to get to Broadford.

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Cover-Paper_Management Accounts 9 months to Apr19.docxPage 1 of 2 FJG Ver2 171016


F&GP 17062019/8

Subject CONFIDENTIAL Management Accounts for 9 months ended 30th Apr 2019

Purpose of paper To show financial position and forecast for 2018-19 Strategic linkage Tick all that apply: 1. WHC strategic plan ☒ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☒ 5. New opportunity/change ☐


Content sensitivity Confidential and not to be discussed outside this group Resource implications Give details if yes No Give details about resource implications

Risk implications Yes Financial sustainability at risk Date paper prepared 11/06/2019 Date of meeting 17/06/2019 Author Paula Lister – Director of Finance & Resources Equality Impact Assessment (EIA)



For information ☐ For discussion ☐ For endorsing ☒ For decision ☐


Which other committees have been consulted? How else have you consulted? .

Status Confidential Freedom of Information Can this paper be included in open business?*

Choose an item.

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Cover-Paper_Management Accounts 9 months to Apr19.docxPage 2 of 2 FJG Ver2 171016





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Cover-Paper_201920 Budget ProgressFGP.docx Page 1 of 2 FJG Ver2 171016


Board 170619/9 Subject CONFIDENTIAL Draft Budget for 2019-20

Purpose of paper To present the current draft revenue budgets for 2019-20

Strategic linkage Tick all that apply: 1. WHC strategic plan ☒ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☒ 5. New opportunity/change ☐


Content sensitivity Confidential and not to be discussed outside this group Resource implications Give details if yes Yes Budget for allocation of financial resources

Risk implications Yes Maintaining financial sustainability Date paper prepared 12/06/2019 Date of meeting 17/06/2019 Author Paula Lister – Director of Finance & Resources Equality Impact Assessment (EIA)




Consultation has been carried out with Staff ☒ Students ☐ UHI and Partners ☐ External ☐

Which other committees have been consulted? How else have you consulted? ELT

Status Confidential Freedom of Information Can this paper be included in open business?*

Choose an item.

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Cover-Paper_201920 Budget ProgressFGP.docx Page 2 of 2 FJG Ver2 171016





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Cover Paper H S Qtr 3 2018-19.docx Page 1 of 3 FJG Ver2 171016


F&GP 170619/12 Subject Health and Safety Report – Qtr 3 2018/19 Purpose of paper The report covers the various issues around health & safety

including: • A summary of the recorded incidents since the last Board

meeting • The RIDDOR Incident Rate graph per 12 month rolling

period for work or course related injuries • Illustrations of work/course related incidents split by

location, course activity and staff/student designation. • Updates on progress of Health and Safety initiatives being

undertaken by the College Summary of Recorded Incidents Since Last Meeting: Appendix 1 Eleven incidents have been reported since the previous report.

• Five were minor first aid cases, treated by designated first aiders

• Four near miss incidents where no injuries were sustained

• One RIDDOR reportable accident. The RIDDOR reportable accident involved a student on the Crofting and Countryside Skills course based in Broadford. The student trapped their finger whilst undertaking dry stone walling activities and was taken to Broadford Hospital Accident and Emergency. A fracture to the tip of the finger was diagnosed and the finger was strapped. Whilst a fractured finger is not normally a reportable accident under RIDDOR, because the student was taken directly to hospital the incident became reportable. RIDDOR 12 Month Rolling Period Incident Graph: Appendix 2 The RIDDOR incident graph shows a continued downward trend despite a RIDDOR incident in March. Continued vigilance is required to ensure improved performance Illustrations of work/course related incidents: Appendix 3 The graphs give clear detail with no worrying trends of increased levels of incidents across any location or course activity

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Updates Performance Reporting: The College is now recording first aid cases via the SHE Assure Reporting System to help confirm the correct resources of first aid provision across our centres. The collection of this data will help to confirm the appropriateness of our First Aid Needs Assessment process. Review of Performance Measurement: The measuring process itself is an essential element of the health and safety management system, so its operation needs to be monitored. The review will incorporate an examination of both pro-active and reactive monitoring together with how we measure incident frequency and benchmark ourselves against peer organisations. Review of the Health and Safety Strategy The current Health and Safety Strategy has been in place for over 10 years and has not been subject to any review in recent years. The review will clearly define the high level strategic aims and key objectives to ensure effective management of our health and safety process. Key themes will be:-

• Further develop the culture and ownership of health and safety across the College

• Reinforce and promote sensible and proportionate risk management across curriculum and support departments

• Ensure that staff are competent and provided with the right mix of training, skills, experience and knowledge to enable them to fulfil their roles safely

• Learn lessons when things do go wrong and make appropriate changes accordingly and promptly

• Monitor and measure health and safety performance throughout the College

• Ensure that the College remains legally compliant Audits and Inspections Our annual process of audit and inspection across all our centres and courses is underway with a target completion date before the arrival of the new student intake. Any actions will be discussed and recorded at the Health and Safety Committee. Workplace Driving Training of minibus drivers is in progress with the expectation that all drivers will be trained in time for the intake of the forthcoming academic year. Professional Health and Safety Advice Claire Rizos of Clarity Safety Solutions has attended the last two Committee meetings and will be actively involved in the upcoming programme of audit and inspection together with the review of performance monitoring and health and safety strategy.

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Strategic linkage Tick all that apply: 1. WHC strategic plan ☐ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☒ 5. New opportunity/change ☐

Describe the linkage: College duty under the Health and Safety at Work Act 1974 (HASAWA) to protect the health, safety and welfare of their employees and other people who might be affected by their business.

Content sensitivity Normal Resource implications Give details if yes No

Risk implications Yes Date paper prepared 01/06/2019 Date of meeting 17/06/2019 Author Jane Ollerenshaw Equality Impact Assessment No If no, explain why, if yes give details of impact assessment.


For information ☒ For discussion ☐ For endorsing ☐ For decision ☐

Consultation has been carried out with Staff ☒ Students ☒ UHI and Partners ☐ External ☐

Which other committees have been consulted? How else have you consulted? Health and Safety Committee

• Scheduled 6 weekly meeting College Management Group

• Paper to be noted


Yes



Describe 1. 2.


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Incident Reports Since Last H & S Committee Meeting Ref: Date Designation Learning

Centre Course Description and any action taken Classification HSE/UHI

Notified 1058 04/03/2019 Student Fort William Construction Whilst using a claw hammer the hammer head came away from the

handle sheath and hit another student. No injury was sustained but the student was shocked and startled. Action to be taken to improve equipment checks.

Near Miss No

1001 25/03/2019 Student Broadford Crofting Student trapped finger whilst dry stone walling and sustained a crush injury. Student was taken to A & E and a fracture was diagnosed

Accident Yes

1059 01/04/2019 Student Fort William SLP Student in an agitated state behaved somewhat aggressively to lecturer before being guided away by their support worker. Lecturer felt intimidated by the student’s behaviour

Near Miss No

1068 04/04/2019 Student Fort William Centre Student had a metal splinter in foot. First aider summoned and splinter removed and area cleaned with sterile wipes.

First Aid No

1067 09/04/2019 Staff Broadford Centre Member of staff stood on chair to adjust blind and fell onto desk. Re-iterated not to stand on chairs and steps taken to make blind easier to adjust.

Near Miss No

1066 24/04/2019 Student Fort William Centre Student whilst running for the bus fell and badly grazed knees. First aid administered and wounds cleaned and dressed

First Aid No

1060 01/05/2019 Member of Public

Fort William Centre Person on work placement knocked and opened up an existing wound. First aid was administered and the wound re-dressed

First Aid No

1061 &

1064

02/05/2019 Member of Public

Fort William Centre A member of the public, suffering from previous nights drinking was unwell on the grassed area at the rear of the College. He wandered into the building and was lying on the corridor floor. First aider attended, located his friends and advised them to take him to A & E as he was pale, complaining of being very cold and had stomach pains. Friends did contact us after visit to hospital to say he was OK and no treatment was necessary.

First Aid No

1063 07/05/2019 Staff Fort William Centre Member of staff tripped on cables under desk which had become loose. No injury sustained. Facilities notified and cables secured.

Near Miss No

1062 14/05/2019 Student Fort William Centre First aid administered after student cut head on road sign whilst walking to college

First Aid No

Appendix 1

4/6 30/55

May-18 Jun-18 Jul-18 Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-190.8 0.4 0.4 0.4 0.4 0.2 0.4 0.4 0.4 0.4 0.2 0.4 0.4

0

0.2

0.4

0.6

0.8

1

1.2

May-18 Jun-18 Jul-18 Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19

RIDDOR Incident Rate per 1,000 of Population - at 24/05/2019

Appendix 2

5/6 31/55

Incident Graphs - as at 24th May 2019 - Academic Year 2018/19

0123456789

1011121314151617

Portree Fort William Broadford

No

of R

epor

ted

Inci

dent

s

Incident Reports for Academic Year 2018/19 - by Learning Centre - at 24/05/2019

First AidRTANear MissRIDDOR

0

1

2

3

4

5

No

of R

epor

ted

Inci

dent

s

Incident Reports for Academic Year 2018/19 - by Course - at 24/05/2019

First Aid

RTA

Near Miss

RIDDOR

0123456789

10111213

Centre Student Staff & Students Staff Member of Public

No

of R

epor

ted

Inci

dent

s

Incident Reports for Academic Year 2018/19 - by Designation at 24/05/2019

First Aid

RTA

Near Miss

RIDDOR

Appendix 3

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Cover-cttee effectiveness.docx Page 1 of 2 FJG Ver2 171016

West Highland College UHI Cover Paper Committee/Group Name Finance and General Purpose Committee paper no

Board F&GP170619/13 Subject Review of F&GP committee effectiveness

Purpose of paper

Committee members and attenders are asked to complete the form on their perception of committee effectiveness, for the information of the Board.

Strategic linkage Tick all that apply: 1. WHC strategic plan ☐ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☒ 5. New opportunity/change ☐

Describe the linkage: Good governance requires the review of committee effectiveness.

Content sensitivity Normal Resource implications Give details if yes No Give details about resource implications

Risk implications No Further explain risk implications Date paper prepared 27/05/2019 Date of meeting 17/06/2019 Author College Secretary Equality Impact Assessment (EIA)





Which other committees have been consulted? How else have you consulted? Convenor of F&GP


Yes

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Cover-cttee effectiveness.docx Page 2 of 2 FJG Ver2 171016





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Finance and General Purposes Committee Evaluation – to be completed by the Committee collectively Date: June 2019 2018

Yes/No 2018 Action

2019 Yes/No

2019 Action

Does the F&GP committee have written terms of reference (TOR)?

Yes

Yes

Do the F&GP committee members clearly understand their roles and responsibilities? Do they understand the part they play individually ?

Yes Training provided during induction of new members. TOR available for reference. Further training to be developed during 2018

Yes College Finances training re-offered in June 2018, and included as part of induction.

Do the F&GP committee members have the right skills and expertise to enable them to challenge effectively ?

Yes

The Board is currently seeking additional financial and HR expertise to add to the skills it already has in this area.

Yes New Board appointments made. Does the committee feel sufficiently skilled?

Do members understand the financial regime in which the institution operates ?

Yes CDN training and reference materials available to assist with this, as well as general induction training. Need to consider the requirement for refresher training on a

Yes Regular updates from staff make clear the financial circumstances of the College. CDN updates (such as recent ‘Governance & Leadership’) useful.

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cyclical basis. Are the F&GP committee members familiar with, and do they understand, the financial memorandum?

Yes Yes

Do committee members have an understanding of the key challenges and risks facing the institution over the medium to long term and the institution’s environment and strategy?

Yes

Yes Clearly presented material from College staff.

Are F&GP committee members independent of the management team and other committees ?

Yes

Yes

Do the committee members ask ‘tough questions’ ?

Yes Members are encouraged to add robust challenge to decision making

Yes

Are there appropriate training and induction procedures for the F&GP committee members ?

Yes

Training and induction are areas still under development/ for improvement.

Input from the newer members?

Do the clerking arrangements for the F&GP committee ensure that the members’ time is used effectively ? eg :

• is there a good reason for each item being on the agenda ?

• Are all papers circulated sufficiently in advance ( and

Yes Yes Not always

Agenda planning meetings are held. Secretariat support is proactive and professionally provided. Members are encouraged to ensure adequate

Yes Could members identify improvements?

4/6 36/55

none tabled ?) and distributed in sufficient time for members to give them due consideration?

• Do the reports prepared for the audit committee members make it clear what they are being asked to do/agree ?

Yes

preparation undertaken in advance of meetings Occasional late papers are permitted for operational reasons, but this is exception rather than norm

Are the Committee’s meetings managed efficiently and in such a way as to allow full discussion from all members?

- - Yes Effective committee convenor in place.

Do the F&GP committee members receive reports that are comprehensive but concise and tailored to their needs ? Is the information they receive robust and objective ?

Yes

Work is ongoing to reduce the volume of papers and ensure they are concise but comprehensive. Further work is required to report trends and KPI’s

Yes

There are still occasions when too much, or incomplete, information is offered to the Committee Further comments?

Do the F&GP committee members have the opportunity to review and challenge the budget?

Yes

Yes

Is the F&GP committee aware of the responsibilities of the governing body in relation to value for money and how it impacts upon the decisions made by the committee?

Yes, in so far as a requirement for value-for-money is embedded in

5/6 37/55

the Financial Memorandum.

Is the committee aware of the audit committee’s views on the institution’s arrangements for securing value for money?

No, I should imagine!

Not sure if a relevant question.

Is the committee aware of risk management in relation to its TOR

Yes

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coverEssSkillspolicy.docx Page 1 of 2 FJG Ver2 171016

West Highland College UHI Cover Paper Committee/Group Name Finance and General Purpose Committee paper no

F&GP_170619_14.1 Subject Regional Policy – Essential Skills

Purpose of paper

Under the UHI Regional Single Policy Environment work, a new policy covering Essential Skills has been developed for use by by all UHI partners. The College was represented on the working group which developed the policy and it reflects a number of amendments requested by us. The policy largely reflects the current practice within the College but does provide scope for us to develop these further, should we wish, in the future. The policy has been endorsed by the College Management Group and the recommendation to F&GP is to endorse the policy to the Board.

Strategic linkage Tick all that apply: 1. WHC strategic plan ☒ 2. Excellence for All ☒ 3. Other strategies ☒ 4. Risk management ☒ 5. New opportunity/change ☐



Risk implications No Date paper prepared 07/06/2019 Date of meeting 17/06/2019 Author Depute Principal Equality Impact Assessment (EIA)

Yes If no, explain why, if yes attach the EIA. Click or tap here to enter text.



Consultation has been carried out with Staff ☒ Students ☒ UHI and Partners ☒ External ☐

Which other committees have been consulted? How else have you consulted? College Management Group


Yes

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coverEssSkillspolicy.docx Page 2 of 2 FJG Ver2 171016





2/15 40/55



West Highland College, University of the Highlands and Islands Further Education Essential Skills Policy

01 Further Education Essential Skills Policy (www.whc.uhi.ac.uk) www.uhi.ac.uk Page 1 of (7)

West Highland College, University of the Highlands and Islands

Further Education Essential Skills Policy

POL

Lead Officer (Post): Vice Principal, Academic Affairs

Responsible Office/ Department: Academic Affairs

Responsible Committee: F&GP

Review Officer (Post): Head of Curriculum

Date policy approved: 05/06/2019

Date policy last reviewed and updated: n/a

Date policy due for review: 18/02/2022

Date of Equality Impact Assessment: 20/02/2019

Date of Privacy Impact Assessment: n/a

For all our up-to-date policies, please visit our website.

Accessible versions of this policy are available upon request.

3/15 41/55


http://www.uhi.ac.uk/

https://www.whc.uhi.ac.uk/



Policy Summary

Overview This policy is required to set out a regional approach to Further Education Essential Skills for West Highland College and all academic partners in the University of the Highlands and Islands partnership.

Purpose

This policy sets outs a robust and transparent framework for the delivery of Essential Skills in Further Education programmes of study, creating parity of experience for students across the University of the Highlands and Islands partnership.

Scope This policy applies to all further education programmes of study. Certain courses are exempt, as set out in Section 4.2.

Consultation

The policy has been developed by practitioners from across all partners. The policy received feedback from Senior Management Curriculum Team, before being endorsed by Partnership Council. The policy was then sent to Boards of Management for approval.

Implementation and Monitoring

Staff in Academic Partners will be responsible for local implantation. The Policy Ownership Group will reconvene to review and monitor the policy.

Risk Implications Risk will be mitigated by streamlining the student experience of Essential Skills across the region.

Link with Strategy

The policy is aligned to the UHI Strategic Vision and Plan 2015-20 whereby the university is committed to continue to meet the needs of students within the region.

The policy supports the Learning and Teaching Enhancement Strategy by contributing to the development of values of Learning for Employment, Assessment and Feedback for Learning and Supporting the Learner as an Individual.

Impact Assessment Equality Impact Assessment: Completed – No action necessary.

Privacy Impact Assessment: n/a

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1. Policy Statement 1.1 The policy sets out to create a coherent and comprehensive approach to support and optimise

the regional and local delivery of Essential Skills in the Academic Partners of the University of the Highlands and Islands providing further education.

1.2 Created to meet government policy and facilitate the improvement of outcomes for all students, the policy will raise the profile of Essential Skills amongst both the staff and students. Reinforcement of Essential Skills in the curriculum and colleges will highlight the value of these skills and their lifelong role in development and achieving positive destinations.

1.3 The Organisation for Economic Co-operation and Development (OECD) state in their 2013 report, Skilled for Life, that: ‘Skills transform lives, generate prosperity and promote social inclusion. Without the right skills, people are kept at the margins of society, technological progress does not translate into economic growth, and enterprises and countries can’t compete in today’s globally connected and increasingly complex world’. The University of the Highlands and Islands and its partner colleges aim to be at the forefront of promoting the benefits of skills for students and staff.

1.4 All colleges are encouraged to be innovative in their approach to essential skill delivery, and to share successful practice with other Academic Partners. The policy recognises that no single approach or methodology is superior to another, and the optimum delivery will depend on the individual students, subject and local context.

2. Definitions 2.1 Scottish Credit and Qualifications Framework (“SCQF”) – SCQF is the national qualifications

framework for Scotland. The SCQF helps education and training providers of all kinds to identify the level that has been studied in a particular subject and make it easier to transfer credit point between different learning programmes.

2.2 Essential Skills – as set out in Skills for Scotland, Essential Skills consists of the following: - Personal and learning Skills that enable individuals to become effective lifelong learners; - Literacy, digital literacy and numeracy; - The five Core Skills (see 2.4); - Employability skills that prepare individuals for employment rather than for a specific

occupation;

2.3 Vocational skills are specific to a particular occupation or sector. 2.4 Core Skills – As developed by Scottish Qualifications Authority (SQA), the five Core Skills are

the skills most needed in many work environments. In addition to SQA, other awarding bodies may be used for Core Skill accreditation.

Jobs require some level of ability in some or all of these skills. The Core Skills are: Communication, Numeracy, Information & Communication Technology, Working with Others and Problem Solving. Core Skills can be awarded via qualifications between SCQF Levels 3 and 6. Please refer to Appendix 1 for a diagram setting out the Core Skills in relation to the other Skills frameworks.

5/15 43/55



http://www.oecd.org/skills/piaac/SkillsOutlook_2013_ebook.pdf

https://www.gov.scot/Publications/2007/09/06091114/14

https://myuhi.sharepoint.com/sites/eo-fespe/Core%20Skills%20Policy%20Ownership%20Group/CoreSkillsPolicy-Appendix1.vsdx?d=w22bfa9aeb97d4d4baa2b4362c7c12c20



2.5 Delivery Models – The delivery model(s) chosen to deliver Core Skills are dependent on available resources and the vocational content of the course. Optimum delivery may involve elements of different approaches. Further details are given in Appendix 2 of five example delivery models (Discrete, Contextualised, Integrated, Embedded and Cross-Assessed).

3. Purpose 3.1 This policy sets outs a robust and transparent framework for the delivery of Essential Skills in

Further Education programmes of study.

3.2 The policy will create a parity of experience for students across the partnership, ensuring that all students have the opportunity to develop the skills required for employment and academic progression. Essential Skills play a crucial role in the academic and holistic development of students, and complement the vocational content and technical skills developed on courses. Development of Essential Skills is priority for each college, across all curriculum areas and involving all staff and students.

3.3 Development of Essential Skills will be explicit in delivery across all programmes in the Further Education setting.

Academic Partners will ensure staff promote and signpost through planning and delivery ensuring students develop contextually relevant skills, knowledge and understanding to meet their specific vocational and wider skillsets.

3.4 Research and Evidence - Skills Development Scotland, in their 2017 publication Jobs and skills in Scotland, emphasise the importance of skills: ‘Where skills shortages and skills gaps occurred, these were most often caused by a lack of soft skills, for example the ability to manage tasks and people. This suggests that there is a need to place more emphasis on soft skills throughout the education and training system to ensure that it delivers workers who have sufficient hard and soft skills.’ This emphasises the importance of increasing the profile and delivery of Essential Skills alongside the vocational content of courses.

- Development of Essential Skills plays a vital role in the lives of individuals during and after their college course. National Numeracy estimate that the cost of poor numeracy to the United Kingdom economy is at least £20.2billion, equivalent to 1.3% of GDP.

- A House of Commons Science and Technology Committee report, Digital Skills Crisis, stated: ‘Digital skills are becoming increasingly essential for getting access to a range of products and services. However, there is a digital divide where up to 12.6 million of the adult UK population lack basic digital skills. An estimated 5.8 million people have never used the internet at all. This digital skills gap is costing the UK economy an estimated £63 billion a year in lost additional GDP.’

- The Open University Business Barometer 2018 reported that it had cost organisations across the UK £6.3 billion to plug the skills gap, with talented workers benefitting from an additional £2.16 billion due to their in-demand skills. 28% of business reported applicants lacking IT skills, and 20% reported candidates lacking soft skills (e.g. communication and problem solving); these areas are three of the five Core Skills.

- Highlands and Islands Enterprise research showed that 73% of businesses in the region anticipated difficulty in recruiting young talent with highly sought after skills such as

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https://myuhi.sharepoint.com/sites/eo-fespe/Core%20Skills%20Policy%20Ownership%20Group/CoreSkillsPolicy-Appendix2.vsdx?d=w6f830b934fec4a43a60659258cd23852

https://www.skillsdevelopmentscotland.co.uk/media/43852/jobs-and-skills-in-scotland-2017-main-report.pdf

https://www.nationalnumeracy.org.uk/cost-outcomes-associated-low-levels-adult-numeracy-uk-2014

https://publications.parliament.uk/pa/cm201617/cmselect/cmsctech/270/270.pdf

https://ounews.co/business-law/business/new-ou-report-reveals-financial-cost-of-the-skills-shortage/

http://www.hie.co.uk/regional-information/economic-reports-and-research/archive/hie-business-panel-survey---workforce--skills-and-young-talent.html



communication, being a good team player, a desire to continue their learning/skills development and the ability to work independently.

3.5 The Skills for Learning, Skills for Life and Skills for Work agenda set out in Curriculum for Excellence establishes the development of essential skills in our students as a priority. The Scottish Funding Council (SFC) has also emphasised that colleges have a significant role to play in implementing the Government's skills strategy and college performance will be assessed in this regard through the Education Scotland Quality Framework, How Good is Our College.

3.6 A key element of this policy is that Communication, Numeracy, Information and Communication Technology will be included in and certificated in all full time Further Education programmes of study (or reflected in a student’s Skills Profile). Certification can be through any awarding body or college certificate. It is expected that Problem Solving and Working with Others will be included but not necessarily certificated.

3.7 For part time courses, teaching staff will emphasise to students the importance of skills, identifying when skills are being taught and highlight transferability of skills. Opportunities will also be created through curriculum design to promote skills development.

3.8 Skills development allows students to meet entry requirements for higher level courses, facilitates pathways into employment and promotes progression in learning.

3.9 Diagnostic assessment activity will be carried out during the recruitment process or at the beginning of the course. It provides valuable information to ensure that students are supported appropriately in their learning by adapting materials and setting the initial pace of learning.

This diagnostic assessment information can be shared across delivery teams to provide a rounded picture of the strengths of a student and their areas for development, to ensure that the existing Communication, Numeracy and ICT skills of the student are used to inform the pedagogy of the course.

3.10 Recognition of Prior Learning – Regardless of the Core Skills requirement of the main course, students will always be encouraged to improve their Core Skills profile for Communication, Numeracy, Information and Communication Technology. For example, students who require Level 5 and already have Level 5 will be supported to work towards achieving Level 6 through extension or bridging activity. Students who have already achieved Level 6 will be supported to fulfil their credit requirements with alternative modules.

4. Scope 4.1 This policy applies to all further education programmes of study, normally up to and including

SCQF Level 6. There are a small number of Scottish Vocational Qualification (SVQ) courses at SCQF Level 7 that are considered as Further Education courses for the purposes of the UHI Partnership.

4.2 The following courses are exempt from the requirement for certificated Core Skills set out in 3.6: - Short full-time courses (on a discretionary basis in Academic Partners) - Part-time courses - Commercial courses - Leisure courses

7/15 45/55



https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/What%20is%20Curriculum%20for%20Excellence?


http://www.sfc.ac.uk/web/FILES/GUI_SFCGD212016_CollegeOAGuidance1718/SFCGD212016_College_Outcome_Agreement_Guidance_2017-18.pdf



5. Notification 5.1 All staff will be notified of changes to the Essential Skills policy through a range of methods,

including but not limited to staff meetings, intranet, Academic Partner websites as per normal policy update processes.

5.2 Academic Partners will be notified of any changes, allowing sufficient time to for updates to be made.

5.3 Students will be notified of changes by academic partners working with HISA.

6. Roles and Responsibilities 6.1 It is the responsibility of everyone in the college to create a positive environment for both

students and staff to develop Essential Skills (including Core Skills).

6.2 It is the responsibility of managers of all levels within the college to enable staff to deliver this policy, where necessary directing resource or facilitating changes to curriculum and teaching. This includes ensuring all staff are appropriately skilled and qualified for their role.

6.3 It is the responsibility of vocational teams to design courses that include Essential Skills and Core Skills as appropriate, following curriculum design principles.

6.4 It is the responsibility of Core Skills and vocational teams to collaborate to include the three certificated Core Skills in programme design, and to adopt an appropriate delivery model for Core Skills on their course and offer support to meet internal and external verification requirements.

6.5 It is the responsibility of students to proactively engage in Essential Skills learning, and work with all staff to ensure new skills are developed or existing skills reinforced.

6.6 It is the responsibility of the Academic Partner to ensure any students in scope of the policy undertake any relevant diagnostic assessments to ascertain Core Skill levels.

7. Legislative Framework Further and Higher Education (Scotland) Act 2005

Equality Act 2010

Education Scotland – Curriculum for Excellence

Skills for Learning, Skills for Life, and Skills for Work (2009)

Developing the Young Workforce: Scotland’s Youth Employment Strategy (2014)

Skills for Scotland: A Lifelong Skills Strategy (2007)

8. Related Policies, Procedures, Guidelines and Other Resources College Development Network – The role of essential skills in Scottish national education

policy

Education Scotland – How Good is our College?

Highlands and Islands Enterprise – Business Panel Survey: Workforce, Skills and Young Talent 2018

Scottish Funding Council - Outcome Agreement Guidance (2016)

Scottish Government: Costs of Learning Student Funding Guide

8/15 46/55



https://www.legislation.gov.uk/asp/2005/6/contents

https://www.legislation.gov.uk/ukpga/2010/15/contents


https://scqf.org.uk/media/1142/btc4_skills_tcm4-569141.pdf

http://www.gov.scot/Resource/0046/00466386.pdf

https://www.gov.scot/Publications/2007/09/06091114/14

http://www.collegedevelopmentnetwork.ac.uk/wp-content/uploads/2016/05/Role-of-Essential-Skills-final-report-v7.pdf

http://www.collegedevelopmentnetwork.ac.uk/wp-content/uploads/2016/05/Role-of-Essential-Skills-final-report-v7.pdf

https://education.gov.scot/improvement/documents/frwk18-how-good-is-our-college151216.pdf

http://www.hie.co.uk/regional-information/economic-reports-and-research/archive/hie-business-panel-survey---workforce--skills-and-young-talent.html

http://www.sfc.ac.uk/web/FILES/GUI_SFCGD212016_CollegeOAGuidance1718/SFCGD212016_College_Outcome_Agreement_Guidance_2017-18.pdf

https://beta.gov.scot/publications/guide-to-learner-funding-2017-to-2018/



9. Version Control and Change History

Version Date Approved by Amendment(s) Author 0 1 2

9/15 47/55



Appendix 1 ‐ Skills MapEssential Skills

Skills for Scotla

ndCo

re Skills

Skills for Life

, Work

and Learning

Numeracy Communications Working With OthersProblem SolvingInformation

Communication and Technology

Enterprise CitizenshipSustainable DevelopmentEmployability

Adding Value to Qualifications

Subset

LiteracyNumeracy Thinking skillsEmployability, enterprise and citizenship

Health and Wellbeing

Personal and Learning Skills

Literacy and Numeracy Employability SkillsCore Skills

Essential Skills

Vocational skills specific to particular

occupations or sectors

10/15 48/55

/ƻǊŜ {ƪƛƭƭǎ 5ŜŦƛƴƛǘƛƻƴǎ

These definitions are based on the SQA Combined Core Skills Framework.

/ƻǊŜ {ƪƛƭƭΥ /ƻƳƳǳƴƛŎŀǘƛƻƴ /ƻƳƳǳƴƛŎŀǘƛƻƴ ǎƪƛƭƭǎ ǳƴŘŜǊǇƛƴ ŀƭƳƻǎǘ ŀƭƭ ǇŜǊǎƻƴŀƭΣ ǎƻŎƛŀƭΣ ƭŜŀǊƴƛƴƎΣ ŀƴŘ ǿƻǊƪƛƴƎ ŀŎǘƛǾƛǘȅΦ ¢ƘŜȅ ŀǊŜ ŜǎǎŜƴǘƛŀƭ ƛƴ ŎƭŀǊƛŦȅƛƴƎ ȅƻǳǊ ǘƘƻǳƎƘǘǎΣ ƛƴ ƛƴǘŜǊŀŎǘƛƴƎ ŀƴŘ ŎƻƴǾŜǊǎƛƴƎ ŜŦŦŜŎǘƛǾŜƭȅ ǿƛǘƘ ƻǘƘŜǊǎΣ ŀƴŘ ƛƴ ŎƻƴǾŜȅƛƴƎ ƛƴŦƻǊƳŀǘƛƻƴΣ ŦŜŜƭƛƴƎǎΣ ŀƴŘ ƻǇƛƴƛƻƴǎΦ

/ƻƳǇƻƴŜƴǘΥ hǊŀƭ /ƻƳƳǳƴƛŎŀǘƛƻƴhǊŀƭ /ƻƳƳǳƴƛŎŀǘƛƻƴ ƳŜŀƴǎ ōŜƛƴƎ ŀōƭŜ ǘƻ ǘŀƪŜ ǇŀǊǘ ƛƴ ŘƛǎŎǳǎǎƛƻƴǎ ŀƴŘ ƳŀƪŜ ǇǊŜǎŜƴǘŀǘƛƻƴǎΣ ƛƴǘŜǊŀŎǘƛƴƎ ǿƛǘƘ ȅƻǳǊ ŀǳŘƛŜƴŎŜ ŀǎ ŀǇǇǊƻǇǊƛŀǘŜΦ !ǘǘŀƛƴƳŜƴǘ ƭŜǾŜƭǎ ǊŀƴƎŜ ŦǊƻƳΥ ŎƻƴǾŜȅƛƴƎ ōŀǎƛŎ ƛƴŦƻǊƳŀǘƛƻƴ ŀƴŘ ƻǇƛƴƛƻƴǎ ǘƘǊƻǳƎƘ ǎƘƻǊǘΣ ƛƴŦƻǊƳŀƭ

ŎƻƳƳǳƴƛŎŀǘƛƻƴǎ ƻƴ ŦŀƳƛƭƛŀǊ ǘƻǇƛŎǎ, ǘƻΥ

ǇǊŜǎŜƴǘƛƴƎ ŀƴŘ ŀƴŀƭȅǎƛƴƎ ŎƻƳǇƭŜȄ ƛƴŦƻǊƳŀǘƛƻƴ ŀƴŘ ƛǎǎǳŜǎ ǘƘǊƻǳƎƘ ƳƻǊŜ ǎǳǎǘŀƛƴŜŘ ŘƛǎŎǳǎǎƛƻƴǎ ƻǊ ǇǊŜǎŜƴǘŀǘƛƻƴǎ ƻƴ ŎƻƳǇƭŜȄ ǘƻǇƛŎǎΣ ŀǎ ǿŜƭƭ ŀǎ ƭƛǎǘŜƴƛƴƎ ŀƴŘ ǊŜǎǇƻƴŘƛƴƎ ǘƻ ǿƘŀǘ ƻǘƘŜǊǎ ǎŀȅ.

/ƻƳǇƻƴŜƴǘΥ ²ǊƛǘǘŜƴ /ƻƳƳǳƴƛŎŀǘƛƻƴ ²ǊƛǘǘŜƴ /ƻƳƳǳƴƛŎŀǘƛƻƴ ƛǎ ǘƘŜ ŀōƛƭƛǘȅ ǘƻ ǿǊƛǘŜ ŀƴŘ ǊŜǎǇƻƴŘ ǘƻ ǿǊƛǘƛƴƎ όǊŜŀŘƛƴƎύΦ !ǘǘŀƛƴƳŜƴǘ ƭŜǾŜƭǎ ǊŀƴƎŜ ŦǊƻƳΥ 5ŜŀƭƛƴƎ ǿƛǘƘ ōǊƛŜŦ ŎƻƳƳǳƴƛŎŀǘƛƻƴǎ ŜȄǇǊŜǎǎƛƴƎ ŀ ŦŜǿ ōŀǎƛŎ ƛŘŜŀǎ ƻǊ ǇƛŜŎŜǎ ƻŦ

ƛƴŦƻǊƳŀǘƛƻƴ ŀōƻǳǘ ŦŀƳƛƭƛŀǊ ǘƻǇƛŎǎ, ǘƻΥ

5ŜŀƭƛƴƎ ǿƛǘƘ ŎƻƳƳǳƴƛŎŀǘƛƻƴǎ ǿƘƛŎƘ ŀƴŀƭȅǎŜ ŀƴŘ ŜȄǇƭƻǊŜ ŎƻƳǇƭŜȄ ƛƴŦƻǊƳŀǘƛƻƴ ŀƴŘ ƛǎǎǳŜs.

Core Skill: NumeracyTo cope with the demands of everyday life, including work and study, people need to be comfortable with numbers and with graphs, symbols, diagrams, and calculators. The skills needed for this involved interpreting, processing, and communicating, quantifiable and spatial information.

Component: Using Graphical Informationo This is the ability to interpret and communicate quantifiable information that

is given in writing, diagrams, or pictures. Attainment levels range from:Working in familiar contexts with simple, specified tables, graphs and

shapes to:Working in more abstract contexts and with more complex graphical

information which may require some analysis, and where decisions haveto be made on effective ways to communicate the information

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SQA Combined Core Skills Framework

Component: Using Numbero This is the ability to apply numerical and other relevant mathematical and

statistical skills. Attainment levels range from:Working confidently with basic numbers in everyday contexts,

to:Working confidently with more complex numerical concepts and

techniques in more abstract contexts

Core Skill: Information and Communication TechnologyInformation and Communication Technology is concerned with the electronic collection, organisation, analysis, presentation, and communication of information. It encompasses all media types and formats as well as all relevant tools.

The Core Skill focuses on the ability to use information and communication technology to process information in a variety of ways which will be necessary for further learning in work and in the home. It is not about developing IT specialists who will act as first-line support for others or install specialist systems.

Component: Providing/Creating Informationo This is the ability to use information and communication technology to

provide, create and process information. Attainment levels range from: Using familiar application software to carry out very simple

processing tasks and providing/creating very simple informationtechnology, to:

Using a range of information and communication technology inunfamiliar contexts, observing security procedures and the needs ofother users. Evaluating and sharing information.

Component: Accessing Informationo This is the ability to use information and communication technology to

support a range of information-accessing activities. Attainment levelsrange from: Accessing basic information and communication technology to

perform simple processing of familiar data and to select informationfrom a local database or a simple internet search, to:

Working confidently with more complex numerical concepts andtechniques in more abstract contexts

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Core Skill: Working with OthersThe fact that Working with Others is a Core Skill emphasises the importance of co-operation and teamwork in social, learning, and working situations. Working with Others has two components: Working Co-operatively with Others, and Reviewing Co-operative Contribution.

While achieving a shared goal is the main focus, co-operation with others should be developed through all stages of any collaboration.

Reviewing your own contribution and learning through reflection also has a wider application to personal development.

Component: Reviewing Co-operative Contributiono This is the ability to discuss the process of working co-operatively with

other people, reflecting on and reviewing the collaboration. This mightinclude commenting or resolving issues and handling other people'sbehaviour.

o Learners should evaluate the outcomes, identify the value of their owncontribution, and reflect on any personal learning and developmentthat may be needed to enhance their contribution to futurecollaborative work. Attainment levels range from: Identifying a strength and weakness in the way you helped

achieve things together, suggesting how your own contributioncould be strengthened in the future, to:

Identifying and gathering evidence, critically evaluating your owncontribution, and making appropriate recommendations aboutfuture learning and contributions

Component: Working Co-operatively with Otherso This is about using interpersonal skills appropriately, to recognise and

value the roles of other people, taking responsibility for your owncontribution, and supporting co-operative working in appropriate ways.Attainment levels range from: Identifying, with support, your own role and the roles of other

people, and helping to achieve a shared goal, to:

Analysing the roles and behaviour of others and adapting yourown behaviour to deal with the complexity of challenging andchanging dynamics

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Core Skill: Problem SolvingThe three components of this skill are the stages involved in tackling issues and problems in personal, social, and work contexts. They are often used in sequence, and repeatedly. Each component can also be a focus of activity in its own right.

Component: Planning and Organising

o Planning and Organising is the ability to plan a task, taking account of available resources, and to manage the take to completion. Attainment levels range from: Creating plans involving a small number of steps and using

familiar resources,

to: Efficient management of a more complex plan, which my include

a review of strategy and a degree of research in identifying the resources to be used to deal with difficulties.

Component: Critical Thinkingo Critical Thinking is about using analysis and reasoning to make decisions

and to create or suggest ideas, courses of action, and strategies. Attainment levels range from:Working in situations that involve a few, easily-identified factors

set in familiar contexts,

to: Analysing the roles and behaviour of others and adapting your

own behaviour to deal with the complexity of challenging and changing dynamics.

Component: Reviewing and Evaluating

o Reviewing and Evaluating is the ability to reflect on and review the process of tackling issues and problems, to evaluate the outcomes, and to identify where alternative strategies might have been used. Attainment levels range from: Identifying a strength and weakness in a strategy,

to:

Identifying and gathering evaluation evidence, evaluating strategies, and making appropriate recommendations.

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Appendix 2 – Delivery Models

Discrete Contextualised Integrated Embedded Cross-Assessed

Outline

Pros

Cons

Groups are timetabled to attend formal non-contextualised classes with generic teaching and discrete summative assessment activities.

- Easy to timetable.- Easy to track/monitor.- Facilitates transferability.

- Can appear to be non- vocationally relevant.- Difficult to motivate certain groups.

Similar to discrete provision but with some delivery and/or assessment activities set in a vocational context.

As for discrete, plus:- May provide greatermotivation.- Can help to emphasiseimportance/relevance.

- Resource intensive toestablish.- Difficult to tailor levelsappropriately.- Not possible for allcomponents of all coreskills.- Contingencies required.

Where appropriate, delivery and/or assessment may be undertaken by either a Core Skills specialist within avocational class or by avocational specialist within a Core Skills class (or a mix).

As for contextualised, plus:- Can foster greater sharedpractice and betterrelationships betweenteaching staff.

- Resource intensive (teamteaching).- Timetable challenges.- Contingencies required.

As per SQA guidance, Core Skills can be achieved where they are embedded in SQA qualifications.

Automatic certification is awarded on completion of a vocational unit identified as carrying embedded Core Skills.

- Non-discrete provision can reduce the impact of undertaking Core Skills and may reduce opportunities for specific skill development in a more widely applied context.

Where appropriate, tools of assessment are created jointly by Core Skills specialist and thevocational specialist, andassessed jointly.

As for integrated, plus:- Learners can achievemultiple credits from oneactivity.

- Resource intensive atplanning stage time.- Timetabling.- Marking.

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Cover-Paper_policies for delay.docx Page 1 of 2 FJG Ver2 171016


F&GP 170619/14.2+14.3 Subject Procurement and Fee instalment

Purpose of paper

The above two policies were due for review at this committee meeting (the former having already been delayed from December 2018). However, as committee members will be aware, there has been no senior staff member in post to take the reviews forward. The committee is therefore asked to permit a delay until the September/October 2019 round of meetings.

Strategic linkage Tick all that apply: 1. WHC strategic plan ☐ 2. Excellence for All ☐ 3. Other strategies ☐ 4. Risk management ☐ 5. New opportunity/change ☐



Risk implications No Further explain risk implications Date paper prepared 27/05/2019 Date of meeting 17/06/2019 Author College secretary Equality Impact Assessment (EIA)





Which other committees have been consulted? How else have you consulted? Describe here


Yes

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f&gp committee meeting · whcuhi-committee papers-standard template 2) a web site will be used,...

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