This is a report of the Equality and Diversity Partnership Project led by the National Star College in 2009-10. The scope of the project was to research and identify potential barriers to disabled young people and adult learners from BME backgrounds in accessing learning and educational opportunities in the Further Educational and training sector.
Through this project, working with the New Engineering Foundation, the college looked to support organisations in developing an effective approach to reducing carbon emissions, which would lead to positive economic and social outcomes for learners, employers and communities while also mitigating climate change and other adverse environmental impacts.
Efficiency Flush: Through this project, Grantham College and Boston College analysed their current water usage and explored and implemented practical low-cost solutions to save both water and money. The project involved students and staff in raising awareness and promoting the benefits to the wider community.
The aim of the project was to encourage and engage sustainability thinking within the WEA using the 3-sphere model of environment, economic and social sustainability. The project team sought to engage as many staff and members of the WEA as possible to get the organisation talking about sustainability at a grassroots level. The team established a website acting as an accessible virtual project home, which was populated by ideas, hints and tips about sustainability.
This report explores the changing role of Colleges in local economic development. With new Local Enterprise Partnerships (LEPs) being set up, and the continuing emphasis to rebuild the UK’s economy after the downturn, Colleges should consider how they can support their host economies and what they can bring to the LEPs.
This report sets out the findings from a project on the role of Local Enterprise Partnerships (LEPs) in relation to skills. This project was implemented jointly by the British Chambers of Commerce (BCC), the Local Government Association (LGA), and the 157 Group, between October 2010 and March 2011.
This guide provides information and guidance on how you can successfully attract and manage delivery partners under the newly developed Apprenticeship Training Agency (ATA) model of delivery. All examples included in this guide have been developed in partnership with the ATAs and Group Training Associations (GTAs) supported through the National Apprenticeship Service (NAS). The guide is intended for organisations, including providers and other sector bodies, that are investigating this delivery model as this is a new way of working that may be unfamiliar to many of these organisations.
This guide provides information and guidance to help you to identify what are the key considerations for establishing an Apprenticeship Training Agency (ATA) model of delivery. All examples included in this guide have been developed in partnership with the newly appointed ATAs and Group Training Associations (GTAs) supported through the National Apprenticeship Service (NAS). The guide is intended for organisations, including providers and other sector bodies, that are investigating this delivery model as this is a new way of working that may be unfamiliar to many of these organisations.
This guide provides information and guidance on how you can successfully support an apprentice under the newly developed Apprenticeship Training Agency (ATA) model of delivery. All examples included in this guide have been developed in partnership with the newly appointed ATAs and Group Training Associations (GTAs) supported through the National Apprenticeship Service (NAS). The guide is intended for organisations, including providers and other sector bodies, that are investigating this delivery model as this is a new way of working that may be unfamiliar to many of these organisations.
This guide provides information and guidance on how to successfully attract, work with and support employers taking on an apprentice under the newly developed Apprenticeship Training Agency (ATA) model of delivery. All examples included in this guide have been developed in partnership with the newly appointed ATAs and Group Training Associations (GTAs) supported through the National Apprenticeship Service (NAS).
