OECD recommendations Using campaigns to attract male workers Build public support, improving norms around men as caregivers Improving male worker support and networking initiatives Networking and peer-to-peer support are important Implementing affirmative action policies favouring male candidates Affirmative action has been used to get more men into ELC jobs
What can student networks do? • Use the NUS/Sparqs toolkits with your institution on their areas of curricular development. • Don’t overlook areas of male under -representation e.g. ELC, Nursing, Teaching, Hair & Beauty or Social Work.
Digital Technologies Skills Skills Development Scotland Tackling the Technology Gender Gap
Demand for Tech Skills 100,000 tech professionals
Demand for Tech Skills • 5,000 tech graduates • 1,500 apprenticeship starts • 23% tech roles female
Women in Tech Workforce 18% 23% 2016 2018
Women in Tech Pipeline
What’s B een Done So Far? • Teaching Resources • Girlguiding Scotland Digital Challenge Badge • Role Models Resources • Employer Best Practice Guide • Ongoing – best practice in college and universities
Gender Diversity in Education • Renaming courses and use of terminology • Restructuring and modernising CS curriculum • Delivery of CS and content development • Placements and opportunities to experience the workplace
Claire.Gillespie@sds.co.uk
Sabbatical education officer support: what works? Simon Varwell Senior Development Consultant, sparqs National Education Officers’ Network 19 th February 2020 @sparqs_Simon @sparqs_Scotland
How do you explain your job to people outside universities or colleges? @sparqs_Simon @ sparqs_Scotland
Our support to you • That’s Quality! • NEON. • Individual institutional support. • Induction toolkit for colleges (and unis?). • Our Student Engagement Staff Network. @sparqs_Simon @ sparqs_Scotland
That’s Quality! • For new education officers and related staff. • Two-day residential, focussed on sector context of policy, reviews, support. • 2020 details: – Universities: Monday 13 th to Tuesday 14 th July. – Colleges: Thursday 13 th to Friday 14 th August. – Both at Stirling Court Hotel, University of Stirling. @sparqs_Simon @ sparqs_Scotland
NEON • This is your network! • Let us know what you want. • What can you share – challenges and successes? @sparqs_Simon @ sparqs_Scotland
Individual institutional support • Know your key contact in sparqs! • Invite us in to discuss ongoing challenges and successes. • We can help build partnership approaches – we work with institutional staff too. • Connection with our projects and policy work. @sparqs_Simon @ sparqs_Scotland
Student Engagement Staff Network • For roles in SE and academic rep support roles. • “Learn, share, develop”. • How do these roles best support you? • What would you want SESN to provide for staff? @sparqs_Simon @ sparqs_Scotland
Sector sessions @sparqs_Scotland #sparqsNEON
Apprentice Voice Engaging apprentices in L+T dialogue Justin Walker 19 February 2020 NEON – Fife College @sparqs_Scotland #sparqsNEON
Apprenticeships in Scotland Day Release Block Release Assessor-Visitor Model Year 1 Apprentices @sparqs_Scotland #sparqsNEON
Show of Hands - Q1 Does your college offer courses for apprentices? • Yes • No • Don’t Know @sparqs_Scotland #sparqsNEON
Show of Hands - Q2 Does your course rep system include apprentices; are classes of apprentices supposed to choose course reps? • Yes • No • Don’t Know @sparqs_Scotland #sparqsNEON
Show of Hands – Q3 Does this happen successfully, or is it difficult to get course reps for apprentices? It works well – we get course reps easily for apprentice groups. • It is more difficult to get course reps with classes of apprentices • than with classes of full-time students. Don’t know • @sparqs_Scotland #sparqsNEON
Group Discussion Getting started (2 mins, verbal) • Introduce yourselves – name and college. • State whether there are courses for apprentices in your college. • Name as many of these courses as you can – ie. list subject areas. @sparqs_Scotland #sparqsNEON
Group Discussion A Current practice (3 mins. Brief notes). 1. What specific measures does your SA organise, to engage apprentices? Which of these work well? • Welcome events for Apprentices. • Motivational sessions. • SA officer responsible for apprentices. • Anything else? @sparqs_Scotland #sparqsNEON
Group Discussion B Obstacles and Innovation (6 mins. Brief notes). 2. What do you think are the obstacles to apprentice engagement? 3. Innovation. Suggest some new ideas that colleges could try, to help apprentices engage in dialogue about their learning experience. @sparqs_Scotland #sparqsNEON
Group Discussion Collect Feedback (8 mins) Respond to any of the discussion questions. • Initially one per group. • Then further contributions. • Please also submit your written notes. @sparqs_Scotland #sparqsNEON
Thank you! @sparqs_Scotland #sparqsNEON
Lunch: 12.45 – 1.30 @sparqs_Scotland #sparqsNEON
Liz Shevlin Stef Black Leading Improvement Team Senior Development Consultant Scottish Government sparqs #scotimprove lit@gov.scot
Whole system approach Leaders must create the conditions Aim big, start small
The 3-Step Improvement Framework 1 Aim 2 Correct changes 3 Clear change Is there an Are we using our full method agreed aim that knowledge to identify Does everyone know is understood by the right changes and and understand the everyone in the priorities those that method(s) we will system? are likely to have the use to improve? biggest impact on our 4 Measurement 6 Spread plan aim? Can we measure Have we set out our and report 5 Capacity and plans for innovating, capability progress on our testing, implementing Are people and other improvement and sharing new resources deployed aim? learning to spread the in the best way to improvement enable everywhere it is improvement? needed?
Test and adapt in in each ch context xt
The College Improvement Project is contributing to this: The Project launched in 2017 with the aim of improving retention and raising attainment in FE in colleges through the application of a quality improvement approach to developing evidence based practice. A key aspect of the approach is to embed a culture of continuous improvement which compliments and supports the new college quality arrangements and refreshed professional standards and so joins up this project with the wider quality improvement effort overseen by Education Scotland and the Scottish Funding Council. OFFICIAL
Language and terminology Attainment – attainment is measurable progress which students make as they advance through and beyond education, and the development of the range of skills, knowledge and attributes needed to succeed in learning, life and work. In this context, attainment is obtaining the qualification they were aiming for successfully. Retention – improving the number of students who stay at college; retaining those who start a course to continue onto the next year and eventually to successful completion.
• Successful completion: successfully completed their course, or if more than one year course and this was not in the final year they will have progressed to the next year of study and achieved at least 70 per cent of the units studied in the current year. • Partial Success: Completed the course, but did not achieve the qualification they were aiming for. This could mean that the student has passed all units except one, or did not pass any units at all. Language and • Withdrawal: indicates that a student withdrew from their course before completion. terminology • Early Withdrawal: students withdrawing before the funding qualifying date (before 25% of the course is completed, meaning colleges are not funded for these students) • Further Withdrawal: students withdrawing after the early withdrawal point and before the end of the course. • Large college: delivering above 25,000 credits. • Small college: delivering below 25,000 credits.
Around 236,000 students are studying in Scotland’s colleges
SFC have provided a detailed data set on College Withdrawal Data: 2016-17 Source: Scottish Funding Council FES data 2016-17 There were a total of 19,621 withdrawals from full-time study at colleges . Around a quarter of all full-time study in 2016-17. • A total of 6,178 withdrawals from full-time Higher Education study at colleges around 18% of all full-time HE in 2016-17. • A total of 13,443 withdrawals from full-time Further Education study at colleges around 27% of all full-time FE in 2016-17. Experimental Analysis: not for publication OFFICIAL
Full-time College Withdrawals by Month 4,000 3,579 3,500 3,037 Sep eptember sa saw the the hig highest 2,736 3,000 2,500 2,137 2,071 1,880 2,127 number num r of of with thdrawals ls with 2,000 3,579 students withdrawing 1,500 from their course. 743 752 1,000 480 500 79 0 0 Experimental Analysis: not for publication OFFICIAL
Gender Over the year there were 9,004 male students who withdrew from full-time study and 10,602 female students. Age • 60% of those who withdrew were aged 20 and under . 13% aged 17 (2,621), 19% aged 18 (3,733), and 11% aged 19 (2,224). • 15% were aged between 21 to 24. • 16% were aged between 25 to 34. • 9% were aged 35 and over. Experimental Analysis: not for publication OFFICIAL
Receipt of Student Support Funding Of the 19,621 students who withdrew, 11,832 students hadn’t received any student support at the point of withdrawal (over 60%). SIMD quintile • 36% of those who withdrew from their course were from the most deprived quintile , with 48% of those withdrawing in September, October and November. • Of the 7,042 people from the most deprived areas that withdrew, almost 57% (3,997) hadn’t received any student support funding at the point of withdrawal . • Withdrawal peaked around the week commencing Monday 27 th March. No easy way to identify the reasons for this in the data. Colleges record the reasons for withdrawal, however this information is not collected by SFC. Experimental Analysis: not for publication OFFICIAL
SFC publication College Performance In Indicators - 2018/19 Data Headline figures for FT FE students • 65.2% of enrolled FE students completed their course, 0.9% lower than 2017-18 • Of the 26 colleges delivering FT FE courses, nine improved their success rates and 17 saw a decrease compared to 2017/18 • For large colleges, success rates ranged from 56.0% to 71.7% • For small colleges, success rates ranged from 62.7% up to 75.0% • The SFC target for FT FE success rates by 2019/20 is 73.2%; only 1 small college exceeded this target in 2018/19. The sector as a whole is 8.0PP below the target
FT FE FT HE Successful Completion 65.2% (0.9% 69.8% (1.5% lower than lower than 2017/18) 2017/18) Partial Success 10.1% 11.7% Withdrawal Early 8.7% 5.2% Withdrawal Further 16% 13.3% Withdrawal
The Challe llenge We want to reduce wit ithdrawal l and in increase successful l completion rates in in Scotland’s colleges whilst continuing to wid iden access and provid ide opportunitie ies for all. ll.
• Financial problems • Poor secondary school Student preparation withdrawal : It’s • Choosing the wrong course • Conflict with work and family not just about the commitments student failing the • Failing multiple modules/assessments course it’s about • Lack of quality time with lecturers and support staff the system failing • Course relevance the student • Lack of help and support for students
Sector Purpose Alignment System Change Behaviour Change OFFICIAL
Improvement is relative The Improvement Future Current Journey Understand The ‘to be’ the ‘as is’ … Generate good ideas & … Vision of take action to make with all its Success positive changes flaws (& strengths) At each stage: There are key ingredients you need to know and different tools that will help you
The Improvement Journey Identify Share specific Create Implement Understand Develop aim learning and change conditions and sustain current and change spread ideas, test for change system theory where tested where and refine relevant using pdsa Leadership, project planning and management, communication and measurement
Quality Quality Quality Assurance Planning Improvement OFFICIAL
Carnegie Foundation for the Advancement of Teaching and Learning
Tests of change 1. What are we trying to accomplish? • Set clear and focused goals • Be bold in its aspirations • Have clear, measurable targets 2. How will we know if the change is an improvement? • Measure outcomes • Note changes that affect the measures & demonstrate sustainable improvement • Collect data to demonstrate whether change = improvement 3. What changes can we make that will result in improvement? • Think big • Start small • Scale fast
Measures: Focussing on what we need to know Is the young Is the system What about the person getting the working as bigger picture? right outcome? planned? Process Balancing Measures Outcome Measures Looking at the system Measures from different Are we doing the Are we making dimensions. right things at the things better? right time, every time? Does improving one Are we on track thing cause problems to achieve our elsewhere? Is the process Aim? reliable? OFFICIAL
Why test t ch changes?
Plan, Do, Study, Act (PDSA) cycle Step 1: Plan Step 2: Do • Plan the test or observation, • Try out the test on a small scale. including a plan for collecting data. • Carry out the test. • State the objective of the test. • Document problems and • Make predictions about what will unexpected observations. happen and why. • Begin analysis of the data. • Develop a plan to test the change. Step 3: Study Step 4: Act • Set aside time to analyse the data & • Refine the change, based on what study the results. was learned from the test. • Complete the analysis of the data. • Determine what modifications • Compare the data to predictions. should be made. • Summarize and reflect on what was • Prepare a plan for the next test. learned.
Link to a short video about the project. Created by media students from West College Scotland. https://www.dropbox.com/s/5d31jzbslng8zd4/CDN% 20and%20Parliment%20Training%20Reel.mp4?dl =0 OFFICIAL
https://www.cdn.ac.uk/college-innovation-hub/ OFFICIAL
OFFICIAL
Why is it important to understand the system?
Systems thinking – ‘ Every system is perfectly designed to deliver the results that it gets ’
System map Force Empathy map Field ISM Cause Model & Effect Understa nding your system Culture Proces Map s map Data Reflection Analysis User Journey
System Mapping Who are the key stakeholders? What is the vision for the students’ association ? what does the S.A. offer to that person/organisation and what does the person/organisation offer to the service?
Breakdown by colleges FT FE Successful Completion +/- compared to Partial Success Withdrawal 2018/19 2017/18 Ayrshire 66.2% -0.7% 8.6% 25.2% Borders 68.2% -0.5% 8.3% 23.4 City of Glasgow 65.9% -2% 11.2% 22.9 Dumfries & Galloway 58.6% -1% 13.4% 27.9% Dundee & Angus* 70.2% -5.2% 10% 19.8% Edinburgh* (4,180 students) 56% -4.7% 12.4% 31.6% Fife 57.9% -1.2% 16.4% 25.7% Forth Valley 69.1% -2.3% 7% 23.8% Glasgow Clyde 68% +1.9% 9.5% 22.5% Glasgow Kelvin 63.8% +2.6% 8% 28.2% New College Lanarkshire* 63% +1.6% 6.9% 30% Newbattle (72 students) 75% +22.9% 11.1% 13.9% NESCOL 64.8% -1.8% 11.1% 24.2% South Lanarkshire 71.7% +1% 4.9% 23.4% SRUC 70.1% +1.8% 11.1% 18.8% West College Scotland* 67.9% -1.3% 10.5% 21.5% West Lothian College 67.7% +2.2% 7.8% 24.4%
UHI Colleges Argyll 62.7% -13.3% 11.2% 26% Inverness* 69.9% -0.7% 7.3% 22.8% Lews Castle 68.1% +7.3% 14.5% 17.4% Moray 67.9% -1.1% 10.7% 21.4% Orkney 71.6% -3.4% 11% 17.4% Perth 67.4% -2.6% 9.7% 22.9% Shetland 71.1% -6.7% 10.8% 18.1% North Highland 69.2% -2.6% 9.7% 21.1% West Highland 71.8% +2% 12.6% 15.5%
All recognised courses across all colleges that make up the published PIs are available in the Course Tool.
On Student Satisfaction SFC only receives summary level data but colleges will have this at Department and at course level.
College Leaver Destination Tool (only collected for full-time successful students)
Purpose of this session: understanding qualitative data collection tools • How do you begin to identify areas for improvement? • What do you need to know in order to know that what you are doing is leading to improvement? • How to understand what you need to measure, and how do you begin to gather that data?
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