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The Frank Buttle Trust Quality Mark for Further Education Institutions in Wales

The Frank Buttle Trust Quality Mark for Further Education Institutions in Wales. What we are trying to achieve?. A culture in Wales where there is an established participation in learning and an expectation that grows aspiration and celebrates achievement. Foundations for FE Quality Mark.

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The Frank Buttle Trust Quality Mark for Further Education Institutions in Wales

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  1. The Frank Buttle Trust Quality Mark for Further Education Institutions in Wales

  2. What we are trying to achieve? A culture in Wales where there is an established participation in learning and an expectation that grows aspiration and celebrates achievement.

  3. Foundations for FE Quality Mark • All Higher Education Institutions in Wales have achieved the Frank Buttle Trust Quality Mark • Education Stakeholder group • Coleg Sir Gâr • Huge partnership and scaffold of support, from both sides • FE sector- Diverse needs age range & status

  4. Framework • Selection ~ widest spread, • geographical location, • college type • relatively diverse mix of learners, • based in an Objective 1 area, • acknowledgement of existing structures by ESTYN

  5. Pilot Schemes Coleg Menai: North Wales; Coleg Glan Hafren: South-East Wales; Neath Port Talbot College: South-West Wales;

  6. Current Position • Sir Gâr • Neath Port Talbot • Coleg Glan Hafren • Coleg Menai • Plans for dissemination through Colegau Cymru event

  7. Looked after young people in Scotland’s Colleges David Beards, SFC 11 January 2011

  8. “We can and must do better” SFC Pilot Programme: • John Wheatley – single college in a deprived urban area • Dumfries and Galloway – single college in rural area • Edinburgh Colleges – a partnership of 3 city colleges • Evaluation by Strathclyde University • Frank Buttle Trust college Quality Mark

  9. Outcomes and issues • What is success? Contextualising attainment and the implications for quality frameworks • A continuum of provision: recognising when extraordinary support is needed • Partnerships, roles and concordats: challenging partners and learners; who pays for what? • Progression: access to what?

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