New Campus Glasgow: Strategic Benefits Analysis
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• Considering themselves part of one system geared towards helping people
develop the skills they need, where articulation, integration and working with other
providers are the norm;
• Developing strong partnerships and communication links to ensure that
information about an individual's support needs, learning styles and achievements
are shared;
• Providing high quality, relevant, learning opportunities that have value in the
workplace (including the provision of learning at times and places accessible by
workers, and offering easy access to robust information about learning
opportunities and funding to individuals and employers).
• Working closely with business to develop courses that meet business need and
individual aspirations, and make best use of the knowledge created in institutions
for the benefit of Scotland's economy.
What next for learning and teaching in Scotland's Colleges?
2.17 This report was commissioned by the SFC and reported in August 2008. The report
aims to provide a broad and comprehensive map of the learning and teaching issues facing
colleges and their staff.
2.18 It identifies key trends in learning and teaching to include:
• Learners - provide experiences which are regarded by learners as unique to their
circumstances, needs and aspirations by building on college responsiveness to
the diverse needs of the learner population, on the greater attention being paid to
the needs of specific groups and on the student centred traditions of the sector.
• Learning and learning relationships - strengthen staff professional learning
opportunities by building on the growing appetite for knowledge and understanding
of the learning process and in recognition of the significance of the relationship
between learner and college.
• Curriculum for learning - enhance the contribution of colleges to Scotland's
learning system by recognising the increased sophistication of processes of
curriculum design, planning and delivery and by responding to emerging demands
for essential skills, enterprise, and links to skills utilisation in the workforce.
2.19 More specific findings of the What next report are referenced throughout subsequent
sections of this report.
New Horizons, Joint Future Thinking Taskforce on Universities
2.20 The Cabinet Secretary for Education and Lifelong Learning, Fiona Hyslop MSP,
agreed in November 2007 to establish a Joint Future Thinking Taskforce on Universities ("the
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Appendix 13: Economic Impact Report