University of Glamorgan
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) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
> @ ■ = ье┴ a
Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
> @ ■ = ье┴ a
Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
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Introduction During the time of the first industrial revolution there was a large influx of workers into the coal, steel and slate industries of Wales. With the gradual decline of heavy industries across the UK from the 1930s, the type of regional policy we recognise today began. The withdrawal of these location-specific industries left many communities without an economic raison dТetre. However, the social and physical infrastructure remained and government policy decreed that more footloose, non location-specific industry be attracted to these areas, to replace the lost jobs. This approach continued into the 1970s, 1980s and 1990s in Wales, boosted by the creation of the Welsh Development Agency in 1976, whose aim was to find employment to replace the jobs lost in the then fast collapsing coal and steel industries. The methods utilised by economic policy makers during this time in Wales increasingly revolved around the attraction of a previously largely untapped resource, namely Foreign Direct Investment (FDI), especially in industries such as electronics and automotive components. However, many inward investors were not interested in older brownfield industrial locations. They preferred new greenfield sites in the more easily accessible North East and South East parts of Wales and ignoring large parts of the South Wales Valleys, and West of Wales, which were also declining economically. The jobs created were also often lower paid than those they replaced, had lower linkages with the local economy, and required commuting. Indeed, in some ways this jobs (rather than economic prosperity) based policy followed the path of least resistance, and exacerbated the problem of falling relative Gross Domestic Product (GDP- or income) per head via the structural change it engendered (although of course this is to ignore what the counterfactual would have been). GDP per head figures in Wales is now below 80% of the UK average, having been falling over the past two decades. Approximately two-thirds of Wales (National Assembly for Wales, 2000) denoted by the title УWest Wales and the ValleysФ now qualify for EU Objective One status, having GDP per capita levels averaging under 75% of the EU average (see map 1). For these areas such status (up until the end of 2006) offers the opportunity of г1.3Bn in EU funds, together with matched funds from government and private sector sources, to help revitalise the economy. Map 1 The Objective One Areas of Wales However, the Objective One Single Programme DocumentТs (SPD) has targeted outcomes from an amount of money (excluding matched funds) which would represent on average only about 2% of WalesТs block grant per annum and less than 1% of its GDP (Hill, 2000). Nevertheless, these targets are extremely ambitious, including aiming to raise GDP per head levels from 73% to 78% of the UK average by the end of the programme, using the Objective One programme to produce two-thirds of the increase via 43,500 extra jobs and 35,400 fewer people who can be categorised as being economically inactive. This is to be achieved by spending in six priority areas (see table 1). As can be seen from table 1, the policy focus within the Objective One areas has been put on indigenous growth of small Welsh businesses, and entrepreneurship in general, not least because enterprise is now seen as vital to a prosperous economy and because Wales has not done well historically in this regard (Jones-Evans and Brooksbank, 2000). Linked to this more bottom-up focus, the Objective One programme also has a specific emphasis on community economic development, with a particular need to focus on developing community capacity. However, Objective One funds seem to have been slow in actually resourcing this priority specifically. Of over 280 Objective One projects approved by June 2001, totalling nearly г200m (not including matched funds) only 18 (around г6.5m) were for projects designated under community economic regeneration (Economic Development Committee, 2001). Only fourteen projects (г5.5m) for community capacity building had been approved. Overall, despite the Objective One strategy designating 9.6% of funds to community economic regeneration, less than 3.5% of the total allocated has actually gone to this priority. One scheme funded by Objective One money that in many ways cuts across all the priorities mentioned in table 1, however, is Enterprise College Wales (ECW), designed by the University of Glamorgan. This is an on-line, web-based, degree in Enterprise, aimed at creating and improving entrepreneurial and managerial capacity in the Objective One Areas where such activity has been deficient. This distance learning (with local partner Further Education colleges located throughout the Objective One areas) platform has been created with the aim of aiding individuals and communities generate their own economic development solutions, through promotion of the tools of entrepreneurship and entrepreneurial behaviour generally . This paper will examine the issues surrounding ECW, concentrating upon the need for increased entrepreneurial activity and capacity, the reasons for undertaking this through the platform of web-based learning, and the characteristics of the first cohort of students undertaking the course. Finally, conclusions are drawn and the requirements for a future research agenda aimed at determining the ultimate success or otherwise of ECW. Table 1 SPD for Welsh Objective One Areas : Priorities, Resources, Targeting and Measures PriorityTitleResources (m Euros)Spatial TargetingMeasures (Fund) (% of PrioritiesТ resources)1Expanding and Developing the SME baseERDF : 336.9 ESF : 124.5 Total : 461.9 % of Total : 24.9Generic priority that applies across the region1 Financial support for SMEs (ERDF) (15-20) 2 Promoting Entrepreneurship & Birth rate of SMEs (ERDF) (15-20) 3 Developing Competitive SMEs (ERDF) (20-25) 4 Promoting adaptability and entrepreneurship (27) 5 Providing sites and premises for SMEs (ERDF) (15-20)2Developing innovation and the knowledge based economyERDF :258.9 ESF : 37.5 Total : 296.2 % of Total : 16Not spatially targeted but clear criteria set for measures 1 and 3. Measure 1 to tackle peripherality of former 5b rural areas, northern and western areas of the Valleys. Measure 3 to maximise developing existing clusters and developing new R&D around FE& HE institutions1 ICT infrastructure (ERDF) (20-25) 2 Stimulate & support demand for ICT (ERDF) (20-25) 3 Support Development of Innovation & R&D (ERDF) (35-40) 4 Skills for Innovation & Technology (ESF) (13) 5 Clean Energy Sector developments (ERDF) (10-15)3Community Economic Regeneration ERDF : 156 ESF : 22.5 Total : 178.5 % of Total : 9.6Utilise the National Assembly commissioned index of deprivation, 65% of resources to communities up to 10000, locally identified as facing multiple deprivation . At least 2/3 of population in any area will live in wards rated as amongst 40% most deprived in the region. 35% to groups of communities up to 5000 facing social / economic disadvantage reinforced by isolation. At least 2/3 in wards rated as among both 40% most peripheral and 50% most deprived. Overall no more than 30% of the regionТs population will be covered1 Community action for social exclusion (ESF) (13) 2 Partnership and community capacity building (ERDF) (15-20) 3 Regeneration of deprived areas through community led action (ERDF) (45-50) 4 Support for creation % development of business in social economy (ERDF) 20-25) 4Developing People ERDF : 66 ESF : 402 Total : 468 % of Total : 25.3Concentrated on young people and others at risk of moving into long term unemployment or inactivity. Spatial targeting of areas with high unemployment through employment zones. 1 Preventative & Active labour market measures (ESF) (30-35) 2 Social inclusion (ESF) (20-25) 3 Lifetime learning (ESF) (20-25) 4 Improving learning system (ERDF) (14) 5 improving participation of women in the labour market (ESF) (5-10) 6 Anticipation & analysis of skills needs (ESF) (1-5)5Rural Development and Sustainable Use of Natural Resources EAGGF: 130.5 ERDF : 67.3 FIFG : 15.2 Total : 213 % of Total : 11.5Horizontal across the parts of the region that are rural in nature1 Processing & marketing of agricultural products (EAGGF) (20-25) 2 Training services to help farming adapt and diversify (EAGGF) (5-10) 3 Forestry (EAGGF) (5-10) 4 Promoting adaptation and development of rural areas (EAGGF) 5-10 5 Investment in agricultural holdings (5) 6 Promoting local economic development (ERDF) (20-25) 7 Sustainable countryside (EAGGF) (10-15) 8 Support for recreational operations & protection of natural environment and its management (ERDF) (10-15) 9 Support for fisheries & aquaculture (7)6Strategic Infrastructure Development ERDF : 210 Total : 210 % of Total : 11.3Concentrate on opening up peripheral areas, though some investment to complete transport links to valleys from the south coast and to complete environmental remediation work1 Accessibility & transport (35-40) 2 Energy infrastructure (5-10) 3 Strategic employment (25-30) 4 Environmental infrastructure (25-30) 7Use of Technical AssistanceERDF : 20.9 ESF : 5.2 Total : 26.1 % of Total : 1.4Promoting effective programme management (6.5 m Euros split between ERDF & ESF)Source
... and Jack, S.L. (1998) Entrepreneurs as Mentors : Mentoring Entrepreneurially, Frontiers of...
... and Jack, S.L. (1998) Entrepreneurs as Mentors : Mentoring Entrepreneurially, Frontiers of...
Introduction%20%20During%20the%20time%20of%20the%20first%20industrial%20revolution%20there%20was%20a%20large%20influx%20of%20workers%20into%20the%20coal,%20steel%20and%20slate%20industries%20of%20Wales.%20With%20the%20gradual%20decline%20of%20heavy%20industries%20across%20the%20UK%20from%20the%201930s,%20the%20type%20of%20regional%20policy%20we%20recognise%20today%20began.%20The%20withdrawal%20of%20these%20location-specific%20industries%20left%20many%20communities%20without%20an%20economic%20raison%20dТetre.%20However,%20the%20social%20and%20physical%20infrastructure%20remained%20and%20government%20policy%20decreed%20that%20more%20footloose,%20non%20location-specific%20industry%20be%20attracted%20to%20these%20areas,%20to%20replace%20the%20lost%20jobs.%20This%20approach%20continued%20into%20the%201970s,%201980s%20and%201990s%20in%20Wales,%20boosted%20by%20the%20creation%20of%20the%20Welsh%20Development%20Agency%20in%201976,%20whose%20aim%20was%20to%20find%20employment%20to%20replace%20the%20jobs%20lost%20in%20the%20then%20fast%20collapsing%20coal%20and%20steel%20industries.%20The%20methods%20utilised%20by%20economic%20policy%20makers%20during%20this%20time%20in%20Wales%20increasingly%20revolved%20around%20the%20attraction%20of%20a%20previously%20largely%20untapped%20resource,%20namely%20Foreign%20Direct%20Investment%20(FDI),%20especially%20in%20industries%20such%20as%20electronics%20and%20automotive%20components.%20However,%20many%20inward%20investors%20were%20not%20interested%20in%20older%20brownfield%20industrial%20locations.%20They%20preferred%20new%20greenfield%20sites%20in%20the%20more%20easily%20accessible%20North%20East%20and%20South%20East%20parts%20of%20Wales%20and%20ignoring%20large%20parts%20of%20the%20South%20Wales%20Valleys,%20and%20West%20of%20Wales,%20which%20were%20also%20declining%20economically.%20%20The%20jobs%20created%20were%20also%20often%20lower%20paid%20than%20those%20they%20replaced,%20had%20lower%20linkages%20with%20the%20local%20economy,%20and%20required%20commuting.%20Indeed,%20in%20some%20ways%20this%20jobs%20(rather%20than%20economic%20prosperity)%20based%20policy%20followed%20the%20path%20of%20least%20resistance,%20and%20exacerbated%20the%20problem%20of%20falling%20relative%20Gross%20Domestic%20Product%20(GDP-%20or%20income)%20per%20head%20via%20the%20structural%20change%20it%20engendered%20(although%20of%20course%20this%20is%20to%20ignore%20what%20the%20counterfactual%20would%20have%20been).%20%20%20GDP%20per%20head%20figures%20in%20Wales%20is%20now%20below%2080%%20of%20the%20UK%20average,%20having%20been%20falling%20over%20the%20past%20two%20decades.%20Approximately%20two-thirds%20of%20Wales%20(National%20Assembly%20for%20Wales,%202000)%20denoted%20by%20the%20title%20УWest%20Wales%20and%20the%20ValleysФ%20now%20qualify%20for%20EU%20Objective%20One%20status,%20having%20GDP%20per%20capita%20levels%20averaging%20under%2075%%20of%20the%20EU%20average%20(see%20map%201).%20For%20these%20areas%20such%20status%20(up%20until%20the%20end%20of%202006)%20offers%20the%20opportunity%20of%20г1.3Bn%20in%20EU%20funds,%20together%20with%20matched%20funds%20from%20government%20and%20private%20sector%20sources,%20to%20help%20revitalise%20the%20economy.%20%20%20Map%201%20The%20Objective%20One%20Areas%20of%20Wales%20However,%20the%20Objective%20One%20Single%20Programme%20DocumentТs%20(SPD)%20has%20targeted%20outcomes%20from%20an%20amount%20of%20money%20(excluding%20matched%20funds)%20which%20would%20represent%20on%20average%20only%20about%202%%20of%20WalesТs%20block%20grant%20per%20annum%20and%20less%20than%201%%20of%20its%20GDP%20(Hill,%202000).%20%20Nevertheless,%20these%20targets%20are%20extremely%20ambitious,%20including%20aiming%20to%20raise%20GDP%20per%20head%20levels%20from%2073%%20to%2078%%20of%20the%20UK%20average%20by%20the%20end%20of%20the%20programme,%20using%20the%20Objective%20One%20programme%20to%20produce%20two-thirds%20of%20the%20increase%20via%2043,500%20extra%20jobs%20and%2035,400%20fewer%20people%20who%20can%20be%20categorised%20as%20being%20economically%20inactive.%20%20This%20is%20to%20be%20achieved%20by%20spending%20in%20six%20priority%20areas%20(see%20table%201).%20%20As%20can%20be%20seen%20from%20table%201,%20the%20policy%20focus%20within%20the%20Objective%20One%20areas%20has%20been%20put%20on%20indigenous%20growth%20of%20small%20Welsh%20businesses,%20and%20entrepreneurship%20in%20general,%20not%20least%20because%20enterprise%20is%20now%20seen%20as%20vital%20to%20a%20prosperous%20economy%20and%20because%20Wales%20has%20not%20done%20well%20historically%20in%20this%20regard%20(Jones-Evans%20and%20Brooksbank,%202000).%20%20%20Linked%20to%20this%20more%20bottom-up%20focus,%20the%20Objective%20One%20programme%20also%20has%20a%20specific%20emphasis%20on%20community%20economic%20development,%20with%20a%20particular%20need%20to%20focus%20on%20developing%20community%20capacity.%20However,%20Objective%20One%20funds%20seem%20to%20have%20been%20slow%20in%20actually%20resourcing%20this%20priority%20specifically.%20Of%20over%20280%20Objective%20One%20projects%20approved%20by%20June%202001,%20totalling%20nearly%20г200m%20(not%20including%20matched%20funds)%20only%2018%20(around%20г6.5m)%20were%20for%20projects%20designated%20under%20community%20economic%20regeneration%20(Economic%20Development%20Committee,%202001).%20Only%20fourteen%20projects%20(г5.5m)%20for%20community%20capacity%20building%20had%20been%20approved.%20Overall,%20despite%20the%20Objective%20One%20strategy%20designating%209.6%%20of%20funds%20to%20community%20economic%20regeneration,%20less%20than%203.5%%20of%20the%20total%20allocated%20has%20actually%20gone%20to%20this%20priority.%20%20One%20scheme%20funded%20by%20Objective%20One%20money%20that%20in%20many%20ways%20cuts%20across%20all%20the%20priorities%20mentioned%20in%20table%201,%20however,%20is%20Enterprise%20College%20Wales%20(ECW),%20designed%20by%20the%20University%20of%20Glamorgan.%20This%20is%20an%20on-line,%20web-based,%20degree%20in%20Enterprise,%20aimed%20at%20creating%20and%20improving%20entrepreneurial%20and%20managerial%20capacity%20in%20the%20Objective%20One%20Areas%20where%20such%20activity%20has%20been%20deficient.%20This%20distance%20learning%20(with%20local%20partner%20Further%20Education%20colleges%20located%20throughout%20the%20Objective%20One%20areas)%20platform%20has%20been%20created%20with%20the%20aim%20of%20aiding%20individuals%20and%20communities%20generate%20their%20own%20economic%20development%20solutions,%20through%20promotion%20of%20the%20tools%20of%20entrepreneurship%20and%20entrepreneurial%20behaviour%20generally%20.%20%20%20This%20paper%20will%20examine%20the%20issues%20surrounding%20ECW,%20concentrating%20upon%20the%20need%20for%20increased%20entrepreneurial%20activity%20and%20capacity,%20the%20reasons%20for%20undertaking%20this%20through%20the%20platform%20of%20web-based%20learning,%20and%20the%20characteristics%20of%20the%20first%20cohort%20of%20students%20undertaking%20the%20course.%20Finally,%20conclusions%20are%20drawn%20and%20the%20requirements%20for%20a%20future%20research%20agenda%20aimed%20at%20determining%20the%20ultimate%20success%20or%20otherwise%20of%20ECW.%20%20%20Table%201%20SPD%20for%20Welsh%20Objective%20One%20Areas%20:%20Priorities,%20Resources,%20Targeting%20and%20Measures%20PriorityTitleResources%20%20(m%20Euros)Spatial%20TargetingMeasures%20(Fund)%20(%%20of%20PrioritiesТ%20resources)1Expanding%20and%20Developing%20the%20SME%20baseERDF%20:%20336.9%20ESF%20:%20124.5%20Total%20:%20461.9%20%%20of%20Total%20:%2024.9Generic%20priority%20that%20applies%20across%20the%20region1%20Financial%20support%20for%20SMEs%20(ERDF)%20(15-20)%202%20Promoting%20Entrepreneurship%20&%20Birth%20rate%20of%20SMEs%20(ERDF)%20(15-20)%203%20Developing%20Competitive%20SMEs%20(ERDF)%20(20-25)%204%20Promoting%20adaptability%20and%20entrepreneurship%20(27)%205%20Providing%20sites%20and%20premises%20for%20SMEs%20(ERDF)%20(15-20)2Developing%20innovation%20and%20the%20knowledge%20based%20economyERDF%20:258.9%20ESF%20:%2037.5%20Total%20:%20296.2%20%%20of%20Total%20:%2016Not%20spatially%20targeted%20but%20clear%20criteria%20set%20for%20measures%201%20and%203.%20Measure%201%20to%20tackle%20peripherality%20of%20former%205b%20rural%20areas,%20northern%20and%20western%20areas%20of%20the%20Valleys.%20Measure%203%20to%20maximise%20developing%20existing%20clusters%20and%20developing%20new%20R&D%20around%20FE&%20HE%20institutions1%20ICT%20infrastructure%20(ERDF)%20(20-25)%202%20Stimulate%20&%20support%20demand%20for%20ICT%20(ERDF)%20(20-25)%203%20Support%20Development%20of%20Innovation%20&%20R&D%20(ERDF)%20(35-40)%204%20Skills%20for%20Innovation%20&%20Technology%20(ESF)%20(13)%205%20Clean%20Energy%20Sector%20developments%20(ERDF)%20(10-15)3Community%20Economic%20Regeneration%20ERDF%20:%20156%20ESF%20:%2022.5%20Total%20:%20178.5%20%%20of%20Total%20:%209.6Utilise%20the%20National%20Assembly%20commissioned%20index%20of%20deprivation,%2065%%20of%20resources%20to%20communities%20up%20to%2010000,%20locally%20identified%20as%20facing%20multiple%20deprivation%20.%20At%20least%202/3%20of%20population%20in%20any%20area%20will%20live%20in%20wards%20rated%20as%20amongst%2040%%20most%20deprived%20in%20the%20region.%2035%%20to%20groups%20of%20communities%20up%20to%205000%20facing%20social%20/%20economic%20disadvantage%20reinforced%20by%20isolation.%20At%20least%202/3%20in%20wards%20rated%20as%20among%20both%2040%%20most%20peripheral%20and%2050%%20most%20deprived.%20Overall%20no%20more%20than%2030%%20of%20the%20regionТs%20population%20will%20be%20covered1%20Community%20action%20for%20social%20exclusion%20(ESF)%20(13)%202%20Partnership%20and%20community%20capacity%20building%20(ERDF)%20(15-20)%203%20Regeneration%20of%20deprived%20areas%20through%20community%20led%20action%20(ERDF)%20(45-50)%204%20Support%20for%20creation%20%%20development%20of%20business%20in%20social%20economy%20(ERDF)%2020-25)%20%204Developing%20People%20ERDF%20:%2066%20ESF%20:%20402%20Total%20:%20468%20%%20of%20Total%20:%2025.3Concentrated%20on%20young%20people%20and%20others%20at%20risk%20of%20moving%20into%20long%20term%20unemployment%20or%20inactivity.%20Spatial%20targeting%20of%20areas%20with%20high%20unemployment%20through%20employment%20zones.%201%20Preventative%20&%20Active%20labour%20market%20measures%20(ESF)%20(30-35)%202%20Social%20inclusion%20(ESF)%20(20-25)%203%20Lifetime%20learning%20(ESF)%20(20-25)%204%20Improving%20learning%20system%20(ERDF)%20(14)%205%20improving%20participation%20of%20women%20in%20the%20labour%20market%20(ESF)%20(5-10)%206%20Anticipation%20&%20analysis%20of%20skills%20needs%20(ESF)%20(1-5)5Rural%20Development%20and%20Sustainable%20Use%20of%20Natural%20Resources%20EAGGF:%20130.5%20ERDF%20:%20%2067.3%20FIFG%20:%2015.2%20%20Total%20:%20213%20%%20of%20Total%20:%2011.5Horizontal%20across%20the%20parts%20of%20the%20region%20that%20are%20rural%20in%20nature1%20Processing%20&%20marketing%20of%20agricultural%20products%20(EAGGF)%20(20-25)%202%20Training%20services%20to%20help%20farming%20adapt%20and%20diversify%20(EAGGF)%20(5-10)%203%20Forestry%20(EAGGF)%20(5-10)%204%20Promoting%20adaptation%20and%20development%20of%20rural%20areas%20(EAGGF)%205-10%205%20Investment%20in%20agricultural%20holdings%20(5)%206%20Promoting%20local%20economic%20development%20(ERDF)%20(20-25)%207%20Sustainable%20countryside%20(EAGGF)%20(10-15)%208%20Support%20for%20recreational%20operations%20&%20protection%20of%20natural%20environment%20and%20its%20management%20(ERDF)%20(10-15)%209%20Support%20for%20fisheries%20&%20aquaculture%20(7)6Strategic%20Infrastructure%20Development%20ERDF%20:%20210%20Total%20:%20210%20%%20of%20Total%20:%2011.3Concentrate%20on%20opening%20up%20peripheral%20areas,%20though%20some%20investment%20to%20complete%20transport%20links%20to%20valleys%20from%20the%20south%20coast%20and%20to%20complete%20environmental%20remediation%20work1%20Accessibility%20&%20transport%20(35-40)%202%20Energy%20infrastructure%20(5-10)%203%20Strategic%20%20employment%20(25-30)%204%20Environmental%20infrastructure%20(25-30)%207Use%20of%20Technical%20AssistanceERDF%20:%2020.9%20ESF%20:%205.2%20Total%20:%2026.1%20%%20of%20Total%20:%201.4Promoting%20effective%20programme%20management%20(6.5%20m%20Euros%20split%20between%20ERDF%20&%20ESF)Source
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... international students, staff and visitors. Set up a mentoring scheme for international students,...
... international students, staff and visitors. Set up a mentoring scheme for international students,...
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PAGEREF _Toc79986577 \h 1 C.1.1 Introduction PAGEREF _Toc79986578 \h 1 C.1.2 General Principles PAGEREF _Toc79986579 \h 1 C.1.3 Collaborative Activity in Wales PAGEREF _Toc79986580 \h 2 C.1.4 International Activity PAGEREF _Toc79986581 \h 2 C2
... development, including shadowing more experienced staff, mentoring, and subject development, to be....
... development, including shadowing more experienced staff, mentoring, and subject development, to be....
Collaborative%20Activity:%20Policy%20Statement
$ &" ─m ъП 8 ю╟ ─+ &" ъП ю╟ ╩ ╩ ╩ ╩ ╩ ╩ University of Glamorgan Widening Access Strategy 2005-06 Progress report for 2004-05 Implementation plan for 2005-06 Contents Page 1. Summary 3 2. Context 4 3. Student profile 2004-05 6 3.1 Overall student profile 2004-05 6 3.2 Profile of community first students 2004-05 7 4. Progress against targets 2004-05 7 4.1 Compulsory 8 4.1.1 Commentary 8 4.2 Traditional on-campus 11 4.2.1 Commentary 12 4.3 Work based learning 13 4.3.1 Commentary 14 4.4 Community delivery 16 4.4.1 Commentary 17 4.5 Disability provision 20 4.6 Race equality 21 4.7 Welsh medium 22 4.8 First Campus 23 4.9 Local authority partnerships 24 5. Implementation plan 2005-06 25 5.1 Context 25 5.1.1 Institutional 5 year strategic plan 2005 26 5.1.2 The University of Glamorgan learning and teaching strategy 2004-09 28 5.1.3 The University of Glamorgan retention strategy 2004-09 29 5.2 Institutional Targets 30 5.3 Funding streams 31 5.4 Areas of activity 32 5.4.1 Compulsory 32 5.4.2 Traditional on-campus 34 5.4.3 Work based learning 35 5.4.4 Community delivery 36 6. Disability provision development plan 2005-06 37 Appendices A. Funding expenditure for premium, access and disability grants 2004-05 40 B. Funding allocations for premium, access and disability grants 2005-06 44 C. Widening access related press release outtakes 2004-05 48 1. Summary This report provides the University of GlamorganТs 2005-6 widening access strategy for HEFCW. We offer a summary of progress over the 2004-5 session and an implementation plan for 2005-6 which also includes provision for disabled students. These details therefore cover the fourth year of HEFCW funding for widening access, premium and disability activities; they also offer a detailed plan of action Ц with SMART objectives Ц for the fifth year of operation. Unlike previous years, this strategy also addresses recent links and developments between the University and Local Authorities in South East Wales. Our rationale for using the HEFCW funding is twofold
... local schools on the First Campus Radio Days, and mentoring of existing volunteers. We most often.....
... local schools on the First Campus Radio Days, and mentoring of existing volunteers. We most often.....
The responsibilities of the Academic Board as prescribed in the Articles 3 The membership of the Academic Board 4 The operation of the Academic Board 5 The committees of the Academic Board 6 Conclusions Appendices 1 Questionnaire 2 Proposed Academic Board membership and committee structure 1 Introduction During the course of 2004 and 2005 the universityТs Board of Governors undertook a review of its effectiveness, informed by the Committee of University ChairmenТs (CUC) guidance. Part of the process of review was to give the Academic Board the opportunity to contribute to the review. As part of its consideration of the effectiveness of the Board of Governors the Academic Board resolved to undertake its own review of its effectiveness. This decision was subsequently reinforced by the Board of Governors in its review when it recommended
... faculty facul...
Introduction%20%202
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) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
) ) K A ░ ░ i Ц A A A ) о 8 ░ V ░ ыJ j д д ) ыJ A ▓ A є ┌ ▌; 8 > V ╧J ░ r $ ╪К┤є┬▓ ▓ ╫ j J ║ AN IMPACT STUDY OF THE NATIONAL HUNGARIAN MENTORING PROJECT IN ENGLISH LANGUAGE TRAINING Katalin Balassa and Caroline Bodєczky (Berzsenyi Dсniel Teacher Training College, Szombathely, Hungary and International Business School, Budapest, Hungary) and Danny Saunders (University of Glamorgan, UK) Abstract Two surveys of mentors and mentoring co-ordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project.HH The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participantsТ awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentorsТ training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. Context Mentoring research rarely addresses Eastern European contexts, with one notable exception being CiascaiТs (2001) discussion of mentoring developments within initial teacher training in Romania. This article offers another Eastern European perspective, this time concentrating on English language training in Hungary. In 1990 ELTSUP (English Language Teacher Supply Project) set up a three year teacher training programmes throughout Hungary. As well as providing advisors to each centre, the British Council also sent Outreach Coordinators to join local staff in running mentor training courses within the teaching practice component of the teacher training programme. The first mentor training course was set up and run at EЎtvЎs Lєrсnd University, Budapest (ELTE) in 1992. It developed the mentoring skills as well as an understanding of the underlying principles of mentoring based on experiential learning (Malderez and Bodєcky 1999). Similar courses were run throughout the country to meet the needs of mentors in nine new three-year teaching institutes, as a result of which there are around 400 trained mentors working in the country. There were typically 90 contact hours for each course, with another 30 allocated for home reading and practical tasks. This approach to initial teacher training was based on a reflective model, with the intention of providing skills for continuous professional development. The project emerged from a СgrowthТ model of learning and teaching through helping participants to become С the best teachers they can possibly beТ (Malderez and Bodєczky 1999). It is opposed to the traditional stimulus-response or СdeficitТ model (Brown 1994, Fish 1995), where a mentee is told what is wrong with her teaching and how to put it right. It allows the mentee to develop their own constructs by reflecting on and evaluating their own practice. In contrast with the traditional Сtransmission approachТ (Gardner 1993) to Hungarian teacher training this model relies heavily on constructivism (Richards and Rodgers 1986), where learning is something that is personally created. Schemata or constructs of understanding can be taken apart and reassembled in ways that are exclusively meaningful to the learner (Malderez and Bodєczky 1999). It must be noted here that in the early nineties, when these courses began, Hungary was just emerging from a highly centralised, authoritarian educational system, with roots going back beyond communism to a Prussian model of education (Halсpi and Saunders 2001). For many participants this new approach to mentoring was completely alien to their cultural expectations, if not their own beliefs. This model, therefore challenged the traditional view that had been prevalent in teacher training for decades. Setting up challenges in teaching is especially important from the constructivist viewpoint, because a challenge makes learners consider or reconsider and possibly reassemble or expand their existing beliefs, attitudes and actions. The model also builds on social constructivism, which stresses that learning is more effective if it is jointly and socially created through interaction with others. It views learnersТ existing knowledge, experiences and beliefs as invaluable resources to draw on in the teaching/learning process. In terms of the development of constructs the growth model to teaching and learning acknowledges that learning is essentially a different process for every individual. Teaching should therefore begin with getting to know individual learners, and discovering where they are as regards their existing constructs. Managing relationships between the teacher and each individual learner is fundamental within the social constructivist framework. Course leaders applying this approach need to pay considerable attention to social relationships and group processes. One of their basic tasks is to establish a relaxed atmosphere for learning, which is safe enough for sharing experiences and revealing deep-seated beliefs. This model also follows the principles of the reflective practitioner approach to teaching/mentoring (SchЎn 1983, 1987). As Malderez and Bodєczky (1999) emphasise, reflection helps trainees to meet the unpredictable demands of the future. This means establishing reflection as a habit; learning the skills of reviewing, noticing, interpreting and evaluating; developing the subsequent skills of planning and selecting; and then using the three key facets of reflection (mirroring, thoughtful deliberation, and modeling). All these skills depend on consciously linking interpretations of classroom events with personally constructed theories, under expert guidance from mentors. Rationale An evaluation study was sponsored by the British Council in 1998 to investigate what effect the new approach to mentoring had on the participants of the Project, and to discover what further support the British Council might be able to give to sustain the programme. The aims were to determine how the Mentor Project had affected three groups First of all, the mentors themselves, who were defined as those English as a Foreign Language (EFL) teachers in primary or secondary schools who work with trainees during their teaching practice throughout the whole country (although a distinction has to be made between mentors in traditional practice schools and mentors in other schools where the staff and the parents are not familiar with mentoring). Second, the mentor coordinators
... In McIntyre, D., Hagger, H. and Wilkin, M. (Eds.) Mentoring: Perspectives on School-based teacher....
" ;
Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t б▒·┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t С┴є┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
... the learning ...
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Ё┐ │ jbjbЗtЗt .. э э C m И Ю Ю Ю Ю ю ю ю X № № № 8 4 H , X К$ ╢ А А Ц Ц Ц u u u $ $ $ $ $ $ $ , @% R Т' /$ ю u q u u u /$ U Ю Ю Ц Ц █ D$ U U U u p Ю 8 Ц ю Ц $ U 4 6 " Ю Ю Ю Ю u $ U U т " д ╓ ю $ t С┴є┐ № х p ╡" $ Z$ 0 К$ ╦" 6 ж( U ж( , $ U ю X X д № X X № Joint Statement of the Research CouncilsТ/AHRBТS Skills Training Requirements for Research Students Introduction The Research Councils and the Arts and Humanities Research Board play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the Research Councils/AHRB would be expected to develop during their research training. These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, supervisor support and mentoring, departmental support, workshops, conferences, elective training courses, formally assessed courses and informal opportunities. The Research Councils and the AHRB would also want to re-emphasise their belief that training in research skills and techniques is the key element in the development of a research student, and that PhD students are expected to make a substantial, original contribution to knowledge in their area, normally leading to published work. The development of wider employment-related skills should not detract from that core objective. The purpose of this statement is to give a common view of the skills and experience of a typical research student thereby providing universities with a clear and consistent message aimed at helping them to ensure that all research training was of the highest standard, across all disciplines. It is not the intention of this document to provide assessment criteria for research training. It is expected that each Council/Board will have additional requirements specific to their field of interest and will continue to have their own measures for the evaluation of research training within institutions. A) Research Skills and Techniques Ц to be able to demonstrate
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... international students, staff and visitors. Set up a mentoring scheme for international students,...
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... development, including shadowing more experienced staff, mentoring, and subject development, to be....
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... colleagues in your school are less fallible? As part of a mentoring process for staff This can be.....
... colleagues in your school are less fallible? As part of a mentoring process for staff This can be.....
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Introduction During the time of the first industrial revolution there was a large influx of workers into the coal, steel and slate industries of Wales. With the gradual decline of heavy industries across the UK from the 1930s, the type of regional policy we recognise today began. The withdrawal of these location-specific industries left many communities without an economic raison dТetre. However, the social and physical infrastructure remained and government policy decreed that more footloose, non location-specific industry be attracted to these areas, to replace the lost jobs. This approach continued into the 1970s, 1980s and 1990s in Wales, boosted by the creation of the Welsh Development Agency in 1976, whose aim was to find employment to replace the jobs lost in the then fast collapsing coal and steel industries. The methods utilised by economic policy makers during this time in Wales increasingly revolved around the attraction of a previously largely untapped resource, namely Foreign Direct Investment (FDI), especially in industries such as electronics and automotive components. However, many inward investors were not interested in older brownfield industrial locations. They preferred new greenfield sites in the more easily accessible North East and South East parts of Wales and ignoring large parts of the South Wales Valleys, and West of Wales, which were also declining economically. The jobs created were also often lower paid than those they replaced, had lower linkages with the local economy, and required commuting. Indeed, in some ways this jobs (rather than economic prosperity) based policy followed the path of least resistance, and exacerbated the problem of falling relative Gross Domestic Product (GDP- or income) per head via the structural change it engendered (although of course this is to ignore what the counterfactual would have been). GDP per head figures in Wales is now below 80% of the UK average, having been falling over the past two decades. Approximately two-thirds of Wales (National Assembly for Wales, 2000) denoted by the title УWest Wales and the ValleysФ now qualify for EU Objective One status, having GDP per capita levels averaging under 75% of the EU average (see map 1). For these areas such status (up until the end of 2006) offers the opportunity of г1.3Bn in EU funds, together with matched funds from government and private sector sources, to help revitalise the economy. Map 1 The Objective One Areas of Wales However, the Objective One Single Programme DocumentТs (SPD) has targeted outcomes from an amount of money (excluding matched funds) which would represent on average only about 2% of WalesТs block grant per annum and less than 1% of its GDP (Hill, 2000). Nevertheless, these targets are extremely ambitious, including aiming to raise GDP per head levels from 73% to 78% of the UK average by the end of the programme, using the Objective One programme to produce two-thirds of the increase via 43,500 extra jobs and 35,400 fewer people who can be categorised as being economically inactive. This is to be achieved by spending in six priority areas (see table 1). As can be seen from table 1, the policy focus within the Objective One areas has been put on indigenous growth of small Welsh businesses, and entrepreneurship in general, not least because enterprise is now seen as vital to a prosperous economy and because Wales has not done well historically in this regard (Jones-Evans and Brooksbank, 2000). Linked to this more bottom-up focus, the Objective One programme also has a specific emphasis on community economic development, with a particular need to focus on developing community capacity. However, Objective One funds seem to have been slow in actually resourcing this priority specifically. Of over 280 Objective One projects approved by June 2001, totalling nearly г200m (not including matched funds) only 18 (around г6.5m) were for projects designated under community economic regeneration (Economic Development Committee, 2001). Only fourteen projects (г5.5m) for community capacity building had been approved. Overall, despite the Objective One strategy designating 9.6% of funds to community economic regeneration, less than 3.5% of the total allocated has actually gone to this priority. One scheme funded by Objective One money that in many ways cuts across all the priorities mentioned in table 1, however, is Enterprise College Wales (ECW), designed by the University of Glamorgan. This is an on-line, web-based, degree in Enterprise, aimed at creating and improving entrepreneurial and managerial capacity in the Objective One Areas where such activity has been deficient. This distance learning (with local partner Further Education colleges located throughout the Objective One areas) platform has been created with the aim of aiding individuals and communities generate their own economic development solutions, through promotion of the tools of entrepreneurship and entrepreneurial behaviour generally . This paper will examine the issues surrounding ECW, concentrating upon the need for increased entrepreneurial activity and capacity, the reasons for undertaking this through the platform of web-based learning, and the characteristics of the first cohort of students undertaking the course. Finally, conclusions are drawn and the requirements for a future research agenda aimed at determining the ultimate success or otherwise of ECW. Table 1 SPD for Welsh Objective One Areas : Priorities, Resources, Targeting and Measures PriorityTitleResources (m Euros)Spatial TargetingMeasures (Fund) (% of PrioritiesТ resources)1Expanding and Developing the SME baseERDF : 336.9 ESF : 124.5 Total : 461.9 % of Total : 24.9Generic priority that applies across the region1 Financial support for SMEs (ERDF) (15-20) 2 Promoting Entrepreneurship & Birth rate of SMEs (ERDF) (15-20) 3 Developing Competitive SMEs (ERDF) (20-25) 4 Promoting adaptability and entrepreneurship (27) 5 Providing sites and premises for SMEs (ERDF) (15-20)2Developing innovation and the knowledge based economyERDF :258.9 ESF : 37.5 Total : 296.2 % of Total : 16Not spatially targeted but clear criteria set for measures 1 and 3. Measure 1 to tackle peripherality of former 5b rural areas, northern and western areas of the Valleys. Measure 3 to maximise developing existing clusters and developing new R&D around FE& HE institutions1 ICT infrastructure (ERDF) (20-25) 2 Stimulate & support demand for ICT (ERDF) (20-25) 3 Support Development of Innovation & R&D (ERDF) (35-40) 4 Skills for Innovation & Technology (ESF) (13) 5 Clean Energy Sector developments (ERDF) (10-15)3Community Economic Regeneration ERDF : 156 ESF : 22.5 Total : 178.5 % of Total : 9.6Utilise the National Assembly commissioned index of deprivation, 65% of resources to communities up to 10000, locally identified as facing multiple deprivation . At least 2/3 of population in any area will live in wards rated as amongst 40% most deprived in the region. 35% to groups of communities up to 5000 facing social / economic disadvantage reinforced by isolation. At least 2/3 in wards rated as among both 40% most peripheral and 50% most deprived. Overall no more than 30% of the regionТs population will be covered1 Community action for social exclusion (ESF) (13) 2 Partnership and community capacity building (ERDF) (15-20) 3 Regeneration of deprived areas through community led action (ERDF) (45-50) 4 Support for creation % development of business in social economy (ERDF) 20-25) 4Developing People ERDF : 66 ESF : 402 Total : 468 % of Total : 25.3Concentrated on young people and others at risk of moving into long term unemployment or inactivity. Spatial targeting of areas with high unemployment through employment zones. 1 Preventative & Active labour market measures (ESF) (30-35) 2 Social inclusion (ESF) (20-25) 3 Lifetime learning (ESF) (20-25) 4 Improving learning system (ERDF) (14) 5 improving participation of women in the labour market (ESF) (5-10) 6 Anticipation & analysis of skills needs (ESF) (1-5)5Rural Development and Sustainable Use of Natural Resources EAGGF: 130.5 ERDF : 67.3 FIFG : 15.2 Total : 213 % of Total : 11.5Horizontal across the parts of the region that are rural in nature1 Processing & marketing of agricultural products (EAGGF) (20-25) 2 Training services to help farming adapt and diversify (EAGGF) (5-10) 3 Forestry (EAGGF) (5-10) 4 Promoting adaptation and development of rural areas (EAGGF) 5-10 5 Investment in agricultural holdings (5) 6 Promoting local economic development (ERDF) (20-25) 7 Sustainable countryside (EAGGF) (10-15) 8 Support for recreational operations & protection of natural environment and its management (ERDF) (10-15) 9 Support for fisheries & aquaculture (7)6Strategic Infrastructure Development ERDF : 210 Total : 210 % of Total : 11.3Concentrate on opening up peripheral areas, though some investment to complete transport links to valleys from the south coast and to complete environmental remediation work1 Accessibility & transport (35-40) 2 Energy infrastructure (5-10) 3 Strategic employment (25-30) 4 Environmental infrastructure (25-30) 7Use of Technical AssistanceERDF : 20.9 ESF : 5.2 Total : 26.1 % of Total : 1.4Promoting effective programme management (6.5 m Euros split between ERDF & ESF)Source
... and Jack, S.L. (1998) Entrepreneurs as Mentors : Mentoring Entrepreneurially, Frontiers of...
... and Jack, S.L. (1998) Entrepreneurs as Mentors : Mentoring Entrepreneurially, Frontiers of...
Introduction%20%20During%20the%20time%20of%20the%20first%20industrial%20revolution%20there%20was%20a%20large%20influx%20of%20workers%20into%20the%20coal,%20steel%20and%20slate%20industries%20of%20Wales.%20With%20the%20gradual%20decline%20of%20heavy%20industries%20across%20the%20UK%20from%20the%201930s,%20the%20type%20of%20regional%20policy%20we%20recognise%20today%20began.%20The%20withdrawal%20of%20these%20location-specific%20industries%20left%20many%20communities%20without%20an%20economic%20raison%20dТetre.%20However,%20the%20social%20and%20physical%20infrastructure%20remained%20and%20government%20policy%20decreed%20that%20more%20footloose,%20non%20location-specific%20industry%20be%20attracted%20to%20these%20areas,%20to%20replace%20the%20lost%20jobs.%20This%20approach%20continued%20into%20the%201970s,%201980s%20and%201990s%20in%20Wales,%20boosted%20by%20the%20creation%20of%20the%20Welsh%20Development%20Agency%20in%201976,%20whose%20aim%20was%20to%20find%20employment%20to%20replace%20the%20jobs%20lost%20in%20the%20then%20fast%20collapsing%20coal%20and%20steel%20industries.%20The%20methods%20utilised%20by%20economic%20policy%20makers%20during%20this%20time%20in%20Wales%20increasingly%20revolved%20around%20the%20attraction%20of%20a%20previously%20largely%20untapped%20resource,%20namely%20Foreign%20Direct%20Investment%20(FDI),%20especially%20in%20industries%20such%20as%20electronics%20and%20automotive%20components.%20However,%20many%20inward%20investors%20were%20not%20interested%20in%20older%20brownfield%20industrial%20locations.%20They%20preferred%20new%20greenfield%20sites%20in%20the%20more%20easily%20accessible%20North%20East%20and%20South%20East%20parts%20of%20Wales%20and%20ignoring%20large%20parts%20of%20the%20South%20Wales%20Valleys,%20and%20West%20of%20Wales,%20which%20were%20also%20declining%20economically.%20%20The%20jobs%20created%20were%20also%20often%20lower%20paid%20than%20those%20they%20replaced,%20had%20lower%20linkages%20with%20the%20local%20economy,%20and%20required%20commuting.%20Indeed,%20in%20some%20ways%20this%20jobs%20(rather%20than%20economic%20prosperity)%20based%20policy%20followed%20the%20path%20of%20least%20resistance,%20and%20exacerbated%20the%20problem%20of%20falling%20relative%20Gross%20Domestic%20Product%20(GDP-%20or%20income)%20per%20head%20via%20the%20structural%20change%20it%20engendered%20(although%20of%20course%20this%20is%20to%20ignore%20what%20the%20counterfactual%20would%20have%20been).%20%20%20GDP%20per%20head%20figures%20in%20Wales%20is%20now%20below%2080%%20of%20the%20UK%20average,%20having%20been%20falling%20over%20the%20past%20two%20decades.%20Approximately%20two-thirds%20of%20Wales%20(National%20Assembly%20for%20Wales,%202000)%20denoted%20by%20the%20title%20УWest%20Wales%20and%20the%20ValleysФ%20now%20qualify%20for%20EU%20Objective%20One%20status,%20having%20GDP%20per%20capita%20levels%20averaging%20under%2075%%20of%20the%20EU%20average%20(see%20map%201).%20For%20these%20areas%20such%20status%20(up%20until%20the%20end%20of%202006)%20offers%20the%20opportunity%20of%20г1.3Bn%20in%20EU%20funds,%20together%20with%20matched%20funds%20from%20government%20and%20private%20sector%20sources,%20to%20help%20revitalise%20the%20economy.%20%20%20Map%201%20The%20Objective%20One%20Areas%20of%20Wales%20However,%20the%20Objective%20One%20Single%20Programme%20DocumentТs%20(SPD)%20has%20targeted%20outcomes%20from%20an%20amount%20of%20money%20(excluding%20matched%20funds)%20which%20would%20represent%20on%20average%20only%20about%202%%20of%20WalesТs%20block%20grant%20per%20annum%20and%20less%20than%201%%20of%20its%20GDP%20(Hill,%202000).%20%20Nevertheless,%20these%20targets%20are%20extremely%20ambitious,%20including%20aiming%20to%20raise%20GDP%20per%20head%20levels%20from%2073%%20to%2078%%20of%20the%20UK%20average%20by%20the%20end%20of%20the%20programme,%20using%20the%20Objective%20One%20programme%20to%20produce%20two-thirds%20of%20the%20increase%20via%2043,500%20extra%20jobs%20and%2035,400%20fewer%20people%20who%20can%20be%20categorised%20as%20being%20economically%20inactive.%20%20This%20is%20to%20be%20achieved%20by%20spending%20in%20six%20priority%20areas%20(see%20table%201).%20%20As%20can%20be%20seen%20from%20table%201,%20the%20policy%20focus%20within%20the%20Objective%20One%20areas%20has%20been%20put%20on%20indigenous%20growth%20of%20small%20Welsh%20businesses,%20and%20entrepreneurship%20in%20general,%20not%20least%20because%20enterprise%20is%20now%20seen%20as%20vital%20to%20a%20prosperous%20economy%20and%20because%20Wales%20has%20not%20done%20well%20historically%20in%20this%20regard%20(Jones-Evans%20and%20Brooksbank,%202000).%20%20%20Linked%20to%20this%20more%20bottom-up%20focus,%20the%20Objective%20One%20programme%20also%20has%20a%20specific%20emphasis%20on%20community%20economic%20development,%20with%20a%20particular%20need%20to%20focus%20on%20developing%20community%20capacity.%20However,%20Objective%20One%20funds%20seem%20to%20have%20been%20slow%20in%20actually%20resourcing%20this%20priority%20specifically.%20Of%20over%20280%20Objective%20One%20projects%20approved%20by%20June%202001,%20totalling%20nearly%20г200m%20(not%20including%20matched%20funds)%20only%2018%20(around%20г6.5m)%20were%20for%20projects%20designated%20under%20community%20economic%20regeneration%20(Economic%20Development%20Committee,%202001).%20Only%20fourteen%20projects%20(г5.5m)%20for%20community%20capacity%20building%20had%20been%20approved.%20Overall,%20despite%20the%20Objective%20One%20strategy%20designating%209.6%%20of%20funds%20to%20community%20economic%20regeneration,%20less%20than%203.5%%20of%20the%20total%20allocated%20has%20actually%20gone%20to%20this%20priority.%20%20One%20scheme%20funded%20by%20Objective%20One%20money%20that%20in%20many%20ways%20cuts%20across%20all%20the%20priorities%20mentioned%20in%20table%201,%20however,%20is%20Enterprise%20College%20Wales%20(ECW),%20designed%20by%20the%20University%20of%20Glamorgan.%20This%20is%20an%20on-line,%20web-based,%20degree%20in%20Enterprise,%20aimed%20at%20creating%20and%20improving%20entrepreneurial%20and%20managerial%20capacity%20in%20the%20Objective%20One%20Areas%20where%20such%20activity%20has%20been%20deficient.%20This%20distance%20learning%20(with%20local%20partner%20Further%20Education%20colleges%20located%20throughout%20the%20Objective%20One%20areas)%20platform%20has%20been%20created%20with%20the%20aim%20of%20aiding%20individuals%20and%20communities%20generate%20their%20own%20economic%20development%20solutions,%20through%20promotion%20of%20the%20tools%20of%20entrepreneurship%20and%20entrepreneurial%20behaviour%20generally%20.%20%20%20This%20paper%20will%20examine%20the%20issues%20surrounding%20ECW,%20concentrating%20upon%20the%20need%20for%20increased%20entrepreneurial%20activity%20and%20capacity,%20the%20reasons%20for%20undertaking%20this%20through%20the%20platform%20of%20web-based%20learning,%20and%20the%20characteristics%20of%20the%20first%20cohort%20of%20students%20undertaking%20the%20course.%20Finally,%20conclusions%20are%20drawn%20and%20the%20requirements%20for%20a%20future%20research%20agenda%20aimed%20at%20determining%20the%20ultimate%20success%20or%20otherwise%20of%20ECW.%20%20%20Table%201%20SPD%20for%20Welsh%20Objective%20One%20Areas%20:%20Priorities,%20Resources,%20Targeting%20and%20Measures%20PriorityTitleResources%20%20(m%20Euros)Spatial%20TargetingMeasures%20(Fund)%20(%%20of%20PrioritiesТ%20resources)1Expanding%20and%20Developing%20the%20SME%20baseERDF%20:%20336.9%20ESF%20:%20124.5%20Total%20:%20461.9%20%%20of%20Total%20:%2024.9Generic%20priority%20that%20applies%20across%20the%20region1%20Financial%20support%20for%20SMEs%20(ERDF)%20(15-20)%202%20Promoting%20Entrepreneurship%20&%20Birth%20rate%20of%20SMEs%20(ERDF)%20(15-20)%203%20Developing%20Competitive%20SMEs%20(ERDF)%20(20-25)%204%20Promoting%20adaptability%20and%20entrepreneurship%20(27)%205%20Providing%20sites%20and%20premises%20for%20SMEs%20(ERDF)%20(15-20)2Developing%20innovation%20and%20the%20knowledge%20based%20economyERDF%20:258.9%20ESF%20:%2037.5%20Total%20:%20296.2%20%%20of%20Total%20:%2016Not%20spatially%20targeted%20but%20clear%20criteria%20set%20for%20measures%201%20and%203.%20Measure%201%20to%20tackle%20peripherality%20of%20former%205b%20rural%20areas,%20northern%20and%20western%20areas%20of%20the%20Valleys.%20Measure%203%20to%20maximise%20developing%20existing%20clusters%20and%20developing%20new%20R&D%20around%20FE&%20HE%20institutions1%20ICT%20infrastructure%20(ERDF)%20(20-25)%202%20Stimulate%20&%20support%20demand%20for%20ICT%20(ERDF)%20(20-25)%203%20Support%20Development%20of%20Innovation%20&%20R&D%20(ERDF)%20(35-40)%204%20Skills%20for%20Innovation%20&%20Technology%20(ESF)%20(13)%205%20Clean%20Energy%20Sector%20developments%20(ERDF)%20(10-15)3Community%20Economic%20Regeneration%20ERDF%20:%20156%20ESF%20:%2022.5%20Total%20:%20178.5%20%%20of%20Total%20:%209.6Utilise%20the%20National%20Assembly%20commissioned%20index%20of%20deprivation,%2065%%20of%20resources%20to%20communities%20up%20to%2010000,%20locally%20identified%20as%20facing%20multiple%20deprivation%20.%20At%20least%202/3%20of%20population%20in%20any%20area%20will%20live%20in%20wards%20rated%20as%20amongst%2040%%20most%20deprived%20in%20the%20region.%2035%%20to%20groups%20of%20communities%20up%20to%205000%20facing%20social%20/%20economic%20disadvantage%20reinforced%20by%20isolation.%20At%20least%202/3%20in%20wards%20rated%20as%20among%20both%2040%%20most%20peripheral%20and%2050%%20most%20deprived.%20Overall%20no%20more%20than%2030%%20of%20the%20regionТs%20population%20will%20be%20covered1%20Community%20action%20for%20social%20exclusion%20(ESF)%20(13)%202%20Partnership%20and%20community%20capacity%20building%20(ERDF)%20(15-20)%203%20Regeneration%20of%20deprived%20areas%20through%20community%20led%20action%20(ERDF)%20(45-50)%204%20Support%20for%20creation%20%%20development%20of%20business%20in%20social%20economy%20(ERDF)%2020-25)%20%204Developing%20People%20ERDF%20:%2066%20ESF%20:%20402%20Total%20:%20468%20%%20of%20Total%20:%2025.3Concentrated%20on%20young%20people%20and%20others%20at%20risk%20of%20moving%20into%20long%20term%20unemployment%20or%20inactivity.%20Spatial%20targeting%20of%20areas%20with%20high%20unemployment%20through%20employment%20zones.%201%20Preventative%20&%20Active%20labour%20market%20measures%20(ESF)%20(30-35)%202%20Social%20inclusion%20(ESF)%20(20-25)%203%20Lifetime%20learning%20(ESF)%20(20-25)%204%20Improving%20learning%20system%20(ERDF)%20(14)%205%20improving%20participation%20of%20women%20in%20the%20labour%20market%20(ESF)%20(5-10)%206%20Anticipation%20&%20analysis%20of%20skills%20needs%20(ESF)%20(1-5)5Rural%20Development%20and%20Sustainable%20Use%20of%20Natural%20Resources%20EAGGF:%20130.5%20ERDF%20:%20%2067.3%20FIFG%20:%2015.2%20%20Total%20:%20213%20%%20of%20Total%20:%2011.5Horizontal%20across%20the%20parts%20of%20the%20region%20that%20are%20rural%20in%20nature1%20Processing%20&%20marketing%20of%20agricultural%20products%20(EAGGF)%20(20-25)%202%20Training%20services%20to%20help%20farming%20adapt%20and%20diversify%20(EAGGF)%20(5-10)%203%20Forestry%20(EAGGF)%20(5-10)%204%20Promoting%20adaptation%20and%20development%20of%20rural%20areas%20(EAGGF)%205-10%205%20Investment%20in%20agricultural%20holdings%20(5)%206%20Promoting%20local%20economic%20development%20(ERDF)%20(20-25)%207%20Sustainable%20countryside%20(EAGGF)%20(10-15)%208%20Support%20for%20recreational%20operations%20&%20protection%20of%20natural%20environment%20and%20its%20management%20(ERDF)%20(10-15)%209%20Support%20for%20fisheries%20&%20aquaculture%20(7)6Strategic%20Infrastructure%20Development%20ERDF%20:%20210%20Total%20:%20210%20%%20of%20Total%20:%2011.3Concentrate%20on%20opening%20up%20peripheral%20areas,%20though%20some%20investment%20to%20complete%20transport%20links%20to%20valleys%20from%20the%20south%20coast%20and%20to%20complete%20environmental%20remediation%20work1%20Accessibility%20&%20transport%20(35-40)%202%20Energy%20infrastructure%20(5-10)%203%20Strategic%20%20employment%20(25-30)%204%20Environmental%20infrastructure%20(25-30)%207Use%20of%20Technical%20AssistanceERDF%20:%2020.9%20ESF%20:%205.2%20Total%20:%2026.1%20%%20of%20Total%20:%201.4Promoting%20effective%20programme%20management%20(6.5%20m%20Euros%20split%20between%20ERDF%20&%20ESF)Source
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... international students, staff and visitors. Set up a mentoring scheme for international students,...
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PAGEREF _Toc79986577 \h 1 C.1.1 Introduction PAGEREF _Toc79986578 \h 1 C.1.2 General Principles PAGEREF _Toc79986579 \h 1 C.1.3 Collaborative Activity in Wales PAGEREF _Toc79986580 \h 2 C.1.4 International Activity PAGEREF _Toc79986581 \h 2 C2
... development, including shadowing more experienced staff, mentoring, and subject development, to be....
... development, including shadowing more experienced staff, mentoring, and subject development, to be....
Collaborative%20Activity:%20Policy%20Statement
$ &" ─m ъП 8 ю╟ ─+ &" ъП ю╟ ╩ ╩ ╩ ╩ ╩ ╩ University of Glamorgan Widening Access Strategy 2005-06 Progress report for 2004-05 Implementation plan for 2005-06 Contents Page 1. Summary 3 2. Context 4 3. Student profile 2004-05 6 3.1 Overall student profile 2004-05 6 3.2 Profile of community first students 2004-05 7 4. Progress against targets 2004-05 7 4.1 Compulsory 8 4.1.1 Commentary 8 4.2 Traditional on-campus 11 4.2.1 Commentary 12 4.3 Work based learning 13 4.3.1 Commentary 14 4.4 Community delivery 16 4.4.1 Commentary 17 4.5 Disability provision 20 4.6 Race equality 21 4.7 Welsh medium 22 4.8 First Campus 23 4.9 Local authority partnerships 24 5. Implementation plan 2005-06 25 5.1 Context 25 5.1.1 Institutional 5 year strategic plan 2005 26 5.1.2 The University of Glamorgan learning and teaching strategy 2004-09 28 5.1.3 The University of Glamorgan retention strategy 2004-09 29 5.2 Institutional Targets 30 5.3 Funding streams 31 5.4 Areas of activity 32 5.4.1 Compulsory 32 5.4.2 Traditional on-campus 34 5.4.3 Work based learning 35 5.4.4 Community delivery 36 6. Disability provision development plan 2005-06 37 Appendices A. Funding expenditure for premium, access and disability grants 2004-05 40 B. Funding allocations for premium, access and disability grants 2005-06 44 C. Widening access related press release outtakes 2004-05 48 1. Summary This report provides the University of GlamorganТs 2005-6 widening access strategy for HEFCW. We offer a summary of progress over the 2004-5 session and an implementation plan for 2005-6 which also includes provision for disabled students. These details therefore cover the fourth year of HEFCW funding for widening access, premium and disability activities; they also offer a detailed plan of action Ц with SMART objectives Ц for the fifth year of operation. Unlike previous years, this strategy also addresses recent links and developments between the University and Local Authorities in South East Wales. Our rationale for using the HEFCW funding is twofold
... local schools on the First Campus Radio Days, and mentoring of existing volunteers. We most often.....
... local schools on the First Campus Radio Days, and mentoring of existing volunteers. We most often.....
The responsibilities of the Academic Board as prescribed in the Articles 3 The membership of the Academic Board 4 The operation of the Academic Board 5 The committees of the Academic Board 6 Conclusions Appendices 1 Questionnaire 2 Proposed Academic Board membership and committee structure 1 Introduction During the course of 2004 and 2005 the universityТs Board of Governors undertook a review of its effectiveness, informed by the Committee of University ChairmenТs (CUC) guidance. Part of the process of review was to give the Academic Board the opportunity to contribute to the review. As part of its consideration of the effectiveness of the Board of Governors the Academic Board resolved to undertake its own review of its effectiveness. This decision was subsequently reinforced by the Board of Governors in its review when it recommended
... faculty facul...
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