Northern Ireland. Replace paragraph 10 with: ‘The retirement age is the national default retirement age of 65 for this post (Employment Equality (Age) Regulations 2006) however you do have the right to request to stay beyond this age if you wish. This contract may be terminated in advance of this time by either party giving three months’ notice in writing. Nothing shall prevent either party terminating the contract without notice where justified by the conduct of the other party.’
Northern Ireland. The BMA recommends that the following wording is inserted after ‘NHS Employment’. This to help to ensure that continuity of service is fully recognised if the contract refers to the NI General Terms and Conditions of Service Handbook : ‘and HPSS employment’
Northern Ireland. (a) In accordance with Section 17-104 of the Code, Provider (including any parent company, subsidiary, exclusive distributor or company affiliated with Provider) (1) confirms that it does not have, and agrees that it will not have at any time during the Term of this Contract, any investments, licenses, franchises, management agreements or operations in Northern Ireland; and (2) agrees that no product to be provided to the City under this Contract will originate in Northern Ireland, unless Provider has implemented the fair employment principles embodied in the XxxXxxxx Principles.
Northern Ireland. (5) Regulations under sub-paragraph (1) must, so far as possible, make 5 provision equivalent to paragraphs 4 and 5 in respect of the transferee.” Explanatory statement Schedule 2 to the Bill makes further provision about the constitution and functions of the
Northern Ireland. Improve GCSE achievement at age 16 Increase the proportion of working age people qualified at NVQ level 2 or above Increase the proportion of working age people qualified at NVQ level 3 or above For those who lack literacy and numeracy skills, increase the number achieving a recognised qualification Scotland (high level indicators) Reduce the proportion of 16–19 year olds not in education, employment or training (NEET) Increase the participation and retention of 16–19 year olds in school and FE Increase the proportion of graduates in the workforce Reduce the proportion of working-age adults whose highest qualification is below SCQF level 5 Reduce the proportion of 18–29 year olds, whose highest qualification is below SCQF level 6 Increase the proportion of people in employment undertaking training Wales Improve the GCSE attainment of pupils finishing compulsory education Reduce the proportion of adults of working age without qualifications Increase the proportion of adults with an NVQ level 4 qualification Source: Skills in the UK: the long-term challenge: interim report (Xxxxxx, 2005), table C.4, p.143, for England, Northern Ireland and Wales. Life through learning; learning through life: the lifelong learning strategy for Scotland (Scottish Executive, 2003), p.64, for Scotland. The lifelong learning sector and its workforce have a critical role to play in the achievement of these PSAs (and high level indicator) targets and in delivering the additional step-change in UK-wide skills levels advocated by Xxxx Xxxxxx (2006).
Northern Ireland. Lifelong learning policy in Northern Ireland is set within a background context of generally weak economic performance, high levels of economic inactivity (higher than any other home country or region in the UK) and low levels of essential skills among the workforce (DETINI, 2005). System reform and quality improvement Policies focused on system reform affect the lifelong learning sector widely in Northern Ireland. The wide-ranging ‘Review of Public Administration’ (RPA) in Northern Ireland, launched in 2002, aimed to revitalise public services by replacing current structures with a new and more accountable public sector. Final decisions affecting different parts of the lifelong learning sector were announced in 2005 and 2006. These included reducing the number of local councils from 26 to seven by the year 2009, and replacing the five Education and Library Boards with a new Education and Training Authority (with a remit covering the 14–19 curriculum) in 2008. These major changes to the infrastructure for lifelong learning service delivery within Northern Ireland were accompanied by additional reforms and initiatives, including: • ‘Building real partnership’ – a compact between government and the voluntary and community sector (VCS) for the delivery of public services in which VCS organisations pledged to develop quality standards, involve users in the development and management of services and develop systems to strengthen accountability (DHSSNI, 1998).
Northern Ireland. The Education and Training Inspectorate (ETI) ‘Improving quality, raising standards’ (IQRS) inspection manual (ETI, 2003) outlines the inspection activities undertaken by ETI and provides the guidelines and performance indicators used by ETI when evaluating the quality of the programmes inspected. It suggests that quality assurance procedures should be designed to (p.1): • ensure that each college monitors and evaluates its performance continually and systematically, in order to improve the quality of its provision and the levels of achievement in all courses and programmes • provide essential information, both qualitative and quantitative, to government, industry, students and the public, to enable them to have confidence in the sector, and to inform decision-making and choice. This document has been used since 1998/99 by FE colleges to prepare annual self- evaluations, and (in a modified form) by WBL training organisations for the same purpose since the year 1999/2000. The IQRS self-evaluation process allows providers to monitor and evaluate the quality of their provision and the standards attained by their learners, and to identify areas for improvement. Each course or aspect of provision being inspected should be assessed on (p.5): • quality of learning – evaluative comments on the range and quality of the learning experiences provided for students and including reference to the quality of planning, teaching, assessment and support. • standards and outcomes – evaluative comments on the standards of the students’ work, including Key Skills, retention and success rates and progression. Guidance on the relevant quality indicators, performance descriptors and potential sources of evidence are provided to support the self-evaluation process. Stakeholder consultations in Northern Ireland indicated that there is significant ongoing work on performance indicators in FE and WBL. These focus on both ‘hard measures’, such as enrolments, retention, success and progression, and ‘soft measures’, including student and employer satisfaction, repeat business with employers and wider stakeholder engagement.
Northern Ireland. For the avoidance of doubt, the Isle of Man, the Bailiwick of Jersey and the Bailiwick of Guernsey are not a part of any Covered U.K. Jurisdiction for purposes of the Loan Documents.
Northern Ireland. Lifelong learning policy in Northern Ireland is set within a background context of generally weak economic performance, high levels of economic inactivity (higher than any other home country or region in the UK) and low levels of essential skills among the workforce (DETINI, 2005).
Northern Ireland. The Education and Training Inspectorate (ETI) ‘Improving quality, raising standards’ (IQRS) inspection manual (ETI, 2003) outlines the inspection activities undertaken by ETI and provides the guidelines and performance indicators used by the Inspectorate when evaluating the quality of the programmes inspected. It suggests that quality assurance procedures should be designed to (p.1): • ensure that each college monitors and evaluates its performance continually and systematically, in order to improve the quality of its provision and the levels of achievement in all courses and programmes • provide essential information, both qualitative and quantitative, to government, industry, students and the public, to enable them to have confidence in the sector, and to inform decision-making and choice. This document has been used since 1998/99 by FE colleges to prepare annual self- evaluations, and (in a modified form) by WBL training organisations for the same purpose since the year 1999/2000. The IQRS self-evaluation process allows providers to monitor and evaluate the quality of their provision and the standards attained by their learners, and to identify areas for improvement. Each course or aspect of provision being inspected should be assessed on (p.5): 7 The Higher Education Funding Council for England (HEFCE), the Scottish Funding Council (SFC), the Higher Education Funding Council for Wales (HEFCW) and the Department for Employment and Learning, Northern Ireland (DELNI). • quality of learning – evaluative comments on the range and quality of the learning experiences provided for students and including reference to the quality of planning, teaching, assessment and support. • standards and outcomes – evaluative comments on the standards of the students’ work, including Key Skills, retention and success rates and progression. Guidance on the relevant quality indicators, performance descriptors and potential sources of evidence is provided to support the self-evaluation process. More recently, a review of the measurement of quality assurance and performance of the vocational education and training sector (mainly FE and WBL) in Northern Ireland was conducted by the Learning and Skills Development Agency Northern Ireland (2006). The review considered current practice, including the IQRS, and general principles relating to quality and performance within the sector, and proposed solutions on how these could be improved in the future. The key proposal was the develop...
