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Mind Your Language Season 1 Episode 1 - YouTube

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Mind Your Language Season 1 Episode 1 - YouTube

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Management consists of the planning, prioritizing, and organizing work efforts to accomplish objectives within a business organization.A management style is the particular way managers go about accomplishing these objectives. It encompasses the way they make decisions, how they plan and organize work, and how they exercise authority.

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Which Leadership Style Is This? - YouTube

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Which Leadership Style Is This? - YouTube

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Types of Managers: Autocratic, democratic, laissez faire - YouTube

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Types of Managers: Autocratic, democratic, laissez faire - YouTube

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Types of Managers: Autocratic, democratic, laissez faire

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LEADERSHIP LESSONS IN THE CLASSICAL MOVIES - YouTube

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LEADERSHIP LESSONS IN THE CLASSICAL MOVIES - YouTube

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LEADERSHIP LESSONS IN THE CLASSICAL MOVIES

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MGMT 100 - Leadership Styles Through Movie Scenes.wmv - YouTube

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MGMT 100 - Leadership Styles Through Movie Scenes.wmv - YouTube

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Making sense of the 20% off-the-job apprenticeship funding rule

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Making sense of the 20% off-the-job apprenticeship funding rule

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One of the most important apprenticeship funding rules from May is the requirement that every apprentice "spends at least 20 per cent of their time on off-the-job training".

This simple sentence actually raises a series of questions, such as how to define "their time" and "off-the-job training".

We understand the SFA will shortly publish dedicated guidance about the off-the-job training rule, but in the meantime we asked for a definition of "their time".

The SFA today told FE Week that "their time" refers to contracted employment hours and said:

"Off-the-job training must amount to 20 per cent of the apprentice's contracted employment hours across the whole apprenticeship.

"We do not stipulate how this should be spread out.

"It cannot include time spent on English and maths, or on training to acquire skills, knowledge and behaviours that are not required in the standard or framework."

Thus, if an employee is on a two year apprenticeship and has an employment contract of 7 hours x 5 days x 46 weeks x 2 years that is a total of 3,220 contracted hours. Hence, at 20 per cent the minimum off-the-job training would be 644 hours (equivalent to one day per working week).

And for current completeness, here's what version two of the 'Apprenticeship funding and performance-management rules for training providers' says:
The 20 per cent minimum off-the-job rule
"To use funds in an employer's digital account or from government-employer co-investment for an apprenticeship, you must have evidence that the apprentice spends at least 20 per cent of their time on off-the-job training, recognising that apprentices may need more than 20 per cent off-the-job training, for example if they need English and maths. It is up to you and the employer to decide how the off-the-job training is delivered. This may include regular day release, block release and special training days/workshops."
Definition of off-the-job training
"Off-the-job training is defined as learning which is undertaken outside of the normal day-today working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice's normal place of work, but must not be delivered as part of their normal working duties."

The off-the-job training must be directly relevant to the apprenticeship framework or standard and could include:

"The teaching of theory (for example, lectures, role playing, simulation exercises, online learning, manufacturer training).

"Practical training; shadowing; mentoring; industry visits and attendance at competitions.

Learning support and time spent writing assessments/assignments."

Off-the-job training does not include:

"English and maths (up to level two) which is funded separately

"progress reviews or on-programme assessment required for an apprenticeship framework or standard

"training which takes place outside the apprentice's paid working hours"

Evidencing the off-the-job
"The evidence pack must, among other things listed in the funding rules, contain:

"evidence to support the funding claimed and must be available to us if we need it. This must include details of how the 20 per cent 'off-the-job' training, excluding English and maths, will be quantified and delivered.

"details of employment including: the name of the employer and the agreed contracted hours of employment, including paid training and 20 per cent 'off-the-job' time, the total planned length of the apprenticeship."

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Making sense of the 20% off-the-job apprenticeship funding rule

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One of the most important apprenticeship funding rules from May is the requirement that every apprentice "spends at least 20 per cent of their time on off-the-job training". This simple sentence actually raises a series of questions, such as how to define "their time" and "off-the-job training".

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Although the term 'leader' is used frequently it is often confused or misinterpreted. We are all leaders from time-to-time, find out how a leader is defined.

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Example activities for your CPD | Society for Education and Training

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Example activities for your CPD | Society for Education and Training

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Example activities for your CPD

Your continuing professional development (CPD) is unique to you; it's the story of your development, specific to your needs and area of subject specialism. Many members do not realise the extent of the CPD they undertake and what they can count as development.

Below we give you some examples of effective approaches to CPD, organised into those which impact your teachng and learning and those which enhance your vocational or subject specialism:

For updating your teaching and learning skills

For updating your subject or vocational specialism

Peer coaching (coaching others and being coached in your subject or vocational area)

Gaining Skills for Life qualifications to train in supporting and embedding literacy, numeracy and English for Speakers of Other Languages (ESOL)

Subject learning coach or advanced learning coach training

Gaining further qualifications in your subject or industrial expertise through accredited courses

Mentoring new colleagues

Industrial updating through visits, placements, secondments or shadowing

Peer review and observation

Being a member of a special interest group or another professional body

Peer visits to community organisations or partners

Taking on examiner, verifier or assessor responsibilities

Work shadowing

Attending briefings by awarding bodies and colleagues

Team teaching

Presenting at a conference in your subject area

Leading team or department self-assessment

Supervising research

Carrying out and disseminating action research

Subject learning coaching training

Designing innovative feedback mechanisms (learners and peers)

Leading project development in your subject area

Chairing team meetings

Writing reports and papers to inform your colleagues

Constructing professional dialogue and learning conversation opportunities

Planning or running a staff development activity

Becoming an eCPD adviser or eguide

Organising trips, residentials and work placements

Being an active member of a committee, board, or steering group related to teaching or your subject area

Reading the latest journal articles for colleagues

Sharing ideas and resources with other teachers and trainers through My QTLS

Updating knowledge through the internet, television and other media

Curriculum design, development and validation

Public service and voluntary work

Reading and reviewing books or journal articles

Networking with other subject specialists through My QTLS

Updating knowledge through the internet, television, or other media and reviewing these with a group of professional colleagues

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Example activities for your CPD | Society for Education and Training

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Example activities for your CPD Your continuing professional development (CPD) is unique to you; it's the story of your development, specific to your needs and area of subject specialism. Many members do not realise the extent of the CPD they undertake and what they can count as development.

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Funniest Leadership Speech ever! - YouTube

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Funniest Leadership Speech ever! - YouTube

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How to Be A Great Leader: Inspiring Others To Do Remarkable Things - YouTube

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How to Be A Great Leader: Inspiring Others To Do Remarkable Things - YouTube

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How to Be A Great Leader: Inspiring Others To Do Remarkable Things

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Wondering how to be a great leader? In this video you'll learn how to leverage your biology to create a safe environment that inspires your team to achieve remarkable things. Simon Sinek, author of Leaders Eat Last, sits down with Marie Forleo to discuss how each of us can become great leaders in business and life.

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Top 10 Tips to be a better manager - YouTube

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Top 10 Tips to be a better manager - YouTube

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Want to be a better Manager? Do you work for someone who you think needs to be a better manager? Here are my top ten tips for becoming a better manager. Far too often, when a person takes on management responsibility, they fall into the trap of believing they have become a policeman or woman.

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ILM - approved to deliver End Point Assessment

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ILM - approved to deliver End Point Assessment

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ILM - approved to deliver End Point Assessment

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We've been approved as an End Point Assessment organisation for both level 3 and level 5 management trailblazer apprenticeships

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how to use harvard referencing system on word - YouTube

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how to use harvard referencing system on word - YouTube

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how to use harvard referencing system on word

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in this short video i will show you how to use harvard referencing system on word. In this video I give a short example to demonstrate, hope you find this helpful!!

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FYE 2016 Tutorial - Harvard Referencing - YouTube

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FYE 2016 Tutorial - Harvard Referencing - YouTube

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In this FYE Tutorial we learn about the Harvard Referencing system which is used at CPUT, and how to apply it properly!