This policy details guidance specifically on the access/inclusion of Special Educational Needs (SEN) Students in FE Colleges.
The aim of this memorandum is to re-affirm effective co-operation between the ASC and the STUC.
The current document has been considered helpful in providing support and guidance on a wide range of issues related to Blended Learning, Online Learning and e-Learning. (Now referred here collectively as Technologies - Supporting Learning and Teaching (T
Academic Years are based on units of weeks which causes the phenomenon of Calendar Drift.
As the recognised trade union for lecturing staff in every college in Scotland, the EISFELA expects that every college will have an EIS-FELA member elected to the Board of Management.
Any member who has an open ended contract (aka permanent) or has been on a series of fixed term contracts with similar hours, and is then asked to reduce his or her hours has a choice, to accept or reject the proposed hours.
The professional relationship between staff and students should be based on mutual trust and respect and the requisite boundaries to this relationship recognised.
During the years since incorporation most, if not all, Further Education Colleges in the sector have undergone structural change. This change is usually a direct result of financial difficulties.
The Scottish Further Education (FE) sector is a successful and vibrant sector providing education and training to students from Scotland and around the world. In 2011-2012 the Scottish Government proposed an 11.7% cut to the overall FE budget in Scotland
Policy & Guidance for Branch Negotiators
Scottish FE is in flux due to significant cuts and structural change – that seem to be evolving on an ad hoc basis within regions. There is an on-going process of college reorganisation which involves merger, federation or collaboration (MFC).
Recognition and Procedures Agreement between the Board of Management of the College and The Educational Institute of Scotland/Further Education Lecturers Association (College Branch)
The current EIS-FELA policy on classroom observation is clear and unambiguous. This guidance sets out acceptable means of evaluating the learning experience of students.
This Organising handbook provides a suggested framework for EIS- FELA branches to work, grow and develop.
Your employment rights have been enhanced since the Fixed-Term Employees Regulations 2002 come into force on 1 October 2002?
Guide for EIS-FELA Branch Negotiators & Members on Fixed-Term Contracts. A fixed-term contract (FTC) lasts for a specific length of time, or the event takes place or until the task finishes.
Education and Training Policy and Procedure, Stress at Work Policy and Procedure, Personal and Domestic Leave, Family and Parental Leave Policy and Procedure.
If the EIS can demonstrate that the majority of Scotland’s lecturers choose to voluntarily register with the GTC(S) it can argue more easily for GTC(S)’s statutory remit to be extended.
The purpose of this guidance is to set out EIS-FELA priorities for the School/College partnership which ensures lecturing staff are protected from exploitation and that all those teaching on the partnership programme have the necessary qualifications.
The reorganisation of Scottish FE along the lines of merger, federation and collaboration may require branches to either amend their branch rules or develop bespoke practices.
It is the right of every member of staff to work or study without fear of harassment or victimisation. EIS-FELA recognises the problems associated with harassment.
Use of computers, email and the internet has long been widespread in higher education and increasingly so in further education.
This paper has been developed to assist local negotiations and provide a context which EIS-FELA negotiators can submit for consideration by local Joint Negotiating Committees (JNCs).
Complaints Policies and Procedures
Permanisation of Lecturing Staff: Guidance for Branch Negotiators. The Regulations prevent fixed term employees being treated less favourably than similar permanent employees, and limit the use of successive fixed term contracts.
EIS-FELA branch officers have an important role to play in ensuring that stress is tackled in the workplace and that a trade union approach is adopted to ensuring that the causes of stress on the workplace are identified and eliminated.
This advice sets out the framework in which EIS-FELA would expect to see student complaints dealt with. The main focus of this advice is to ensure that staff are adequately provided for, supported and appropriately treated by their employer.
This guidance is aimed at providing practical advice on how to tackle violence and aggression at work and the College procedures necessary for dealing with violence and aggression towards further education lecturing staff.
The aim of this document is to assist colleges to achieve standards of good practice in work-life balance by implementing comprehensive and effective local policies.