and principles to encourage greater inclusivity in teaching Review annually the service practice throughout College. provided and the numbers of students utilising the service and the Continue to review the outcomes. Furthermore explore the support provided through identification of needs within the the Unilink Service for service and act accordingly. students with mental health and physical difficulties. Retention & Monitor retention across Benchmark retention, withdrawal progression: disability and entry groups. and progression rates, with UCC and (defined as factors QUB. affecting retention Create initiatives to retain Analyse progression and retention and progression target groups from rates to identify at risk groups. through college to undergraduate to post graduation) graduate study. Identify barriers to retention and target additional supports. Enhance the student experience through Increase the level of academic and academic and social social involvement of students with interaction. disabilities in at risk groups through early intervention and regular contact. Monitor supports to ensure they are encouraging independence and progression through College towards the world of work or further study. Linked OECD recommendations: Furnish students, on the same basis as other young adults, with qualifications recognised by tertiary education institutions and the labour market. Ensure that practices are anchored in reliable indicators and statistical data for analysis and evaluation. Make available reliable and comparable statistics for effective planning and monitoring of policies and processes.
and principles to encourage greater inclusivity in teaching practice throughout College. Continue to review the support provided through the Unilink Service for students with mental health and physical difficulties. Review annually the service provided and the numbers of students utilising the service and the outcomes. Furthermore explore the identification of needs within the service and act accordingly. Retention & progression: (defined as factors affecting retention and progression through college to graduation) Monitor retention across disability and entry groups. Create initiatives to retain target groups from undergraduate to post graduate study. Enhance the student experience through academic and social interaction. Benchmark retention, withdrawal and progression rates, with UCC and QUB. Analyse progression and retention rates to identify at risk groups. Identify barriers to retention and target additional supports. Increase the level of academic and social involvement of students with disabilities in at risk groups through early intervention and regular contact. Monitor supports to ensure they are encouraging independence and progression through College towards the world of work or further study. Linked OECD recommendations: Furnish students, on the same basis as other young adults, with qualifications recognised by tertiary education institutions and the labour market. Ensure that practices are anchored in reliable indicators and statistical data for analysis and evaluation. Make available reliable and comparable statistics for effective planning and monitoring of policies and processes.
Student%20Journey%20DS%20Strategic%20Plan%202011-14.docx