Top PDF Evaluation of 24+ Advanced Learning Loans: May 2016

Evaluation of 24+ Advanced Learning Loans: May 2016

Evaluation of 24+ Advanced Learning Loans: May 2016

difficulties sourcing information about funding in general and this could be helped in the first instance by raising the profile of information, advice and guidance for skills. There is some evidence that the Student Loans Company portal is possibly preventing providers from helping learners as much as they could with actually progressing loan applications for individual learners. Some providers reported being unable to resolve issues relating to the portal on behalf of learners as the SLC would only talk to the learner directly. Many providers reported that some learners had difficulties with the portal because they found it difficult to navigate and time-consuming to use (see chapter 12). The provider survey found sizeable proportions experienced issues with the administration process although in most cases, problems were reported to be minor, rather than major. For example, whereas 33 per cent of institutions with any loans take up had encountered issues when it came to receiving payments from SLC, only one in ten of these providers felt issues to be major. A similar proportion (31 per cent) said uploading data on attendance records was problematic but again only a small proportion (6 per cent) saw these issues as being major.
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Evaluation of 24+ Advanced Learning Loans: May 2016

Evaluation of 24+ Advanced Learning Loans: May 2016

• We are also looking to follow a small group of learners as they go through the process of making a decision about whether to take out a loan or not. To do this, we need to find a way of reaching eligible learners at the point when they first start to think about the possibility of taking out a loan. We were wondering if you might be able to help us with this exercise. If you had any open days coming up that we could attend and recruit learners then we’d be happy to do this. Alternatively we could provide you with a card/leaflet to hand out to learners who make an enquiry to you about Level 3 learning.
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Investor Presentation May 2016

Investor Presentation May 2016

None of the Company or its affiliated or related partnerships and corporations or their respective directors, officers, partners, employees, agents or representatives makes any representation or warranty as to the accuracy or completeness of the Document or any statements, estimates or projections, and none will assume any liability for any representations (express or implied) contained in, or for any omissions from, the Document, or for any other written or oral communications transmitted to prospective investors in the course of their evaluation of the Company and its business. An investor will only be entitled to rely on those representations and warranties contained in the definitive agreement or agreements which constitute the financing.
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24+ Advanced Learning Loans Paid in England, Academic Year 2014/15, August to July Inclusive

24+ Advanced Learning Loans Paid in England, Academic Year 2014/15, August to July Inclusive

Learners who started a course on or after 1 August 2013 may qualify for a 24+ Advanced Learning Loan. These loans help learners to pay the fees charged by colleges and training organisations. Most learners aged 24 and over, studying at Level 3 or Level 4 will qualify for these new loans from the Government. Household income isn’t taken into account and there is no credit check. None of the loans become due for repayment until April 2016. In tax year 2016-17 learners don't have to pay anything back until their income is over £21,000 a year.
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24+ Advanced learning loans : application information

24+ Advanced learning loans : application information

On Thursday 26 th June 2014 the Department for Business, Innovation and Skills published the Further Education and Skills Statistical First Release, which contains figures relating to learners participating in FE in the first three quarters of the 2013/14 academic year (August 2013 to April 2014, provisional) who were funded through the 24+ Advanced Learning Loans system.

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24+ Advanced Learning Loans: application information

24+ Advanced Learning Loans: application information

application may be in data entry and move to awaiting approval or an application that has been approved may move into the cancelled, deleted or in data entry state. It is therefore possible that the number of applications received could decrease from one month to the next if a large amount of applications move to the states in the red boxes (and are not classed as an application received), although this is highly unlikely in practise. Also, due to the changing of states, the sum of monthly application states over the course of the

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Tracking the impact of 24+ Advanced Learning Loans

Tracking the impact of 24+ Advanced Learning Loans

Providers said they would use common channels to communicate details of the Loans to learners. Almost nine in ten providers (86%) said their website would be used to inform learners about Loans and around three quarters said they would use “current links with employer organisations” (76%) and their “course prospectus” (72%). FE Colleges were more likely than other providers to use all but the last of these channels, and to use others such as “open days/evenings” (89% versus 50%) and “local media such as newspapers and freesheets” (57% versus 32%). In the main, providers from FE Colleges were more geared up to disseminate information to learners. As well as the relationship between knowledge of policy elements and awareness, there were statistically significant differences in how prepared providers felt they were for the advent of the new policy, as covered in the next section.
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

secondary schools intake, the public primary schools In Nairobi sent only 16 pupils (11.5%) to national schools while private schools sent 123 (88.5%) students to national secondary schools. This difference suggested that there is inequality in access to secondary school education by the type of primary school attended. Yet the common view is that increases one’s income and also plays an important role in enhancing individual’s social mobility [11]. This understanding implies that there is a need for intervention measures particularly for the poor because socio-economic background of students may have effect on the category of secondary school they attend. Knowledge on household assets and amenities, which are indicators of socio-economic status of students, in different categories of secondary schools in Kenya is a critical contribution to literature, debate and scholarship in clarifying the linkages between students’ SES and enrolment in public secondary schools in Kenya. Based on the fore going discussions of statistical data and empirical researches in the reviewed literatures, it could be evidently agreed that the household assets and amenities ownership may greatly affect the participation of children in schooling.
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

that are living alone increases with age. By age 65, almost 50% of women and 25% of men live alone due to divorce, death of a spouse, or lifelong single status, and by age 85, about 80% of women and 43% of men live alone [1]. These statistics have been known to be a crucial factor for predicting the quality of adults’ lives and indicate that a change in marital status in later life resulting in relationship loss may merit needs for additional support like intensifying existing relationships or forming new ones. It is commonly agreed upon that human beings are sexual from the moment of conception until death; Sexuality is a basic, fundamental aspect of human development, personality, and behavior, which can determine one’s feelings of femininity or masculinity, and can influence how a person acts, dresses, speaks, and relates to others [2].
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

One way of stemming conflicts between elected council officials and traditional rulers is by specifically defining constitutionally, the duties of traditional rulers in local government administration. It is not enough to accord recognition to them: that recognition should come with constitutionally stipulated responsibilities. There is no denying the fact that they will remain key players in the political environment of the current local government system. But traditional rulers’ roles should go beyond those of advising elected officials. Furthermore, the appointment of traditional rulers by the state Governors imbues them with an exaggerated sense of importance and relevance in their respective local governments. It is not, for instance, uncommon for some of them to insist on having their candidates as chairmen and members of local governments because of their connections to their state Governors. Thus, a competent and qualified aspirant who is not deemed to be loyal to the Governor and even the traditional rulers in his/her locality may be frustrated in the course of trying to actualise his/her ambitions. As a matter of fact, so long as states continue to see local government councils as their agencies rather than as the third-tier of government with some degree of autonomy, so long shall personality clashes between elected chairman and traditional rulers continue to impede development in the rural areas.
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

Belcher [15] found that the animations can be employed for enhancing the transitions from abstract to concrete mental operations. The study done by Babu, R, Vimala [16] on impact of multimedia methods in accountancy learning at higher secondary level also supports the above results which revealed positive effect of multimedia methods in accountancy learning in students. In light of positive results described in this research, it is recommended to encourage teachers from both value education and all the disciplines to integrate the use of animated movies, along with other educational activities. Life skill training is an efficacious tool for empowering the youth to act responsibly, take initiative and take control, (CBSE). Life skill education promotes the development of positive self esteem and teaches anger control, which is the need of OBC adolescents. So along with life skill education other aspects of value education are the only mean which can give to OBC adolescents the right direction [20]. References
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

So much in Zaratustra as in the character of Apolodoro contemplate a fervent will of life in his sense more original: the exaltation of the instincts, of the love and[r]

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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

Then, we can establish a parallelism between Ortega and Machado in the treatment of the problem of Spain: the bet by the culture, by the education like salvation. Already in Las Meditaciones del Quijote [24] proposed Ortega the need to establish a balance between the life and the culture, being this symptom of a full life that bets by the capacities of performance of the man, by the will of creation. But in spite of these subjects shared, whose roots trace back to the common influence of Nietzsche, exist between Machado and Ortega important divergences. The Madrilenian philosopher considered like product of the European crisis to the man mass, this half man that “does not value to himself same – in well or in bad - by special reasons, but it feels “like all the world” and, however, does not distress , feels to flavor when feeling identical to the other.” [25] The man mass has turned into the phenomenon that more clearly expresses the crisis of the society advanced. Although it is true that dates of 1930, La rebellion de las masas puts on the table the cultural crisis, because it does not find in the culture the necessary foundations regarding convictions and values. It is task of the man do to himself same by means of the action and the culture for, like this, can build so much the world like his own himself same.
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

Consequently, the social learning theory of connectionism came in to explain that what is learned can be de-learned. The negative aspects of gender can be discarded and positive ones developed. Hence the objective of this paper is to assess the role students played in helping to eliminate GBV for greater development of potentialities. According to the theory reward for correct behavior and punishment for incorrect behavior play a major part of learning [6]. Thus, behaviour that is followed by motivation and reward tends to be repeated whereas unrewarded behavior will tend to die out. This implies that appropriate behaviours for the promotion of non-violence against any gender can be rewarded for example, through incorporation in programmes to manage GBV while inappropriate behaviours that promote GBV can be discouraged by means such as provisions of sanctions in the policies [7]. Study Methodology
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

Media has now re-embodied itself into a “public Court and is also referred to as Janta Adalat, it pronounces the person guilty or not guilty even before the court announces its verdict. It ignores the vital gap between the accused and a convict and puts the golden principle of law ‘Presumption of innocence until proven guilty’ and “guilt beyond reasonable doubt” at stake. It is a threat to the principle of natural justice; every accused has a right to a fair trial clubbed with the principle that ‘Justice may not only be done it must also seem to be done’.
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Volume 04 Issue 05 (2016) May 2016

Volume 04 Issue 05 (2016) May 2016

In order to analyze the variables affecting the assets profitability in publicly held tourism enterprises, Karadeniz and İskenderoğlu [6] have carried out analysis [r]

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Returns to maths and English learning (at level 2 and below) in further education: May 2016

Returns to maths and English learning (at level 2 and below) in further education: May 2016

Table 2 suggests that there is little, if any systematic percentage point employment probability premium for L1/L2 Maths and English achievers over non-achievers, amongst our populations with higher learning aims achieved. There are many reasons why we might observe this lack of employment premium, alongside a more systematic earnings premium. One possible explanation, that we return to, is the HE/PT issue flagged in the discussions around Table 1 above. In addition, it is also possible that achievement of the highest learning aim may be more important in determining whether an individual secures employment; and the additional L1/L2 Maths and/or English achievement allows the individual to secure a higher earnings return, when in employment. Whilst there are some patches of significance here and there in Table 2, they are conflicting, and the size of any implied impact is small.
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arxiv:quant-ph/ v1 24 May 2002

arxiv:quant-ph/ v1 24 May 2002

Trapped ions furnish a physical scenario wherein many interesting applications may be re- alized and quantum mechanical manifestations observed. In a Paul trap, an ion is confined in such a way that its center of mass is substantially nothing but a quantized tridimen- sional harmonic oscillator, the three quadratic well frequencies being determined by the ion properties and trapping field parameters[1, 2].

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Volume 03 Issue 05: (2016) May 2016

Volume 03 Issue 05: (2016) May 2016

An additional question relates to whether or not there is a significant co-variation of volatility in a multivariate setting. To incorporate instantaneous causality in explaining Hang Seng volatility, one includes the current value of the variable in the other markets in the auto-regression. One observes the result for Hang Seng in column 2 of Appendix B Table 1 and the results in other markets in Appendix B Tables 2 and 3. The coefficients for the variables (all years) show some positive but only H2 and H3 are significant. This would indicate that the extended time period in this study results in some Hang Seng volatility being significant in period 1 for lag 1. A different interpretation of results just not indicated for other sub-time periods. Some may occur randomly and one has difficulty predicting pattern of consistency from period to period in pairwise combinations. Thus, we could conclude that the relationships among the markets change during the sub-periods indicating the dynamic aspects of capital markets studied. Volatility is present and changes the relationships of markets due to economic conditions, law affecting these markets, the growth of emerging markets versus more established markets. At hand, there is little doubt that market volatility is ever changing and the prediction of volatility not easily accomplished.
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PRINCETON CONFERENCE MAY 23-24, 2007

PRINCETON CONFERENCE MAY 23-24, 2007

Net revenue added by a resident to the teaching hospital prior to resident’s salary and added GME costs MY HOPTHESIS RESIDENT’S SALARY Incremental patient- care costs due to.. [r]

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