Information and reports
Guide to working with business for Higher Education institutions (2011)
Building partnerships with business can enhance a student volunteering provision and demonstrate its significance, increasing the opportunities available to students, your HEI, the community and the business itself. Written by Andrea Grace Rannard from Volunteering England, the aim of the guide is to help you think about how to initially develop a partnership with a business and think about the possible rewards of this collaboration.
Reports related to volunteering in Further and Higher Education
Higher Education Student volunteering in England: a critical moment (2011)
- Link to PDF
(325.8Kb) Two key figures in student volunteering, Andrea Rannard and Jamie Darwen, have written “Student Volunteering in England: a critical moment” published in April 2011 in a special issue of the Journal of Education and Training. The article provides a thorough analysis of the current student volunteering landscape, making a reasoned case for its importance as a core activity in Higher Education.
Universities: engaging with local communities (2010)
Universities are a major contributor to the economy in their own right, both as employers and purchasers of good. This leaflet from Universities UK illustrates the many ways in which universities impact on the local area.
Ready to Grow: Business priorities for education and skills (2010)
This report by the Confederation of British Industry examines the outcomes that employers want from the education and skills system, in the context of a new government seeking to achieve reductions in public debt and to secure the recovery. Improving the skills of the workforce will play an important part in that process and there is a need to ensure school leavers entering a tough labour market have the underlying skills needed for success in any job.
Living Together, Working Together (2010)
A National Union of Students, Universities UK and GuildHE report highlights a number of successful university initiatives that have been established to address the so-called 'town and gown' divide. Volunteering is identified as a key example of generating community cohesion.
Unleashing Aspiration: Summary and recommendation of the full report; The Panel on Fair Access to the Professions (2009)
- Link to PDF
Released in 2009, this is a major report on how access to the professions for all can be improved.
The Review argues that the UK must urgently raise achievements at all levels of skills and recommends that it commit to becoming a world leader in skills by 2020. The report emphasises that it is strategically important for universities to enhance the skills of Britain's workforce.
Higher Ambitions (2009)
Higher Ambitions, sets out a course for how universities can remain world class, providing the nation with the high level skills needed to remain competitive, while continuing to attract the brightest students and researchers.
UK Commission for Employment and Skills: Employability Challenge (2009)http://www.ukces.org.uk
The purpose of this document is to set out an unequivocal challenge to practitioners and policy-makers, to raise the status of employability skills, improve practice in developing them, and create a policy environment in which good practice flourishes.
Confederation of British Industry (CBI) – ‘Future Fit: Preparing graduates for the world of work' (2009)
- Link to the PDF
The CBI pointed out that ‘Developing employability skills should be a core part of a student’s university experience’. There are a number of references in this report to the value of volunteering as a way to develop employability skills.
Association of Graduate Recruiters (AGR) Manifesto (2010)http://www.agr.org.uk
This paper calls explicitly for employability skills to be embedded in all degree courses and for there to be more high quality work experience for students. As AGR told Volunteering England, ”Demonstrating a range of experience and the commitment needed to undertake voluntary work around your normal studies will be viewed favourably by many employers.”
Further Education and Skills
FE works: Supporting individuals, employers and communities (2008)http://www.bis.gov.uk
This guide includes a selection of examples describing the ways in which colleges and providers from the private and third sectors are responding to the real time needs of the employers, individuals and communities they serve.
Skills for Sustainable Growth (2010)
This consultation document on skills training and provision sets out government plans for “creating the conditions for sustainable growth.”
Produced by the Local Government Association with the Centre for Social Justice, this report aims to encourage a public policy that “puts real value on informal learning, volunteering and caring as genuinely worthwhile things young people may choose to do.”
The Bolgona Process
The overarching aim of the Bologna Process is to create a European Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to European students and staff as well as to students and staff from other parts of the world.
The Carnegie Classification of Institutions of Higher Education™
In 1970, the Carnegie Commission on Higher Education developed a classification of colleges and universities to support its programme of research and policy analysis. Derived from empirical data on colleges and universities, the Carnegie Classification has been updated as recently as 2005. The framework has been widely used in the study of higher education, both as a way to represent and control for institutional differences, and also in the design of research studies to ensure adequate representation of sampled institutions, students, or faculty.
The Talloires Declaration
Composed in 1990 at an international conference in Talloires, France, this is the first official statement made by university administrators of a commitment to environmental sustainability in higher education. The Talloires Declaration (TD) is a ten-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach at colleges and universities. It has been signed by over 350 university presidents and chancellors in over 40 countries.
Campus Engage (Ireland)
Campus Engage is a network for the promotion of civic engagement activities in Irish higher education. It is an initiative funded by the Irish government, through the Higher Education Authority (HEA) Strategic Innovation Fund (SIF 1).