TRANSITION TEAMS

 

 

General Role of Transition Teams

 

The principal objective of the Transition Teams is to support the Management Team and assist in establishing an efficient, effective and unified college system for Dominica.  The Management Team ensures that recommendations contained in the Report “The Re-development Plan for the Dominica College” and approved by Government, will be fully implemented.

 

Transition Teams will also work closely with and under the direction of the Principal OECS Consultant, Dr. Hilroy Thomas, the Ministry of Education, Planning and Technical Coordinator, Mr. Zachariah Pollock, and various resource persons, committees and consultants, to facilitate a transparent and fair process in which there is optimum participation from all stakeholders. 

 

The Transition Teams will operate within their Terms of Reference and provide advice to the Management Team accordingly and in a timely manner. 

 
 
Transition Team # 1
 
FACULTY OF INFORMATION TECHNOLOGY

 

To provide advice to the Management Team on:

  1. A framework for defining the structure of the programmes in the new Faculty. That framework should also provide a rationale for creating a the Faculty or integrating its programmes with another Faculty.
  2. The type of courses at the Associate degree and Certificate level to include in a programme in Computer Information Systems.
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. Phasing in of new academic programmes.
  6. A harmonized OECS programme in Information Technology developed along the lines of the Centre of Specialization to allow the Dominica College to offer the Associate Degree with particular specializations.
  7. Admission, registration and enrollment requirements.
  8. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  9. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  10. Other personnel needs of the Faculty.

 

 

Transition Team #2
 
FACULTY OF AGRICULTURAL AND ENVIRONMENTAL SCIENCES

 

To provide advice to the Management Team on:

1.      A framework for defining how the current Agricultural programme of the CDCC-Technical Department could be transferred to the new Faculty, expanded and upgraded.  That framework should also provide a rationale for creating a new Faculty or integrating it into another programme.

  1. The development of Associate degree and Certificate programmes in Business Agriculture, Natural Resource Management, Extension Workers Development, Agro Marketing, Management of the Environment and Horticulture. 
  2. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course and the number and type of credits that may form part of an Associate degree or Certificate programme.
  3. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  4. A scheme for phasing in of new academic programmes.
  5. A mechanism to enhance the Faculty’s readiness to become a Centre of Specialization in Agriculture within the OECS, including the readiness to foster sub-regional cooperation in tertiary education by promoting itself as a center of specialization in the agricultural sector of the OECS economy.
  6. Admission, registration and enrollment requirements.
  7. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  8. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  9. Other personnel needs of the Faculty.

 

 

Transition Team #3

 

FACULTY OF CONTINUING AND ADULT EDUCATION

 

To provide advice to the Management Team on:

  1. A framework for defining programmes and implementation plans for the new Faculty.  That framework should also provide a rationale for creating the Faculty or integrating its programmes with another Faculty.
  2. The types of credit and non-credit courses to fit the individual needs and lifestyles of the adult Dominican population.
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. The type of professional and special interest courses that will allow the Dominican adult to explore new topics and brush up on job skills.
  6. Opportunities for adults to enjoy personal learning experiences.
  7. Opportunities to pursue a degree or certificate programme at ones own pace and at times and places convenient to the adult learner.
  8. Opportunities for adults to earn college credits for life and work experiences through a programme of assessing experiential learning.
  9. Phasing in of new academic programmes.
  10. Admission, registration and enrollment requirements.
  11. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  12. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  13. Other personnel needs of the Faculty.

 

Transition Team #4

 

FACULTY OF HOTEL AND BUSINESS ADMINISTRATION

 

To provide advice to the Management Team on:

  1. A framework for defining programmes and implementation plans for the new Faculty.  That framework should also provide a rationale for creating the Faculty or integrating its programmes with another Faculty.
  2. The development of Associate degree and Certificate programmes in Business Administration, Programme Management, Accounting, Office Administration, Tourism & Hospitality Management, Culinary Arts and Food & Beverage Management. 
  3. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  4. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  5. How to integrate Government’s plans to construct a Hospitality complex under the STABEX funding scheme in the programmes of this proposed Faculty.  Those plans should be re-examined within the general context of the re-development of the college system.
  6. A harmonized OECS programme in Hospitality & Tourism developed along the lines of the Centre of Specialization (OECS) to allow the Dominica College to offer the Associate Degree with particular specializations.
  7. Phasing in of new academic programmes.
  8. Admission, registration and enrollment requirements.
  9. Non-personnel resources needed for start-up and for future needs (library, electronic, facilities).
  10. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes and strategies and criteria for obtaining those resources.
  11. Other personnel needs of the Faculty.

 

 

Transition Team #5

 

FACULTY OF NURSING AND HEALTH SCIENCES

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Nursing into the general programmes of the College so as to facilitate a unified College curriculum.
  2. The conversion of the Nursing School to the Faculty of Nursing and Health Sciences, with all the functions and structures afforded similar Faculties at accredited institutions overseas, including the OECS.
  3. The development of curriculum for an Associate of Nursing degree programme.
  4. Standards of instruction and content of curriculum for programmes and courses consistent with those at accredited regional institutions, including the OECS.
  5. Which existing courses in need of re-development and which programmes and courses to retain and which to phase out.
  6. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of a Certificate or Associate degree or Certificate programme.
  7. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  8. The determination of which professional courses can be offered outside of the physical facilities of the Faculty.
  9. The types of upgrading courses to be developed for nursing practitioners, to be delivered outside of the physical facilities of the Faculty.
  10. Short Certificate courses in specialized areas of Health Care Services (technical, clinical and managerial) that can be offered through the Faculty of Continuing and Adult Education.
  11. A list of outside accredited institutions that offer the Bachelors degree in Nursing who could provide programme input to facilitate the seamless transfer of graduates to the Bachelors degree in nursing overseas.
  12. The feasibility of offering, in Dominica, the Bachelors degree in Nursing and a Bachelors degree in Health Care Management, in collaboration with accredited overseas institutions.
  13. Structural or bureaucratic impediments to the transfer of ownership of the Nursing School/Hostel from the Ministry of Health to the Board of Governors of the Dominica College.
  14. The transfer the employment (teaching and supervision duties) of the teaching staff of the Nursing School to the employment of the Dominica College (as full-time, part-time or adjunct, as necessary), ensuring adequate of commensurate compensation, and no loss in income, benefits or advantage.
  15. Re-classification of the teaching staff of the Nursing School, and sensitive to the incumbents’ current pay scale, rank and status.  This should be undertaken in collaboration with Transition Teams # 6, 7 and 8.
  16. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  17. A review of the adequacy of liability insurance for students and staff.
  18. The professional development and other needs of teaching and supervisory staff of the proposed Faculty of Nursing and Health Sciences.
  19. How such training may be developed, acquired or facilitated.
  20. The adequacy and needs of the clinical and lab facilities, and other resources of the proposed Faculty.
  21. The criteria for affiliation for the Faculty’s programmes with internationally recognized associations and agencies.  This should be undertaken in collaboration with Transition Team #11.
  22. A list of possible internationally recognized associations and agencies with which the Faculty could affiliate.  This should be undertaken in collaboration with Transition Team #11.
  23. Possibly enhanced roles (and mechanisms for further involvement) for the Caribbean Nursing Council in the new Faculty’s programmes.

 

 

Transition Team #6

 

FACULTY OF EDUCATION

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Education into the general programmes of the College and to facilitate a unified College curriculum.
  2. The conversion of the Dominica Teachers Training College to the Faculty of Education, with all the functions and structures afforded similar faculties at accredited institutions, including the OECS.
  3. The numbers and types of teachers in the education system who are still untrained and uncertified.
  4. A framework to develop and upgrade curricular and other programmes and services consistent with other similar Faculties of Education overseas, focusing on teaching methodology, foundation and professional courses.
  5. The manner in which the existing “Teachers College Building”, located at Bath Estate, can provide professional educational courses, training and other related services to teachers, as well as other courses and programmes to other persons throughout the country.
  6. Which existing courses in need of re-development and which programmes and courses, to retain and which to phase out.
  7. Other professional education courses and programmes that may be needed within an expanded Dominica College system.
  8. The need to develop and phase in of the Associate of Arts degree in Teacher Education in various specializations, including but not limited to Educational Administration, Early Childhood Education, Special Education, Counseling and Guidance, Elementary and Secondary Education.
  9. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  10. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  11. The design of a Teacher Certification Programme for the graduates of the Faculty of Education and institutions overseas in collaboration with the Ministry of Education and the applicable labour organizations.
  12. Accessing and designing advanced professional development programmes for previously trained teachers.
  13. The professional development and other needs of teaching, administrative and support staff of the proposed Faculty.
  14. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  15. Means of acquiring appropriate training and professional development for faculty and staff as indicated.
  16. The adequacy and needs of lab facilities and other resources of the new Faculty.
  17. The development of a programme and the timeframe for offering the Bachelors of Education degree in collaboration with other accredited institutions overseas.
  18. Possibly enhanced roles for the Eastern Caribbean Teachers Training College in the new Faculty’s programmes.
  19. Criteria for affiliation for its programmes with internationally recognized associations and agencies.  This should be undertaken in collaboration with Transition Team #11.
  20. A list of possible internationally recognized associations and agencies with which the Faculty could affiliate.  This should be undertaken in collaboration with Transition Team #11.
  21. A rationale to accelerate the development of in-service teacher education programmes and courses, and to make those available and accessible to teachers everywhere in Dominica.
  22. A rationale for the development of a programme to ensure that all untrained teachers in the system (approximately 450) have access to in-service training programmes in order to be completely certified and trained by September 2005.
  23. A rationale for the development of a comprehensive pre-service training programme for first time teachers.

 

 

Transition Team #7

 

FACULTY OF APPLIED ARTS AND TECHNOLOGY

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Applied Arts and Technology into the general programmes of the College so as to facilitate a unified College curriculum.
  2. The Conversion of the Clifton Dupigny College, Technical Division to the Faculty of Applied Arts and Technology, with all the functions and structures afforded similar Faculties at accredited institutions overseas.
  3. The provision of Associate degree programmes in the related areas of study, including but not limited to Electronics & Electronics Technology, Building & Civil Engineering, Mechanical & Engineering Technology and Computer Science.
  4. The provision of Certificate programmes in the related areas of study, including but not limited to Wood and Building Trades, Electrical Engineering, Electronic Engineering, Industrial Arts, Motor Vehicle Engineering, Plumbing, Refrigeration and Air Conditioning.
  5. Which existing courses in need of re-development and which programmes and courses to retain, and which to phase out.
  6. A framework to develop and upgrade courses and programmes (in content and delivery) to the standards of those offered at accredited overseas institutions offering similar levels and areas of studies.
  7. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  8. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  9. The development of short courses and programmes for the Faculty of Continuing and Adult Education.
  10. The identification and design of professional development courses and programmes for the general public.
  11. The professional development and other needs of teaching, administrative and support staff of the Faculty.
  12. Means of acquiring such training and professional development for faculty and staff as indicated.
  13. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources.
  14. The adequacy and needs of lab facilities and other resources of the Faculty.
  15. Criteria for affiliation for its programmes with internationally recognized associations and agencies.  This should be undertaken in collaboration with Transition Team #11.
  16. A list of possible internationally recognized associations and agencies with which the Faculty could affiliate.  This should be undertaken in collaboration with Transition Team #11.
  17. A mechanism to facilitate a seamless transfer of graduates to the Bachelors degree in the related fields of study overseas, including but not limited to Electronics and Electronics Technology, Building and Civil Engineering & Mechanical, Engineering Technology and Computer Science.
  18. The re-organization of programme delivery modes to offer selected programmes and courses outside of the Clifton Dupigny campus.
  19. A framework to transfer the Agricultural programme to the new Faculty of Agriculture and Environmental Studies.  This should be undertaken in collaboration with Transition Team #2.

 

 

Transition Team #8

 

FACULTY OF ARTSAND SCIENCES

 

To provide advice to the Management Team on:

  1. A framework to integrate the Faculty of Arts and Sciences into the general programmes of the College so as to facilitate a unified College curriculum.
  2. The conversion of the Academic Division of the Clifton Dupigny College to the Faculty of Arts and Sciences with all the functions and structures afforded similar faculties at accredited institutions overseas, including the OECS.
  3. The provision of Associate degree programmes in the related areas of study, including but not limited to Arts, Science and Communication, with specializations (majors) including but not limited to English, Humanities, Social Sciences, French, Spanish, Mathematics and Natural Sciences.
  4. The provision of Certificate programmes in the related areas of study, including but not limited to Geriatric Studies and General Education, reflecting the changing demographics and limited size of college trained work force.
  5. Which existing courses in need of re-development and which programmes and courses to retain, and which to phase out.
  6. The specific number of college credit hours (academic credits) for each college course, the minimum level of performance for succeeding in a course, and the number and type of credits that may form part of an Associate degree or Certificate programme.
  7. The minimum pass mark for each course and the method of calculating the Grade Point Average (GPA) for each course.
  8. A framework to develop and upgrade courses and programmes (in content and delivery) to the standards of those offered at accredited overseas institutions offering similar levels and areas of studies.
  9. The development of short courses and programmes for the new Faculty of Continuing and Adult Education.
  10. The identification and design of professional development courses and programmes for the general public.
  11. The professional development and other needs of teaching, administrative and support staff.
  12. How to facilitate appropriate training and professional development for faculty and staff as indicated.
  13. The personnel resources (local and overseas) that will be needed for developing and reviewing courses and programmes, and strategies and criteria for obtaining those resources identified.
  14. The adequacy and needs of lab facilities and other resources of the Faculty.
  15. A mechanism to facilitate a seamless transfer of graduates to the Bachelors degree in the related fields of study overseas, including but not limited to English, Humanities, Social Sciences, French, Spanish, Mathematics and Natural Sciences, so as to facilitate the seamless transfer of graduates to the Bachelors degree in those fields of study overseas.
  16. The re-organization of the programme delivery modes to facilitate the teaching of selected programmes and courses outside of the Clifton Dupigny campus
  1. Criteria for affiliation for its programmes with internationally recognized associations and agencies.  This should be undertaken in collaboration with Transition Team #11.
  2. A list of possible internationally recognized associations and agencies with which the Faculty could affiliate.  This should be undertaken in collaboration with Transition Team #11.

 

 

Transition Team #9

 

FEES, FINANCING, BUSINESS OPERATIONS AND BUDGETING

 

To provide advice to the Management Team on:

  1. The appropriate measures which the Ministry should take to consolidate all their existing post-secondary education budget outlays to form the Dominica College’s “base budget”. 
  2. The financial guidelines as proposed by the Business Plan, for consideration by the Minister of Finance for the efficient operating of the College budget under the management of the College Board of Governors. 
  3. Financial plans, fiscal controls, projected income and expenditure for the academic years 2001-2004 and the role of the private sector as proposed by the Business Plan currently being developed.
  4. A process for future budget development to be used by college administrators in developing future budgets as proposed by the Business Plan being developed.
  5. Means of resolving challenges and conflicts posed by individual budgets as projected by each faculty, to ensure that funds are allocated equitably among Faculties and Departments, sensitive to differences in programme costs, Government priorities and economies of scale.
  6. Training for selected administrative staff on budget development, including making use of distance learning programmes, suitable computer software and local expertise.
  7. A transparent system of financial accountability satisfactory to the Minister of Education, and consistent with the relevant terms under the Dominica College Act 2001.
  8. A cost recovery and cost efficient method to ensure a correct and accurate analysis of the College’s needs and priorities in dollars and cents, as may be proposed by the Business Plan.
  9. Alternative sources of revenues to cover budget shortfalls and provide for programme development and expansions.
  10. The creation of a fair system of “fee for service” to include “tuition” and other “user (incidental) fees” that allows each student to pay for a portion of the cost of a college education that is realistic in the Dominican context.  The system should: a) be fair and not perceived by the general public as excluding particular groups, b) be affordable and sensitive to students’ ability to pay, c) promote a type of education that is accessible to all Dominicans and d) treat tuition fees always as a percentage of the total cost of educating a student.
  11. A cost recovery programme that includes, but not restricted to the role of: a) fees for goods and services, b) user fees for rental of property and equipment, c) fees for non-credit (personal interest) courses and d) fees from services to the private sector, including but not restricted to “Industry-Based Training Partnerships” and “contract training”.
  12. The creation of a system for “Endowments” and “Foundation Funding”.
  13. Other income generating programmes and enterprises such as: a) a bookstore, and b) providing consultancies to outside institutions and organizations, and the criteria by which those may be undertaken.
  14. A criteria and structure of a scholarship and financial aid system of funding college education based on, but not limited to: a) students’ financial needs and ability to pay, and b) students’ academic merit and scholarliness, c) collaboration with the private sector, and d) articulation agreements with overseas agencies, colleges and universities to provide scholarship assistance to Dominica College graduates to study abroad.
  15. The Transition of the current student financial aid and loan scheme currently funded by Government and the AID Bank to provide incentives for students to start their college education in Dominica where the study areas are available.
  16. The future status of existing contract or service agreement (if any) between the existing tertiary institutions and external agencies (including other government departments).

 

 

Transition Team #10

 

PHYSICAL FACILITIES, CAMPUS SECURITY, CAPITAL UPKEEP, EXPANSION AND USE OF EXISTING SPACE AND OTHER RESOURCES

 

To provide advice to the Management Team on:

1.      Building or the acquisition of new or existing physical structures to house proposed Faculties such as Information Technology, Agriculture & Environmental Science, Hotel and Business and Continuing and Adult Education.

2.      The efficient use of space aimed at maximizing the spaces at Clifton Dupigny, Nursing School and Dominica Teachers’ Training College campuses and to suggest ways to integrate individual “spaces” into a unified unit. 

3.      The practicality of new courses (or programmes) being taught at physical spaces, outside of what is known as “college facilities”, in collaboration with other enterprises and businesses, including, but not limited to the UWI Extra Mural Campus and the local hotels and similar facilities for hands-on training opportunities in the proposed Hotel and Tourism programme.

4.      The development of a system of campus security to ensure the safety of students staff, college visitors and College property. 

5.      The allocation of physical space for a “Student Centre”, and recommendations for modifications, if needed, for students’ use, starting as early as January 2002.

6.      A planned financial programme for managing the renovation and maintenance of the College’s physical facilities, as may be proposed by the Business Plan.

7.      A framework for a detailed investigation and comprehensive report to the College Board of Governors no later than September 2002 on relocating the College to a site that will provide a college campus environment with related facilities.  The advice should include a rationale for any proposed relocation and incorporate the spirit of the advice in # 1 above.

 

 

Transition Team #11

 

ASSOCIATIONS, DEVELOPMENT FUNDING AND COLLEGE NAMING

 

To provide advice to the Management Team on:

 

Associations, Accreditation and Articulation:
  1. The criteria and framework for establishing associations, partnerships and articulation agreements with institutions at home, in the region and internationally and to make provisions for individual persons, non-academic institutions, and educational institutions. 
  2. The criteria for the creation of a list of Dominican citizens, regional and international persons, organizations or institutions, foreign governments, United States, Canadian and United Kingdom colleges and universities with which to establish affiliations, associations or articulation agreements.

 

College Naming:

  1. Establishment of guidelines to design name, logo and crest of the College
  2. Development of guidelines for a competition among College and high school students to suggest a name for the College and proposed designs for its logo and crest.
  3. The appointment of a committee to select the winners
  4. Appropriate compensation for winners of those competitions

 

Development and Grant Funding:

1.      Strategies for establishing positive relationship to include both formal and informal links between the College and the private sector. 

2.      The expansion of roles of the private sector in the College.

3.      Guidelines for the private sector roles in financing college programs and research, shaping ongoing college programmes and initiating new ones in response to the changing needs of the economy. 

4.      Mechanisms for the private sector’s to actively recruit college graduates as employees,

5.      The establishment of “planned giving” foundations, co-op programmes and advisory boards in collaboration with the private sector. 

  1. A comprehensive plan for future funding to complete the transition and sustain the future growth of the College. 

 

 

Transition Team #12

 

HUMAN RESOURCE DEVELOPMENT, PERSONNEL POLICY AND TRAINING

 

To provide advice to the Management Team on:

  1. The results of a survey of required personnel with the technical and managerial skills to undertake the initial transition steps towards realizing the new Dominica College, from among the ranks of the Ministry of Education and other governmental departments and the private sector.
  2. A system of reclassification for existing teaching, technical, administrative, clerical, custodial and support staff titles (instructor, tutor, lab technician, etc.) in accordance with classification systems at other accredited institutions overseas (including the OECS).
  3. Making this classification system sensitive to the current teaching personnel (in existing tertiary institutions, holding a Bachelors degree, its equivalent or higher).  The determination of the desired ratio of credentialed staff (i.e. number of Ph. D’s to Masters to Bachelors, etc.).
  4. How to ensure that individuals with less than a Bachelors degree (or its equivalent) and who have been credentialed as an instructor in a highly specialized technical or vocational programme, could also be classified accordingly and granted the opportunity and support to successfully study for the Bachelors degree within a specified period. 
  5. The types of incentives and institutional supports that may be provided to facilitate faculty’s pursuance of advanced degrees.
  6. Appropriate remedies, if any, to be used for those who are unable to complete the desired upgrading programme (in # 4 above) within a stipulated time period.
  7. The types and levels of desired staffing (e.g. physical facilities, campus security).

8.      A timetable for achieving the desired level or ratio. 

9.      The determination of teaching staff needs.

10.  A comprehensive plan for professional and academic development of staff.

11.  The design of a staff development awards programme for faculty and College administration, to support them in completing and sustaining the transition of the College, and to upgrade and retrain staff in all areas of work and fields of study to include, but not restricted to: a) the eligibility requirements, b) selection criteria for the scholarship awards, and c) the collaboration with outside agencies, governments and educational institutions.

12.  Links and coordination between key Ministry of Education and College operating units.

  1. The requirements of future personnel and policies and their impacts on current collective bargaining agreements and Government’s General Orders.
  2. The important elements of an employee handbook and supervisory policy manual that may be updated periodically.
  3. The components of a comprehensive “Human Resource Development Plan” as part of College’s institutional development programme.

 

 

Transition Team #13

 

COLLEGE-WIDE POLICIES AND PROCEDURES

 

To provide advice to the Management Team on:

 

The need for and guidelines for developing, facilitating, regulating or adjudicating, as each case may require, for the services itemized below.  This advice should also include a rationale for the development of and the major components to be included in each.

a)      Student admissions (matriculated, non-matriculated and mature students)

b)      Electronic registration and a unified time-tabling system

c)      Insurance coverage: liability and property

d)      Harassment in the workplace

e)      Code of student conduct

f)        Purchasing and tendering procedures

g)      Health and safety

h)      Emergency operation

i)        Evacuation procedures

 

 

Transition Team #14

 

COMMUNICATIONS, PUBLIC RELATIONS AND MARKETING

 

To provide advice to the Management Team on:

  1. The strategies to make the Dominica College visible and desirable to the public, attain a positive self-image and hold and increase its market share within the international academic community. 
  2. The most efficient ways to communicate between and among campuses.
  3. The most cost-efficient way to facilitate the flow of information and the movement of students and faculty among campuses.

4.      Guidelines for a communication and public relations system that will:

a)      Establish and maintain contact with external public and private organizations and stakeholders.

b)      Provide for internal communication for all College-related activities that involve administration and other staff.

c)      Co-ordinate all communications with the media, including media releases, press conferences and media events, as needed.

d)      Communicate on behalf of the College’s leadership on critical matters.

e)      Provide positive and favourable media relations on the College’s programmes, activities, events and personnel.

f)        Foster positive relations with other mutually beneficial institutions.

g)      Develop an in-house printing and production system.

h)      Develop a College motto, logo, crest, flag and colours.

i)        Include policies and procedures for positive internal and external relations.

j)        Enhance the profile of the College in the community, internationally and among