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:
- 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.
- The type of courses at the Associate
degree and Certificate level to include in a programme in Computer
Information Systems.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- Phasing
in of new academic programmes.
- 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.
- Admission,
registration and enrollment requirements.
- Non-personnel
resources needed for start-up and for future needs (library, electronic,
facilities).
- 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.
- 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.
- 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.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- A
scheme for phasing in of new academic programmes.
- 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.
- Admission,
registration and enrollment requirements.
- Non-personnel
resources needed for start-up and for future needs (library, electronic,
facilities).
- 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.
- Other
personnel needs of the Faculty.
Transition Team #3
FACULTY OF CONTINUING AND ADULT EDUCATION
To provide advice to the Management Team on:
- 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.
- The
types of credit and non-credit courses to fit the individual needs and
lifestyles of the adult Dominican population.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- The
type of professional and special interest courses that will allow the
Dominican adult to explore new topics and brush up on job skills.
- Opportunities
for adults to enjoy personal learning experiences.
- Opportunities
to pursue a degree or certificate programme at ones own pace and at times
and places convenient to the adult learner.
- Opportunities
for adults to earn college credits for life and work experiences through a
programme of assessing experiential learning.
- Phasing
in of new academic programmes.
- Admission,
registration and enrollment requirements.
- Non-personnel
resources needed for start-up and for future needs (library, electronic,
facilities).
- 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.
- Other
personnel needs of the Faculty.
Transition Team #4
FACULTY OF HOTEL AND BUSINESS ADMINISTRATION
To provide advice to the Management Team on:
- 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.
- 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.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- 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.
- 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.
- Phasing
in of new academic programmes.
- Admission,
registration and enrollment requirements.
- Non-personnel
resources needed for start-up and for future needs (library, electronic,
facilities).
- 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.
- Other
personnel needs of the Faculty.
Transition Team #5
FACULTY OF NURSING AND
HEALTH SCIENCES
To provide advice to the Management Team on:
- A framework to integrate the Faculty of
Nursing into the general programmes of the College so as to facilitate a
unified College curriculum.
- 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.
- The
development of curriculum for an Associate of Nursing degree programme.
- Standards
of instruction and content of curriculum for programmes and courses
consistent with those at accredited regional institutions, including the
OECS.
- Which
existing courses in need of re-development and which programmes and
courses to retain and which to phase out.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- The
determination of which professional courses can be offered outside of the
physical facilities of the Faculty.
- The
types of upgrading courses to be developed for nursing practitioners, to
be delivered outside of the physical facilities of the Faculty.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- A
review of the adequacy of liability insurance for students and staff.
- The
professional development and other needs of teaching and supervisory staff
of the proposed Faculty of Nursing and Health Sciences.
- How
such training may be developed, acquired or facilitated.
- The
adequacy and needs of the clinical and lab facilities, and other resources
of the proposed Faculty.
- 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.
- 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.
- 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:
- A framework to integrate the Faculty of
Education into the general programmes of the College and to facilitate a
unified College curriculum.
- 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.
- The
numbers and types of teachers in the education system who are still
untrained and uncertified.
- 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.
- 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.
- Which
existing courses in need of re-development and which programmes and
courses, to retain and which to phase out.
- Other
professional education courses and programmes that may be needed within an
expanded Dominica College system.
- 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.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- 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.
- Accessing
and designing advanced professional development programmes for previously
trained teachers.
- The
professional development and other needs of teaching, administrative and
support staff of the proposed Faculty.
- 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.
- Means
of acquiring appropriate training and professional development for faculty
and staff as indicated.
- The
adequacy and needs of lab facilities and other resources of the new
Faculty.
- The
development of a programme and the timeframe for offering the Bachelors of
Education degree in collaboration with other accredited institutions
overseas.
- Possibly
enhanced roles for the Eastern Caribbean Teachers Training College in the
new Faculty’s programmes.
- Criteria
for affiliation for its programmes with internationally recognized
associations and agencies. This
should be undertaken in collaboration with Transition Team #11.
- 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.
- 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.
- 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.
- 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:
- 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.
- 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.
- 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.
- 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.
- Which
existing courses in need of re-development and which programmes and
courses to retain, and which to phase out.
- 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.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- The
development of short courses and programmes for the Faculty of Continuing
and Adult Education.
- The
identification and design of professional development courses and programmes
for the general public.
- The
professional development and other needs of teaching, administrative and
support staff of the Faculty.
- Means
of acquiring such training and professional development for faculty and
staff as indicated.
- 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.
- The
adequacy and needs of lab facilities and other resources of the Faculty.
- Criteria
for affiliation for its programmes with internationally recognized
associations and agencies. This
should be undertaken in collaboration with Transition Team #11.
- 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.
- 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.
- The
re-organization of programme delivery modes to offer selected programmes
and courses outside of the Clifton Dupigny campus.
- 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:
- 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.
- 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.
- 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.
- 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.
- Which
existing courses in need of re-development and which programmes and
courses to retain, and which to phase out.
- 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.
- The
minimum pass mark for each course and the method of calculating the Grade
Point Average (GPA) for each course.
- 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.
- The
development of short courses and programmes for the new Faculty of
Continuing and Adult Education.
- The
identification and design of professional development courses and
programmes for the general public.
- The
professional development and other needs of teaching, administrative and
support staff.
- How
to facilitate appropriate training and professional development for
faculty and staff as indicated.
- 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.
- The
adequacy and needs of lab facilities and other resources of the Faculty.
- 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.
- The
re-organization of the programme delivery modes to facilitate the teaching
of selected programmes and courses outside of the Clifton Dupigny campus
- Criteria
for affiliation for its programmes with internationally recognized
associations and agencies. This
should be undertaken in collaboration with Transition Team #11.
- 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:
- 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”.
- 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.
- 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.
- A
process for future budget development to be used by college administrators
in developing future budgets as proposed by the Business Plan being
developed.
- 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.
- Training
for selected administrative staff on budget development, including making
use of distance learning programmes, suitable computer software and local
expertise.
- A
transparent system of financial accountability satisfactory to the
Minister of Education, and consistent with the relevant terms under the
Dominica College Act 2001.
- 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.
- Alternative
sources of revenues to cover budget shortfalls and provide for programme
development and expansions.
- 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.
- 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”.
- The
creation of a system for “Endowments” and “Foundation Funding”.
- 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.
- 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.
- 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.
- 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:
- 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.
- 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:
- Establishment
of guidelines to design name, logo and crest of the College
- 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.
- The
appointment of a committee to select the winners
- 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.
- 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:
- 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.
- 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).
- 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.).
- 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.
- The
types of incentives and institutional supports that may be provided to
facilitate faculty’s pursuance of advanced degrees.
- 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.
- 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.
- The
requirements of future personnel and policies and their impacts on current
collective bargaining agreements and Government’s General Orders.
- The
important elements of an employee handbook and supervisory policy manual
that may be updated periodically.
- 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:
- 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.
- The
most efficient ways to communicate between and among campuses.
- 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