Charter
Preamble
The Learning Connexion Ltd. is New Zealand's centre for sustainable creativity. TLC uses art as a context for discovering how creativity works and how to apply it.
Creativity is evolution in action. It is the process of useful change. It may be incorporated into any area of human activity which requires new ways of thinking. It includes academic, personal, professional, community, cultural and spiritual elements.
Creativity is essential in achieving human potential, building healthy communities and a sustainable world.
1. Mission Statement
TLC's goal is to establish, encourage and nurture sustainable creativity.
The school was established in 1988 as a specialist provider of arts skills, arts industry experience and creativity skill development. It delivers a Certificate of Art and Creativity, a Diploma of Art and Creativity, a Diploma of Art and Creativity (Honours) and a Diploma of Art and Creativity (Advanced) which are approved by the New Zealand Qualifications Authority under the provisions of the Education Act 1989 which The Learning Connexion Limited is accredited to teach.
The Certificate of Art and Creativity is a six month (one year full-time) programme at Level 4.
The Diploma of Art and Creativity is a one year (two year part-time) programme at Level 5.
The Diploma of Art and Creativity (Honours) is a one year (two year part-time) programme at Level 6.
The Diploma of Art and Creativity (Advanced) is a one year (two year part-time) programme at Level 7.
Applications for a Level 8 diploma are in an advanced state of preparation.
The programmes develop skills in seven main areas: painting, drawing, 3D, design, photography, videography and computer graphics. Through these areas they develop generic creativity skills which are tested by way of exhibitions and other interactions with the wider world.
The programmes are available on-site at the Taita campus in Hutt City or via video-based distance delivery study (supported by notes, telephone and internet communication).
TLC markets itself internationally and has a reputation as a provider with a high emphasis on self-directed learning, supported within a high quality learning culture. It attracts students from all over New Zealand and is achieving greater participation from overseas students.
TLC caters for the learning, developmental and skill needs of people who seek alternative or complementary programmes to those provided by universities and polytechnics. TLC attracts high levels of participation from:
• Deaf and hearing impaired students
• Corrections students
• People seeking to enrich their creative development, revitalise their work or find new opportunities
• Mature people seeking to enter or re-enter the workforce or tertiary education
• People with arts skill and portfolio development needs, to enable entry into university or polytechnic courses in art and design
• Working artists and crafts people requiring further technical, creative and industry skills
• Younger students requiring second chance educational opportunities that suit their needs and stage of development
• School leavers and university graduates with transitional development needs
The Learning Connexion identifies as its stakeholders:
• Current and former students
• Staff and tutors
• Other arts related educational providers within the NZ tertiary system
• The City Councils, businesses and communities of Wellington, Hutt City, Porirua City and Palmerston North
• The creative industries of New Zealand
• Educators and education providers in general
• Art galleries and dealers
• The community and businesses of Taita, Hutt City and Wellington
Through provision to this broad stakeholder base, TLC aligns with the 2002-2007 Tertiary Education Strategy by:
• Contributing to the maximisation of participation levels in formal education
• Providing workforce and education system foundation skills
• Responding to workforce transitional and re-framing needs
• Meeting specific arts and creative industry skills
• Enhancing creativity skills and attitudes
• Developing understanding of creativity skill development and transfer
• Contributing to local, regional and national cultural and economic development
In its vision for the future, TLC is committed to continuous professional development of its educational services through its management practices, its processes of stakeholder consultation and through investment and support for research into creativity skills development and assessment. Through these initiatives TLC is building its capacity to:
• Provide a learning environment that promotes and supports effective self-directed learning
• Support the professional development of tutors and staff
• Develop and apply appropriate assessment strategies and methods
• Evaluate graduate outcomes and the provision of graduate support services
• Identify and respond to emerging creative industry needs
Through this alignment TLC recognises a vital opportunity to further build its profile as an innovative, high quality, specialist education provider, delivering both stand-alone and collaborative programmes that meet critical vocational and related personal development needs.
2. Special Character
TLC promotes creativity as a core skill which is necessary throughout education and is a key ingredient in New Zealand's cultural, environmental, technological and economic well-being.
As an institution TLC is a role model for the teaching of art and creativity. The school focuses on what works and is constantly seeking to minimize bureaucratic intrusions which tend to stifle creativity.
At TLC we:
• Promote and support self-directed action learning
• Are experienced as a valuable alternative to the mainstream, or the orthodox
• Are socially diverse
• Value complexity and asymmetry as the foundation for achievement of creative potential
• Embrace organisational and teaching arrangements that seek to remove or minimise hierarchy
• Encourage staff to be role models, not sign posts
• Recognise that an effective learning culture requires people to be intrinsically motivated most of the time and that part of the school's role is to help students connect with goals that have strong personal meaning and stimulate inner drive
• Recognise that critical student/tutor relationships often underpin learner engagement and knowledge transfer and that these work best through processes of self-selection
• Provide holistic art and creativity education which connects with the realities of students' lives and helps them to shape creative careers
• Maintain a safe environment based on the core values of the 'Class Agreement' and keep in mind the slogan 'If you're not having fun, you're not doing it right.'
• Assimilate the latest research on creativity and apply it to our teaching
• Provide implicit and explicit feedback loops which guide behaviour, validate outcomes and shape the structure of our programmes
• Provide expert knowledge and technical skills within the learning environment, and engagement with these resources on a self-selecting basis
• Serve Maori and Pacific students by providing a warm and supportive environment in which they can be creative on their own cultural terms and according to their own particular strengths
• Devise and apply assessment tools and strategies which achieve the appropriate balance between learner autonomy and institutional and system accountability
• Provide a strong option for students who are at risk
• Provide effective ‘second start’ education
• Provide a robust option to students who are highly intelligent and non-conforming
• Help students to discover how to work effectively in the marketplace
• Provide support services to help students manage their lives as well as their education
• Deliver distance learning to make tertiary art and creativity study available to people who may otherwise have no option which fits their needs
• Promote our programmes offshore so that they can contribute to international understanding and cultural development and also serve New Zealand as an export industry
• Provide foundation processes which introduce novices to the learning culture in ways that help them develop the confidence to work in self- directed ways
• Test our teaching and practice by exposing results to public scrutiny and participation in the marketplace
These features link together the means by which TLC meets student learning needs and interests, fulfils its objectives as a vocational provider and marks out the specialist position it occupies within the spectrum of tertiary provision. They also reveal that the special character of TLC lies less in the conventional delivery of programmes of instruction and more in the successful drawing together and the management of factors that create an appropriate learning culture.
The purposeful intertwining of vocational and personal developmental dimensions helps identify the special position TLC occupies within education.
TLC Commitments
TLC is committed to:
• Doing what it takes to help students access their own power, intelligence, creativity and success skills
• Working with passion, integrity and a sense of fun
• Maintaining an environment which places high value on bi-cultural and cross-cultural interaction
• Innovation in business and learning
• The development of trust and self-esteem of students, staff and others
• A willingness to respect and share knowledge with others
• Openness to the infinite possibilities of knowledge
• Establishing patterns which make learning and creativity a way of life
• Promoting harmony between personal, business and social goals
• Acting with care and reverence for the world and its creatures
• Economic success for the school and its clients
• Being a major influence and provider in the field of art and creativity
TLC celebrates and supports:
• New Zealanders expressing aspirations of who they are and where they stand in the world through arts and cultural activities
• Vibrant arts and cultural activities, which all New Zealanders can enjoy and through which a strong and confident cultural identity can emerge
• A vibrant and effective creative industries sector, providing sustainable employment
• Economic growth within an innovative environment in which creativity extends through all disciplines
Alignment:
• Excellence: TLC provides programmes of international quality. This is affirmed by current research, endorsement from the Chair of Creative New Zealand, increasing enrolments and interest from American students and academics
• Relevance: The Diploma in Art and Creativity meets a core need which is not met by other providers. The school teaches a generic skill (creativity) and the learning kaupapa enables Maori to thrive
• Access: The open entry policy allows the broadest possible access. The one compulsory requirement is commitment
• Capability: TLC has a long history of programme development and delivery through which it has built organisational skills and financial stability to support and maintain its special character
3. Contribution to New Zealand's identity and economic, social and cultural development
Through the Tertiary Education Strategy, Government presents a vision for a 'knowledge society' which TLC shares, of a nation that participates fully and successfully within the global economy by being:
• A birth place of world-changing people and ideas
• A land where diversity is valued and reflected in our national identity
• A great place to live, learn, work and do business
• A place where people invest in the future
TLC also recognises that the strategy is intended to bring about a greater alignment of the publicly funded tertiary system with national development goals. These being:
• Economic transformation
• Social development
• Maori development
• Environmental sustainability
• Infrastructure development
• Innovation
TLC aligns with these goals by supporting the learning and developmental needs of people who seek to enter, change or reframe their positions within the workforce. In particular:
• TLC contributes directly to the continuing expansion of cultural industries by providing graduates who are skilled, motivated and experienced artists
• TLC encourages sensitivity and commitment to environmental issues
• TLC helps a very diverse range of students explore and find a strong identity with, and commitment to, New Zealand
• TLC contributes to an innovative society and economy by being a specialist provider in creativity development which is generic and transferable from the arts context to other vocational domains
• TLC offers a learning environment which enables exploration of personal and cultural issues within a group learning culture, and this is seen as underpinning expanding participation by Maori
TLC presently contributes about $8 million per annum to the New Zealand economy and this will rise substantially as the government maintains a climate favourable to creativity.
The key outcome and benchmark strategies which monitor contributions to national goals:
• Accurate profiling of enrolling students by admissions staff
• Completing student surveys
• Graduate follow-up surveys that track employment and other outcomes
• Support for university directed research into creative skill and attitude development and the transfer of these to the workplace
• Ongoing research into arts and creativity skill assessment strategies and methods
4. Contribution to the tertiary sector as a whole
TLC is positioned within the tertiary sector to contribute specialist elements to the sector as a whole. In particular TLC:
• Improves participation within the system by catering for people who have restricted access to, or perceive themselves as being disadvantaged by, conventional tertiary structures
• Meets personal development needs and the acquisition of vocational skills that enable people to move to other educational and vocational pathways
• Establishes innovative links and pathways that reach towards the highest levels of educational attainment
• Provides a specific focus on the development and transfer of creativity skills and attitudes to the workplace
• Is developing innovative approaches to learning assessment
• Encourages and supports creativity-orientated educational research
• Actively promotes the importance of creativity-orientated education within education generally and vocational education in particular
• Is committed to building linkages with other providers and centres of research and expertise in education as a way to inform its own practices and enables others to share the benefits of the TLC experience
Measurements by which this contribution is gauged:
• Programme admissions data
• Programme assessment data
• Learning outcome survey data for completing students
• Employment, educational and other outcome data gathered through graduate follow up surveys
• Monitoring the number and types of research projects which relate to the TLC context
• Monitoring public attendance at TLC exhibitions and the level of sales at these
• Monitoring participation and contributions by TLC within activities organised by other agencies
Alignment:
• Excellence: TLC is recognized as an important centre of creativity and has attracted significant research interest through Massey University. TLC is gaining international recognition as it gets established in the USA
• Relevance: The TLC experience transforms lives by fostering optimism and flexibility to enable people to be more effective in a rapidly changing world. It opens new career pathways and imparts skills which enhance performance in traditional careers
• Access: Open access is especially important in enabling adults to connect (or re-connect) with tertiary education. TLC's style of delivery accommodates a very wide range of learners from the highly qualified to complete beginners. Its programmes augment skills at all levels
• Capability: Most graduates find employment in the creative industries or move on to further tertiary education. Many commence their studies either from unemployment or menial work and later achieve significantly better employment and quality of life
5. Approach to co-operation and collaboration with other tertiary education providers
TLC recognises within the Tertiary Education Strategy 2002-2007 an emphasis on strengthening system capability and quality. TLC also recognises and is responding to the priorities of:
• Improving strategic capacity
• Increased differentiation and specialisation across the system
• Greater collaboration with the research sector
• Sustainable growth of export education
• A focus on teaching and learning environments which meet diverse learner needs
TLC is committed to continuous improvement at all levels relating to these priority areas. In particular TLC:
• Is a foundation member of the Independent Tertiary Institutions (ITI), which is committed to promoting excellence and collaboration
• Funds research into creativity-oriented educational theory and practice and is committed to sharing the products of this investment
• Encourages and provides support for research into creativity oriented education by university researchers at Masters and PhD levels
• Aims to participate within Teaching and Learning Research Initiative projects
• Is committed to organising periodic symposia, to draw together interest groups and expertise in creativity-oriented education
• Participates co-operatively within the network of education providers in the Wellington region
• Anticipates establishing formal collaborative partnerships and bridging course opportunities with other educational providers, and with sectors of industry and commerce
• Has expressed interest in being a research funding partner with the 2003 Teaching and Learning Research Initiative
Alignment:
• Excellence: Massey University has recognised TLC's excellence by using the school first as the subject of a master's thesis and currently (with a different student) as the focus for a doctorate. A significant number of university graduates choose TLC for further study
• Relevance: TLC contributes to Hutt City’s education, culture and economy via joint ventures, free classes, exhibitions and through the presence in the community of the school's staff and students. The same impact is echoed in a smaller way throughout New Zealand (and will grow according to government allocation of funding). Offshore collaboration is at an advanced stage of development and will help to connect local providers with fresh ideas and influences
• Access: TLC makes itself generously available to other providers, organisations and individuals for a wide range of interaction and research
• Capability: Numerous small scale projects have been successfully completed and we expect that these will provide the foundation for larger ventures
6. Approach to fulfilling Treaty of Waitangi obligations
The TLC approach to learning is illustrated in the diagram ‘Initial thinking about a definition’ - Ministry of Education document described as ‘One Maori model of foundation skills as illustrated in Te Ao Whakamua Building Futures: The final Report on the Review of Training Opportunities and Youth Training’, MoE, May 2002.
TLC acknowledges the important contribution all education providers make to fulfilling Treaty of Waitangi obligations. In addition to providing an educational environment which aligns with Maori student learning styles and needs, TLC's current practice of identifying specific initiatives which contribute to the building of capacity in this area will continue in the future. For example:
• TLC has an open entry policy which is a critical feature in encouraging Maori enrolment
• A Maori language tutor has been appointed to meet Te Reo needs and interests for staff and students
• TLC shares the products of its research initiatives with Maori educational agencies
• TLC recognises and welcomes the trend of expanding Maori enrolment and anticipates a corresponding expansion of Maori tutors, and functional links with students and staff, Iwi and Hapu Whanau
• Expanding levels of Maori student and tutor participation within the organisation will inevitably lead to higher levels of Maori participation within management and governance structures and provide direct input into programme design, student assessment procedures, and the future development of the organisation
Alignment:
Excellence: TLC maintains outcomes for Maori students that are as high as non-Maori. Maori students acknowledge that the opportunities offered by TLC to learn and grow have been culturally appropriate.
Relevance: There is a considerable need for education which embodies partnership. Maori students and staff share their knowledge and skills within the school and create cultural synergy through their respective Iwi and Hapu Whanau.
Access: TLC has an open entry policy which is conducive to Maori enrolments.
Capability: TLC involves Maori staff and students in all levels of the development and operation. TLC provides opportunities for deeper sharing, partnership and understanding between Treaty partners.
7. Approach to meeting the needs of Pacific peoples
TLC acknowledges the evolving nature of New Zealand society and the trend towards a unique Pacific region community in which the majority of people will identify themselves as having Maori or Pacific cultural origins.
The TLC style of self-directed art/creativity learning encourages people to explore their relationship with the society they find themselves in and the cultures and families from which they originate. This process leads to outcomes which, in addition to specific vocational skills, include:
• A stronger personal identity
• A clearer sense of place and origin
• Improved confidence
• Higher commitment to participate in society socially and vocationally
TLC aligns with the Tertiary Educational Strategy and the Specific Tertiary Educational Priorities, by regarding these outcomes as foundations for participation within a culturally complex and changing society.
While the current enrolment levels of people from Pacific backgrounds is small, TLC expects this to continue to expand now that it has established a teaching site in Hutt City. In a similar way to TLC's approach to meeting the educational aspirations of Maori, as the cultural base of the school evolves, TLC anticipates adjustment to its teaching, staff development and governance strategies to meet the needs of people from Pacific origins.
Alignment:
Excellence: TLC maintains outcomes for Pacific students that are as high as non-Pacific. Pacific students acknowledge the opportunities offered by TLC to learn and grow have been culturally appropriate.
Relevance: TLC provides an ideal fit with Pacific traditions in the visual arts.
Access: TLC has an open entry policy which is conducive to Pacific enrolments. The school recognises from past experience that Pacific enrolments are sensitive to location and consequently it has moved to provide opportunities in Hutt City.
Capability: TLC gained considerable experience with Pacific students when it was based in central Wellington. The school expects to achieve similar results on its Hutt campus as it did in Wellington.
8. Approach to meeting the educational needs of learners
Creativity is teachable and it is so strongly connected with New Zealand's prosperity and well-being that it should be treated as a core subject at all levels. TLC maintains that creativity is the highest brain function and it is the school's task to nurture it.
Hierarchy of nervous system functions, Karl H Pfenniger, Professor of cellular and structural biology, University of Colorado School of Medicine - p91, The origins of creativity, ed Pfenniger and Shubik, Oxford University Press.
TLC's Mission Statement recognises that students have a very broad range of educational needs and interests in relation to their vocational and personal development objectives.
TLC's primary educational strategy is to meet the needs of learners through the promotion of learning through action within a supportive group learning culture (see Special Character). A critical element is the employment of tutors who are active in the community as creative people and who bring to the learning environment appropriate skills, industry experience and sensitivity to adult learning needs. As well as providing students with access to expertise within the school, these tutors also link the school and students to the professional arts environment within Wellington and beyond.
TLC recognises the need for greater levels of educational intervention on behalf of some students. When monitoring systems indicate that such intervention is appropriate, TLC has specialist staff and access to external specialists who can offer students information, strategies and hands on assistance with:
• Learning strategies
• Literature skills
• English language needs
• Student allowances, loans and financial planning
• Personal health issues
• Understanding course related tasks, objectives and methods
• Technical and computer skills
• Vocational planning
TLC's programmes are helping people to become more robust in the marketplace and creating opportunities for their continuing education.
TLC regards former students as stakeholders and keeps in touch with them through the newsletter, exhibitions, website and emails and keeps track of their progress. TLC achieves a course completion rate in excess of 70%.
Alignment:
Excellence: TLC enables students to work with tutors to define their own learning outcomes. Tutors are appointed according to the excellence of their creative experience and current practice. Tutors serve as guides and role models for students.
Relevance: The TLC approach meets the needs of students who want to work outside the square. It provides an option for those assertive non-conformists who are bored and frustrated by conventional education. It suits Maori and Pacific students who want to work in a creative environment and to be accepted on their own terms. It imparts rigorous skills and discipline to students who might otherwise squander their potential.
Access: Open access transcends past failures and the limitations of other providers.
Capability: TLC continues to develop a unique set of educational skills to deliver effective creativity programmes with special strengths in meeting individual needs. The school maintains an infrastructure that provides for ongoing professional development of all staff to ensure that the whole organisation operates in a manner which is aligned to its teaching goals.
9. Approach to developing and supporting a staff profile that reflects its mission and special character
All of the school's tutors and staff work in alignment with the values that are the basis of TLC's special character. TLC uses guiding principles for staff recruitment and development that safeguard and further develop its special character and the capacity to meet educational objectives.
• Tutors are recruited on the basis of vocational skills and professional experience and their sensitivity to diverse learning needs. In particular, there is an emphasis in recruiting tutors who are active as creators within their communities
• TLC provides tutor development opportunities for suitable graduates as a strategy for enhancing career pathways for exceptional students
• TLC works on a balance of delivery skills and group/interpersonal skills such as Peer Mentoring and Appreciative Inquiry
• Administration staff is recruited on the basis of general and specialist knowledge and professional experience. All staff are encouraged and offered opportunities to engage with the organisation's programmes. As well as contributing to the personal development of staff, this strategy also helps strengthen a learner centred culture
• All staff participate once a term in workshops which focus on aspects of delivery, development needs, strategies and personal skills
• TLC supports the professional development of its tutors and students by regularly sponsoring commercial exhibitions within the community
• TLC recognises the value of interaction with leading practitioners. The school fosters such interaction and is committed to the production of video documentaries that share these experiences throughout the school and beyond
• TLC is an equal opportunities employer and works in partnership with staff. All financial surpluses are retained and are used in resourcing the school and improving the working conditions of staff
• The school maintains a highly proactive approach to the needs of staff and students by providing frequent opportunities for feedback at all levels and by prompt and effective responses to feedback
• Where possible, staff can have flexible working hours. Terms and conditions of employment are generally above average and staff turnover is low. The school goes the extra mile to adapt to the strengths of each staff member
• TLC supports staff in meeting their family/whanau responsibilities and provides counselling support where requested
Alignment:
Excellence: TLC maintains a gifted and stable staff team who consistently achieve excellent results.
Relevance: TLC provides tutors with a highly creative, non-bureaucratic environment in which they enjoy a high measure of professional freedom. Support staff are able to learn and practice skills which enhance their own creative abilities.
Access: TLC provides employment to a range of gifted people who prefer an unconventional workplace. It is a comparatively rare employment opportunity.
Capability: Tutors and staff run the organization. They have pivotal roles in all areas of delivery and management. They make the difference between TLC as an idea and TLC as a reality
10. Governance and Management Structure and Principles
The Learning Connexion Ltd. is a privately owned family business which operates as a non-profit organisation. TLC has the statutory obligations of a company.
The Managing Director and Deputy Director co-ordinate strategic decisions in consultation with relevant tutors and staff members (where necessary with the entire staff, students and other stakeholders).
A management group with representatives from most departments oversees the day-to-day management.
The Academic Board oversees all aspects of programme delivery including course monitoring and design.
The Support Group looks after staffing issues.
The Innerhub looks after confidential issues.
The Learning Connexion is accredited by NZQA and complies with NZQA's requirements.
The Learning Connexion is EFTS funded and complies with all the requirements of the Ministry of Education and the Tertiary Education Commission.
An annual business plan is developed with input from the management group.
TLC practices continuous self review centred around the management group.
Stakeholders participate in governance and management. The student body has a representative who regularly meets with the management and academic teams. All teaching and administrative staff meet together regularly and are consulted on all major strategic and policy matters. Students have easy access to the management group and the academic board. There is a substantial amount of informal consultation with representatives of the creative industries, education and business.
TLC maintains a high level of internal and external communication through a blend of meetings, newsletters and events.
Alignment:
Excellence: TLC has evolved distinctive management practices which are based on a complex understanding of self-managing systems. Its effectiveness is indicated by its stability, continuing growth and expanding influence.
Relevance: ‘Places like the Learning Connexion are crucial in making the Government's vision happen. The Learning Connexion itself is an innovative concept and what the Learning Connexion offers is what the Government's vision is all about - achieving sustainable art and creativity. I unashamedly champion the work and dreams of the Learning Connexion.’ Peter Biggs, previously chair of Creative New Zealand
Access: TLC maintains openness and organisational integrity. Its responsiveness to stakeholders and its shared skills in problem-solving are fundamental to its ability to grow and evolve.
Capability: There is nothing quite like it in the world. TLC is a unique New Zealand organisation with a proven track record.
11. Consultation undertaken in preparation of the Charter
The draft Charter has been extensively discussed at meetings of students and staff and is available to all stakeholders via the TLC Web site. The Charter was made available to all members of Independent Tertiary Institutions (incorporating CCA) for discussion and peer review. Stakeholders are identified in section 1 and a list of stakeholders was published in the Dominion Post on 10 September 2003 inviting further comment.
The school consults routinely and extensively with staff and students and this long legacy of interaction is the foundation of our Charter. A favoured means of consultation is 'Appreciative Inquiry' which is a creative technique for group dialogue. Appreciative Inquiry is inclusive, friendly and effective. Increasingly it pervades all interactions within the school.
A student-based series of Appreciative Inquiry meetings came up with a set of words which are a snapshot of the school's interaction with stakeholders:
• Growth
• Community
• Exploration
• Excitement
• Journeying
• Security
• Awesome
• Spirituality
• Spontaneity
• Satisfied
• Solutions
• Imagination
The school works hard to interact with stakeholders from creative industries and education. Exhibitions are one of the focal points for these meetings. Exhibitions are also an interface with the public at large - they are viewed by many thousands of people every year.
Further dialogue revolves around the TLC newsletter which sends articles on creativity to graduates and interested people all around the world.
TLC reaches out to Maori stakeholders partly through employment (an increasing number of key roles are filled by Maori) and partly through proactive commitment to Te Reo and interaction with local Iwi.
TLC interacts strongly with the Hutt City Council.
Stakeholder involvement in Governance
• There is student representation at management meetings
• The Academic Board includes tutors and staff
• Past students are regularly surveyed to assess the long-term outcomes of delivery and their views influence current decisions. Many graduates also maintain regular involvement via the newsletter and attendance at exhibitions
Alignment:
TLC enables and encourages stakeholder participation in governance at all levels and in the development of the Charter. In activities such as exhibitions governance has devolved directly to stakeholders (in this case the students). TLC maintains evaluation processes which enable all stakeholders to make their contribution to governance.
12. Equal Education Opportunities
The Learning Connexion is committed to equal opportunity.
TLC is committed to equal opportunity in all its education policies and procedures. Equal education opportunity includes recruitment, programme delivery and teaching environment.
All students, regardless of gender, race, marital status, age, disability, sexual orientation, family status, religious or ethical beliefs, political opinion or union affiliation have equal access to equal educational opportunities.
