institutions
See this word as a collocate cloud
our prisons and young offenders | institutions | if governors have some sort |
increasingly prisons are becoming mental | institutions | many prisoners have serious mental |
the prisons and young offenders | institutions | scotland amendment rules 2000 ss |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
time prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
186 prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
2 prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
order prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2000 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2002 ssi |
the prisons and young offenders | institutions | scotland amendment rules 2002 ssi |
awarding powers the other specialist | institutions | have their courses validated by |
traces the applications process which | institutions | seeking degree awarding powers and |
council responsibility for deciding which | institutions | should be granted degree awarding |
have taught degree awarding powers | institutions | without degree awarding powers usually |
to students studying in partner | institutions | 7 cvcp briefing note how |
students studying at higher education | institutions | anywhere in the united kingdom |
students studying at higher education | institutions | anywhere in the united kingdom |
studying at scottish higher education | institutions | s1f 2433 4 mr jamie |
into universities university colleges specialist | institutions | and higher education colleges the |
institutions there are three specialist | institutions | in scotland edinburgh college of |
not done so 3 specialist | institutions | there are three specialist institutions |
agricultural college 3 specialist designated | institutions | these colleges serve an area |
a further subdivision within those | institutions | categorised as pre 1992 universities |
is not confined to those | institutions | designated as being higher education |
pre 1992 universities and b | institutions | designated under section 44 of |
post 1992 universities five scottish | institutions | have successfully sought university status |
higher education scotland act 1992 | institutions | in the higher education sector |
designated as being higher education | institutions | many further education colleges also |
the 1992 act as the | institutions | met the necessary criteria to |
based colleges and specialised designated | institutions | section 1 higher education institutions |
bodies of scottish higher education | institutions | and good practice benchmarks shefc |
academic staff in higher education | institutions | and when this was last |
funded further and higher education | institutions | as a result of the |
representative of all higher education | institutions | as opposed to adding to |
split between a variety of | institutions | in both the higher education |
to establish new higher education | institutions | in scotland it has however |
infrastructure in scottish higher education | institutions | in the current year s1w |
he provision offered by these | institutions | is at sub degree higher |
help higher and further education | institutions | meet the future skills needs |
current funding for higher education | institutions | of 35 million mr davidson |
constituencies contain residential accommodation of | institutions | of higher education s1w 12231 |
c further and higher education | institutions | of the assessment collection and |
institutions section 1 higher education | institutions | provision of higher education in |
and higher education services at | institutions | such as clydebank college s1w |
2002 higher and further education | institutions | this briefing offers definitions of |
based curriculum encourage higher education | institutions | to address professional skills shortages |
december 2001 whether higher education | institutions | will be given greater flexibility |
13 universities in scotland these | institutions | have diverse backgrounds legal status |
which are awarded by the | institutions | themselves nationally recognised sub degree |
working methods of the eu | institutions | after the union enlarges to |
on reforming the eu s | institutions | and its working methods in |
reform of the eu s | institutions | and its working methods was |
information flow between the eu | institutions | and nationalsub national parliaments and |
widening gap between the eu | institutions | and the citizens this problem |
for fishing within the eu | institutions | and within the united kingdom |
ways in which the eu | institutions | can relate more effectively to |
a duty to all democratic | institutions | in the eu to clarify |
the role of the eu | institutions | in the omc national governments |
eu its policies and its | institutions | in these surveys british citizens |
it stresses that the eu | institutions | must be brought closer to |
on the eu or its | institutions | nor should they be naive |
and deeper democratisation of the | institutions | of the eu liz and |
is about how the eu | institutions | work how decisions are made |
requirements develop partnerships between educational | institutions | and business to offer more |
and various middle east educational | institutions | and listening to an awful |
particular the collaboration between educational | institutions | and urges the scottish executive |
that scots no in educational | institutions | need tae be informed aboot |
housing associations scottish homes educational | institutions | voluntary organisations and the private |
of regional and sub national | institutions | such as catalonia and flanders |
with other regional sub national | institutions | such as tuscany and the |
university status the designation of | institutions | as eligible for funding by |
satisfied according to qaa guidelines | institutions | seeking university status and or |
in 1963 12 whilst these | institutions | were only granted university status |
education funding councils and help | institutions | develop funding partnerships to meet |
how many people attended education | institutions | for the purposes of obtaining |
in scotland backgrund 6 mony | institutions | an organisations is reportin or |
well as from major national | institutions | and non governmental organisations local |
6 with increasing regularity many | institutions | and organisations are reporting or |
a case for exempting charitable | institutions | and voluntary organisations perhaps we |
number of other organisations and | institutions | could undertake some of the |
partnership with public bodies academic | institutions | cultural organisations community groups and |
very few from organisations and | institutions | were in favour of option |
and encourages scottish organisations and | institutions | working on hiv aids to |
and encourages scottish organisations and | institutions | working on hiv aids to |
for students to study at | institutions | in england and wales is |
students doing so at english | institutions | notes that the excellence fund |
the european union and its | institutions | are a reserved matter under |
or representatives of european union | institutions | as part of his or |
european union s anti crime | institutions | enlargement will bring large scale |
the reform of european union | institutions | s1o 3307 19 alex fergusson |
and staff of european union | institutions | that are based in the |
the most significant distinction between | institutions | holding the title of university |
that is being undertaken at | institutions | such as glasgow caledonian university |
not at other young offender | institutions | s1w 33540 michael matheson to |
the top table of all | institutions | and groups in europe scotland |
particular groups the impact of | institutions | practices on those groups and |
a working group on the | institutions | should be launched in november |
agree that those two distinguished | institutions | working in partnership can form |
gain work experience within european | institutions | and for members of the |
sources of funding from european | institutions | and how many staff are |
through the executive directly into | institutions | and in the european parliament |
scotland think that the european | institutions | are remote and out of |
representatives of european crime prevention | institutions | in aalborg on 7 8 |
establishing relationships with all european | institutions | including the european parliament there |
s citizens and europe s | institutions | i believe that the parliament |
the democratic legitimacy of the | institutions | of europe by reforming them |
big problems that all the | institutions | of europe face it is |
in the list of general | institutions | because they have representative offices |
and a list of other | institutions | involved with scots culture 64 |
to the list of eight | institutions | that we already have ms |
and reciprocal control between the | institutions | be ensured 36 should national |
he sector differences exist between | institutions | in terms of the type |
for a time which suits | institutions | and academic staff s1w 15069 |
subject specific projects in individual | institutions | and of national centres such |
seeking to maintain national cultural | institutions | while backing independent and local |
and the three scottish national | institutions | will go through the 100 |
involved in the categorisation of | institutions | within scottish lifelong learning it |
written to some more egyptian | institutions | and to the british council |
by the privy council these | institutions | can trace their existence back |
and to engage with local | institutions | of the state whether council |
medium the council looks to | institutions | to continue to respond to |
the town council all four | institutions | were subsequently constituted by the |
their own taught degrees these | institutions | can apply to the privy |
recently as the 1990s these | institutions | have a far longer history |
number of issues concern both | institutions | and there is a need |
offers an example of how | institutions | may bridge both the fe |
of partnership agreements with other | institutions | 10 section 202 2 of |
assembly for wales and other | institutions | have a secure and constitutionally |
other public authorities or financial | institutions | or perhaps putting in place |
terms for places at such | institutions | with their counterparts from other |
distinguished the parliament from other | institutions | with which people may be |
in many local organizations and | institutions | including the hawai i handweavers |
they may have at their | institutions | 11 a royal charter establishing |
indeed had one of those | institutions | it may have had an |
and scrutiny process fig 1 | institutions | may fail at any point |
and acts of parliament establishing | institutions | may influence the individual structure |
shoulders of volunteers and enthusiasts | institutions | such as scottish enterprise and |
group ir forced by d | institutions | and traditions in which dae |
group are forced by the | institutions | and traditions in which they |
to the dispersal of government | institutions | and services throughout scotland and |
of the most important financial | institutions | in scotland notes that mutuality |
legitimacy and transparency of the | institutions | be increased e g should |
relevant to the applicant institution | institutions | should make available to the |
us to engage with individual | institutions | we should engage with the |
great deal to people leaving | institutions | or care how can you |
positive approach being taken by | institutions | in relation to applicants for |
the reform of its own | institutions | to keep them effective and |
at a time which maximises | institutions | ability to respond and whether |
really ye know get behind | institutions | and finance them properly it |
world over you ll find | institutions | and streets named after him |
the potential to make the | institutions | and the workings of the |
that this discrimination against scottish | institutions | can only harm them and |
running the palestinian legislature and | institutions | following or preceding any elections |
successfully repress t and ceevilised | institutions | haes been reassertit o course |
up new democratic and accountable | institutions | supported by dennis canavan michael |
with the obligation to create | institutions | that uphold and respect the |
jeopardise the capacity of scottish | institutions | to attract and retain high |
in which even the fundamental | institutions | of the semitic religions are |
ministers on applications from scottish | institutions | however ministers from all four |
their degrees validated by partner | institutions | however the majority of he |
their neuroses tae reaffirm the | institutions | o empire altho he does |
work has been in persuading | institutions | at all levels in society |
extremely ambitious enterprise the existing | institutions | are under great strain with |
a dynamic way with financial | institutions | to ensure that capital is |
affecting the functioning of the | institutions | on referral by the president |
be used as hotels or | institutions | that market is limited there |
the needs of the devolved | institutions | including consideration of the geographical |
for people when they leave | institutions | if we improve the management |
a country where the major | institutions | did not recognise our language |
been reassertit o course the | institutions | haes nivver raellie bin disruptit |
saumon afore duly reaffirmin the | institutions | o ceevilisation andrew greig is |
for the 21st century the | institutions | were developed 50 years ago |
an a leet o ither | institutions | that works wi scots culture |