Department for Employment and Learning
The Department for Employment and Learning, was a devolved Northern Ireland government department in the Northern Ireland Executive. The minister with overall responsibility for the department was the Minister for Employment and Learning; the department was known as the Department of Higher and Further Education and Employment, between 1999 and 2001. Following the Fresh Start Agreement, DEL was dissolved and its functions transferred to the Department for the Economy and Department for Communities, in order to reduce the size of the Northern Ireland Executive. DEL's overall aim was to "promote learning and skills, to prepare people for work and to support the economy"; the department's network of'job centres' and'jobs and benefits offices' advertised job opportunities for Northern Ireland residents. It was responsible for policy in the following areas: further education higher education skills and training employment rights and responsibilitiesThe Department of Education was responsible for all other levels of education in Northern Ireland.
DEL's main counterparts in the United Kingdom Government were: the Department for Business and Skills. In the Irish Government, its main counterparts were: the Department of Skills. Following a referendum on the Belfast Agreement on 23 May 1998 and the granting of royal assent to the Northern Ireland Act 1998 on 19 November 1998, a Northern Ireland Assembly and Northern Ireland Executive were established by the United Kingdom Government under Prime Minister Tony Blair; the process was known as devolution and was set up to return devolved legislative powers to Northern Ireland. DEL is one of five new devolved Northern Ireland departments created in December 1999 by the Northern Ireland Act 1998 and The Departments Order 1999; the department was named the Department of Higher and Further Education and Employment until 20 July 2001 but was changed to its current title as the initials DHEFETE were pronounced as "Defeat". A devolved minister first took office on 2 December 1999. Devolution was suspended for four periods, during which the department came under the responsibility of direct rule ministers from the Northern Ireland Office: between 12 February 2000 and 30 May 2000.
Since 8 May 2007, devolution has operated without interruption. The Independent Review of Economic Policy, which reported in September 2009, recommended a single economic policy department within the Northern Ireland Executive, which would result in the abolition of DEL. On 11 January 2012, the First Minister and deputy First Minister, Peter Robinson and Martin McGuinness announced their intention to abolish the department; the department's functions would be "divided principally" between the Department of Education and the Department of Enterprise and Investment "in an agreed manner". The proposal was resisted by the Alliance Party, which viewed it as "power grab" by the Democratic Unionist Party and Sinn Féin, but was approved on 18 January 2012. No timescale for the abolition was outlined and the department remained in operation, as of February 2015. During the periods of suspension, the following ministers of the Northern Ireland Office were responsible for the department: Adam Ingram Jane Kennedy Barry Gardiner Angela Smith Maria Eagle Committee for Employment and Learning List of government ministers in Northern Ireland DEL "The Departments Order 1999".
"Department for Employment and Learning Act 2001"
Secondary school
A secondary school is both an organization that provides secondary education and the building where this takes place. Some secondary schools can provide both lower secondary education and upper secondary education, but these can be provided in separate schools, as in the American middle and high school system. Secondary schools follow on from primary schools and lead into vocational and tertiary education. Attendance is compulsory in most countries for students between the ages of 11 and 16; the organisations and terminology are more or less unique in each country. Within the English speaking world, there are three used systems to describe the age of the child; the first is the'equivalent ages' countries that base their education systems on the'English model' use one of two methods to identify the year group, while countries that base their systems on the'American K-12 model' refer to their year groups as'grades'. This terminology extends into research literature. Below is a convenient comparison.
The building needs to accommodate: Curriculum content Teaching methods Costs Education within the political framework Use of school building Constraints imposed by the site Design philosophyEach country will have a different education system and priorities. Schools need to accommodate students, storage and electrical systems, support staff, ancillary staff and administration; the number of rooms required can be determined from the predicted roll of the school and the area needed. According to standards used in the United Kingdom, a general classroom for 30 students needs to be 55 m², or more generously 62 m². A general art room for 30 students needs to be 83 m ². A drama studio or a specialist science laboratory for 30 needs to be 90 m². Examples are given on, and 1,850 place secondary school. The building providing the education has to fulfil the needs of: The students, the teachers, the non-teaching support staff, the administrators and the community, it has to meet general government building guidelines, health requirements, minimal functional requirements for classrooms and showers, electricity and services and storage of textbooks and basic teaching aids.
An optimum secondary school will meet the minimum conditions and will have: adequately sized classrooms. Government accountants having read the advice publish minimum guidelines on schools; these enable environmental establishing building costs. Future design plans are audited to ensure. Government ministries continue to press for cost standards to be reduced; the UK government published this downwardly revised space formula in 2014. It said the floor area should be 1050m² + 6.3m²/pupil place for 11- to 16-year-olds + 7m²/pupil place for post-16s. The external finishes were to be downgraded to meet a build cost of £1113/m². A secondary school locally may be called high senior high school. In some countries there are two phases to secondary education and, here the junior high school, intermediate school, lower secondary school, or middle school occurs between the primary school and high school. Names for secondary schools by countryArgentina: secundaria or polimodal, escuela secundaria Australia: high school, secondary college Austria: Gymnasium, Hauptschule, Höhere Bundeslehranstalt, Höhere Technische Lehranstalt Azerbaijan: orta məktəb Bahamas, The: junior high, senior high Belgium: lagere school/école primaire, secundair onderwijs/école secondaire, humaniora/humanités Bolivia: educación primaria superior and educación secundaria and Herzegovina: srednja škola, gimnazija Brazil: ensino médio, segundo grau Brunei: sekolah menengah, a few maktab Bulgaria: cредно образование Canada: High school, junior high or middle school, secondary school, école secondaire, collegiate institute, polyvalente Chile: enseñanza media China: zhong xue, consisting of chu zhong from grades 7 to 9 and gao zhong from grades 10 to 12 Colombia: bachillerato, segunda enseñanza Croatia: srednja škola, gimnazija Cyprus: Γυμνάσιο, Ενιαίο Λύκειο Czech Republic: střední škola, gymnázium, střední odborné učiliště Denmark: gymnasium Dominican Republic: nivel medio, bachillerato Egypt: Thanawya Amma, Estonia: upper secondary school, Lyceum Finland: lukio gymnasium France: collège, lycée Germany: Gymnasium, Realschule, Fachoberschule Greece: Γυμνάσιο, Γενικό Λύκειο, Ενιαίο Λύκειο, Hong Kong: Secondary school Hungary: gimnázium, k
Workers' Educational Association
The Workers' Educational Association, founded in 1903, is the UK's largest voluntary sector provider of adult education and one of Britain's biggest charities. The WEA is a voluntary adult education movement, it delivers learning throughout Scotland. There was a related but independent WEA Cymru covering Wales, though it is now know as Adult Learning Wales since a merger in 2015 with YMCA Community College; the WEA's provision is local to its students. In 2015–16 there were over 8,000 courses delivered in over 1,800 community venues and 75% of WEA students travelled less than 2 miles to their class; the WEA has throughout its history supported the development of similar educational initiatives and associations internationally. It is affiliated to the International Federation of Workers Education Associations which has consultative status to UNESCO. Archbishop William Temple was a strong proponent of workers' education. Albert Mansbridge and his wife Frances established An Association to promote the Higher Education of Working Men in 1903, funded by two shillings and sixpence from the housekeeping money.
The WEA is divided into a Scottish Association and over 500 local branches. It creates and delivers about 9,000 courses each year in response to local need across England and Scotland in partnership with community groups and local charities; these courses provide learning opportunities for around 65,000 people per year, taught by over 2,000 professional tutors. The WEA is supported by the Government through funding from the Skills Funding Agency in England, in Scotland by the Scottish Executive and Local Authorities, it receives fees from learners on many of its courses and is successful in funding bids from government and other sources for educational projects in local communities around the country. 1908: William Temple 1924: Fred Bramley 1926: Arthur Pugh 1928: R. H. Tawney 1944: Harold Clay 1958: Asa Briggs 1968: Ellen McCullough 1971: Billy Hughes 1981: Bernard Jennings 1990s: Bill Conboy 2008: Colin Barnes 2016: Lynne Smith 1905: Albert Mansbridge 1916: J. M. MacTavish 1928: John William Muir 1931: Alec Firth 1934: Ernest Green 1951: Harry Nutt 1970: James Jefferies 1982: Robert Lochrie 2003: Richard Bolsin 2012: Ruth Spellman The first Scottish branch of the WEA was in Springburn, although this only lasted until 1909 at that time, the Edinburgh and Leith Branch coming into existence on 25 October 1912 after a meeting held at the Free Gardeners' Hall, 12-14 Picardy Place, Edinburgh.
The meeting was chaired by Professor Lodge and addressed by Albert Mansbridge and Dr. Bernard Bosanquet; the meeting was attended by 200 people, including Mr James Munro, M. A. who became Secretary of the newly formed branch. The Workers' Educational Association NI ceased to function in June 2014, when it ran into a cash flow problem and its bank refused to extend credit, it provided adult education in workplace settings. Its title was somewhat misleading as it provided education for all types of people and in particular tried to reach out to those who missed out on learning first time round, it worked with those over 18. Some background... It was set up in Belfast in 1910 and part of a wider network of WEAs, the first of which started in England in 1903, it operated in the Border Counties in the Republic. It has around 6,500 learners in any given year, its courses were organized in venues such as community halls, arts centres and training rooms in workplaces. WEA branches for North and South Wales were established early in the 20th century.
Coleg Harlech was founded in 1925 as a residential college for workers' education, in 2001 merged with WEA. Further mergers in 2014 unified North and South in 2015 WEA Cymru merged with YMCA Community College to form Adult Learning Wales - Addysg Oedolion Cymru. In 1913, the University of Melbourne invited Mansbridge to visit Australia to help set up branches there; the Mansbrige family arrived on 8 July on a 17-week mission aimed at forming branches of the association in New South Wales, Victoria, South Australia, West Australia and Tasmania and WEAs were set up in all states. As of 2012, the WEA in South Australia claims to be'Australia's largest non-government adult community education organisation' and the WEAs in New South Wales and Victoria are still operating. During this trip the Mansbridges made a brief visit to New Zealand where WEA branches were established in 1915. Five branches are still operating along similar lines to those in Australia. Early work was patterned on the WEAs in the UK.
However, given the different demographic arrangements in Australia, in the absence of other adult education providers, the WEAs in Australia became general adult education agencies. In the 1980s a range of other training providers started offering adult education thereby changing the role of the WEAs; the WEAs in Australia have many societies associated with their operation. A typical example is the WEA Film Study Group based in New South Wales. Reorganization in 1994 saw the WEA in New South Wales split into WEA Sydney, WEA Hunter and WEA Illawarra. There are some branches in Canada which have presently and opened in March 2014 although however its services has been established since 1917 and is part of the WEA International, it is operated under the Canadian government licenses and jurisdictions of division branch companies ltd.'
Republic of Ireland
Ireland known as the Republic of Ireland, is a country in north-western Europe occupying 26 of 32 counties of the island of Ireland. The capital and largest city is Dublin, located on the eastern part of the island, whose metropolitan area is home to around a third of the country's over 4.8 million inhabitants. The sovereign state shares its only land border with a part of the United Kingdom, it is otherwise surrounded by the Atlantic Ocean, with the Celtic Sea to the south, St George's Channel to the south-east, the Irish Sea to the east. It is a parliamentary republic; the legislature, the Oireachtas, consists of a lower house, Dáil Éireann, an upper house, Seanad Éireann, an elected President who serves as the ceremonial head of state, but with some important powers and duties. The head of government is the Taoiseach, elected by the Dáil and appointed by the President; the state was created as the Irish Free State in 1922 as a result of the Anglo-Irish Treaty. It had the status of Dominion until 1937 when a new constitution was adopted, in which the state was named "Ireland" and became a republic, with an elected non-executive president as head of state.
It was declared a republic in 1949, following the Republic of Ireland Act 1948. Ireland became a member of the United Nations in December 1955, it joined the European Economic Community, the predecessor of the European Union, in 1973. The state had no formal relations with Northern Ireland for most of the twentieth century, but during the 1980s and 1990s the British and Irish governments worked with the Northern Ireland parties towards a resolution to "the Troubles". Since the signing of the Good Friday Agreement in 1998, the Irish government and Northern Ireland Executive have co-operated on a number of policy areas under the North-South Ministerial Council created by the Agreement. Ireland ranks among the top twenty-five wealthiest countries in the world in terms of GDP per capita, as the tenth most prosperous country in the world according to The Legatum Prosperity Index 2015. After joining the EEC, Ireland enacted a series of liberal economic policies that resulted in rapid economic growth.
The country achieved considerable prosperity between the years of 1995 and 2007, which became known as the Celtic Tiger period. This was halted by an unprecedented financial crisis that began in 2008, in conjunction with the concurrent global economic crash. However, as the Irish economy was the fastest growing in the EU in 2015, Ireland is again ascending league tables comparing wealth and prosperity internationally. For example, in 2015, Ireland was ranked as the joint sixth most developed country in the world by the United Nations Human Development Index, it performs well in several national performance metrics, including freedom of the press, economic freedom and civil liberties. Ireland is a member of the European Union and is a founding member of the Council of Europe and the OECD; the Irish government has followed a policy of military neutrality through non-alignment since prior to World War II and the country is not a member of NATO, although it is a member of Partnership for Peace. The 1922 state, comprising 26 of the 32 counties of Ireland, was "styled and known as the Irish Free State".
The Constitution of Ireland, adopted in 1937, provides that "the name of the State is Éire, or, in the English language, Ireland". Section 2 of the Republic of Ireland Act 1948 states, "It is hereby declared that the description of the State shall be the Republic of Ireland." The 1948 Act does not name the state as "Republic of Ireland", because to have done so would have put it in conflict with the Constitution. The government of the United Kingdom used the name "Eire" and, from 1949, "Republic of Ireland", for the state; as well as "Ireland", "Éire" or "the Republic of Ireland", the state is referred to as "the Republic", "Southern Ireland" or "the South". In an Irish republican context it is referred to as "the Free State" or "the 26 Counties". From the Act of Union on 1 January 1801, until 6 December 1922, the island of Ireland was part of the United Kingdom of Great Britain and Ireland. During the Great Famine, from 1845 to 1849, the island's population of over 8 million fell by 30%. One million Irish died of starvation and/or disease and another 1.5 million emigrated to the United States.
This set the pattern of emigration for the century to come, resulting in constant population decline up to the 1960s. From 1874, under Charles Stewart Parnell from 1880, the Irish Parliamentary Party gained prominence; this was firstly through widespread agrarian agitation via the Irish Land League, that won land reforms for tenants in the form of the Irish Land Acts, secondly through its attempts to achieve Home Rule, via two unsuccessful bills which would have granted Ireland limited national autonomy. These led to "grass-roots" control of national affairs, under the Local Government Act 1898, in the hands of landlord-dominated grand juries of the Protestant Ascendancy. Home Rule seemed certain when the Parliament Act 1911 abolished the veto of the House of Lords, John Redmond secured the Third Home Rule Act in 1914. However, the Unionist movement had been growing since 1886 among Irish Protestants after the introduction of the first home rule bill, fearing discrimination and loss of economic and social privileges if Irish Catholics achieved real political power
Learning space
Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is used as a more definitive alternative to "classroom," but it may refer to an indoor or outdoor location, either actual or virtual. Learning spaces are diverse in use, learning styles, configuration and educational institution, they support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, others. The word school derives from Greek σχολή meaning "leisure" and "that in which leisure is employed", "a group to whom lectures were given, school"; the Japanese word for school, means "learning garden" or "garden of learning". Kindergarten is a German word whose literal meaning is "garden for the children", however the term was coined in the metaphorical sense of "place where children can grow in a natural way". Over time different methods of instruction have led to different types of learning spaces.
Direct instruction is civilization's oldest method of formal, structured education and continues to be a dominant form throughout the world. In its essence it involves the transfer of information from one who possesses more knowledge to one who has less knowledge, either in general or in relation to a particular subject or idea; this method is used in traditional classrooms. The Socratic method was developed over two millennia ago in response to direct instruction in the scholae of Ancient Greece, its dialectic, questioning form continues to be an important form of learning in western schools of law. This method is used in seminar rooms and smaller lecture halls. Hands-on learning, a form of active and experiential learning, predates language and the ability to convey knowledge by means other than demonstration, has been shown to be one of the more effective means of learning and over the past two decades has been given an important role in education; this method is used in outdoor learning spaces, specialty labs, vocational shops, in physical education facilities.
Institutions that provide learning spaces can be categorized in several ways, including: Student age: kindergarten, elementary or primary school, middle school, secondary or high school Academic level: school, university, graduate school Physical, mental, or social development: special education, school for the deaf, school for the blind, etc. Pedagogy: traditional education, progressive education, Reggio Emilia approach, Waldorf schools, etc. Subject or focus: STEM, magnet school, vocational or trades school, flight school, sailing school, dive shops, finishing school, etc. Organizational, institutional, or philosophical type: public or state school, private school, independent school, community school, military school, parochial school Location: neighborhood, distance learning, online or virtual school or classroom, outdoor school or classroom Learning environments are organized into six pedagogical and physical models: Departmental model Integrative model Project based learning model Academy model Small learning communities model School-within-a-school model The physical, and/or virtual, characteristics of learning spaces play a strong role in their effectiveness and, by impacting student learning, on society.
As Winston Churchill stated: "we shape our buildings and afterwards our buildings shape us."The importance of interactions between individuals and their environment have long been established by Kurt Lewin's field theory and life space, Urie Bronfenbrenner's concept of microsystem, Jean Lave and Etienne Wenger's situated learning theory, others. Research continues to show us that active learning, learning spaces configured to support active learning, contribute to more effective learning and encourage different methods of instruction. Learning spaces extend well beyond real-world, "mortar" educational institutions, they are varied in style and location. Their physical characteristics include many variables, including size and shape. A basic tenet of learning spaces housed in buildings is to provide shelter, although many facilities from campuses to portable classrooms, do not provide shelter between individual spaces. Outdoor learning spaces rely on clothing and personal items to maintain comfort.
The location of the learning space affects both its functional and operational interrelationships with other spaces and instructor cohorts, learning programs, support spaces. The proportion of a space's height-width-length can affect the ability of learners to see instructional or demonstration material or the presenter; the orientation of the space towards adjacent spaces or the outdoor environment can affect activities, thermal comfort, as well as daylight penetration at different times of the day. Increased demand for flexibility and adaptability have seen greater use of to combine and separate spaces. Safety and security in schools, including major incidents of violence and vandalism have led to increased use of security monitoring systems, strategies such crime prevention through environmental design, sometimes competing discussions of transparency versus visible lockdown of learning spaces. Thermal comfort of a learning space is important for student comfort, therefore learning; this is affected by several factors: ambient room temperature, air movement (via open windows, mechanical ventilation, drafts across cold surf
National Union of Students (United Kingdom)
The National Union of Students of the United Kingdom is a confederation of students' unions in the United Kingdom. Around 600 students' unions are affiliated, accounting for more than 95% of all higher and further education unions in the UK. Although the National Union of Students is the central organisation for all affiliated unions in the UK, there are the devolved national sub-bodies NUS Scotland in Scotland, NUS Wales in Wales and NUS-USI in Northern Ireland. There is an NUS Area for London, called NUS London. NUS is a member of the European Students' Union. There are four types of membership of NUS: Constituent membership is granted to students' unions by National Conference or National Executive Council by a two-thirds majority vote Individual membership is granted automatically to members of students' unions with constituent membership, sabbatical officers of constituent members, members of the National Executive Council and sabbatical conveners of NUS Areas Associate membership is granted by a two-thirds majority vote of National Executive Council to: Student Organisations in Association - any national student organisations Partner Organisations in Association - non-student organisations which sympathise with the NUS Individuals in Association - any individual who supports the objects of the NUS NUS Areas - geographically-defined associations of students' unions Honorary membership is granted by National Conference to "any person or organisation as it sees fit"Of these types of membership, only constituent members may vote on or submit policy proposals to the National Conference.
Constituent members and associate members are required to pay a subscription fee as a condition of their membership. The NUS was formed on 10 February 1922 at a meeting held at the University of London. At this meeting, the Inter-Varsity Association and the International Students Bureau agreed to merge. Founding members included the unions of University of Birmingham, Birkbeck College, London, LSE, Imperial College London, King's College London and the University of Bristol. In the aftermath of the Second World War and with the onset of the Cold War, the National Union of Students had adopted a "no politics" clause in its charter in an attempt to distance itself from its 1930s flirtations with communism. During the 1950s it had thus concerned itself with collective bargaining over student grants, teaching salaries and education; this apolitical consensus was challenged in concert with the international protests of 1968 and as the Cold War intensified. At the 1969 NUS conference president Trevor Fisk came up against Jack Straw over the issue.
Straw supported student protests against US military involvement in the Vietnam War, while Fisk advocated neutrality. A new-era began for the NUS, where protest became institutionalized. Straw was followed up as president by Digby Jacks representing the Radical Student Alliance and a member of the Communist Party of Great Britain. According to contemporary British government reports, the RSA was connected to the Trotskyite-led Vietnam Solidarity Campaign and had close links with the Sozialistischer Deutscher Studentenbund; the government report stated "If they have an ideological bible it consists of the work of Professor Herbert Marcuse, One-Dimensional Man." In line with the Marcusian viewpoint of championing politicised minority groups, throughout the 1970s, the NUS came to support what it called "liberation campaigns", including. At the same time, the NUS adopted a No Platform policy. At the time this was aimed at the Monday Club; the union was involved in affairs in Northern Ireland, where most higher education establishments there were members of both the NUS and the Union of Students in Ireland, though this differed from case to case.
Indeed, two presidents of the NUS earlier on in the 1960s were from Queen's Belfast. Geoff Martin; the 1968-69 unrest in Northern Ireland saw the onset of The Troubles and a sectarian divisiveness come to the fore. After members of the QUBSU organised a protest against politician Bill Craig, some members such as Bernadette Devlin, Eamonn McCann and Michael Farrell decided to found the Trotskyite-group People's Democracy in 1968, which played a role in the Northern Ireland civil rights movement. Following a meeting in Galway in 1972, to combat divisions it was agreed that a group called the NUS-USI would be founded with dual-membership to cover Northern Ireland. One of the NUS' protest campaigns, of particular significance during the 1970s and the 1980s was the boycott campaign against National Party governed South Africa as part of the Anti-Apartheid Movement. In 1970, NUS vice president Tony Klug visited South Africa and met with Steve Biko of the SASO among others. Members attempted to disrupt South African rugby and cricket matches in the United Kingdom during the 1970s
City and Guilds of London Institute
The City and Guilds of London Institute is an educational organisation in the United Kingdom. Founded on 11 November 1878 by the City of London and 16 livery companies – to develop a national system of technical education, the Institute has been operating under Royal Charter, granted by Queen Victoria, since 1900; the Prince of Wales King Edward VII, was appointed the first President of the Institute. The City and Guilds of London Institute is a registered charity and is the awarding body for City & Guilds and ILM qualifications, offering a large number of accredited qualifications mapped onto the Regulated Qualifications Framework, The Institute's president is HRH The Princess Royal who accepted this role in June 2011, the Chairman of Council is Sir John Armitt, who took office in November 2012; the City & Guilds Group is the market facing brand for the organisation today and is composed of a number of businesses including City & Guilds, ILM, The Oxford Group and Gen2. A meeting of 16 of the City of London's livery companies in 1876 led to the foundation of the City and Guilds of London Institute for the Advancement of Technical Education, which aimed to improve the training of craftsmen, engineering technicians, engineering technologists, professional engineers.
The two main objectives were to create a Central Institution in London and to conduct a system of qualifying examinations in technical subjects. Unable at once to find a large enough site within the City of London for their Central Institution, the CGLI occupied a building on land alongside Exhibition Road in South Kensington, although its headquarters were in Gresham College in the City. At the time John Watney was both secretary to the Gresham Committee and the CGLI. Evening classes were offered at a school in Cowper Street, off City Road, enabling instruction in chemistry and physics to be provided to those who wished to continue their education after working during the day; the school proved such a success that new premises had to be found in nearby Leonard Street, formally opened on 19 February 1893 as Finsbury Technical College. The Institute's director at the time was Sir Philip Magnus University MP. Finsbury College was intended as the first of a number of feeder colleges for the Central Institution, but was the only one founded.
Finsbury College continued its separate existence until 1926. The City & Guilds of London Art School was established in 1854, as one of the first Government Schools of Design, in Kennington, south London, it was named Lambeth School of Art and was set up to provide training in carving and architectural decoration. In 1879 the art school began a close working relationship with the Guilds Institute; this lasted until 1971. The art school focuses on undergraduate and postgraduate study of fine art and wood carving and the conservation of three-dimensional cultural artefacts; the City and Guilds Institute accredits the carving courses and maintains a link with the Art School. Since 2015, the City & Guilds Group has moved back into delivering training as well as offering qualifications; this was through its acquisition of the Oxford Group, but has since included the acquisition of Adelaide-based e3Learning, an Australian corporate elearning and compliance provider, the Cumbrian-based specialist nuclear industry training provider Gen2.
Faced with their continuing inability to find a substantial site, the Companies were persuaded by the Secretary of the Science and Art Department, General Sir John Donnelly to found their institution on the 87 -acre site at South Kensington bought by the 1851 Exhibition Commissioners for'purposes of art and science' in perpetuity. The Central Technical College building was designed by Alfred Waterhouse, better known as the architect of the Natural History Museum. Located adjacent to the Central Institute on the site were the Royal School of Mines and the Royal College of Science. In 1907, the latter two colleges were incorporated by Royal Charter into the Imperial College of Science and Technology and the CGLI Central Technical College was renamed the City and Guilds College in 1907, but not incorporated into Imperial College until 1910. Although the City & Guilds College was for much of its life governed through Imperial College, the City and Guilds Institute, together with a number of livery companies in their own right, maintained seats on the governing body of Imperial College until its reorganisation in 2002.
In 2002, under Imperial College's new faculty structure, City & Guilds College, along with the other constituent colleges, ceased to exist as a separate entity. In September 2013 the Mechanical and Aeronautical engineering building at Imperial College was renamed City and Guilds Building to acknowledge the historical legacy, its name survives however in the City & Guilds College Union —the student union for the Imperial College Faculty of Engineering and the Imperial College Business School—and in the City & Guilds College Association. Alumni of the CGLI Central Technical College, the City & Guilds College and the new Imperial College Faculty of Engineering, unite under the City & Guilds College Association. Established in 1897 as the Old Centralians, the Association adopted its current name in 1992. In 1953 the Associated Examinations Board was administered by City & Guilds. 1964 saw the creation of the National Examining Board for Supervisory Management as part of the City & Guilds group, specialising in qualifications for supervisor
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