@sparqs_Scotland#sparqsNEON

National Education Officers’ Network

Wednesday 19th February 2020

Fife College

@sparqs_Scotland#sparqsNEON

Today’s Agenda

10.45 – 11.45 Gender Action Plans

11.45 – 12.15 Sabbatical Officer Support and Development

12.15 – 12.45 College session: Apprentice Voice

University session: Accreditation of Student Officers

12.45 – 13.30 Lunch and tour

13.30 – 14.30 College session: Attainment and Retention

University session: Technology-Enhanced Learning

14.30 – 14.45 Break

14.45 – 15.45 College session: Attainment and Retention continued

University session: Transnational Education & PGR Student Engagement

16.00 Event end

Gender Action Plan Overview and Progress

Emma Roberts, Policy/Analysis Officer, Scottish Funding Council

Wed 19th Feb, 2020Fife College

Background

• SFC’s gender action plan (GAP) was published in August 2016.

• It was developed in response to the recommendation from the Scottish Government’s Developing Scotland’s Young Workforce that ‘the Scottish Funding Council and colleges should develop an action plan to address gender disparities within college education’.

• SFC extended the plan to cover universities as well, including the under-representation of male students at university.

Aims of the GAP

• By 2030, no college or university subject

will have a gender imbalance of greater

than 75%

• By 2030, the proportion of

men studying at undergraduate level

at university will be at least 47.5%

i.e. the participation gap will be less than 5%.

Targeted Subject Areas

Targeted Subject Areas

Institutional GAPs

• In 2017 SFC focused on the implementation of Institutional Gender Action Plans (iGAPS)

• iGAPs should cover how institutions will achieve the Gender Outcomes in their Outcome Agreements:

Subject Level Imbalance

Imbalance in Undergraduate Entrants and Success Rates

Gender Balance on Boards and Courts

Staff

Trans and Gender Diverse People

Institutional GAPs

To achieve these outcomes, iGAPs should focus on actions to enhance

1. Infrastructure

2. Influencing the influencers

3. Raising awareness

and aspiration

3. Encouraging applications

4. Supporting success

Where are We Now? Progress to Date

• The data for AY 2017-18 shows slight improvements for the most imbalanced subject areas in colleges

• Only one subject (construction) has not improved it’s gender balance since 2011-12

GAP superclass

Minority Share

2011-12

Minority Share

2016-17

Minority Share

2017/18

Progress towards KPI 8 since 2011-12

Hair/Personal Care Services 3.5% 5.8% 5.4% 1.9ppChild Care Services* 4.7% 6.1% 9.5%* n/aConstruction 6.6% 5.8% 6.3% -0.3ppBuilding/ Construction Operations 2.5% 2.7% 3.9% 1.4ppBuilding Services 3.0% 9.2% 7.5% 4.5ppElectrical Engineering 4.1% 4.7% 4.6% 0.5ppVehicle Maintenance/ Repair 5.1% 6.9% 6.1% 1.0ppIT: Computer Science/ Programming/ Systems 12.2% 11.2% 12.6% 0.4ppEngineering/ Technology (general) 10.9% 15.8% 14.5% 3.6ppMechanical Engineering 6.1% 9.7% 8.3% 2.2pp

Where are We Now? Progress to Date

However:

• In universities, every subject but one (Engineering) has seen an increase in the gender imbalance.

GAP JACS Subject

Minority Share

2011-12

Minority Share

2016-17

Minority Share 17-18

Change Since

2011-12

Engineering 11.8% 15.0% 14.4% 2.6pp

Computer Science 16.8% 14.8% 15.3% -1.5pp

Architecture, Building and Planning 31.8% 29.5% 27.9% -3.9pp

Technologies 18.6% 14.0% 8.2% -10.4pp

Nursing 11.2% 9.6% 9.0% -2.2pp

Social Studies 31.3% 28.8% 26.1% -5.2pp

Training Teachers 19.0% 19.0% 17.1% -1.9pp

Psychology 21.7% 20.9% 19.0% -2.7pp

European Languages and Related Subjects 22.7% 20.4% 21.1% -1.6pp

Where are We Now? Progress to Date

• The participation gap between men and women at the undergraduate level has also increased.

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

% Male 42.50% 42.70% 43.10% 42.30% 41.30% 41.40% 40.50%

% Female 57.50% 57.30% 56.90% 57.70% 58.70% 58.60% 59.50%

Gender Gap (pp) 14.9pp 14.5pp 13.8pp 15.3pp 17.5pp 17.2pp 19pp

Next Steps?

• Institutions will be asked to update their iGAPs :

Outline Progress to date

Identify Priority Actions

Outline evaluation mechanisms

Responsibility at the senior level

• SFC has just published updated iGAP guidance to clarify expectations for iGAP’s.

• iGAP leads Network has been set up to identify barriers and share best practice

Next Steps?

• The new guidance does not have specific requirements around student engagement

• But meaningful and sustained student participation throughout the GAP process is key to ensuring that institutions are bold and creative in their approaches, and put the needs of their students at the centre of the process

How Can Students Get Involved?

Resources:NUS Scotland Student Engagement in Gender Action Plans Checklist

Provides a starting point for your Students’ Association to get involved in the creation and delivery of a Gender Action Plan at your institution- including case studies.

Sparqs Benchmarking and Development Tool

Developed in partnership with NUS Scotland, Advance HE and Equate Scotland, the tool is designed to help you consider your institution’s current level of student engagement in GAP design and delivery, and what actions you and colleagues can take to bring about enhancements.

Examples:

• The #ThisAyrshireGirlCan campaign was created

by the Ayrshire College Student Association

to encourage more women to think about

careers in sport and STEM areas where female

participation is traditionally low.

• Ayrshire College Students’ Association has since

won the Herald Diversity Award for this

campaign and was commended in the

Scottish Parliament.

National Education Officers’ Network Alison Malcolm, Policy Analysis OfficerScottish Funding Council

Wed 19th Feb, 2020Fife College

Male under-representation in FE and HE and the Men in Early Years Challenge Fund

Data from the OECD on male participation rates in pre-primary education places the UK below average for OECD nations, behind Poland, Slovenia, Mexico and Turkey

Policy timeline

2014 - 1140 hours ELC expansion

launched- DYW youth employment

strategy launched

2015- Workforce planning for 1140

hours begins- SFC Gender Action Plan

research and development

2016 - SFC publish ‘Gender Action

Plan’- Significant increase in ELC

training activity begins

2017- SG publish ‘A Blueprint for 2020’

workforce action plan- SDS publish ‘ELC Skills Investment

Plan’

2018- Colleges/Unis continue to increase activity around ELC qualifications at all levels- SFC and SG launch £50,000 MIEY

Challenge Fund.- SDS increase contribution rates for

ELC Modern Apprenticeship framework by £1,000 for each age bracket.

Male participation in ELC

AY 2014/15 17/18 male participation in ELC courses* increased from 660 men to just under 1000.

The total volume of ELC students in colleges by just over 1/3 and the proportion of male students

The volume and proportion of other under-represented groups including students aged 25+, ethnic minorities and students with a disability also increased

* Enrolments to courses with "childhood", "childcare" "children" in course title. This included courses at all levels, courses which are non-certificated, access courses and courses leading to statutory qualifications

What does this tell us?

‘Men just don’t want to work in childcare’

Some men do, but are we doing enough to welcome them?

What more can we do to reach out to 50% of the population currently put off by traditional recruitment and training practices?

MIEY Challenge Fund

West Lothian College• Built a Forest kindergarten• Surveyed all S3 boys in the region on their perceptions of careers in ELC• Upskilled teaching staff and worked with them to engage younger male

students• Developed marketing materials• Launched all-male access course

Inverness College UHI• Ran 2 cohorts of all-male access courses• Developed pedagogical toolkit• Developed Erasmus activity with Norway on MIEY• Engaged with regional stakeholders

The results

West Lothian College• 93% of S3 boys indicated a career in ELC was not of not of interest to them• 13 staff completed Forest Skills training • Forest Kindergarten shortlisted for Green Gown award• % and number of male students enrolling in ELC courses has improved• 17 applications for MIEY access course started 30th Jan

Inverness College UHI• 16 students enrolled in first cohort from across UHI region• First male ELC lecturer started at the college• 2 further cohorts of male access students enrolled• % and number of male students enrolling in ELC courses has improved

Sharing the experience

Over the year we have shared the experience by:• OECD referenced the project• Speaking at the Men In The Early Years conference in

London in Sept ’19• Presenting to the Colleges Care Strategy Steering

Group• Holding the MIEY Seminar in Sept ’19• Starting the MIEY Scot network• Presenting to IGAP Leads meeting Oct ’19• Presenting to the Gender Governance Group meeting

Nov ’19• Local and national press coverage• National Gender Conference Jan ‘20

OECD recommendations

Using campaigns to attract male workersBuild public support, improving norms around men as caregivers

Improving male worker support and networking initiatives

Networking and peer-to-peer support are important

Implementing affirmative action policies favouring male candidates

Affirmative action has been used to get more men into ELC jobs

What can student networks do?

• Use the NUS/Sparqs toolkits with your institution on their areas of curricular development.

• Don’t overlook areas of male under-representation e.g. ELC, Nursing, Teaching, Hair & Beauty or Social Work.

Digital Technologies Skills

Skills Development Scotland

Tackling the Technology Gender Gap

Demand for Tech Skills

100,000 tech professionals

Demand for Tech Skills

• 5,000 tech graduates

• 1,500 apprenticeship starts

• 23% tech roles female

Women in Tech Workforce

18% 23%

2016 2018

Women in Tech Pipeline

• Teaching Resources

• Girlguiding Scotland Digital Challenge Badge

• Role Models Resources

• Employer Best Practice Guide

• Ongoing – best practice in college and universities

What’s Been Done So Far?

• Renaming courses and use of terminology

• Restructuring and modernising CS curriculum

• Delivery of CS and content development

• Placements and opportunities to experience the workplace

Gender Diversity in Education

Claire.Gillespie@sds.co.uk

@sparqs_Simon @sparqs_Scotland

Sabbatical education officer support: what works?

Simon VarwellSenior Development Consultant, sparqs

National Education Officers’ Network

19th February 2020

@sparqs_Simon @ sparqs_Scotland

How do you explain your job to people outside universities or colleges?

@sparqs_Simon @ sparqs_Scotland

Our support to you

• That’s Quality!

• NEON.

• Individual institutional support.

• Induction toolkit for colleges (and unis?).

• Our Student Engagement Staff Network.

@sparqs_Simon @ sparqs_Scotland

That’s Quality!

• For new education officers and related staff.

• Two-day residential, focussed on sector context of policy, reviews, support.

• 2020 details:

– Universities: Monday 13th to Tuesday 14th July.

– Colleges: Thursday 13th to Friday 14th August.

– Both at Stirling Court Hotel, University of Stirling.

@sparqs_Simon @ sparqs_Scotland

NEON

• This is your network!

• Let us know what you want.

• What can you share – challenges and successes?

@sparqs_Simon @ sparqs_Scotland

Individual institutional support

• Know your key contact in sparqs!

• Invite us in to discuss ongoing challenges and successes.

• We can help build partnership approaches – we work with institutional staff too.

• Connection with our projects and policy work.

@sparqs_Simon @ sparqs_Scotland

Student Engagement Staff Network

• For roles in SE and academic rep support roles.

• “Learn, share, develop”.

• How do these roles best support you?

• What would you want SESN to provide for staff?

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Sector sessions

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Apprentice VoiceEngaging apprentices in L+T dialogue

Justin Walker

19 February 2020

NEON – Fife College

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Apprenticeships in Scotland

Day Release

Block Release

Assessor-Visitor Model

Year 1 Apprentices

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Show of Hands - Q1

Does your college offer courses for apprentices?

• Yes

• No

• Don’t Know

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Show of Hands - Q2

Does your course rep system include apprentices; are classes of apprentices supposed to choose course reps?

• Yes

• No

• Don’t Know

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Show of Hands – Q3

Does this happen successfully, or is it difficult to get course reps for apprentices?

• It works well – we get course reps easily for apprentice groups.

• It is more difficult to get course reps with classes of apprentices than with classes of full-time students.

• Don’t know

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Group Discussion

Getting started (2 mins, verbal)

• Introduce yourselves – name and college.

• State whether there are courses for apprentices in your college.

• Name as many of these courses as you can – ie. list subject areas.

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Group Discussion A

Current practice (3 mins. Brief notes).

1. What specific measures does your SA organise, to engage apprentices? Which of these work well?

• Welcome events for Apprentices.

• Motivational sessions.

• SA officer responsible for apprentices.

• Anything else?

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Group Discussion B

Obstacles and Innovation(6 mins. Brief notes).

2. What do you think are the obstacles to apprentice engagement?

3. Innovation. Suggest some new ideas that colleges could try, to help apprentices engage in dialogue about their learning experience.

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Group Discussion

Collect Feedback (8 mins)

Respond to any of the discussion questions.

• Initially one per group.

• Then further contributions.

• Please also submit your written notes.

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Thank you!

@sparqs_Scotland#sparqsNEON

Lunch: 12.45 – 1.30

Liz Shevlin Stef Black

Leading Improvement Team Senior Development Consultant

Scottish Government sparqs

lit@gov.scot #scotimprove

Whole system approach

Leaders must create the conditions

Aim big, start small

1 Aim

Is there an

agreed aim that

is understood by

everyone in the

system?

2 Correct changes

Are we using our full

knowledge to identify

the right changes and

priorities those that

are likely to have the

biggest impact on our

aim?

3 Clear change

method

Does everyone know

and understand the

method(s) we will

use to improve?

6 Spread plan

Have we set out our

plans for innovating,

testing, implementing

and sharing new

learning to spread the

improvement

everywhere it is

needed?

5 Capacity and

capability

Are people and other

resources deployed

in the best way to

enable

improvement?

4 Measurement

Can we measure

and report

progress on our

improvement

aim?

The 3-Step Improvement Framework

Test and adapt in each context

The College Improvement Project is contributing to this:

The Project launched in 2017 with the aim of improving retention and raising

attainment in FE in colleges through the application of a quality improvement

approach to developing evidence based practice.

A key aspect of the approach is to embed a culture of continuous improvement

which compliments and supports the new college quality arrangements and

refreshed professional standards and so joins up this project with the wider

quality improvement effort overseen by Education Scotland and the Scottish

Funding Council.

OFFICIAL

Language and terminology

Attainment – attainment is measurable progress which students make as they advance through and beyond education, and the development of the range of skills, knowledge and attributes needed to succeed in learning, life and work. In this context, attainment is obtaining the qualification they were aiming for successfully.

Retention – improving the number of students who stay at college; retaining those who start a course to continue onto the next year and eventually to successful completion.

Language and terminology

• Successful completion: successfully completed their course, or if more than one year course and this was not in the final year they will have progressed to the next year of study and achieved at least 70 per cent of the units studied in the current year.

• Partial Success: Completed the course, but did not achieve the qualification they were aiming for. This could mean that the student has passed all units except one, or did not pass any units at all.

• Withdrawal: indicates that a student withdrew from their course before completion.

• Early Withdrawal: students withdrawing before the funding qualifying date (before 25% of the course is completed, meaning colleges are not funded for these students)

• Further Withdrawal: students withdrawing after the early withdrawal point and before the end of the course.

• Large college: delivering above 25,000 credits.

• Small college: delivering below 25,000 credits.

Around 236,000 students are studying in Scotland’s colleges

SFC have provided a detailed data set on College Withdrawal Data: 2016-17Source: Scottish Funding Council FES data 2016-17

There were a total of 19,621 withdrawals from full-time study at colleges.

Around a quarter of all full-time study in 2016-17.

• A total of 6,178 withdrawals from full-time Higher Education study at

colleges around 18% of all full-time HE in 2016-17.

• A total of 13,443 withdrawals from full-time Further Education study at

colleges around 27% of all full-time FE in 2016-17.

Experimental Analysis: not for publication

OFFICIAL

September saw the highest number of withdrawals with 3,579 students withdrawing

from their course.

OFFICIAL

480

3,579

2,7363,037

2,137 2,0711,880

2,127

743 752

79 00

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Full-time College Withdrawals by Month

Experimental Analysis: not for publication

Gender

Over the year there were 9,004 male students who withdrew from full-time study and 10,602

female students.

Age

• 60% of those who withdrew were aged 20 and under.

13% aged 17 (2,621),

19% aged 18 (3,733), and

11% aged 19 (2,224).

•15% were aged between 21 to 24.

•16% were aged between 25 to 34.

• 9% were aged 35 and over.

Experimental Analysis: not for publicationOFFICIAL

Receipt of Student Support Funding

Of the 19,621 students who withdrew, 11,832 students hadn’t received any student

support at the point of withdrawal (over 60%).

SIMD quintile•36% of those who withdrew from their course were from the most deprived quintile,

with 48% of those withdrawing in September, October and November.

•Of the 7,042 people from the most deprived areas that withdrew, almost 57% (3,997)

hadn’t received any student support funding at the point of withdrawal.

•Withdrawal peaked around the week commencing Monday 27th March. No easy way to

identify the reasons for this in the data. Colleges record the reasons for withdrawal, however

this information is not collected by SFC.

Experimental Analysis: not for publication

OFFICIAL

SFC publication College Performance Indicators -2018/19 Data

Headline figures for FT FE students

• 65.2% of enrolled FE students completed their course, 0.9% lower than 2017-18

• Of the 26 colleges delivering FT FE courses, nine improved their success rates and 17 saw a decrease compared to 2017/18

• For large colleges, success rates ranged from 56.0% to 71.7%

• For small colleges, success rates ranged from 62.7% up to 75.0%

• The SFC target for FT FE success rates by 2019/20 is 73.2%; only 1 small college exceeded this target in 2018/19. The sector as a whole is 8.0PP below the target

FT FE FT HE

Successful Completion 65.2% (0.9% lower than 2017/18)

69.8% (1.5% lower than 2017/18)

Partial Success 10.1% 11.7%

Withdrawal Early Withdrawal

8.7% 5.2%

Further Withdrawal

16% 13.3%

The Challenge

We want to reduce withdrawal and increase successful completion rates in Scotland’s colleges whilst continuing to

widen access and provide opportunities for all.

Student withdrawal: It’s not just about the student failing the course it’s about the system failing the student

• Financial problems• Poor secondary school

preparation• Choosing the wrong course• Conflict with work and family

commitments• Failing multiple

modules/assessments• Lack of quality time with

lecturers and support staff• Course relevance • Lack of help and support for

students

OFFICIAL

Sector Purpose

Alignment

System Change

Behaviour Change

The Improvement

Journey

Improvement is relative

Understand

the ‘as is’ …

with all its

flaws (&

strengths)

The ‘to be’

… Vision of

Success

Generate good ideas &

take action to make

positive changes

At each stage: There are key ingredients you need to know

and different tools that will help you

Current Future

Create conditions for change

Understand current system

Develop aim and change

theory

Identify specific change

ideas, test and refine using pdsa

Implement and sustain

where tested

Share learning and

spread where

relevant

The Improvement Journey

Leadership, project planning and management, communication and measurement

Quality Assurance

Quality Planning

Quality Improvement

OFFICIAL

Carnegie Foundation for the Advancement of

Teaching and Learning

Tests of change1. What are we trying to accomplish?

• Set clear and focused goals

• Be bold in its aspirations

• Have clear, measurable targets

2. How will we know if the change is an improvement?

• Measure outcomes

• Note changes that affect the measures & demonstrate sustainable improvement

• Collect data to demonstrate whether change = improvement

3. What changes can we make that will result in improvement?

• Think big

• Start small

• Scale fast

Measures:

Focussing on what we need to know

Is the young person getting the

right outcome?

Outcome Measures

Are we making things better?

Are we on track to achieve our

Aim?

Is the system working as planned?

What about the bigger picture?

ProcessMeasures

Are we doing the right things at the right time, every

time?

Is the process reliable?

Balancing MeasuresLooking at the system

from different dimensions.

Does improving one thing cause problems

elsewhere?

OFFICIAL

Why test changes?

Step 1: Plan • Plan the test or observation,

including a plan for collecting data. • State the objective of the test. • Make predictions about what will

happen and why. • Develop a plan to test the change.

Step 4: Act

• Refine the change, based on what was learned from the test.

• Determine what modifications should be made.

• Prepare a plan for the next test.

Plan, Do, Study, Act (PDSA) cycleStep 2: Do • Try out the test on a small scale. • Carry out the test. • Document problems and

unexpected observations. • Begin analysis of the data.

Step 3: Study •Set aside time to analyse the data & study the results. •Complete the analysis of the data. •Compare the data to predictions. •Summarize and reflect on what was learned.

Link to a short video about the

project. Created by media students from West

College Scotland.

https://www.dropbox.com/s/5d31jzbslng8zd4/CDN%

20and%20Parliment%20Training%20Reel.mp4?dl

=0

OFFICIAL

OFFICIAL

https://www.cdn.ac.uk/college-innovation-hub/

OFFICIAL

Why is it important to understand the system?

Systems thinking –‘Every system is perfectly designed to deliver the

results that it gets’

Understanding your

system

System map

Force Field

Cause & Effect

Process map

Data Analysis

User Journey

Reflection

Culture Map

ISM Model

Empathy map

System Mapping

Who are the key

stakeholders?

What is the vision

for the students’ association?

what does the S.A. offer to that person/organisation and

what does the person/organisation offer to the service?

Breakdown by colleges FT FE Successful Completion 2018/19

+/- compared to 2017/18

Partial Success Withdrawal

Ayrshire 66.2% -0.7% 8.6% 25.2%

Borders 68.2% -0.5% 8.3% 23.4

City of Glasgow 65.9% -2% 11.2% 22.9

Dumfries & Galloway 58.6% -1% 13.4% 27.9%

Dundee & Angus* 70.2% -5.2% 10% 19.8%

Edinburgh* (4,180 students) 56% -4.7% 12.4% 31.6%

Fife 57.9% -1.2% 16.4% 25.7%

Forth Valley 69.1% -2.3% 7% 23.8%

Glasgow Clyde 68% +1.9% 9.5% 22.5%

Glasgow Kelvin 63.8% +2.6% 8% 28.2%

New College Lanarkshire* 63% +1.6% 6.9% 30%

Newbattle (72 students) 75% +22.9% 11.1% 13.9%

NESCOL 64.8% -1.8% 11.1% 24.2%

South Lanarkshire 71.7% +1% 4.9% 23.4%

SRUC 70.1% +1.8% 11.1% 18.8%

West College Scotland* 67.9% -1.3% 10.5% 21.5%

West Lothian College 67.7% +2.2% 7.8% 24.4%

UHI Colleges

Argyll 62.7% -13.3% 11.2% 26%

Inverness* 69.9% -0.7% 7.3% 22.8%

Lews Castle 68.1% +7.3% 14.5% 17.4%

Moray 67.9% -1.1% 10.7% 21.4%

Orkney 71.6% -3.4% 11% 17.4%

Perth 67.4% -2.6% 9.7% 22.9%

Shetland 71.1% -6.7% 10.8% 18.1%

North Highland 69.2% -2.6% 9.7% 21.1%

West Highland 71.8% +2% 12.6% 15.5%

All recognised courses across all colleges that make up the published PIs are available in the Course Tool.

On Student Satisfaction SFC only receives summary level data but colleges will have this at Department and at course level.

College Leaver Destination Tool (only collected for full-time successful students)

Purpose of this session: understanding qualitative data collection tools

• How do you begin to identify areas for improvement?

• What do you need to know in order to know that what you are doing is leading to improvement?

• How to understand what you need to measure, and how do you begin to gather that data?

Methods to choose participants for qualitative research

Snowballing: referrals from previous participants or

‘gatekeepers’

Purposive sampling: choosing participants based on criteria (e.g.

age, gender, course studied)

Oppositional sampling: criteria is ‘disagreement’ or difference

Triangulating data: using more than one method to collect data

on the same topic, and bringing all this data together to analyse

Useful for validation, providing different perspectives on the

same issue

What will you do with this qualitative data?

• Wordle: prioritisingwritten/qualitative data

• ‘Check sheet’: tallying events/scores/outcomes against factor of your choice (time/location/group)

What will you do with this qualitative data?

• Run chart: one data set in a time sequence

• Pareto Chart: two data sets compared

• Left axis: frequency of event/score

• Right axis: cumulative total of all events/scores

Different qualitative data gathering techniques

Survey

Focus group

Semi-structure interviews

Participant observation / enquiry

Workshop

Any questions?

• Elizabeth.Shevlin@gov.scot

• Stef.Black@sparqs.ac.uk

@sparqs_Scotland#sparqsNEON

Thank you!

• Evaluation forms!

• Let us know about your ideas for topics you’d like to cover at future events and whether you’d be keen to host at your SA.

• Next meeting – Thursday 7th May, Edinburgh University Students’ Association