Gaelic Language Plan - uhi.ac.uk · PDF fileGAELIC LANGUAGE PLAN 2014-2018 | 4 Foreword As principal and vice-chancellor of the University of the Highlands and Islands, I am delighted

Gaelic Language Plan 2014 - 2018

Prepared under Section 3 of the Gaelic Language (Scotland) Act 2005Approved by Bòrd na Gàidhlig on 17 September 2014Updated March 2016

GAELIC LANGUAGE PLAN 2014-2018 | 4

Foreword

As principal and vice-chancellor of the University of the Highlands and Islands, I am delighted to introduce our second Gaelic Language Plan. This plan reiterates our commitment to the aspirations and objectives included in the National Gaelic Language Plan and the Gaelic Language (Scotland) Act 2005.

As the only university based in the Highlands and Islands of Scotland, we are intensely aware of our responsibilities to enhance the status of Gaelic.

Our first Gaelic Language Plan, which covered the period 2010-2014, was the first to be produced by a higher education institution, and contained an extensive curriculum development section. I am very proud of our achievements to date, which have seen us increase the visibility and audibility of Gaelic in our services to students, staff and the public, while making opportunities for Gaelic medium and Gaelic language learning more widely available.

We are, of course, keen to build on these achievements and this new plan demonstrates the university’s continuing commitment to the development and enhancement of Gaelic.

Professor Clive MulhollandPrincipal and Vice-Chancellor

University of the Highlands and Islands

ContentsSummary 2

Introduction

• Setting the context for developing Gaelic Language Plans 4

• The University of the Highlands and Islands 5

• Gaelic in the university’s area of operation 11

Curriculum

• Academic structure 12

• Widening access and participation 13

• Curriculum provision 12

• Activities 16

Core commitments

• Implementation of the Scottish Government’s strategic objectives 24

• Student experience 25

• Identity 29

• Communications 31

• Publications 36

• Staffing 41

Policy implications for Gaelic: Implementing the National Gaelic Language Plan

• Policy implications for Gaelic 46

• Overview of the National Gaelic Plan 46

• Commitment to the objectives of the National Gaelic Language Plan 47

Implementation and monitoring 49

Contact details 50

Appendix 1: Gaelic and Related Studies Scheme Language Policy 51

2 | GAELIC LANGUAGE PLAN 2014-2018

The university recognises that the position of Gaelic is extremely fragile and that if Gaelic is to be revitalised as a living language in Scotland, a concerted effort on the part of government, the public and private sectors, community organisations and individual speakers is required to:

• enhance the status of Gaelic;• promote the acquisition and learning of Gaelic;• encourage the increased use of Gaelic.

This document is the University of the Highlands and Islands’ Gaelic Language Plan, prepared within the framework of the Gaelic Language (Scotland) Act 2005. It sets out how we will use Gaelic in the operation of

our functions, how we will enable the use of Gaelic in our communications, and how we will promote and develop Gaelic.

Our plan also contains a curriculum development section, which reflects the university’s central role in the provision of Gaelic education.

The University of the Highlands and Islands Gaelic Language Plan has been prepared in accordance with statutory criteria set out in the 2005 Act, and having regard to the National Gaelic Language Plan and the Guidance on the Development of Gaelic Language Plans.

SummaryThe University of the Highlands and Islands recognises that Gaelic is an integral part of Scotland’s heritage, national identity and cultural life. The university is committed to the objectives set out in the National Gaelic Language Plan and has put in place the necessary structures and initiatives to ensure that Gaelic has a sustainable future in Scotland.


The key components of our Gaelic Language Plan are:

IntroductionThis section provides the background to and context for the preparation of Gaelic Language Plans under the 2005 Act and the structure of the university’s main areas of operation. It also provides a summary of the demog-raphy of the Gaelic language and Gaelic community activity within the university’s area.

Curriculum This section describes in detail how we will take forward Gaelic curriculum developments. It will address such issues as degree opportunities, modular provision, online provision and other curriculum areas which can be developed through the medium of Gaelic or bilingually.

Core commitmentsThis section sets out how the university will use and enable the use of Gaelic in relation to our main business functions. It covers key areas of operation such as corporate identity, signage, communication with the public and the use of Gaelic on our website. This section sets out the basic minimum level of Gaelic language provision which we are committed to providing in the lifetime of the plan.

Policy implications for Gaelic: implementing the National Gaelic Language Plan This section sets out how the university will help implement the National Gaelic Language Plan. It also shows how we intend to promote the use of Gaelic in service planning and delivery, particularly in policy areas. This section also considers how we will take account of Gaelic and our Gaelic Language Plan when drafting new policies and considering new strategies.

Implementation and monitoringThis section sets out how we will implement our Gaelic Language Plan, and how implementation and outcomes will be monitored.


The Gaelic Language (Scotland) Act 2005 and the issuing of a notice:The Gaelic Language (Scotland) Act 2005 was passed by the Scottish Parliament with a view to securing the status of the Gaelic language as an official language of Scotland, commanding equal respect to the English language.

One of the key features of the 2005 Act is the provision enabling Bòrd na Gàidhlig to require public authorities to prepare Gaelic Language Plans. This provision was designed to ensure that the public sector in Scotland plays its part in creating a sustainable future for Gaelic by raising its status and profile and creating practical opportunities for its use.

Consultation on a draft Gaelic Language Plan:The 2005 Act requires public bodies to bring the preparation of Gaelic Language Plans to the attention of all interested parties. The University of the Highlands and Islands consulted publicly on the draft of its Gaelic Language Plan from 2 February to 16 March 2014.

A press release was issued, detailing how members of the public could access and comment on the draft plan via our website. Throughout the consultation period, the consultation was regularly promoted in staff newsletters, on the university’s website and social media platforms, and by email to interested external stakeholders. The consultation was also featured on Aithris na Maidne and BBC An Là. An open meeting was held to allow staff and students across the partnership to share their views. Nine formal responses were received, from both public bodies and individuals. Amendments made to the draft as a result of these representations included the following:

• Additional reference to the importance of other languages and dialects used in the Highlands and Islands (p.6)

• Further clarification of the university’s Gaelic policy in relation to staff training (Activity 103, p.43)

• Further explanation of those commitments, described as ‘ongoing’, which are now part of the day-to-day operations of the university (p.8)

• Additional reference to the importance of widening access to Gaelic learning across the partnership (p.13)

Introduction

Approval of the University of the Highlands and Islands Gaelic Language Plan:The University of the Highlands and Islands Gaelic Language Plan was submitted to Bòrd na Gàidhlig for approval on 21 May 2014.

Setting the context for developing Gaelic Language Plans


The University of the Highlands and Islands

The University of the Highlands and Islands is the only university based in the Highlands and Islands of Scotland. We provide access to undergraduate and postgraduate study and research opportunities through our distinctive partnership of 13 colleges and research institutions. They are bound together through constitutional, management and academic structures, and coordinated through an executive office.

We offered our first degrees in 1998 and, through our constituent institutions, can trace our history back to 1884.

Each of the 13 institutions has its own character and contributes to our distinctive university. Some are relatively large colleges in urban centres such as Perth, Elgin and Inverness. Others are smaller institutions, including some whose primary focus is on research. All, however, have a student-centred culture and an individual approach to student learning.

In addition to the main campuses, the university also provides educational opportunities through a network of more than 50 learning centres located throughout the Highlands and Islands, Moray and Perthshire, or online from home or work.

Our students study full and part time, at undergraduate or postgraduate level or for professional qualifications to enhance their careers. They are all part of a diverse study community connected by innovative learning technologies. We currently have over 7000 students.

Our research, rooted in the environment, heritage and industries of our region, has worldwide relevance and we punch above our weight in research league tables as a consequence. We continue to develop our research strengths, linked to the natural environment, cultural and social heritage, industries and employment sectors.


Structure

At the core of the university is the corporate body. This comprises the University Court and the staff employed directly by the Court, and is referred to as the executive office. These directly-employed staff include the principal and vice-chancellor and the senior management team, including the deputy principal, vice-principals and university secretary and chief operating officer.

Within this structure, the role of associate principal (research and specialist) is particularly relevant to this plan. One aspect of the role is to represent the university’s specialist academic partners, including Sabhal Mòr Ostaig UHI. The associate principal works closely with the principal and associate principal (further education) and chairs a specialist colleges forum.

With very few exceptions, teaching and research staff are employed by the constituent institutions, referred to as the academic partners, and not by the executive office. The executive office, based in Inverness but with staff distributed throughout the region, undertakes executive and professional duties and coordinates and supports the university’s network functions. These include curriculum and staff development, quality assurance and academic standards, learning and information services, promotion of research, the provision of academic information for statutory and planning purposes, Gaelic development, marketing and public relations, and administrative and financial services.

The constitutional structure of the university and, specifically, the independence of the partner institutions, dictates the scope of this plan, which is as follows:

The development and delivery of higher education learning opportunities and research through the university partnership, and the provision of access-level Gaelic learning by the academic partners, where this articulates to higher education programmes.

The promotion of the use of Gaelic and provision of Gaelic medium materials, information and services by the university’s corporate body, but not by the university’s academic partners.

Lews Castle College UHI and Sabhal Mòr Ostaig UHI have their own Gaelic Language Plans, and the university’s Comataidh Ghàidhlig is responsible for alignment between these and the university’s plan. Other academic partners contribute to the profile and development of Gaelic through their own activities and academic provision.

The academic partners have been consulted on this plan and are encouraged to consider how they might develop their own provision of Gaelic medium materials, information and services, appropriate to the current and potential profile of Gaelic within their respective communities, including students. We will continue to encourage them to give attention to Gaelic learning and teaching provision and articulation to higher education provision.

The university is aware that a diverse culture of languages and dialects exists within its communities. The commitments set out in this plan recognise this linguistic diversity and in no way diminish the importance of other languages and dialects used in the region.


History

In the early 1990s Highlands and Islands Development Board (which later became Highlands and Islands Enterprise), The Highland Council and others established the University of the Highlands and Islands Project.

The project became a separate corporate entity, UHI Ltd, in 1993 and in 1996 the Millennium Commission awarded it £33.34m in development funding. Along with other funding from Europe, Highlands and Islands Enterprise, the Scottish Office (and later the Scottish Executive), local authorities and the constituent colleges themselves, a total of around £97m was invested between 1996 and 2001 in new buildings, information communications technology, academic and staff development and project management to assist in the establishment of the future University of the Highlands and Islands.

In April 2001, the institution was re-named UHI Millennium Institute, and was designated as a higher education institution. Such designation was an essential step on the route to becoming a university and meant that the institution became eligible for annual recurrent grants for its teaching and research.

In the years following 2001, further investment was made in the development of UHI Millennium Institute through its physical and organisational infrastructure, academic provision and research capacity.

With the support of its sponsor universities; Edinburgh, Aberdeen and Strathclyde, it was granted taught degree-awarding powers in August 2008, recognition that the institution had matured to the stage where it was adjudged able to be responsible for its own quality assurance and enhancement.

In February 2011 UHI Millennium Institute became the University of the Highlands and Islands.


Gaelic at the university

The university’s first Gaelic Language Plan was approved by Bòrd na Gàidhlig on 24 August 2010 and covered the period 2010-2014. Since 2010, the university has made significant advances in terms of the visibility and audibility of Gaelic in its services to students, staff and the public. All Gaelic services and resources demonstrate equal respect for Gaelic and English.

Many of the commitments set out in our first plan have become part of the day-to-day work of the university, and are marked with a tick in the ‘ongoing’ column in the tables below. We are committed to continuing to actively offer Gaelic services and facilities.

We first adopted a Gaelic policy in 1999. This was revised and updated in 2005 and again in 2013.


Gaelic Language Policy

The University of the Highlands and Islands recognises that Gaelic and its associated culture is an integral part of Scotland’s heritage, national identity and cultural life.

The university is committed to the objectives set out in the National Plan for Gaelic, including the National Gaelic Education Strategy, and to playing an important part in ensuring that Gaelic has a sustainable future as a living language.

The University of the Highlands and Islands will be pro-active in:

1. Contributing to the visibility and usage of Gaelic through its own materials and activities.

2. Promoting Gaelic culture through the university’s curriculum, publications and events.

3. Recruiting staff with appropriate Gaelic language skills, relevant to their roles in the university.

4. Encouraging and supporting all staff, regardless of their role, to acquire and develop Gaelic language skills.

5. Promoting opportunities within the university’s curriculum for Gaelic learning, including Gaelic-medium learning, Gaelic language learning and Gaelic culture. Gaelic learning opportunities will be available through intensive immersion models as well as being made available throughout the university and beyond. This will include Gaelic language learning embedded within other areas of the university’s curriculum.

6. Undertaking research through Gaelic and research into Gaelic language and culture, including the pedagogy of Gaelic-medium education.

The implementation of the university’s Gaelic Language Policy will be through its Gaelic Language Plan, monitoring of which will be undertaken by the university’s Comataidh Ghàidhlig.

The university established a Gaelic committee in 2005, which was re-constituted as the Comataidh Ghàidhlig in April 2010, when representation from external Gaelic organisations ceased. Responsible to academic council, its remit is as follows:

1. To ensure the implementation of the strategic objective that the University of the Highlands and Islands will be a centre of excellence for the development and enhancement of the Gaelic language, culture and heritage

2. To implement, monitor and review the university’s Gaelic strategy and Gaelic strategy enabling plan in line with the above commitment

3. To monitor and advise on the Gaelic Language Plan developments of the academic partner colleges and respond to consultations on other Gaelic Language Plans which may impact on the university

4. To liaise closely with the appropriate faculty board, other relevant academic structures and students about Gaelic matters.


Gaelic skills

The university has developed and adopted a set of guidelines on defining roles for which proficiency in Gaelic is ‘essential’ and those for which it is ‘desirable’. Using these guidelines we currently have four roles identified as ‘Gaelic essential’ and have identified our front of house and admissions functions as requiring ‘Gaelic desirable’ roles. However, the success with which we have been able to retain our staff has limited our ability to recruit additional Gaelic speakers, particularly to ‘Gaelic desirable’ roles.

To mitigate this situation we have encouraged staff to participate in Gaelic language training, with a view to improving the Gaelic skills of the university’s employees over time.

A survey of university employees carried out in 2014 collated data on their Gaelic language proficiency. Of the 257 members of staff invited to take part, 143 or 56% replied. Results indicated that almost 47% of the respondents could understand, speak, read or write Gaelic.

Further analysis of the survey indicates that, of those responding:

• 57 members of staff (40.4% of the respondents) have some proficiency in spoken Gaelic, ranging from simple greetings to complex conversations.

• 53 members of staff (37.1% of the respondents) are able to read Gaelic, ranging from a few words on signs and notices to complex reports and publications.

• 29 members of staff (20.5% of the respondents) are able to write in Gaelic, ranging from simple greetings and phrases to detailed documents.

• 67 members of staff (46.9% of the respondents) are able to understand Gaelic, ranging from simple greetings to complex conversations.

The survey also indicated that 24 members of staff are undertaking or have recently undertaken Gaelic language skills training and that 53 members of staff are interested in learning or further developing their proficiency in Gaelic. Of this last group, 50% currently have no Gaelic skills.

Progress on addressing the above and future development needs will be monitored through the university’s annual performance and development review process.

Gaelic translation memory service

The university’s Gaelic translation memory service, TòMaS, was first established in 2009 to make translation within the university more efficient and help standardise the Gaelic terminology we use.

The service is based on the use of translation memory software, which stores previously translated material and terminology lists. When a new English document is uploaded for translation, the software searches the databases and identifies text which has previously been translated. This pre-translated text can then be incorporated into the new project. Any remaining text, once translated, is in turn saved to the database, and is then available for use in future projects.

We are establishing an assessment and quality assurance process to ensure that material is of a consistently high standard.

With the anticipated increase in the number of Gaelic Language Plans being produced by public bodies, the potential for a commercial translation memory service was identified. With only a limited number of experienced translators available to carry out translation work, such a service, with important time-saving and consistency benefits, was deemed invaluable. We are therefore committed to working closely with organisations and translators to provide them with access to translation memory software, training and technical support.

The service is already engaging with a number of companies who require Gaelic translation. Among our service partners is Stòrlann Nàiseanta na Gàidhlig, which co-ordinates the production and distribution of Gaelic educational resources. Stòrlann carries out numerous large scale translation tasks, both in-house and in conjunction with freelance translators. We also have memoranda of understanding in place with Scottish Natural Heritage, The Forestry Commission, NHS Highland and The Scottish Parliament, broadly indicating their support for the project.


Gaelic in the university’s area of operation

At the time of the 2011 census, the population of the university’s area of operation (Shetland, Orkney, Moray, Perth and Kinross, Eilean Siar, Argyll and Bute and Highland council areas) was 612,704. People were asked about their Gaelic skills – whether they could understand, speak, read or write Gaelic. Of these, 41,789 people or 6.8% of the population of the area described themselves as having some combination of these skills.

More than 50 primary schools in the area offer Gaelic medium education, including Bun-sgoil Ghàidhlig Inbhir Nis, the first purpose-built Gaelic school in Scotland. At secondary level, 27 schools offer Gaelic classes or subject teaching through the medium of the language.

A large number of Gaelic events take place in the area each year, among them the Royal National Mod, local mods and music and language workshops run by Fèisean nan Gàidheal. Many Gaelic organisations have offices and staff based in the area, including Bòrd na Gàidhlig, An Comunn Gàidhealach, Comann na Gàidhlig and Stòrlann Nàiseanta na Gàidhlig.

MG Alba, the BBC and independent companies all contribute to a strong media presence in the region, producing and broadcasting programmes for BBC Alba.

1 Scotland’s Census 2011 – National Records of Scotland Table QS211SC – Gaelic language skills All people aged 3 and over


CurriculumThe University of the Highlands and Islands has a unique and important role to play in supporting the objectives of the National Gaelic Language Plan 2012-2017 and particularly those sections relating to education. This section sets out how the university will take forward these objectives in the period up to 2018.

Academic structureAcademic partnersThe university’s 13 academic partners are diverse and each has its own mission and culture. Some cover a broad range of curricula while others specialise. Most staff work across a range of further and higher education provision. Whilst working on the university’s programmes, most staff are employed by an academic partner.

Academic council and related committeesAcademic council is the highest academic authority for higher education at the university. It is responsible for overseeing academic development; developing academic policy, including research policy; developing the academic and research community of staff and students; and assurance of academic standards and quality improvement. Academic council is chaired by the principal and membership includes the principals of academic partners, deans, representatives of academic staff and student representatives. Academic council membership also includes representatives from the university’s three sponsoring universities; Edinburgh, Aberdeen and Strathclyde.

Faculties and subject networksAcademic staff are brought together in cognate, discipline-related groupings across academic partners called subject networks, each led by a subject network leader. The role of these eight ‘horizontal’ networks is similar to that of departments or schools in traditional universities, in that they are concerned with curriculum planning and development, learning, teaching and assessment, and research issues in their own subjects. Each subject network belongs to a faculty led by a dean.

ResearchBeing a dispersed partnership, the University of the Highlands and Islands is not department-based, as in a conventional university, but has research activities and strengths based at various geographical locations throughout the network. In some instances work may be concentrated in one centre; in other cases, complementary research activities may be found in the same academic fields at two or more partners. The university has a team of eight Gaelic researchers who contribute to the current Research Excellence Framework.


Widening access and participationWidening access and participation activities are fundamental to the university’s mission, particularly in terms of addressing geographical exclusion. We have particular expertise across the network in the support of students across different sectors of tertiary education and we have much demonstrable strength in the articulation between further and higher education, and from higher national to degree provision.

The commitments below set out how we will seek to extend access to Gaelic across the partnership and particularly to increase provision for students on courses related to childcare, the arts and media, heritage and tourism. We seek to increase participation in all Gaelic courses through our targeted recruitment activities.

Curriculum provision Between 2009 and 2012, student numbers in the higher education Gaelic curriculum were stable. There was, however, noticeable growth in the following two years. The total numbers on Gaelic and Related Studies programmes are set out in the table below:

2009-10 2010-11 2011-12 2012-13 2013-14

Head Count 197 192 199 238 251

Full time 75 63 63 96 103

Part time 122 129 136 142 148

The overall numbers have been consistent in recent years, though the full-time/part-time balance has shifted in favour of the latter. Numbers improved in the 2012-13 session, when there was a general increase across most programmes.

A marked feature of the numbers is the enrolment pattern per academic partner. In 2011-12 there were 182 enrolments at Sabhal Mòr Ostaig UHI and 22 at Lews Castle College UHI, none elsewhere. In 2013-14 the figures are 230 at Sabhal Mòr Ostaig UHI and 21 at Lews Castle College UHI. From 1998 to 2005 Inverness College UHI also recruited and the numbers were more balanced between partners.

Gaelic-medium degree provision is managed, delivered and assessed though the Gaelic and Related Studies Scheme. The concept of the ‘scheme’, now widely used at the university, was first designed and developed by the Gaelic team.

An important feature of the curriculum is the emphasis on the acquisition of fluency, with level 7 designed as a language foundation year. There are three pathways into the curriculum at level 7 depending on differing linguistic abilities on entry. Students can take An Cùrsa Comais, Gàidhlig is Conaltradh, or An Cùrsa Adhartais which is a distance learning equivalent of the first of the courses listed, though it is offered part time. An Cùrsa Adhartais has proven very popular since its introduction, with 70 students in the 2013-14 session.


At level 8 students follow a scheme core, together with degree specialist modules in Language and Culture, Gaelic and Development, Traditional Music, and Media Studies. Students may exit this level with a DipHE in Gaelic and Related Studies. At levels 9 and 10 students specialise further in one of the four areas noted above while still retaining an element of language development. There are semester exchange opportunities at Irish and Canadian universities in the honours year. To increase accessibility, a significant number of modules (52 in total) have been developed for online/distance delivery.

The entire Gaelic curriculum was re-approved in the 2011-12 session and a number of scheme modules and programmes were approved for international delivery. The postgraduate MA Material Culture and Environment was re-approved as the MSc Material Culture and Gàidhealtachd History. This was also approved for international delivery.

The contributing academic partners are Sabhal Mòr Ostaig UHI and Lews Castle College UHI, with the former as responsible partner, that is, the partner which oversees administration and quality processes. In the early days of the scheme, Inverness College UHI was also a contributing partner but withdrew in 2005. The numbers enrolled per programme in March 2014 were:

Programme Total Heads Full time Part time Lews Castle College UHI

Sabhal Mòr Ostaig UHI

CertHE An Cùrsa Adhartais 70 0 70 0 70

CertHE An Cùrsa Comais 25 25 0 1 24

CertHE Gaelic and Communication 12 12 0 1 11

BA (Hons) Gaelic and Development 21 11 10 7 14

BA (Hons) Gaelic and Media Studies 9 9 0 0 9

DipHE Gaelic and Related Studies 42 1 41 0 42

BA (Hons) Gaelic and Traditional Music 7 6 1 0 7

BA (Hons) Gaelic Language and Culture 35 23 12 12 23

MA (Hons) Gaelic with Education 3 0 3 0 3

MSc Material Culture and Gàidhealtachd History 10 0 10 0 10

PGCert Publishing and Editing 1 0 1 0 1

PDA Gaelic Media 16 16 0 0 16


There is a growing continuing professional development dimension to the curriculum. Streap is designed to enable teachers, fluent in Gaelic, to teach their specialist subject through the medium of Gaelic. This is also available to Gaelic medium primary teachers. This collaborative programme with the University of Aberdeen is offered online and comprises two modules.

Sabhal Mòr Ostaig UHI delivers an SQA Diploma in Gaelic Media in conjunction with the broadcast and media industry. This two-year programme has a high employment success rate.

There are three Gaelic learner modules available to students across the university as options. In 2011-12 Introduction to Gaelic attracted 18 students, all from BA (Hons) Scottish Cultural Studies or BA (Hons) Adventure Tourism Management. Gaelic for Learners 2A and Gaelic for Learners 2B each attracted three students, all from the BA (Hons) Scottish Cultural Studies. In semester 1 of the 2012-13 session, four students enrolled on the Gaelic for Learners 2A course. In semester 2, ten students took Introduction to Gaelic and four took Gaelic for Learners 2B.

The MA (Hons) Gaelic with Education is a collaborative programme with the University of Aberdeen. Students take years 1 and 2 in the Gaelic and Related Studies Scheme and a combined programme of scheme and University of Aberdeen modules in years 3 and 4, qualifying as Gaelic-medium primary teachers and secondary teachers of Gaelic.

Aspiring primary teachers can now complete their training in the Highlands and Islands through the first Professional Graduate Diploma in (primary) Education available in the region. Those who pass the nine-month diploma will have met the General Teaching Council for Scotland’s standard for provisional registration and can begin their year as a probationary teacher in a Scottish primary school.

The course is delivered at Inverness College UHI, Moray College UHI, Orkney College UHI, Lews Castle College UHI and Shetland College UHI. Students based at Inverness College UHI or Lews Castle College UHI, who are fluent in Gaelic, have the option to complete the diploma through the medium of Gaelic and work in a Gaelic-medium primary school.

In further education, provision is managed by individual colleges, though the main providers are Sabhal Mòr Ostaig UHI and Lews Castle College UHI. They offer a range of accredited provision, short courses, distance and online language provision, largely for learners, but also for fluent speakers. An Cùrsa Inntrigidh (Access to Gaelic) is a supported distance learning course at SCQF levels 4-6, currently with some 170 students.

Lews Castle College UHI offers SQA single skills modules in reading, writing and listening and has developed Higher Gaelic and Gàidhlig (fluent speakers) in opening learning format. The college also runs a wide range of Ùlpan courses in the Western Isles. Conversational and Gaelic activity classes are also to be offered at Lews Castle College UHI’s Benbecula campus. Inverness College UHI and Argyll College UHI also offer Ùlpan courses. A comprehensive range of short courses and residential summer schools is offered.

The following section sets out how we intend to build on this strong foundation and take forward Gaelic curriculum developments at the university, in line with the development areas identified in the National Gaelic Plan 2012-2017.


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

Dev

elop

men

t are

a: P

ost-

scho

ol e

duca

tion

Out

com

e: A

n in

crea

se in

the

num

ber o

f adu

lts a

cqui

ring

Gae

lic fr

om th

e cu

rren

t tot

al o

f aro

und

2,00

0 to

3,0

00 b

y 20

17 a

nd e

nhan

ced

lang

uage

ski

lls a

mon

g flu

ent G

aelic

spe

aker

s

1W

e w

ill w

ork

with

aca

dem

ic p

artn

ers

and

the

Scot

tish

Fund

ing

Coun

cil t

o m

ap th

e le

arne

r jou

rney

op

tions

and

pat

hway

s cu

rren

tly a

vaila

ble,

to id

entif

y ga

ps in

pro

visi

on a

t fur

ther

edu

catio

n an

d in

to

high

er e

duca

tion

leve

ls, a

nd to

act

on

the

basi

s of

th

is e

xerc

ise.

✔Co

mat

aidh

Ghà

idhl

igAc

quis

ition

2W

e w

ill s

eek

to m

ake

An

Cùrs

a In

ntrig

idh

avai

labl

e fo

r stu

dy th

roug

h m

ore

acad

emic

par

tner

s.✔

Sabh

al M

òr O

stai

g U

HI

Acqu

isiti

on

3W

e w

ill s

eek

to m

ake

An

Cùrs

a Ad

hart

ais

avai

labl

e fo

r stu

dy th

roug

h m

ore

acad

emic

par

tner

s.✔

Sabh

al M

òr O

stai

g U

HI

Acqu

isiti

on

4Th

roug

h Le

ws

Cast

le C

olle

ge U

HI w

e w

ill le

ad a

co

llabo

rativ

e in

itiat

ive

to d

evel

op a

Gae

lic

imm

ersi

on c

ours

e w

ith a

n SQ

A P

rofe

ssio

nal

Dev

elop

men

t Dip

lom

a in

spo

ken

and

writ

ten

Gae

lic.

✔Le

ws

Cast

le C

olle

ge U

HI

Acqu

isiti

on a

nd s

tatu

s

Act

ivit

ies


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

5Th

e su

bjec

t net

wor

k co

mm

ittee

will

wor

k w

ith

Sabh

al M

òr O

stai

g U

HI a

nd L

ews

Cast

le C

olle

ge U

HI

to id

entif

y th

e ex

tens

ion

of th

e ex

istin

g cu

rric

ulum

, an

d al

so to

revi

ew c

urric

ulum

opp

ortu

nitie

s fo

r flu

ent s

peak

ers.

✔Sa

bhal

Mòr

Ost

aig

UH

I, Le

ws

Cast

le C

olle

ge U

HI a

nd s

ubje

ct

netw

ork

lead

er

Acqu

isiti

on

6Th

e su

bjec

t net

wor

k co

mm

ittee

and

facu

lty w

ill

wor

k w

ith S

abha

l Mòr

Ost

aig

UH

I and

Lew

s Ca

stle

Co

llege

UH

I to

deve

lop

join

t or ‘

with

’ aw

ards

. O

ptio

ns in

clud

e G

aelic

/Sco

ttis

h H

isto

ry, G

aelic

/Sc

ottis

h Cu

ltura

l Stu

dies

(led

by

Ork

ney

Colle

ge U

HI

and

Sabh

al M

òr O

stai

g U

HI),

and

a s

ingl

e aw

ard

in

Gae

lic S

cotla

nd (l

ed b

y Le

ws

Cast

le C

olle

ge U

HI).

✔Su

bjec

t net

wor

k le

ader

with

Sa

bhal

Mòr

Ost

aig

UH

I and

Le

ws

Cast

le C

olle

ge U

HI

Acqu

isiti

on, u

sage

and

sta

tus

7Th

e su

bjec

t net

wor

k co

mm

ittee

will

faci

litat

e a

revi

ew o

f opp

ortu

nitie

s to

offe

r Gae

lic in

oth

er

subj

ect a

reas

and

will

pro

gres

s th

e de

velo

pmen

t of

a 10

-poi

nt G

aelic

Aw

aren

ess

mod

ule.

✔Su

bjec

t net

wor

k le

ader

Ac

quis

ition

and

sta

tus

8A

sum

mar

y of

eva

luat

ive

data

will

be

repo

rted

to

Com

atai

dh G

hàid

hlig

in S

epte

mbe

r eac

h ye

ar, f

or

revi

ew a

nd a

ctio

n w

here

nec

essa

ry.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er w

ith s

ubje

ct n

etw

ork

lead

er

Usa

ge


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

9W

e w

ill c

arry

out

a m

appi

ng e

xerc

ise

to e

stab

lish

the

diffe

rent

rout

es s

tude

nts

take

from

furt

her t

o hi

gher

edu

catio

n ac

ross

the

netw

ork.

Cur

ricul

um

oppo

rtun

ities

at f

urth

er e

duca

tion

leve

l des

igne

d to

en

cour

age

prog

ress

ion

to h

ighe

r edu

catio

n G

aelic

co

urse

s w

ill b

e de

velo

ped,

sub

ject

to m

appi

ng

outc

omes

and

mar

ket r

esea

rch

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er w

ith s

ubje

ct n

etw

ork

lead

er

Acqu

isiti

on

10W

e w

ill d

esig

n ap

prop

riate

brid

ging

cou

rses

whe

re

gaps

are

iden

tified

to e

nhan

ce p

rogr

essi

on

oppo

rtun

ities

from

sch

ool t

o fu

rthe

r edu

catio

n an

d hi

gher

edu

catio

n G

aelic

cou

rses

, and

from

furt

her

educ

atio

n to

hig

her e

duca

tion

Gae

lic c

ours

es.

✔Sa

bhal

Mòr

Ost

aig

UH

I and

Le

ws

Cast

le C

olle

ge U

HI

Acqu

isiti

on

11W

e w

ill a

ppro

ve a

pro

toco

l to

incr

ease

the

use

of

Gae

lic in

mod

ule

self-

eval

uatio

n do

cum

ents

.✔

Acad

emic

regi

stra

rAc

quis

ition

, usa

ge a

nd s

tatu

s


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

Dev

elop

men

t are

a: E

duca

tion:

sch

ools

and

teac

hers

Out

com

e: A

yea

r on

year

incr

ease

in th

e nu

mbe

r of p

upils

eng

aged

in G

aelic

lear

ner e

duca

tion

in b

oth

prim

ary

and

seco

ndar

y sc

hool

s

12W

e w

ill w

iden

acc

ess

and

part

icip

atio

n by

sup

-po

rtin

g th

e ex

tens

ion

of p

rovi

sion

for s

choo

ls in

ac

adem

ic p

artn

er a

reas

aro

und

the

netw

ork

thou

gh

the

deve

lopm

ent o

f sho

rt c

ours

es fo

r prim

ary

and

seco

ndar

y pu

pils

.

✔Sa

bhal

Mòr

Ost

aig

UH

I and

Le

ws

Cast

le C

olle

ge U

HI

Acqu

isiti

on

13W

e w

ill in

crea

se a

war

enes

s of

pro

visi

on to

a w

ider

ra

nge

of s

tude

nt g

roup

s.✔

Com

atai

dh G

hàid

hlig

Stat

us

14W

e w

ill c

onso

lidat

e an

d en

hanc

e th

e Pr

ofes

sion

al

Gra

duat

e D

iplo

ma

in E

duca

tion

prog

ram

me

over

th

e lif

espa

n of

the

plan

, ext

endi

ng th

e pr

ogra

mm

e to

loca

l aut

horit

y ar

eas

not y

et in

volv

ed, s

uch

as

Arg

yll a

nd B

ute.

We

will

als

o se

ek to

incr

ease

the

prop

ortio

n of

stu

dent

coh

orts

on

the

Gae

lic

path

way

, giv

ing

rega

rd to

the

requ

irem

ent f

or

fluen

cy in

the

lang

uage

.

✔Su

bjec

t net

wor

k co

mm

ittee

Acqu

isiti

on a

nd c

orpu

s


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

15W

e w

ill in

crea

se c

olla

bora

tion

with

the

seco

ndar

y se

ctor

in G

aelic

med

ium

edu

catio

n an

d G

aelic

la

ngua

ge e

duca

tion.

We

are

com

mitt

ed to

di

scus

sion

s w

ith C

omha

irle

na E

ilean

Sia

r in

rega

rd

to s

econ

dary

Gae

lic m

ediu

m te

ache

r edu

catio

n an

d w

e w

ill c

ontin

ue to

pla

y a

full

part

in th

e de

velo

pmen

t of a

nat

iona

l str

ateg

y to

dev

elop

the

num

ber o

f Gae

lic te

ache

rs.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

erAc

quis

ition

16Th

roug

h Sa

bhal

Mòr

Ost

aig

UH

I and

in

colla

bora

tion

with

Bòr

d na

Gài

dhlig

we

will

dev

elop

an

d de

liver

sho

rt c

ours

es/d

evel

opm

ent

prog

ram

mes

for t

each

ers.

✔Sa

bhal

Mòr

Ost

aig

UH

IAc

quis

ition

, usa

ge a

nd s

tatu

s

17W

e w

ill e

ngag

e w

ith s

trat

egy

of ‘o

ne p

lus

two’,

a p

lan

to in

trod

uce

scho

ol p

upils

to tw

o ot

her l

angu

ages

.✔

Subj

ect n

etw

ork

lead

erAc

quis

ition

, usa

ge a

nd s

tatu

s


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

Dev

elop

men

t are

a: H

ome

and

early

yea

rs

Out

com

e: A

n in

crea

se in

the

acqu

isiti

on a

nd u

se o

f Gae

lic b

y yo

ung

peop

le in

the

hom

e an

d in

crea

sed

num

bers

of c

hild

ren

ente

ring

Gae

lic m

ediu

m e

arly

yea

rs e

duca

tion

18W

e w

ill e

xam

ine

whe

ther

mod

ules

cur

rent

ly o

ffere

d by

the

univ

ersi

ty c

an b

e ad

apte

d fo

r use

in th

e ea

rly

year

s fie

ld in

Gae

lic.

✔Su

bjec

t net

wor

k le

ader

and

Gae

lic

and

rela

ted

stud

ies

sche

me

lead

erU

sage

19W

e w

ill w

ork

with

ear

ly y

ears

edu

catio

n co

lleag

ues

and

Bòrd

na

Gài

dhlig

to e

xplo

re o

ptio

ns fo

r ex

pand

ing

prov

isio

n in

this

fiel

d.

✔Su

bjec

t net

wor

k le

ader

and

Gae

lic

and

rela

ted

stud

ies

sche

me

lead

erAc

quis

ition

Dev

elop

men

t are

a: C

omm

uniti

es

Out

com

e: M

ore

oppo

rtun

ities

and

net

wor

ks o

f Gae

lic s

peak

ers

of a

ll ki

nds

to u

se G

aelic

and

incr

ease

d us

e of

the

lang

uage

in c

omm

unity

act

iviti

es a

nd s

ervi

ces

20W

e w

ill m

ake

avai

labl

e m

odul

es a

s se

lf-st

andi

ng

cont

inui

ng p

rofe

ssio

nal d

evel

opm

ent a

ctiv

ity fo

r pe

ople

invo

lved

in c

omm

unity

act

iviti

es.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er a

nd a

cade

mic

par

tner

pr

inci

pals

Usa

ge a

nd s

tatu

s


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

Dev

elop

men

t are

a: W

orkp

lace

Out

com

e: E

xpan

sion

of t

he u

se o

f Gae

lic in

pla

ces

of w

ork

and

an in

crea

se in

em

ploy

men

t opp

ortu

nitie

s w

here

Gae

lic s

kills

are

requ

ired

in o

rder

to e

nabl

e se

rvic

e de

liver

y in

the

lang

uage

21W

e w

ill e

xpan

d th

e ra

nge

of p

rogr

amm

es d

esig

ned

for p

artic

ular

wor

kpla

ce e

nviro

nmen

ts.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er a

nd a

cade

mic

par

tner

pr

inci

pals

Usa

ge a

nd s

tatu

s

Dev

elop

men

t are

a: A

rts

and

med

ia

Out

com

e: D

evel

opm

ent o

f Gae

lic a

rts

and

med

ia a

s a

mea

ns o

f pro

mot

ing

the

lang

uage

, att

ract

ing

peop

le to

it a

nd e

nhan

cing

thei

r com

mitm

ent t

hrou

gh o

ppor

tuni

ties

to le

arn,

us

e an

d de

velo

p G

aelic

22W

e w

ill w

ork

with

the

grow

ing

Crea

tive

Indu

strie

s Su

bjec

t Net

wor

k to

iden

tify

oppo

rtun

ities

for G

aelic

co

ntrib

utio

ns to

em

ergi

ng p

rogr

amm

es in

this

st

rate

gic

area

and

in p

rogr

amm

es s

uch

as A

pplie

d M

usic

. We

will

enc

oura

ge li

nks

with

the

Nat

iona

l G

aelic

Art

s St

rate

gy.

✔Re

leva

nt s

ubje

ct n

etw

ork

lead

ers

Acqu

isiti

on a

nd s

tatu

s


No.

Act

ivit

yO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

Dev

elop

men

t are

a: H

erita

ge a

nd to

uris

m

Out

com

e: A

n in

crea

sed

profi

le fo

r Gae

lic in

the

herit

age

and

tour

ism

sec

tors

and

incr

ease

d us

e of

Gae

lic in

the

inte

rpre

tatio

n of

Sco

tland

’s hi

stor

y an

d cu

lture

23W

e w

ill e

xplo

re c

olla

bora

tive

oppo

rtun

ities

with

re

sear

ch c

entr

es a

t Per

th C

olle

ge U

HI a

nd W

est

Hig

hlan

d Co

llege

UH

I and

with

the

busi

ness

sub

ject

ne

twor

k at

und

ergr

adua

te le

vel t

o in

crea

se th

e pr

ofile

of G

aelic

in h

erita

ge a

nd to

uris

m.

✔Re

leva

nt s

ubje

ct n

etw

ork

lead

ers

Corp

us a

nd s

tatu

s

24W

e w

ill e

stab

lish

Sabh

al M

òr O

stai

g U

HI/L

ews

Cast

le

Colle

ge U

HI r

epre

sent

atio

n on

rele

vant

pro

gram

me

team

s an

d su

bjec

t net

wor

k co

mm

ittee

s to

fa

cilit

ate

the

abov

e, p

artic

ular

ly th

e Cr

eativ

e In

dust

ries

Subj

ect N

etw

ork.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er a

nd re

leva

nt s

ubje

ct n

et-

wor

k le

ader

s

Stat

us a

nd u

sage

Dev

elop

men

t are

a: C

orpu

s

Out

com

e: C

o-or

dina

tion

of th

e in

itiat

ives

of p

artie

s ac

tive

in G

aelic

lang

uage

cor

pus

deve

lopm

ent t

o ac

hiev

e an

enh

ance

d st

reng

th, r

elev

ance

, con

sist

ency

and

vis

ibili

ty o

f the

G

aelic

lang

uage

in S

cotla

nd

25W

e w

ill s

eek

to in

crea

se re

sear

ch d

egre

e st

uden

t-sh

ips

at S

abha

l Mòr

Ost

aig

UH

I, Le

ws

Cast

le C

olle

ge

UH

I and

els

ewhe

re.

✔D

ean

of re

sear

chCo

rpus

26Su

bjec

t to

the

outc

ome

of th

e re

sear

ch e

xcel

lenc

e fr

amew

ork

and

subs

eque

nt fu

ndin

g, w

e w

ill

prio

ritis

e ar

eas

for f

utur

e re

sear

ch, i

nclu

ding

the

Soill

se p

roje

ct.

✔✔

✔✔

Gae

lic a

nd re

late

d st

udie

s sc

hem

e le

ader

and

dea

n of

rese

arch

Corp

us

27W

e w

ill s

uppo

rt c

omm

unity

-bas

ed re

sear

ch

unde

rtak

en b

y Sa

bhal

Mòr

Ost

aig

UH

I, Le

ws

Cast

le

Colle

ge a

nd o

ther

s.

✔G

aelic

and

rela

ted

stud

ies

sche

me

lead

er a

nd s

ubje

ct n

etw

ork

lead

erCo

rpus

and

sta

tus


Implementation of the Scottish Government’s strategic objectives

The University of the Highlands and Islands is committed to achieving the Scottish Government’s strategic objectives. In the following core commitments section we indicate which strategic objectives will be assisted by the actions in our plan. These are indicated by the relevant number from the list below at the end of each section.

1. Wealthier and fairer

2. Smarter

3. Healthier

4. Safer and stronger

5. Greener

Core commitments


The University of the Highlands and Islands recognises the importance of increasing the visibility and audibility of Gaelic in its services to students.

Student experienceRationale:Students at the University of the Highlands and Islands have a unique opportunity to learn Gaelic and study through the medium of Gaelic in areas where the language is a real and vibrant part of the local community. Alongside this expanding curriculum provision (detailed above) the university recognises the importance of delivering student services in Gaelic.


No.

Publ

icat

ions

and

web

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

28Co

rpor

ate

com

mun

icat

ions

to s

tude

nts

are

prod

uced

bili

ngua

lly.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

29O

ur s

tude

nt n

ewsl

ette

r is

avai

labl

e in

Eng

lish

and

Gae

lic. W

e w

ill a

ctiv

ely

and

regu

larly

pro

mot

e th

e G

aelic

ver

sion

of o

ur s

tude

nt n

ewsl

ette

r and

see

k to

in

crea

se th

e nu

mbe

r of s

ubsc

riber

s.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

30So

me

sect

ions

of t

he s

tude

nt d

iary

are

bili

ngua

l. W

e w

ill e

xplo

re th

e po

ssib

ility

of p

rodu

cing

a b

iling

ual

stud

ent d

iary

.

✔✔

Dea

n of

stu

dent

sU

sage

and

sta

tus

31A

num

ber o

f top

leve

l web

pag

es fo

r stu

dent

s ar

e av

aila

ble

in G

aelic

. We

will

incr

ease

the

num

ber o

f st

uden

t web

pag

es a

vaila

ble

in G

aelic

.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

32St

uden

ts m

ay c

hoos

e to

rece

ive

cour

se c

ertifi

cate

s in

Gae

lic. W

e w

ill p

rom

ote

the

avai

labi

lity

of

cert

ifica

tes

in G

aelic

and

sta

ndar

dise

the

proc

ess

for

this

and

the

text

use

d.

✔✔

Hea

d of

stu

dent

reco

rds

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Care

ers

and

empl

oyab

ility

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

33W

e pr

oduc

e bi

lingu

al p

rom

otio

nal m

ater

ials

and

ad

vice

she

ets

with

info

rmat

ion

abou

t our

car

eers

se

rvic

es.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

34W

e pr

oduc

e a

bilin

gual

onl

ine

grad

uate

cas

e st

udy

publ

icat

ion.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

35O

ur s

tude

nt n

ewsl

ette

r, w

hich

is a

vaila

ble

in b

oth

Engl

ish

and

Gae

lic, h

ighl

ight

s G

aelic

car

eer o

ppor

-tu

nitie

s.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

36W

e w

ill ru

n a

Gae

lic c

aree

rs e

vent

as

part

of o

ur

care

ers

cent

re s

emin

ar s

erie

s.✔

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

37W

e w

ill p

artic

ipat

e in

the

mul

ti-ag

ency

Gae

lic

empl

oym

ent a

nd s

kills

pan

el.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Repr

esen

tati

on a

nd s

uppo

rtO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

38Th

e un

iver

sity

’s st

uden

t ass

ocia

tion,

UH

ISA

, has

a

Gae

lic p

olic

y an

d w

e su

ppor

t UH

ISA

in it

s us

e of

G

aelic

.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

39A

n in

crea

sing

am

ount

of s

tude

nt s

uppo

rt m

ater

ials

ar

e pr

oduc

ed b

iling

ually

.✔

Dea

n of

stu

dent

sU

sage

and

sta

tus

40Th

e Re

d Bu

tton

stu

dent

feed

back

faci

lity

is a

vaila

ble

bilin

gual

ly.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

41W

e w

ill p

rovi

de a

Gae

lic w

ebpa

ge a

nd fo

rm fo

r our

Re

d Bu

tton

stu

dent

feed

back

faci

lity.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

42W

e w

ill e

nsur

e th

at th

e re

pres

enta

tion

stru

ctur

es

deve

lope

d as

par

t of t

he S

tude

nt R

epre

sent

atio

n Pr

ojec

t are

sen

sitiv

e to

the

need

s of

our

G

aelic

-spe

akin

g st

uden

ts.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

43W

e w

ill e

xplo

re th

e po

ssib

ility

of m

akin

g th

e un

iver

sity

’s en

rolm

ent f

orm

ava

ilabl

e in

Gae

lic.

✔H

ead

of s

tude

nt re

cord

sU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


The University of the Highlands and Islands recognises the importance of extending the visibility of Gaelic and increasing its status.

IdentityRationale:The presence of Gaelic in the corporate identity and signs of a public authority greatly enhances the visibility of the language, increases its status and makes an important statement about how Gaelic is valued and given recognition. Developing the use of Gaelic through signage can also enrich the vocabulary of Gaelic users, raise public awareness of the language and contribute to its development.


No.

Corp

orat

e id

enti

tyO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

44Th

e un

iver

sity

’s lo

go is

fully

bili

ngua

l.✔

Hea

d of

mar

ketin

g an

d pl

anni

ngU

sage

, sta

tus

and

corp

us

45Th

e un

iver

sity

’s co

rpor

ate

stat

ione

ry, i

nclu

ding

le

tter

head

s, co

mpl

imen

t slip

s an

d bu

sine

ss c

ards

, is

fully

bili

ngua

l.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge, s

tatu

s an

d co

rpus

46Th

e un

iver

sity

’s ac

adem

ic p

artn

er lo

gos

are

avai

labl

e in

Gae

lic-o

nly,

bili

ngua

l and

Eng

lish-

only

fo

rmat

s. M

any

part

ners

hav

e ad

opte

d th

e bi

lingu

al

form

at, p

artic

ular

ly o

n si

gnag

e, a

nd w

e w

ill

cont

inue

to s

uppo

rt a

nd e

ncou

rage

them

to d

o so

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge, s

tatu

s an

d co

rpus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Sign

age

(inte

rnal

and

ext

erna

l)O

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

47O

n fir

st in

stal

latio

n or

on

rene

wal

, we

inst

all f

ully

bi

lingu

al s

igna

ge a

t uni

vers

ity-o

wne

d or

leas

ed

prem

ises

.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge, s

tatu

s an

d co

rpus

48A

ll si

gnifi

cant

sig

nage

with

in h

igh

profi

le a

reas

in

univ

ersi

ty-o

wne

d or

leas

ed p

rem

ises

is fu

lly

bilin

gual

.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge, s

tatu

s an

d co

rpus

49So

me

sign

age

at a

cade

mic

par

tner

site

s is

bili

ngua

l.✔

Dire

ctor

of c

orpo

rate

reso

urce

sU

sage

, sta

tus

and

corp

us

50W

e w

ill e

nsur

e th

at a

ll te

mpo

rary

sig

nage

with

in

univ

ersi

ty-o

wne

d or

leas

ed p

rem

ises

is fu

lly

bilin

gual

.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge, s

tatu

s an

d co

rpus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


CommunicationsRationale:The use of Gaelic at the initial point of contact that members of the public have with a public authority increases the visible and audible presence of the language, and contributes to the sense that the use of Gaelic is possible and welcome. In addition to raising the profile of the language, it also creates opportunities for its practical use and encourages members of the public to use Gaelic in subsequent dealings with the public authority.

The use of Gaelic in interactions with the authority by mail, email and by telephone is important in creating practical opportunities for the use of the language, and in contributing to the sense that its use is possible and welcome. The presence of Gaelic in a wide range of bilingual forms and Gaelic only forms can also greatly enhance the visibility and prestige of the language. The preparation of Gaelic forms, applications and similar documents, can also assist in expanding the range of Gaelic terminology and the awareness of the Gaelic-speaking public of such terminology, thus helping the development of the language itself.

The University of the Highlands and Islands recognises the importance of creating opportunities for the practical use of Gaelic in a wide range of everyday situations and is committed to increasing its level of provision in this area.


No.

Rece

ptio

nO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

51A

ll fr

ont o

f hou

se s

taff

have

rece

ived

Gae

lic

lang

uage

trai

ning

and

gre

et v

isito

rs in

Gae

lic.

Visi

tors

who

wis

h to

con

tinue

to c

omm

unic

ate

in

Gae

lic a

re d

irect

ed to

an

appr

opria

te s

taff

mem

ber.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Tele

phon

eO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

52A

ll fr

ont o

f hou

se s

taff

have

rece

ived

Gae

lic

lang

uage

trai

ning

and

gre

et c

alle

rs in

Gae

lic. T

hey

re-d

irect

thos

e w

ho w

ish

to c

omm

unic

ate

in G

aelic

to

an

appr

opria

te s

taff

mem

ber.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge a

nd s

tatu

s

53O

ut-o

f-hou

rs c

alle

rs to

the

univ

ersi

ty’s

exec

utiv

e offi

ce s

witc

hboa

rd h

ear a

bili

ngua

l mes

sage

.✔

Dire

ctor

of c

orpo

rate

reso

urce

sU

sage

and

sta

tus

54A

ll ex

ecut

ive

office

em

ploy

ees

are

enco

urag

ed a

nd

supp

orte

d to

pro

vide

bili

ngua

l tel

epho

ne g

reet

ings

an

d pe

rson

al v

oice

mai

l mes

sage

s.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

55W

e w

ill a

ctiv

ely

enco

urag

e an

d as

sist

sta

ff to

use

a

bilin

gual

gre

etin

g w

hen

answ

erin

g th

e te

leph

one.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

56W

e w

ill a

ctiv

ely

enco

urag

e an

d as

sist

sta

ff to

reco

rd

a bi

lingu

al v

oice

mai

l mes

sage

.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Mai

l and

em

ail

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

57M

ail a

nd e

mai

ls re

ceiv

ed in

Gae

lic re

ceiv

e a

resp

onse

in G

aelic

.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

58A

sta

ndar

d bi

lingu

al e

mai

l out

-of-

office

repl

y is

av

aila

ble

to a

ll ex

ecut

ive

office

em

ploy

ees.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

59A

sta

ndar

d bi

lingu

al e

mai

l sig

natu

re is

ava

ilabl

e to

al

l exe

cutiv

e offi

ce e

mpl

oyee

s.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

60W

e w

ill a

ctiv

ely

enco

urag

e an

d as

sist

sta

ff to

use

the

bilin

gual

em

ail o

ut-o

f-offi

ce re

ply.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

61W

e w

ill a

ctiv

ely

enco

urag

e an

d as

sist

sta

ff to

use

the

bilin

gual

em

ail s

igna

ture

.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Form

sO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

62W

e pr

ovid

e a

Gae

lic v

ersi

on o

f our

stu

dent

ap

plic

atio

n fo

rm a

nd a

ccep

t app

licat

ions

for G

aelic

la

ngua

ge a

nd G

aelic

med

ium

cou

rses

in G

aelic

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

63O

ther

form

s w

hich

may

be

com

plet

ed in

Gae

lic

are

avai

labl

e bi

lingu

ally

on

our w

ebsi

te a

nd s

taff

intr

anet

, as

appr

opria

te.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer,

or a

s ap

prop

riate

de

pend

ing

on p

urpo

se

Usa

ge a

nd s

tatu

s

64W

e w

ill c

arry

out

a re

view

of a

dditi

onal

inte

rnal

fo

rms

whi

ch c

ould

be

prov

ided

bili

ngua

lly.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer,

or a

s ap

prop

riate

de

pend

ing

on p

urpo

se

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Inte

rnal

com

mun

icat

ions

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

65In

form

atio

n re

late

d to

dev

elop

men

ts a

t the

un

iver

sity

and

to G

aelic

lear

ning

and

rese

arch

is

com

mun

icat

ed to

sta

ff an

d st

uden

ts b

iling

ually

.

✔Se

cret

ary

and

chie

f ope

ratin

g of

ficer

and

dea

n of

stu

dent

sU

sage

and

sta

tus

66O

ur s

taff

new

slet

ter ‘

New

s’ is

ava

ilabl

e in

Eng

lish

and

Gae

lic.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

67Co

mat

aidh

Ghà

idhl

ig m

eetin

gs a

re c

ondu

cted

in

Gae

lic a

s st

anda

rd p

ract

ice.

Sim

ulta

neou

s in

terp

reta

tion

is a

vaila

ble

for t

hose

pre

sent

at t

hese

m

eetin

gs a

nd fo

r tho

se a

tten

ding

by

vide

o co

nfer

ence

.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

68Co

mat

aidh

Ghà

idhl

ig p

aper

s ar

e pr

ovid

ed

bilin

gual

ly a

s st

anda

rd p

ract

ice.

✔ C

omat

aidh

Ghà

idhl

ig c

hair

Usa

ge a

nd s

tatu

s

69W

e w

ill re

gula

rly a

nd a

ctiv

ely

prom

ote

the

Gae

lic

vers

ions

of o

ur n

ewsl

ette

rs a

nd s

eek

to in

crea

se th

e nu

mbe

r of s

ubsc

riber

s.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Com

plai

nts

proc

edur

eO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

70Pu

blic

and

stu

dent

com

plai

nts

proc

edur

es a

reav

aila

ble

in G

aelic

on

our w

ebsi

te.

✔H

ead

of g

over

nanc

e an

d re

cord

s m

anag

emen

t and

dea

n of

stud

ents

Usa

ge a

nd s

tatu

s

71St

uden

ts s

tudy

ing

on G

aelic

lang

uage

or G

aelic

m

ediu

m c

ours

es m

ay c

hoos

e to

con

duct

com

plai

nts

and

appe

als

rela

ting

to th

eir c

ours

e in

Gae

lic.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

72W

e w

ill e

nsur

e th

at a

ll st

uden

ts c

an c

hoos

e to

co

nduc

t com

plai

nts

and

appe

als

rela

ting

to th

eir

cour

se in

Gae

lic.

✔D

ean

of s

tude

nts

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Even

tsO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

73Si

mul

tane

ous

inte

rpre

tatio

n is

ava

ilabl

e fo

r eve

nts.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

74A

ll co

rpor

ate

disp

lay

mat

eria

ls a

re b

iling

ual.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

75W

e ru

n ev

ents

thro

ugh

the

med

ium

of G

aelic

. ✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

76W

e w

ill ru

n at

leas

t one

eve

nt th

roug

h th

e m

ediu

m

of G

aelic

per

aca

dem

ic y

ear.

✔✔

✔✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


The University of the Highlands and Islands is committed to increasing the use of Gaelic in these areas where the subject matter is of most interest to the general public or relates specifically to Gaelic issues.

PublicationsRationale:The use of Gaelic in a range of printed material can assist Gaelic development in a variety of ways. It helps increase the visibility of the language, it enhances Gaelic’s status by being used in high profile publications, and it can help develop new and enhance existing terminology. The use of Gaelic in the media helps demonstrate a public authority’s commitment to making important information available through the medium of Gaelic, as well as enhancing the visibility and status of the language. As more people access information about public authorities through their websites, making provision for the use of Gaelic can significantly enhance the status and visibility of the language.


No.

Publ

ic re

lati

ons

and

med

iaO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

77M

edia

rele

ases

rela

ting

to G

aelic

mat

ters

and

to

maj

or u

nive

rsity

eve

nts

and

deve

lopm

ents

are

pr

oduc

ed b

iling

ually

.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

78A

Gae

lic s

poke

sper

son

is p

rovi

ded

for G

aelic

inte

rvie

ws

whe

re p

ossi

ble,

and

our

exp

erts

’ da

taba

se in

dica

tes

whe

ther

col

leag

ues

have

Gae

lic

lang

uage

ski

lls.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

79W

e w

ill tr

ain

a po

ol o

f sen

ior s

taff

mem

bers

to

part

icip

ate

in G

aelic

med

ia in

terv

iew

s.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Corp

orat

e pu

blic

atio

ns

(see

84-

87 fo

r stu

dent

recr

uitm

ent m

ater

ials

)O

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

80Co

rpor

ate

publ

icat

ions

are

pro

duce

d bi

lingu

ally

.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Alu

mni

com

mun

icat

ions

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

81A

lum

ni m

ater

ials

are

pro

duce

d bi

lingu

ally

.✔

Dire

ctor

of c

orpo

rate

reso

urce

sU

sage

and

sta

tus

82O

ur a

lum

ni n

ewsl

ette

r ‘Alu

mni

New

s’ is

ava

ilabl

e in

En

glis

h an

d G

aelic

.✔

Dire

ctor

of c

orpo

rate

reso

urce

sU

sage

and

sta

tus

83W

e w

ill re

gula

rly a

nd a

ctiv

ely

prom

ote

the

Gae

lic

vers

ion

of th

e al

umni

new

slet

ter a

nd s

eek

to in

-cr

ease

the

num

ber o

f sub

scrib

ers.

✔D

irect

or o

f cor

pora

te re

sour

ces

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2

No.

Stud

ent r

ecru

itm

ent

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

84Pr

omot

iona

l mat

eria

ls fo

r Gae

lic m

ediu

m c

ours

es

are

prod

uced

in G

aelic

-onl

y or

bili

ngua

l for

mat

.✔

Hea

d of

mar

ketin

g an

d pl

anni

ngU

sage

and

sta

tus

85Pr

omot

iona

l mat

eria

ls fo

r Eng

lish

med

ium

cou

rses

ar

e pr

oduc

ed in

Eng

lish

with

app

ropr

iate

refe

renc

es

to th

e ro

le o

f Gae

lic a

t the

uni

vers

ity.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

86W

e w

ill in

crea

se th

e am

ount

of r

ecru

itmen

t dis

play

m

ater

ials

ava

ilabl

e bi

lingu

ally

.✔

Hea

d of

mar

ketin

g an

d pl

anni

ngU

sage

and

sta

tus

87W

e w

ill in

crea

se th

e vi

sibi

lity

of G

aelic

in a

ll m

arke

ting

mat

eria

ls b

oth

text

ually

, thr

ough

stu

dent

an

d gr

adua

te c

ase

stud

ies,

and

thro

ugh

the

use

of

Gae

lic-r

elat

ed im

ager

y an

d cu

ltura

l ref

eren

ces.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Web

site

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

88H

igh

leve

l con

tent

on

the

univ

ersi

ty’s

web

site

is

prov

ided

in G

aelic

and

Eng

lish,

with

a fu

ll G

aelic

m

ediu

m in

terf

ace

for t

he G

aelic

ver

sion

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

89Pr

iorit

y is

giv

en to

info

rmat

ion

on G

aelic

lear

ning

, G

aelic

med

ium

pro

visi

on a

nd G

aelic

-rel

ated

m

atte

rs.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

90W

e ha

ve o

ptim

ised

the

Gae

lic v

ersi

on o

f our

web

site

fo

r Gae

lic s

earc

h st

rings

to e

nsur

e th

at s

uch

sear

ches

are

dire

cted

to th

e G

aelic

ver

sion

of t

he

web

page

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

91W

e m

onito

r the

num

ber o

f Gae

lic p

age

hits

and

tr

ack

page

pro

gres

sion

in o

rder

to p

rovi

de a

cle

ar

indi

catio

n as

to w

hich

Eng

lish-

only

pag

es s

houl

d be

pr

iorit

ised

for t

rans

latio

n in

to G

aelic

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

92W

e w

ill re

gula

rly re

view

the

mos

t pop

ular

pag

es

and

mak

e tr

ansl

atio

n of

thes

e a

prio

rity.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

93W

e w

ill id

entif

y a

team

mem

ber w

ith s

peci

fic

resp

onsi

bilit

y fo

r Gae

lic w

ithin

the

web

team

to

mon

itor t

he G

aelic

con

tent

on

the

web

site

.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

94W

e w

ill in

crea

se th

e am

ount

of G

aelic

con

tent

on

the

web

site

and

in s

ocia

l med

ia.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Web

site

(con

t.)O

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

95W

e w

ill id

entif

y ho

w w

e tr

eat t

rans

late

d co

nten

tw

hen

chan

ges

are

mad

e to

web

pag

es a

nddo

cum

ent t

his

proc

ess.

✔H

ead

of m

arke

ting

and

plan

ning

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


The University of the Highlands and Islands recognises the importance of seeing Gaelic as an important job skill and of identifying situations in which its use is essential or desirable. The university also recognises the importance of enabling staff to develop their Gaelic skills if they wish to do so.

StaffingRationale:In order to deliver services through the medium of Gaelic, it is necessary to develop the requisite job skills and language skills of staff. The provision of language learning for staff helps promote adult Gaelic learning and promotes Gaelic as a useful skill in the workplace. The identification of jobs in which Gaelic is a designated skill will contribute greatly to the status of the language and to identifying it as a positive skill to acquire.

The use of Gaelic in advertising also helps recognise that Gaelic should be used in public life and that Gaelic users have an important role to play within a public authority. Whatever the level of Gaelic skills required it is important that authorities ensure that Gaelic is a genuine occupational requirement. Authorities should adopt and apply objective criteria to ensure appointments are made in each case on a fair and consistent basis, and reflect the identified skills needs of the post.


No.

Trai

ning

(inc

ludi

ng d

evel

opin

g an

d st

reng

then

ing

Gae

lic la

ngua

ge s

kills

and

Gae

lic

awar

enes

s):

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

96Th

e un

iver

sity

runs

a w

eekl

y co

nver

satio

n gr

oup

whi

ch m

eets

dur

ing

office

hou

rs a

nd is

led

by a

n ex

perie

nced

tuto

r.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

97W

e ru

n G

aelic

Aw

aren

ess

sess

ions

for e

xecu

tive

office

sta

ff an

d th

e U

nive

rsity

Cou

rt tw

ice

a ye

ar.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

98W

e ha

ve d

evel

oped

an

inte

ract

ive

Gae

lic to

olki

t w

hich

is a

vaila

ble

to a

ll st

aff o

n th

e in

tran

et.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

99W

e ac

tivel

y pr

omot

e th

e ab

ove

trai

ning

op

port

uniti

es to

sta

ff.✔

Secr

etar

y an

d ch

ief o

pera

ting

office

rU

sage

and

sta

tus

100

We

will

upd

ate

Gae

lic le

arni

ng re

sour

ces

avai

labl

e to

sta

ff in

exe

cutiv

e offi

ce.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Lang

uage

lear

ning

(wid

er o

ppor

tuni

ties

for G

aelic

la

ngua

ge le

arni

ng)

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

101

Not

iceb

oard

s in

exe

cutiv

e offi

ce a

re re

gula

rly

upda

ted

with

info

rmat

ion

abou

t Gae

lic le

arni

ng

oppo

rtun

ities

.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

102

Staff

new

slet

ters

regu

larly

feat

ure

info

rmat

ion

abou

t Gae

lic le

arni

ng o

ppor

tuni

ties.

✔Se

cret

ary

and

chie

f ope

ratin

g offi

cer

Usa

ge a

nd s

tatu

s

103

All

exec

utiv

e offi

ce s

taff,

rega

rdle

ss o

f the

ir ro

le, a

re

enco

urag

ed to

dev

elop

thei

r Gae

lic la

ngua

ge s

kills

as

par

t of t

heir

year

ly d

evel

opm

ent r

evie

ws.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Adv

erti

sing

and

sta

ff re

crui

tmen

tO

ngoi

ng20

1520

1620

1720

18Le

adLa

ngua

ge p

lann

ing

prin

cipl

e

104

All

exec

utiv

e offi

ce re

crui

tmen

t spe

cifie

s an

aw

aren

ess

of G

aelic

as

a de

sira

ble

sele

ctio

n cr

iterio

n.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

105

Gae

lic is

incl

uded

in a

ll in

terv

iew

s w

here

the

lang

uage

is a

n es

sent

ial r

equi

rem

ent f

or th

e po

st.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

106

Recr

uitm

ent d

ocum

enta

tion

for r

oles

for w

hich

a

profi

cien

cy in

Gae

lic is

iden

tified

as

esse

ntia

l is

prov

ided

in G

aelic

and

Eng

lish.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

107

Recr

uitm

ent d

ocum

enta

tion

for r

oles

for w

hich

a

profi

cien

cy in

Gae

lic is

iden

tified

as

desi

rabl

e is

av

aila

ble

in G

aelic

and

Eng

lish.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

108

Role

s fo

r whi

ch a

pro

ficie

ncy

in G

aelic

is id

entifi

ed

as e

ssen

tial a

re a

dver

tised

bili

ngua

lly o

r in

Gae

lic

only

.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

109

Role

s fo

r whi

ch a

pro

ficie

ncy

in G

aelic

is id

entifi

ed

as d

esira

ble

are

adve

rtis

ed b

iling

ually

.✔

Hea

d of

hum

an re

sour

ces

Usa

ge a

nd s

tatu

s

110

Empl

oym

ent o

ppor

tuni

ties

are

prom

oted

with

in th

e w

ider

Gae

lic c

omm

unity

.✔

Hea

d of

hum

an re

sour

ces

Usa

ge a

nd s

tatu

s

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


No.

Adv

erti

sing

and

sta

ff re

crui

tmen

t (co

nt.)

Ong

oing

2015

2016

2017

2018

Lead

Lang

uage

pla

nnin

g pr

inci

ple

111

All

recr

uitm

ent a

dver

tisem

ents

incl

ude

the

stra

plin

e Fà

ilte

gu a

r n-à

rain

n - W

elco

me

to o

ur c

ampu

s, to

ra

ise

awar

enes

s of

the

univ

ersi

ty’s

com

mitm

ent t

o G

aelic

.

✔H

ead

of h

uman

reso

urce

sU

sage

and

sta

tus

Rele

vant

stra

tegi

c ob

ject

ives

ass

iste

d: 1

, 2


Policy implications for Gaelic: implementation of the National Gaelic Language Plan

Policy implications for Gaelic

Language acquisitionIncreasing the number of Gaelic speakers by ensuring the language is transferred within families and by securing effective opportunities for learning Gaelic, through:

• increasing the use and transmission of Gaelic in the home• increasing the number of children acquiring Gaelic in the school• increasing the uptake and availability of Gaelic-medium education• increasing the number of adult Gaelic learners progressing to fluency

Language usageEncouraging greater use of Gaelic, providing opportunities to use the language, and promoting access to Gaelic forms of expression, through:

• increasing the use of Gaelic in communities• increasing the use of Gaelic in tertiary education and places of work• increasing the presence of Gaelic in the media• increasing the promotion of Gaelic in the arts• increasing the profile of Gaelic in the tourism, heritage and recreation sectors

Language statusIncreasing the visibility and audibility of Gaelic, enhancing its recognition and creating a positive image for Gaelic in Scottish public life, through:

• increasing the number of bodies preparing Gaelic Language Plans• increasing the profile and prestige of Gaelic• increasing the visibility and recognition of Gaelic

Language corpusStrengthening the relevance and consistency of Gaelic and promoting research into the language, through:

• increasing the relevance and consistency of the Gaelic language• increasing the quality and accessibility of Gaelic translations• increasing the availability of accurate research information

The University of the Highlands and Islands recognises that the various priority areas identified in the National Gaelic Language Plan will be primarily implemented through our Gaelic Language Plan but that opportunities will arise to promote and develop the language through existing policy measures. The University of the Highlands and Islands will examine current policy commitments to identify areas where Gaelic can be pro-actively incorporated and the priorities of the National Gaelic Language Plan initiated through additional methods. We see this development as corresponding to the normalisation principle which aims to include Gaelic as an everyday part of life in Scotland.

In the formation, renewal and monitoring of policies, the University of the Highlands and Islands will ensure that the impacts on Gaelic will be in line with the National Gaelic Language Plan.

Overview of the National Gaelic Language Plan

The National Gaelic Language Plan identifies four interlinking aspects of language development which need to be addressed, and within them sets out a number of priority action areas:


Commitment to the objectives of the National Gaelic Language PlanThe University of the Highlands and Islands is committed to ensuring that the National Gaelic Language Plan 2012-2017 is implemented, and in this section we set out how we will achieve that aim.

Language acquisitionRationale: The University of the Highlands and Islands recognises that a sustainable future for Gaelic requires more people to learn the language and that attention requires to be focused on the home, education and adult learning as the key means of achieving this. We will take the following steps to help create a supportive environment for growing the number of Gaelic speakers in Scotland.

• Through our curriculum plan we wish to increase the number of adult learners on our Gaelic medium degree courses and to increase opportunities for Gaelic learning in other subject areas.• We will encourage and support academic partners to maintain, develop and publicise Gaelic learning opportunities at further education level as a means to providing access to degree pathways in Gaelic.• We are committed to providing information to all staff about Gaelic learning opportunities.• Although Gaelic in the home does not lie within the university’s remit, we are happy to work with organisations which deliver services in this area.

Language usageRationale: The University of the Highlands and Islands recognises that creating a sustainable future for Gaelic requires not only increasing the number of people able to speak the language, but increasing actual usage. We recognise the importance of enabling more people to use Gaelic as their preferred and normal mode of communication in an increasingly wide range of daily activities.

• We will produce a robust and accessible Gaelic Language Plan that will be available right across the network.• All staff and students will have the right to use Gaelic and we will continue to increase the opportunities for interaction with the university’s business processes through the medium of Gaelic.• We recognise the opportunity that the plan will provide to increase access to Gaelic learning at centres throughout the network.• By making modules and courses available across the network we will build up a new Gaelic community within the university.• By developing this Gaelic community we will be building confidence in the use of the language, in both formal and informal settings.• We will guide students regarding the increasing Gaelic job opportunities available, notably in television, radio and new media.• We will support the increase in the use of Gaelic in tourism, heritage and recreation by developing our curriculum and recognise degrees such as Adventure Tourism Management as potential areas for development where the provision of Gaelic awareness and Gaelic language skills will enhance the future employability of our students.


Language statusRationale: The University of the Highlands and Islands recognises that the status of a language is affected by its presence in the daily environment and the extent to which it is used, valued and perceived to be valued by those institutions which play an important role in our daily lives.

• We will make Gaelic more visible in the physical environment.• We will increase the visibility and audibility of Gaelic in our internal and external communications and activities.• We will use this plan to effect a cultural shift in the way that Gaelic is perceived across the whole organisation.• By producing a curriculum plan we will raise the academic status of Gaelic.• We will continue to support research into Gaelic language and culture.

Language corpusRationale: The University of the Highlands and Islands recognises the need to strengthen the relevance and consistency of Gaelic, the importance of facilitating translation services and the promotion of research into the language.

• Our Gaelic language officer provides a translation, proofreading and interpretation service for the university, ensuring consistency of terminology and adherence to our house style.• We have developed TòMaS, a translation memory service which aims to bring translators and organisations together to contribute to the development of a national Gaelic shared service. • We will continue to adhere to the 2009 Gaelic Orthographic Conventions.• We will continue to adhere to guidance provided by Ainmean-Àite na h-Alba regarding Gaelic place names.• Our Gaelic and Related Studies Scheme will continue to adhere to its linguistic policy (see Appendix 1).• We will manage the Strategic Research Development Grant to ensure that the university plays a leading role in Gaelic research through the Soillse project.


TimetableThis Gaelic Language Plan will formally remain in force for a period of four years from the date it was approved by Bòrd na Gàidhlig. By no later than the end of this period we will review the plan, make such amendments as necessary and submit it to Bòrd na Gàidhlig for approval. We have set out individual target dates for each numbered commitment above.

Publicising the planOur Gaelic Language Plan will be published bilingually in a prominent place on our website. In addition, we will:• Issue a press release announcing the approval and publication of the plan;• Arrange for media interviews to be offered in Gaelic and English, as appropriate• Tell staff, students and stakeholders about the new plan and how to access it through our newsletters;• Produce information on how to access the plan for academic partners, Gaelic organisations and other interested parties.

Administrative arrangements for implementing the Gaelic Language PlanThis plan is the policy of the University of the Highlands and Islands and has been endorsed by Comataidh Ghàidhlig, the Higher Education Partnership Policy and Resources Committee, Academic Council, the Finance and General Purposes Committee and the University Court.

Overall Responsibility:The acting principal and vice-chancellor will have overall responsibility for ensuring that the University of the Highlands and Islands fulfils the commitments set out in this plan.

Individual Staff members:Staff will be informed of their duties through the university’s team briefing system and commitments will be monitored through individual performance and development reviews.

Services delivered by third parties:When we work with external organisations, we will make them aware of our Gaelic Language Plan and will seek to ensure that they engage with the principles of the plan, as appropriate.

Implementation and monitoring

Resourcing the planThe majority of the activities outlined in this plan will be, or have been, incorporated into the work already carried out by the university. External funding may be sought for individual projects.

Monitoring the implementation of the planThe progress of the plan will be a standing item on the agenda of the Comataidh Ghàidhlig, which will have overall responsibility for monitoring and advising on the plan. It will also receive a detailed annual report on progress, which will then be submitted to Bòrd na Gàidhlig. The Comataidh will also be responsible for alignment between this plan, and those of Lews Castle College UHI and Sabhal Mòr Ostaig UHI.


University of the Highlands and Islands Gaelic Language Plan is:

Professor Clive Mulholland Principal and Vice-Chancellor University of the Highlands and Islands 12B Ness Walk Inverness IV3 5SQ

( 01463 279215 8 [email protected]

Queries about the day-to-day operation of the plan should be addressed to:

DJ Macintyre University of the Highlands and Islands 12B Ness Walk Inverness IV3 5SQ

( 01463 279350 8 [email protected]

Contact details


A. ProgressionThe following additional regulations apply in respect of University of the Highlands and Islands Gaelic degrees.

1. Progression from Level SCQF 17 to Level SCQF 8The requirements are:• A minimum of 40% in each of six modules or their equivalent at Level SCQF 7* and, of these – • For students following An Cùrsa Comais - a minimum of 50% is required for the language modules - Cànan, Foirmeil agus Dreuchdail and Conaltradh B. • For students following the Gaelic and Communication course - a minimum of 50% is required for the language modules – Gàidhlig agus Conaltradh: Sgilean Labhairteach and Gàidhlig agus Conaltradh: Sgilean Sgrìobhaidh • For students following An Cùrsa Adhartais - an average of 50% is required for the modules CA5 – CA7.

*Under the SCQF students may study one of their optional modules at Level SCQF 8.

2. Progression from Level SCQF 8 to Level SCQF 9The requirements are:• a minimum of 40% in each of six modules or their equivalent at Level SCQF 8* and, of these,• a minimum of 50% in the language module Gàidhlig 2.

* Under the SCQF students may study one of their optional modules at Levels SCQF 7 or 9.

3. Progression from Level SCQF 9 to Level SCQF 10Progression will be at the discretion of the Programme Leader who will not normally refuse permission where a student has satisfied the following requirements:• a minimum of 50% in the language module Gàidhlig 3• a mean average mark not lower than 50% in all other modules taken at Level SCQF 9*

* Under the SCQF students may study an elective module at Levels SCQF 8 or 10.

Appendix 1: Gaelic and Related Studies Scheme Language Policy

B. Assessments: Marks for GaelicIn non-language module assessments the following arrangements apply in terms of the marks awarded for Gaelic:

• Level SCQF 7 - 10%• Level SCQF 8 - 15%• Levels SCQF 9 & SCQF 10 - 20%

C. OrthographyThe GRSS Committee has adopted orthographic conventions recommended by the Scottish Qualifications Authority, being an update of the recommended Gaelic Orthographic Conventions, as set out by the Scottish Certificate of Education Examination Board and the Scottish Qualifications Authority.

1Scottish Credit and Qualifications Framework

The following constitutes the Gaelic Language policy adopted by the Gaelic and Related Studies Scheme (GRSS) Committee in respect of degrees within the Scheme.

Documents

Gaelic Language Plan - uhi.ac.uk · PDF fileGAELIC LANGUAGE PLAN 2014-2018 | 4 Foreword As principal and vice-chancellor of the University of the Highlands and Islands, I am delighted