Vfm


  • VFM was incorporated as a “certified” MBE (Minority Business Enterprise) in 2004.
  • VFM Service SRL
  • Universities should take back control of the VfM agenda
  • Latest TungMeister VFM Milling Head Enables Face Milling with Exchangeable-Head End Mills
  • VFM Course – 1st Virtual Edition
  • Better Value for Money: An organising framework for management and measurement of VFM indicators
  • How we obtain accurate VFM flow rates
  • VFM was incorporated as a “certified” MBE (Minority Business Enterprise) in 2004.

    The above extract could come from any minister responsible for higher education since, and you can be sure that the current minister — also speaking on Thursday — will echo the sentiment. But maybe HE should have genuinely heeded the warnings. VfM WTF? Understanding value for money in higher education can be difficult, but a good place to start is to contrast how it is understood within the sector and outside of it. One of the often-used arguments against this agenda centres on deferred benefits and impacts.

    But the argument misses the point. Both groups have the right to demand standards in the service being offered. One of the classic public policy mistakes of universities in their response to massification and marketisation has been simply to sneer. Ministers know this. The public wants it. Being part of society rather than above it, spending oodles of its money and engaging with half the population in the endeavour requires engagement with it, not dismissal. And accepting the desire for value for money as a legitimate concept is central to understanding how government policy and the new market regulator will develop over the next decade.

    Students and their parents want it and are consistently amazed at the lack of it. Every bit of sector commentary sounds like an excuse, every argument about better managing expectations just cheating. Research suggests that this will only really work if students can compare and contrast where their institution spends in comparison to others and can see cross-subsidies.

    But in the final framework, this has been relegated merely to a behaviour that could indicate effective management and governance, and the likelihood of imposing a format that might make it comparably useful is low given the commitment to institutional autonomy. What happened to student contracts?

    Savings might end up funding future buildings instead of current provision. There are other things that OfS might do. If a new data strategy is to be useful, it could take on those companies cheekily reselling largely publicly available data, open up data sets and analysis tools to governing bodies and student representatives to enable them to drive their own comparisons and benchmarking exercises.

    It could refocus the NSS to be broader, developing satisfaction measures on VfM whose teaching quality equivalents are now broadly accepted as legitimate and a driver of practice. The clue is in the signal, not the noise. What if the trick is to look out at students instead of to regulators, and to do the right thing before government and its regulator if forced to require you to do things that they say are right?

    They know independent study matters, but they want more and better contact. They know that educational and career outcomes take at least two to tango, but they want universities to be better at their side of that bargain. Where it goes, and where it comes from Students want to know where their money goes, they want more of their money to have some direct benefit for them, and they want to be protected and supported if something goes wrong.

    Where keeping fit or eating healthily is beyond the financial reach of large swathes of the student community because sports or catering is an income stream, students are saying they want universities to become just as strategically aware of the financial situation of its own students as they are of institutional finances — with institutional encouragement to keep student costs under control.

    Why wait to be told to research the total costs of participation in a course where clever curriculum design might help reduce the costs of books or equipment? Too few students are getting the feedback they need to justify academic judgment and help them develop. Too many students complain in free text comments of mumbled Powerpoint slides in crowded rooms. Too much innovation depends on recruitment and novelty instead of systems and incentives. Why are student-led teaching awards an annual event instead of a weekly routine?

    And why wait for a performance management framework when we could root this out ourselves? There are those that would argue that higher education is a bargain. That even more people should go to university. But existence is based on belief and belief is the foundation for permission to take the money and do what we do.

    VFM Service SRL

    In its quantitative dimension, VFM has many uncertainties and pitfalls. The course will describe the foundations of both qualitative and quantitative VFM, and will review the main variations and controversial issues around the quantitative assessment, describing different approaches for conducting the assessment in terms of timing when should I run the assessment? The fundamental objective is that the students become familiar with all these variations and in the case of public sector practitioners understand better the practice and approach applied in their respective country or how this may be improved.

    The course will include 18 effective training hours of live classes, divided into 7 days. The reference materials and course materials to be used will be in English. This course is of special value to any professional interested in learning more about this important assessment and its role in the process of PPP analysis and project approval.

    Note: It is necessary to have a basic knowledge on the subject of Public-Private Partnerships. For more information please consult the course administrator cbocos k-infrastructure. Richard has more than 20 years of experience in PPP field. In , he returned to the French Ministry of Transports in the position of Concessions Director where he is in charge of preparing, tendering and managing PPP and concessions projects in the transport and infrastructure sectors initiated by the central government.

    He has been involved in over projects in some 40 countries primarily Europe, Asia and Africa. He has designed and delivered PPP trainings in 15 countries all evaluated as outstanding. Marcel is one of the founding fathers of the CP3P initiative being responsible for the initial scoping study in

    Universities should take back control of the VfM agenda

    Latest TungMeister VFM Milling Head Enables Face Milling with Exchangeable-Head End Mills

    What happened to student contracts? Savings might end up funding future buildings instead of current provision. There are other things that OfS might do. If a new data strategy is to be useful, it could take on those companies cheekily reselling largely publicly available data, open up data sets and analysis tools to governing bodies and student representatives to enable them to drive their own comparisons and benchmarking exercises.

    It could refocus the NSS to be broader, developing satisfaction measures on VfM whose teaching quality equivalents are now broadly accepted as legitimate and a driver of practice. The clue is in the signal, not the noise. What if the trick is to look out at students instead of to regulators, and to do the right thing before government and its regulator if forced to require you to do things that they say are right?

    They know independent study matters, but they want more and better contact. They know that educational and career outcomes take at least two to tango, but they want universities to be better at their side of that bargain.

    Where it goes, and where it comes from Students want to know where their money goes, they want more of their money to have some direct benefit for them, and they want to be protected and supported if something goes wrong.

    VFM Course – 1st Virtual Edition

    Where keeping fit or eating healthily is beyond the financial reach of large swathes of the student community because sports or catering is an income stream, students are saying they want universities to become just as strategically aware of the financial situation of its own students as they are of institutional finances — with institutional encouragement to keep student costs under control.

    Why wait to be told to research the total costs of participation in a course where clever curriculum design might help reduce the costs of books or equipment? Too few students are getting the feedback they need to justify academic judgment and help them develop.

    Too many students complain in free text comments of mumbled Powerpoint slides in crowded rooms. Too much innovation depends on recruitment and novelty instead of systems and incentives.

    Better Value for Money: An organising framework for management and measurement of VFM indicators

    Why are student-led teaching awards an annual event instead of a weekly routine? And why wait for a performance management framework when we could root this out ourselves? There are those that would argue that higher education is a bargain.

    An indexable face mill is, in many cases, too large to fit in the tight area of the small workpiece. In addition, the number of teeth on the face mill is usually less compared with the end mill of the same size, restricting the use of higher feeds and speeds for improved machining efficiency.

    How we obtain accurate VFM flow rates

    The new VFM end milling heads will address this challenge. The cutter diameter of all VFM heads are designed to be larger than standard end milling heads of the same connector size; a standard TungMeister square end milling head with S05 connection has a cutting diameter of 8.

    This feature enables the use of relatively large-diameter face milling tools on small Swiss machines.


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