af05383bb1
Snapshot before the quality program (relevance gates, tiered mapping, QA linter). v1 is the immutable before/after reference; evidence crawl was at ~175/3039 occupations when tagged. Co-Authored-By: Claude Fable 5 <noreply@anthropic.com> Claude-Session: https://claude.ai/code/session_01PDKeXvpT6tENSvyQGLV1Uq
62 lines
3.4 KiB
Markdown
62 lines
3.4 KiB
Markdown
---
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name: further-education-principal
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description: "Occupational skill for the role 'further education principal' (also: FE principal, FE director, further education director, director of FE college, head of further education college, director of further education college). Use when the user asks for typical further education principal work such as: Advise students on issues such as course selection, progress toward graduation, and career decisions.; Direct, coordinate, and evaluate the activities of personnel, including support staff engaged in administering academic institutions, departments, or alumni organizations.; Formulate strategic plans for the institution."
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---
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# Further Education Principal
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Further education principals manage the day-to-day activities of a post-secondary education institute, such as technical institutes and other post-secondary schools. Further education principals make decisions concerning admissions and are responsible for meeting curriculum standards, which facilitate academic development for the students. They manage staff, the school's budget and programmes and oversee the communication between departments. They also ensure the school meets the national education requirements set by law.
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## Core workflow
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1. Advise students on issues such as course selection, progress toward graduation, and career decisions.
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2. Direct, coordinate, and evaluate the activities of personnel, including support staff engaged in administering academic institutions, departments, or alumni organizations.
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3. Formulate strategic plans for the institution.
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4. Promote the university by participating in community, state, and national events or meetings, and by developing partnerships with industry and secondary education institutions.
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5. Design or use assessments to monitor student learning outcomes.
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6. Prepare reports on academic or institutional data.
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7. Recruit, hire, train, and terminate departmental personnel.
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8. Plan, administer, and control budgets, maintain financial records, and produce financial reports.
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## How to use this skill
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- Read [references/profile.md](references/profile.md) for the occupation profile and scope.
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- Consult [references/tasks.md](references/tasks.md) for the full task and activity inventory.
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- Check [references/skills.md](references/skills.md) for essential vs. optional competences.
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- Check [references/tools.md](references/tools.md) for the software commonly used in this role.
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- See [references/ai-skills.md](references/ai-skills.md) — matched external AI agent skills (per-source attribution).
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## Key competences (essential)
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- analyse staff capacity
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- assist in the organisation of school events
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- cooperate with education professionals
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- curriculum objectives
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- curriculum standards
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- develop organisational policies
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- education law
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- guarantee students' safety
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- lead board meetings
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- liaise with board members
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- liaise with educational staff
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- manage school budget
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- manage staff
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- monitor educational developments
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- post-secondary school procedures
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## Hot technologies
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- IBM SPSS Statistics
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- SAS
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- Microsoft Access
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- Microsoft SharePoint
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- Microsoft Outlook
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- Oracle PeopleSoft
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- SAP software
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- Microsoft Office software
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- Microsoft PowerPoint
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- Microsoft Visio
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---
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*Sources: ESCO v1.2.1 (http://data.europa.eu/esco/occupation/2c1ed9dd-9799-4882-8bfa-40b841f7d4a1), O*NET 30.3 (11-9033.00). See manifest.json for licensing/attribution.*
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