conclusion on self regulation
For self-regulation across the FE system to be successful, it must: - be based on self-assessment at an individual provider level which commands trust nationally
- reassure the public and government that the whole FE system has the commitment, procedures and practices to police itself, and to embrace and deliver collective responsibility
- be predicated on a much more streamlined approach to quality assurance and accountability, with less outside regulation and fewer external agencies.
For example, if the Framework for Excellence becomes an additional external quality and accountability requirement - instead of streamlining arrangements - then successful self-regulation will be difficult to achieve. Progress nationally towards self-regulation is being made by: - establishing one integrated Improvement Strategy
- one Framework for Excellence to assess performance across the system
- simplifying the funding methodology and streamlining requests for data from providers.
The journey towards self-regulation will be a slow one, with the 'new' relationship of trust between stakeholder organisations being put to the test.
Significant factors relating to self-regulation are those included in the two key themes
The LSG team is developing a workshop which looks at the practical implications of implementing the framework for excellence, and its impact on self-regulation across the FE system. For more details contact the LSG team on info@fegovernance.org
Click here for information on clarity about roles and responsibilities.
Click here for information on effective self-assessment for continuing improvement. The following table shows how the initiatives to reform the system and improve the quality of FE should all lead to self-regulation across the FE system. FE reform landscape: towards FE self-regulation 
| - Are all members of your governing board familiar with the implications of self-regulation for the college and for the FE system?
- Are your self-assessment procedures, practices and outcomes rigorous and fit for purpose?
- How do you measure the impact of your actions to improve?
- How do you measure the impact of your decisions on the quality of provision for learners?
- Do you look outwards as well as inwards when setting and measuring your improvements?
- Are you involved in peer review and referencing with other colleges/learning and skills organisations?
- Have you considered the implications for your governing board of new collaborative models for working with schools, colleges, businesses and other providers to support system-wide improvements?
- Do you need to review your involvement in self-assessment and self-regulation as an individual and as a governing board?
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