implications for governanceThis section provides information and suggested activities arising from the White Paper to help governors monitor the performance of college management and improve their own performance in regard to: - mission and specialisation - a specialised system focused on employability
- meeting the needs of learners and employers
- national strategy for high quality teaching and learning
- spreading success and eliminating failure
- funding to support objectives
- new relationships with providers.
mission and specialisation A specialised system focused on employability. The Centre of Vocational Excellence (CoVE) programme is re-launched, driving quality improvement across the college, supported by new national sector-based networks, Skills Academies (SAs) and Sector Skills Councils (SSCs). Additional criteria for CoVE status will be significant excellence in working with employers. As with the schools sector, specialisation is seen as a lever to wider quality improvement throughout the college, leading to a higher quality experience and outcome for the learner, as well as a focus on engaging employers. Those awarded the new CoVE accreditation will have priority for capital funding and a competitive advantage with the Learning and Skills Council (LSC) funds and Train to Gain. There is recognition of successful 6th form college specialisation and expansion of this type of provision as an example of the benefits of specialisation. The broad mission is focused on skills and employability, with a continuing important role for vocational and general learning. However, theWhite Paper also acknowledges the sector's role in 'second-chance' learning and progression to higher education (HE) and employment. Level two and three adult entitlement remains a priority. The Higher Education Funding Council in England (HEFCE) will review the effectiveness of small pockets of HE provision in further education (FE) colleges and will review direct funding and capital support for HE. The balance of personal and community development should shift away from FE colleges as they focus on their core employability mission. Click here for information on governance role and responsibilities. meeting the needs of learners and employers Learners and employers are at the heart of the new system, with a key role in determining what is funded and how services are provided. New learner accounts for adults to support Level three entitlement for 19-25s. Learner representation in all parts of the system is encouraged. All colleges and providers to publish and monitor a learner involvement strategy. Colleges are required to use the Learning and Skills Council (LSC) national learner survey, which is published annually, as a basis for their own regular learner surveys. All colleges to set up student committee(s) or council(s) in order to engage collectively with learners. Learners to influence national policy development through a new national learner panel. A minimum of two learner governors required - with national support for learner representatives to ensure that they are able to contribute effectively. Reform of curriculum and qualifications to meet learner and employer needs, including a new apprenticeship qualification. Sector Skills Councils (SSCs) to play a key role in design of curriculum. Employer training needs to be assessed and brokered with colleges gaining accreditation. Employer surveys to be undertaken and colleges to have a strategy for engaging with them. Click here for information on self-assessment; involving learners in self-assessment and decision making; employer responsiveness.
national strategy for high quality teaching and learning
There is a new single Quality Improvement Agency (QIA) and a new national Improvement Strategy (IS). Responsibility for quality and improvement lies with colleges (and other providers), within a national framework set by the QIA. Building on Success for All, there are four elements to the Improvement Strategy: - quality improvement and workforce development
- publication of performance information to inform consumer choice
- intervention where necessary to address poor quality
- an inspection regime to provide an objective external standard.
QIA support will share good practice and information through an excellence gateway.
Measures to support development of the FE workforce include qualification for new principals and a minimum of 30 hours continuing professional development (CPD) a year. Learners will be offered a more personalised experience, with a personal learning plan, assessment and tracking of achievement. Click here for information about self-assessment Click here for information about Improvement Strategy. Click here for information about Framework for Excellence. spreading success and eliminating failure With the situation improving in FE, the Department for Education and Skills (DfES) is raising the bar to ensure that all provision is good or improving. Failing providers (including colleges) will be put on notice to improve (in most cases in one year), with intervention if necessary. This includes changing leadership, changing governors, opening up provision to contestability, or seeking a merger or help from a strong provider. Provision of unacceptable quality will not be funded. Some of the proposed intervention measures, such as dismissing a weak principal, will require legislative change. Until then, the existing Secretary of State's powers will be used. It is possible that these powers will eventually be transferred to the Learning and Skills Council (LSC). Good colleges (and other providers) will be rewarded with greater autonomy, with high-performing providers being encouraged to expand 14-19 provision and provide new vocational diplomas. The emerging Framework for Excellence (a streamlined schedule for the assessment of provider performance against nationally agreed performance indicators) will allow comparisons of achievement across the entire post-compulsory system. Click here for information on the Framework for Excellence. A single inspectorate will have a more focused approach, and there will be a lighter touch intervention for high-performing providers. New structural models such as federations, collaborative partnerships and trusts are encouraged. New providers are encouraged: in particular 16-19 growth is sought, with competition for provision where more than 200 new full-time equivalent (FTE) learner places are required. Open competition is encouraged for work-based learning (WBL). The introduction of a competitive element of funding, allocated according to quality. Area quality reviews every five years and need for competition or change. funding to support objectives The 16-19 age group is a government and funding priority. Free entitlement to Level three for 19-25 age group to be funded in full. Fee contribution to be cut incrementally to 50% by 2010 for other adults, with no funding contribution being made for adult provision which falls outside the national priority areas. Adult Learning Grant (ALG) and support for low-income earners set up. Funding must follow the more focused mission of skills for employability and will reward quality providers.
Funding to be driven by learners' and employers' needs. All 14-19 partnerships to be supported by local authorities and the Learning and Skills Council (LSC) to meet costs, with a new curriculum and qualifications entitlement and 14-19 funding models to be piloted. Adult funding to be increasingly demand-led. To support this change, LSC has introduced a system of fee income targets from 2005/06. Negotiated with individual colleges, the LSC hopes that colleges gradually move to increase fee income rather than cut learning offers. Means-tested student financial support will continue. Capital investment priorities will be developed by a group of partners to ensure sufficient capacity, as well as to address the need to update quality of estates. Capital support will be prioritised to meet regional, local and sectoral priorities within the LSC's sustainability strategy published in 2005. new relationship with providers The aim is to release more of providers' energies to enable them to focus on improvement and their core mission. The new relationship will include: - simplified funding and planning
- clearer links between national priorities and local action
- a single named strategic partner will lead for the Learning and Skills Council (LSC) with each college
- improved communications by government
- single gateway for all publications and data returns
- streamlined funding council and government department operations, underpinned by a Treasury national learning model designed to ensure maximum value for money for the economy and society.
The planning dialogue is to be based on provider's own self-assessment. The exams burden is to be reduced by rationalising the qualifications system. High performing colleges will have a lighter touch inspection and audit intervention, and be encouraged to play a wider role through helping others to improve via federations or mergers. The roles of DfES and LSC are to be more focused. Click on each of the following for further information: Click here for information on LSC Agenda for Change. Click here for information on the National Framework for FE governance. Click here for information on clarity of vision, mission, values and roles. Click here for information on LSC development planning framework. Click here for information on governance self-assessment. impact and outcomes The new system should provide learners with more choice and a higher quality experience. The key message is that quality counts. High performing colleges will be rewarded; low quality provision will get a limited time to improve, and if they fail will not be funded. Implementation of the new system will be reviewed through a ministerial committee. The overall aim is a modern, more self-regulating system, with college (and other provider) autonomy driving quality improvement. The governing board will play a stronger role in defining the' college's distinctive mission and strengths and take a more robust approach to ending poor quality activities or those not related to the core mission. Click here to view the White Paper online at the Department for Education and Skills website. | 