role profiles and key responsibilities
role profiles and key responsibilitieskey roles in FE governance
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Others involved in governanceCollege senior managers advise the governing board and its committees but may not serve as governing board members (unless they are elected as a staff governor). Go to the section on committees The Department for Innovation, Universities and Skills (DIUS) has a remit to raise participation and attainment by young people and adults in post-16 education and learning, and tackle the skills gap among adults. The DIUS also sets the framework of the Instrument and Articles of Government within which college governing boards operate. Go to the section on the Instrument and Articles of Government The Department for Children, Schools and Families (DCSF) has a remit for schools and from 2010 will see its role extended to include 6th form colleges, as well as to provide further education colleges with funding through the Young People's Learning Agency for 16 – 19 year olds. Go to the section on key agencies and organisations The Learning and Skills Council (LSC) has a remit for planning to meet government local, regional and national priorities, and for commissioning high-quality learning and skills provision. It is accountable to Parliament for public money used to fund FE colleges and other sector providers (e.g. work-based learning, private, voluntary, 6th forms). While the LSC has a remit for planning local provision and has certain powers, governing boards are independent bodies with a separate legal identity. The boards are responsible for establishing strategy and monitoring the performance of their colleges. The LSC establishes a regulatory and advisory framework through the Financial Memorandum and Audit Code of Practice. It issues circulars on strategic planning and other activities that relate to the operation of FE colleges. It audits colleges' financial management and governance. The Office for Standards in Education (Ofsted) inspects colleges (including the performance of governance) and other FE providers. It recommends action to remedy weaknesses and build on strengths. Go to the section on the Ofsted annual assessment visit Lifelong Learning UK (LLUK) sets the National Standards across the post-compulsory learning and skills sector – encompassing England, Wales, Scotland and Northern Ireland. This includes National Standards for governance.
Go to the section on key agencies and organisations Others whose activities have an impact on and support governance:The Quality Improvement Agency (QIA) is the recently established lead agency for quality improvement across the FE system. Its remit is twofold. First, the QIA has a responsibility to lead the development and implementation of the Improvement Strategy and to broker partnership working between the national partners, and between the national partners and colleges and providers. Second, it is responsible for developing and providing access to resources that help provider organisations to implement initiatives and improve quality. It does this by:
The QIA is merging with CEL (see below) in July 2008. The Centre for Excellence in Leadership (CEL) provides leadership development programmes for the FE system (including the Leadership Skills for Governance initiative). It is developing system-wide strategies for succession planning and leadership, management and governance capacity building. The Leadership Skills for Governance (LSG) programme is provided by CEL to support the specific needs of college governing boards. Its services include conferences, seminars, development workshops, customised consultancies and a governance newsletter. It provides this Governance Good Practice Guide website and www.fegovernance.org. sample role profilesEach of the links above links further to sample role profiles that are taken from examples currently in use in the highly diverse further education college sector. What works for one college may not suit another – the profiles are not models, but samples. They can be adapted, or adopted, to meet individual needs. |
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