ࡱ > \ ^ Y Z [ @ jbjbqq l j j j j j j j D T : ` f f f f f f f 9 9 9 9 9 9 9 , ; = 9 j f f f f f 9
j j f f
f j f j f 9
& j j j j f 9
|
^ 6 - j j / , $
. / : : . < >
> /
Professionalisation of the Learning and Skills Sector
Consultation Response Form
The closing date for this consultation is: 4 July 2006 Your comments must reach us by that date. INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/frontPageSpacer.gif" \* MERGEFORMATINET INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/dfesLogoLarge.gif" \* MERGEFORMATINET The information you provide in your response will be subject to the Freedom of Information Act 2000 and Environmental Information Regulations, which allow public access to information held by the Department. This does not necessarily mean that your response can be made available to the public as there are exemptions relating to information provided in confidence and information to which the Data Protection Act 1998 applies. You may request confidentiality by ticking the box provided, but you should note that neither this, nor an automatically-generated e-mail confidentiality statement, will necessarily exclude the public right of access.
Please tick if you want us to keep your response confidential. INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET
NameDan TaubmanOrganisation (if applicable)University and College Union, 51Address:27 Britannia Street London WC1 XJPUken Dixon, 0114 259 3151,
email HYPERLINK "mailto:uken.dixon@dfes.gsi.gov.uk" \o "mailto:uken.dixon@dfes.gsi.gov.uk"uken.dixon@dfes.gsi.gov.uk
If you have a query relating to the consultation process you can contact the Consultation Unit on:
Telephone: 01928 794888
Fax: 01928 794113
e-mail: HYPERLINK "mailto:consultation.unit@dfes.gsi.gov.uk" consultation.unit@dfes.gsi.gov.uk
Please place an X in the box that best describes you as a respondent
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Governor INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Principal INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Vice Principal INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Senior manager INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Teacher INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Learner INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Representative body INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET National partner agencyXOther
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/pleaseSpecifySpacer.gif" \* MERGEFORMATINET
Please Specify:
Trade union representing academic staff in FE colleges, adult education and prison services
Place an X in the box which best describes the institution of your employment or study
XGeneral FE college INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Sixth Form CollegeXSpecialist CollegeXWork-based learning providerXlocal education authority adult and community learning providerXvoluntary or community adult and community learning provider INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET National partner agency
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/pleaseSpecifySpacer.gif" \* MERGEFORMATINET
Please Specify:
51 has members in all the employment types indicated above
Questions 1 -9 relate to the policy to regulate to support reforms to initial teacher training.
1 We intend to bring regulations into force for teachers from 1st September 2007. What needs to be done by Government and partner agencies to ensure this happens? Do you foresee any obstacles? How can they be overcome?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Government and partner agencies need to have a good communications strategy that informs all in the sector of what is to happen, when and what resources are going to support both staff and institutions in implementing the regulations. There will need to be sufficient time to allow for negotiations at both national and local levels around implementation of the regulations, especially in terms of their impact on equality and diversity.
The main obstacles to implementation will be insufficient understanding by institutions and staff of how the regulations will be implemented. A further obstacle will be the lack of resources. 51 is profoundly disappointed that the recently published FE White Paper did not propose any additional resources around either initial teacher training or CPD, especially in relation to the requirement that all staff will have to undertake 30 hours per year CPD. This cannot be in addition to normal workloads.
Resources will also required to support trainee and probationary teachers through classroom observation, mentoring and coaching. These resources should be used to reduce the teaching loads of those trainees undertaking their training programme in-service to allow them time for attendance on their course, study and time for reflection. The resources will also be needed for those undertaking the observations, mentoring and coaching whether these be staff who are internal or external to the institution in which the trainee is working.
2 How do you think the introduction of regulations will affect the movement of people into teaching jobs in the sector?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Encourage movement into the sector INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Discourage movement into the sectorxNo effect on movement INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Not sure
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 believes that the affect of the introduction of regulations on the movement of people into teaching jobs in the sector will be neutral. Some may be attracted to work in the sector by the prospect of its increased professionalism. Others and perhaps especially those with industrial and craft skills, may well be deterred by the prospect of further study, and at a level that may be above that of their particular skill. 51 believes that proper rewards and conditions of service are much stronger determinants of recruitment and retention of staff in the sector.
3 How could the arrangements for teachers' qualifications be developed to encourage positive movement into the sector?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
Whilst the moves to recognise, increase and embed the professionalism of lecturers and teachers in the learning and skills sector are welcome in themselves, as we have already stated, the basic salary and conditions of service are the most important determinants of movement into the sector. Thus we would argue that there should be a starting salary in the learning and skills sector commensurate with other similar professions and that these should be part of a modernised salary structure. Salary and incremental scales could then reflect the acquisition of professional qualifications and CPD. A start was made on this in the 2003-5 FE salary settlement. However the implementation of the modernisation of salary structures has not been implemented by many colleges.
4 What support, guidance or training do you think your organisation will need to implement the arrangements?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 is of course not a provider. However we do believe very strongly that institutions to which these new regulations will apply, need considerable support, guidance and training to implement the arrangements properly.
There will need to be a wide and far reaching communications strategy so that all in the sector know about the changes and how they affect them. Both the colleges and the staff within the colleges will need to know how the new arrangements will work, especially in relation to part time staff, and in particular where such part time staff work in a number of institutions.
Given colleges poor record in human resource management as commented in both the OFSTED survey and follow-up, such departments in colleges will need support, guidance and training.
One way that staff in these institutions can be given support and guidance is through the growing numbers of 51 learning representatives in colleges. Around one third of colleges have such representatives. Some colleges have refused time off to their staff to be trained in this role. Many others have not allowed such representatives sufficient and in some cases any of the statutory time off to undertake their duties. This needs to be remedied urgently. We would urge the LSC and the Inspectorates to note developments within colleges around union learning representatives and to comment accordingly. Such representatives can assist staff through advice and guidance for both initial training and CPD.
51 also believes that the introduction of learning agreements between the staff unions and college management would be a good place for the college as a whole to consider how to implement and maintain the new arrangements. Many colleges have staff development or learning committees. Where union and staff representatives are not on such committees, they should be so included. All colleges should have clear and transparent staff development policies which have been negotiated with the unions representing staff. The existence of such committees and policies should be part of the balanced score card to rate colleges as proposed in the recent White Paper
5 How can we best introduce a probationary period linked to a formal induction programme as part of initial teacher training? Do you foresee any obstacles? How can theybe overcome?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
The linking of the probationary period and formal induction as part of initial teacher training needs to part of the Regulations which are being introduced. The requirement to have both should be monitored by both the LSC as part of its quality checks and by the Inspectorate as part of their periodic inspections. This will assist in removing one of the main obstacles to having the probationary period and the formal induction, that of the colleges not providing them. The other main obstacle will again be resources. The Government will need to inject additional resources to ensure that activities needed to ensure that both the probationary period and the formal induction are of use to both the individual trainee and to the institution.I n particular the implications of the role of the subject specialist mentor within the ITT has not been fully costed - the Standard Unit's ITT Mentoring research in part refers to this.
6 What should the balance be between individuals and the organisation paying for training and qualifications?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 is clear that where the qualification and the CPD are mandatory requirements then the costs should be paid for by the institution. Both the actual cost and the opportunity costs such as time off for study and cover the classes that take place when the trainee is studying, need to be covered.
The individual should pay the costs of training and qualification where the benefit is only for the individual and not for the institution.
7 How can methods for ensuring compliance with the qualifications process work best?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
There are a number of methods which can be employed to ensure compliance with the qualifications process:
Through the annual individual return that all providers should have to make as part of their receiving public funds. Although there is some argument still within the sector as to how much individual staff data should be collected and by whom, it has been accepted that some individualised data must be collected, if only for institutions to meet their legal obligations. Data on qualifications and CPD should be added to this.
The FE White Paper states that colleges must produce a CPD plan. This should be signed off by the LSC
The consultation document talks about information on action on both ITT and CPD being contained in the 3 year development plan, colleges are required to produce by the LSC.
Inspection should also look at the colleges plans and actions in relation to the qualifications process and comment appropriately.
8 What minimum quality criteria do you think should be required of HE providers of ITT? e.g. support for trainees, effective partnership development with FE providers, commitment to equality and diversity.
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
Many of the quality criteria required by HE providers of ITT can be seen in the draft criteria that are being developed for the creation of Centres for Excellence in Teacher Training (CETTs). These would cover
Proper support for trainees through observation, coaching and mentoring and tutorials
Effective partnerships with a variety of learning and skills sector providers and that such partnerships are supported by clear written transparent and open contracts and procedures
That HE provider has sufficient links with providers to be able to facilitate teaching practice across the whole range of teaching and learning situations appropriate to the subject or vocational area of the trainee, across the learning and skills sector.
That the HE provider has equality and diversity policies and practices and these are regularly monitored and evaluated.
That the HE provider is able to offer literacy and numeracy support to trainees as appropriate
That the HE provider and the learning and skills sector institutions and organisations in which they are in partnership have regular meetings which are fully and publicly reported.
51 would also argue that because HE providers are not the only providers of ITT for the Learning and Skills sector, similar quality criteria as those for HE providers, should be in place for providers using awarding body qualifications for professional purposes.
9 What else can Government and partner agencies (e.g. LLUK, CEL, QIA) do to ensure effective implementation of the policy for initial teacher training?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
Government can provide the additional resources necessary for effective implementation of the policy for initial teacher training. It is 51s understanding that 70m had been allocated for this in the 2005-2008 Spending Review. The DfES should publish urgently plans as to how this money will be spent and how colleges can acquire these additional funds.
The various agencies and partner organisations such as the LSC, the Inspectorates, LLUK, CEL and QIA have roles in ensuring the effective implementation of the ITT policies:
The LSC through approval of the staff development and college development plans, and monitored and reviewed through the on-going dialogues which are due to take place in accordance with the Agenda for Change proposals. Where organisations are outside the remit of the Regulations, the LSC should require similar processes as part of its quality control and contract compliance. This will be necessary for new providers who wish to secure LSC funds.
The Inspectorates can assist in compliance through their inspections and re-inspections of providers as well as their inspection of ITT providers. OFSTED may need support to help focus on the different approaches needed for in-service and pre-service teacher training.
LLUK as the employer-led body must give the lead to employers within the learning and skills sector in terms of actions to ensure compliance. The creation of its sector skills agreement and its strategy for sector qualifications will be essential components of ensuring compliance as they should reinforce moves to licence to practice in the sector. LLUK through its standards verification subsidiary will ensure that standards in ITT delivery are maintained. LLUK has recently been given responsibility for the ensuring the collection and analysis of sector workforce data and the production of annual statistics on the qualifications held by staff in the sector will be essential part of monitoring the implementation of ITT policies.
CELs role in ensuring compliance will be through its training of the sectors leaders and managers, and that they have a proper appreciation of both the need for professional qualifications and the ways that the supply and demand for qualified teachers and lecturers is integrated into the policies and practices of human resource management in sector institutions, and that having professionally qualified staff is a prerequisite for quality improvement
QIAs role will in integrating the actions to implement the ITT policies into quality improvement plans that it will be overseeing in institutions, and demonstrating to the sector the direct relationship between a trained and professional workforce and quality provision and delivery.
Questions 10 - 17 relate to the requirement for newly appointed Principals to hold or be working towards a specified qualification.
10 How do you think the introduction of regulations for Principals will affect movement of people into the sector?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Encourage movement INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Discourage movementXNo effect on movement
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 considers that the impact of the introduction of a requirement for newly appointed Principals to hold/being working towards a specified qualification will be neutral. As in our answer to Question 2, we believe the requirement may act as incentive for some and a deterrent to others.
If there is still a desire to attract applicants to the leadership of sector organisations as expressed in the FE White Paper, there will need to be careful consideration to which other qualifications will be considered equivalent or part equivalent to any qualification for principals, otherwise there will be deterrents if possible candidates feel that they are having to take qualifications in areas which they already have.
11 How could the requirement to be qualified be promoted to encourage positive movement towards Principal posts?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
By linking it to equivalent management and leadership qualifications.
By making the various components of the qualification interchangeable with other components of management and leadership programmes, especially those being developed by CEL for the sector. In this way managers below the post of principal can take elements of the qualification as appropriate and relevant to their positions in the sector, and when either about to or having obtained a principal ship, are already part qualified and need not embark on the principals qualification from the beginning
12 How can greater equality and diversity in leadership be encouraged?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
By continuing many of the policies and initiatives already started by CEL:
Early identification of possible candidates for leadership positions from groups in society which would ensure greater representation of the communities that the learning and skills sector serves.
By having fast track routes towards the qualification which identify and use prior experiences in a meaningful and useful means of accreditation.
By continuing and expanding the policies of subsidies for those from minority communities to take up leadership training programmes.
By maintaining and expanding programmes of coaching and mentoring for potential applicants from minority communities
By working with Governing bodies on the issues, and by taking particular attention to equality and diversity issues in governor training
By ensuring that all leadership programmes are delivered in line with family friendly policies and practices including taking proper account of the reasons for career breaks such as caring responsibilities
Having excellent communication strategies that ensure all those who may be interested in progressing to leadership and management roles know about the development programmes and the kinds of support that can accompany them.
51 considers that need for greater equality and diversity in the leadership of the sector should be defined as taking in members of black and ethnic minority communities, women and those with disabilities.
13 We intend to bring regulations into force from 1st September 2007. What can Government and partner agenciesdo to support colleges leading up to the introduction?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
By having a good and effective communications policy that takes the message of the new requirements to all working in the sector or thinking about working in the sector. In the sector this will mean going beyond the obvious possible applicants, but trying to ensure that all who work in the sector feel that with support and commitment, they can aspire to leadership positions.
By ensuring that there are sufficient resources for effective implementation of the policy. Leadership and management training is not cheap and the opportunities afforded to staff aspiring to these positions must not be at the expense of the training and support of other staff.
14 How do we ensure that those candidates already holding the qualification and those just enrolled on the course are equally recognised (e.g. those from within the sector and those coming in from elsewhere)?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
By having strong procedures for the accreditation of prior learning and experience.
By having the qualification constructed in modules and units with recognised credit values for each unit. This will facilitate both accreditation of prior experience and learning, and discontinuous learning which is likely to a frequently used mode of learning for many. It should also mean that those from outside the sector can receive due recognition for management and leadership learning from outside the sector.
By establishing equivalencies with the major leadership and management programmes in use outside the sector
By ensuring that the learning programmes leading to the qualification are reasonably priced so the costs do not constitute a barrier to those institutions appointing from outside the sector.
51 is firmly of the belief that all senior managers in FE should have experience of and be involved in the primary purpose of FE, teaching and learning.
15 How can methods for ensuring compliance with the qualification process work best?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
The best and most effective method for compliance will be through Regulations. This should be backed by action from the various government agencies as outlined in the answer to question 9.
Through the LSCs funding and planning functions and especially the balanced score card in relation to leadership and management
Through the Inspectorate as reported in institutional inspection reports
Through LLUKs sector skills agreement and sector qualifications strategy
Through CEL in terms of the leadership standards, leader and management training and governor training
Through QIA as an essential component of quality improvement strategies at institutional level.
16 What should the balance be between individuals and the organisation paying for the qualification?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 would take a principled approach and answer as we have in question 6: that if this is a mandatory requirement the costs should not be borne by the individual. However we recognise that given the cost of leadership and management training can be heavy and that the institution receiving the most benefit in the long run, may not be the institution(s) that those aspiring to such positions may belong. Thus it could be considered unfair if institutions bear the full cost of such training for the qualification. Also the material benefits accruing to principals positions are not inconsiderable, and it could be argued that successful trainees will gain sufficient material rewards in being a principal, that they should bear at least some of the costs. Nonetheless we would not wish the costs of such training to be a barrier in anyone aspiring to a principals position. It may be that there might be some sharing of the cost between the sector, institutions and the individuals. The latter perhaps from low interest loans or perhaps in the form of a voluntary levy as allowed in legislation.
17 What else can Government and partner agencies (e.g. CEL, LLUK, QIA) do to ensure effective implementation of this policy?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
Similar actions as in the answer given to question 9 and 15
Questions 18 - 23 relate to the continuing professional development requirement for teachers and trainers.
18 We intend to bring regulations into force from 1st September 2007. What can Government and partner agencies do to support colleges leading up to the introduction?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
The answer we have given to question 1 is largely the answer we would give here. The Government and its partner agencies need clear communications strategies. This is particularly so around the CPD requirement. The White Paper refers to a requirement that all FE lecturers will be required to undertake 30 hours CPD per year. We can see how this requirement can be implemented for lecturers with the new QTLS but we are unsure how such a requirement can be made retrospectively on existing lecturers without the disruption of wholesale rewriting of contracts. The question of how the regulations can be extended to providers beyond FE colleges. This must happen if quality is to improved across the sector. Failure to ensure that all providers facilitate initial training and CPD could hand a price advantage to those providers not facilitating this.
The various government agencies and partners all have particular roles to play in ensuring compliance. We have stated these already in our answers to questions 9 and 15. WE consider that the LSC has particular responsibilities to ensure compliance through its planning, funding and quality procedures. Of especial importance will be the LSCs oversight of both the college staff development plan and the college 3 year development plan.
LLUK can assist compliance through its oversight of the collection of workforce data. In regard to CPD, this may not be on an individual staff basis but through sampling. LLUKs sector skills agreement and sector qualifications strategy will have contributions to make to compliance throughout the sector.
QIA too will have particular responsibilities through the work of the accredited improvement advisors who will be placed in failing colleges during their period of recovery, and in kitemarking materials for quality improvement, many of which will involve CPD.
One of the major responsibilities for ensuring effective implementation by the range of agencies and partners will be ensuring that the CPD offered to staff is relevant to teaching and learning and to the individuals taking the CPD.
The greatest responsibility for ensuring compliance however rests with the Government and its ability to ensure there are sufficient resources for effective implementation. Implementation will only succeed if the CPD is taken within existing workloads and not as an add-on. Staff in the learning and skills sector are already over stretched. They do have a commitment and a desire to develop themselves and their work. They will undertake CPD if it is seen as relevant, within reasonable workloads and not being imposed on them.
19 Are the methods for ensuring compliance sufficient to ensure effective implementation?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET YesxNo INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Don't Know
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
We have yet to see clear communications as to what is meant in the CPD proposals in the White Paper. It is vital that staff feel ownership of the processes around implementation. Negotiations and consultation with the associations representing staff are required at the earliest opportunity. The FE unions need to be full members of any strategy and implementation group that is working around the implementation of these proposals especially if this is through setting down of Regulations.
There will need to be a clear national framework and standards for what constitutes CPD which includes clear and transparent criteria. It will be particularly important that it is clear what will constitute professional development in the workplace and industrial updating.
20 All teachers will be required to register with a professional body for the sector. Who should pay for the annual registration fee? What obstacles are there to registration? How can they be overcome?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
It is the firm conviction of 51 that the only possible way that teachers should register for a professional body is that the fee is paid by either the Government or their employer. We note the arguments around payment of the GTC fee for school teachers and would consider any thing less than what was arranged for school teachers to be unacceptable, and flying in the face of equity of status between school teaching and work in the learning and skills sector.
The main obstacle to registration will be around the question of payment of fee. There may be questions around who will monitor the requirement for 30 hours CPD. We consider that the weight of work in this may sink the Institute for Learning before it has fully established itself.
There is also the question as to whether staff are given the opportunities to take 30 hours of CPD per year by their employer. Should they not be, we do not see why they should be deregistered through no fault of their making. We believe there will be roles here for the LSC, the Inspectorates. LLUK and QIA to ensure proper implementation of the requirements for registration and keeping up membership.
Any process of registration and ensuring that members are undertaking sufficient CPD to maintain their membership, must be in line with the policies already in the sector, to minimise bureaucracy and administration.
It is essential that confidence in the professional body is assured by a clear separation of the body from government the employer.
21 Do you agree that a CPD requirement should, in the future, be extended to include managers and leaders in the sector?
xYes INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET No INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Don't Know
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
22 What should the arrangements be for part time staff?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Full amount of CPDxProportionate amount INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Different minimum level INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Other
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
Given the amount of teaching and other work undertaken by part time staff across the sector, they must be included in the arrangements for CPD. It is essential that anybody in front of a group of learners is afforded comparable experiences in terms of training and development to ensure equity of learner experience no matter who is teaching the learners.
Having said this however there are considerable difficulties to overcome to ensure that part time staff have access to proper CPD proportionate to the amount of work they undertake in the sector. Among the issues which will have to be resolved are:
It will need to be clear that where the part time staff member works across a number of sector organisations, who takes the responsibility for ensuring compliance with the CPD requirements, who pays for it, who allows time off? 51 considers that these costs should be bourn by the employers proportionate to the hours worked in each of the establishments
Similarly it needs to be clear what happens if the part time member of staff works in institutions covered by the regulations and also works for others which are not covered by the regulations i.e. works partly for an FE college and partly for an adult and community learning organisation and/or a work based learning provider? . Again we would argue that all the employers should bear the costs of training
If the part time member of staff work for an employer outside the sector, how does that person get time off to attend CPD programmes? It may that some form of statutory time off for such training could be created.
How many hours would it require to work over a week/year to trigger the need to undertake CPD. 51 would advocate a level which would not encourage employers to offer few hours and thus escape the need to train the part time member of staff
51 believes strongly that the arrangements for part time staff should cover those staff employed through third party agencies, and the costs should be borne by the agency
23 What else can Government and partner agencies (e.g. LLUK, QIA, CEL) do to ensure effective implementation of this policy?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
We would refer to the answers given to questions 9,15 and 17. In addition we are mindful that the consultation paper makes particular reference to the need for staff in the learning and skills sector to update their skills through subject and industrial updating. The implementation of this especially the industrial updating may need support from government perhaps through the regional skills partnerships and the work of the whole range of sector skills councils. Indeed we would urge that the issue of industrial updating is taken on board in all sector skills agreements.
The consultation paper proposes that the government will publish CPD standards following consultation. We would support this as an aid to staff in distinguishing what CPD will worth pursuing.
The paper also refers to the NATFHE research on time off for study and 51 as NATFHEs successor organisation is pleased that the CPD requirement will allow teachers 30 hours per year to complete the requirement. There will need to be sanctions against employers who refuse this and this should be reflected in the actions of the LSC, the Inspectorates and QIA.
Questions 24 - 27 relate to how all three policies can be applied across the wider learning and skills sector.
24 Could the introduction of regulations in FE Colleges result in wider benefits across the learning and skills sector?
XYes INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET No INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET Don't Know
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
FE colleges are the market leaders on pay and conditions of service in the learning and skills sector. If backed by proper quality assurance measures from the LSC in its planning and funding functions, then the introduction of regulations in FE colleges could lead to a cascade effect in other services and providers across learning and skills. However there is also a danger that if the new regulations are not applied beyond FE colleges, then providers in those areas will gain a competitive advantage in terms of price and costs. In an era when contestability for contracts from both employers and the LSC, this could have unfortunate consequences for quality across the sector. 51 would strongly state that all students and learners in the sector should expect to have their learning programmes delivered to them by appropriately trained and qualified staff. This should be a condition of receiving public funds.
25 How can requirements best benefit the work-based learning and adult and community learning sectors?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
If the requirements were spread to work-based learning and the adult and community learning sectors, there would be benefits to the quality of delivery in these areas. 51 believes that all those delivering learning and skills are professionals and as such should be subject to appropriate initial training and CPD. The benefits would include the knowledge that all those delivering training anywhere in the sector were subject to same degree of initial f training and continuous development. This would have an impact on quality improvement across the sector. Clearly the requirement will need to be contextualised and customised to the circumstances of the particular part of the sector. However this could be accommodated through a system of core and optional modules in any initial and continuing professional development.
26 Are there any other problems we might encounter? How could they be overcome?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
27 What is the best way of supporting the changes in these sectors (e.g. through LSC funding, inspection)?
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 considers the best way of supporting changes in these sectors would be first of all to extend the regulations to them, so that the requirement for appropriate initial training and CPD were an obligation on all providers receiving public funds. Then the changes could be supported by the various government agencies such as the LSC, the Inspectorates, LLUK, CEL and QIA through their respective activities in ways that we have described in previous answers.
28 Any other comments are very welcome.
INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif" \* MERGEFORMATINET
Comments:
51 has concerns about the manner in which registration might interface with existing disciplinary, competence and capability procedures in colleges. Among the questions that we would wish urgent clarification are:
How the license to practice will effect those FE lecturers appointed before 2001 and the requirement for all FE lecturers to have a professional qualification.?
How the 30 hours CPD requirement is going to be implemented for existing lecturers who may not register with IfL?
How the regulations are to be extended beyond FE?
Whether the 30 hours CPD requirement will be within existing workloads?
If CPD records are to be reviewed and sampled to ascertain whether IfL members have undertaken the requirement, will there be any appeals procedure? What happens if somebody hasn't completed their 30 hours but claims they have been prevented from doing so by management?
The interface between tenure and registration and license to practice? What happens if somebody is "struck off" does IfL inform the college? Does that person lose their job? Relationship to all of that and competence and capability
Concern as to whether IfL would have the right to introduce mandatory CPD activities. How will this interface with contractual requirements? IfL may not be able to introduce mandatory requirement which are not followed up in contractual arrangements.
Representation in the case of an IfL member being struck off
Registration fees: who pays?
Thank you for taking the time to let us have your views. We do not intend to acknowledge individual responses unless you place an 'X' in the box below.
Please acknowledge this reply INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET
Here at the Department for Education and Skills we carry out our research on many different topics and consultations. As your views are valuable to us, would it be alright if we were to contact you again from time to time either for research or to send through consultation documents?
X Yes INCLUDEPICTURE \d "https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif" \* MERGEFORMATINET NoAll UK national public consultations are required to conform to the following standards: 1. Consult widely throughout the process, allowing a minimum of 12 weeks for written consultation at least once during the development of the policy. 2. Be clear about what your proposals are, who may be affected, what questions are being asked and the timescale for responses. 3. Ensure that your consultation is clear, concise and widely accessible. 4. Give feedback regarding the responses received and how the consultation process influenced the policy. 5. Monitor your departments effectiveness at consultation, including through the use of a designated consultation co-ordinator. 6. Ensure your consultation follows better regulation best practice, including carrying out a Regulatory Impact Assessment if appropriate. Further information on the Code of Practice can be accessed through the Cabinet Office Website: http://www.cabinetoffice.gov.uk/regulation/consultation-guidance/content/introduction/index.asp
Thank you for taking time to respond to this consultation.
Completed questionnaires and other responses should be sent to the address shown below by 4 July 2006.
Send by post to: uken dixon, N3, Moorfoot, Sheffield, S1 4PQ or by e-mail to: HYPERLINK "ailto:qualification.consultation@dfes.gsi.gov.uk" qualification.consultation@dfes.gsi.gov.uk
6 8 $ ' ( ) * #
a
b
c
# $ P Q s t s { |
ǹ0J OJ QJ mH OJ QJ mH 0J OJ QJ mH j B*OJ QJ Uph B*OJ QJ mH ph j B*OJ QJ Uph OJ QJ mH <OJ QJ j' OJ QJ U 5OJ QJ j OJ QJ UCJ j OJ QJ UmH OJ QJ 4 6 7 8 S ( ) #
d b ` 5 $$If [3 6 3 4 a H $$If 0 [23 6 3 4 a $If $If $If
$If ] 6 S ( ) #
b
# $ - P Q m I a s
y t | a u } C E X P R E I B \ ]
_#
b
# $ [ [ M $$If 0 T 8 6 3 4 a [$ \$ F $$If 0 w 6 3 4 a $If
$ - P Q m I a s
y $$If a$ M $$If 0 T 8 6 3 4 a $If
u v w x p q r s | } ] ^ _ ` u v y z { | X Y j OJ QJ Uj OJ QJ Ujm OJ QJ Uj OJ QJ Uj OJ QJ Ujx OJ QJ UCJ j OJ QJ Uj* OJ QJ UOJ QJ j OJ QJ Uj OJ QJ U > t | = 4 . 4 . $If $$If a$ $$If ֈ ] < 6 3 4 `
a | a u .D $$If ֈ ] < 6 3 4 `
a $If $$If a$ u . $$If ֈ ] < 6 3 4 `
a $If $$If a$ } $If J $K$L$If #0 c 6 3 4 a $If $If K$ C E X $If $$If a$ b $$If : 0 6 3 4 a b E ! \ ^ _ ` a F G H I m n ¼±¼ j- OJ QJ UjZ+ OJ QJ Uj) OJ QJ Uj' 6OJ QJ U 6OJ QJ j 6OJ QJ U 5OJ QJ j% OJ QJ UjJ$ OJ QJ UCJ OJ QJ j OJ QJ Uj" OJ QJ U ; P = 4 . 4 . $If $$If a$ $$If ֈ
< 6 3 4 `
a P R ., $$If ֈ
< 6 3 4 `
a $If $$If a$ 7 5 $$If ֈ
< 6 3 4 `
a $If ? b $$If 0 6 3 4 a b $If J $K$L$If P 0 c 6 3 4 a $If $If K$ E I B \ ] ^ _ ` $If O $K$L$If
0 c ! 6 3 4 a $If $If K$ ] ^ _ ` a b J m J! K! L! M! N! ! 8" B" G% H% I% J% K% % ,& 6& ' ( =) + . . . . . O/ / / p3 q3 r3 s3 t3 3 U4 _4 5 6 6 6 6 6 o6 6 6 V7 9 g9 : : : : : : j; ; ; < = = > ?? ? S@ [A \A ]A ^A
[` a b J m $If $$If a$ b $$If
0 6 3 4 a b = 4 . . . $If $$If a$ $$If ֈ s < 6 3 4 `
a 7 5 - $If K$ $$If ֈ s < 6 3 4 `
a $If J! K! L! M! ! ! 4" 5" 6" 7" F% G% H% I% J% % % (& )& *& +& . . . . . O/ P/ / / / / / / 2 q3 r3 s3 t3 3 3 Q4 R4 S4 T4 6 6 6 6 6 o6 p6 6 6 6 6 : : : j7 OJ QJ Uj6 OJ QJ U OJ QJ mH 56OJ QJ j64 OJ QJ Uj\2 OJ QJ U 6OJ QJ j0 OJ QJ UCJ j. OJ QJ UOJ QJ j OJ QJ U @ J! K! L! M! N! ! C A A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ $If ! 8" B" G% H% I% J% K% C A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If $If K$ K% % ,& 6& ' ( =) + . . . $If J $K$L$If X 0 c 6 3 4 a $If $If K$
. . . O/ / / p3 q3 r3 G H $K$L$If 0 c 6 3 4 a $If $If K$ ` $$If 0 6 3 4 a b r3 s3 t3 3 U4 _4 5 6 $If $If K$ ` $$If 0 6 3 4 a b $If 6 6 6 6 6 o6 6 6 Q O O G A $If $If K$ ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a 6 V7 9 g9 : : : : $If H $K$L$If 0 c 6 3 4 a
& F $If K$
& F $If $If : : : j; k; ; ; ; ; [A \A ]A ^A A A eB fB gB hB F RG M M M M M N N ~N N N N N N N O O O /O 0O 1O 2O O O O O yR zR {R |R R R \S ]S ^S _S U U U U U U _V `V aV jzD OJ QJ UjB OJ QJ Uj@ OJ QJ Uj ? OJ QJ Ujx= OJ QJ U 5OJ QJ OJ QJ mH j; OJ QJ Uj9 OJ QJ Uj OJ QJ UCJ OJ QJ @: : : j; ; ; < = = > ?? ? S@ [A
& F $If $If $If K$ ` $$If 0 6 3 4 a b
[A \A ]A ^A A iB sB C Q O G A A $If $If K$ ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a ^A A iB sB C D FF SG 5J K M M M M M N N N O O O /O 0O 1O O O P yR zR {R |R R `S jS S U U U U U U cV mV V }W X X Y Y `Z @[ \ \ \ \ \ +] 5] ^ _ _ _ _ _ ` a a ma c {c :d d d d d ,e e e ff f 0g {g g Bh Ch Dh Eh Fh h i )i sm tm
\C D FF SG 5J K M M M $If H $K$L$If 0 c 6 3 4 a
& F $If K$
& F $If $If M M M N N N O O O /O $If $$If a$ ` $$If 0 6 3 4 a b /O 0O 1O O O P = ; 3 - - $If $If K$ $$If ֈ
-) < 6 3 4 `
a P yR zR {R |R R `S jS I G A $If ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ jS S U U U U U U C A A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ $If aV bV \ \ \ \ \ \ '] (] )] *] _ _ _ _ ` ` a a
a a a d d d d d ,e -e e e e e Bh Ch Dh Eh h h i i i i sm tm vm wm xm ym m m en fn gn hn n n n n n o o o 5p 6p 5OJ QJ jM OJ QJ UjK OJ QJ UjJ OJ QJ Uj.H 6OJ QJ U 6OJ QJ j 6OJ QJ U jTF OJ QJ UCJ OJ QJ j OJ QJ U AU cV mV V }W X X Y Y `Z @[ \ \ \ $If H $K$L$If 0 c 6 3 4 a
& F $If $If $If K$
\ \ \ +] 5] ^ _ _ G H $K$L$If 0 c 6 3 4 a $If $If K$ ` $$If 0 6 3 4 a b _ _ _ _ ` a a ma c {c :d d $If $If K$ ` $$If 0 6 3 4 a b $If d d d d ,e e e ff Q O G A A $If $If K$ ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a ff f 0g {g g Bh Ch Dh $If H $K$L$If 0 c 6 3 4 a
& F $If K$
& F $If Dh Eh Fh h i )i sm tm um G H $K$L$If 0 c 6 3 4 a $If $If K$ ` $$If 0 6 3 4 a b tm um vm wm xm ym m in sn n n n n n o o 9p Cp s Ku }v w jx {z |z }z ~z z H{ L{ N{ Q{ { { { { ?| I| 4~ F G H I ^ x h i j k Y \ ʇ Շ և ׇ J T U V W ' " # $ % & ' ( g Ǒ s t
]um vm wm xm ym m in sn I G A $If ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ sn n n n n n o o 9p I G G G ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ 6p 7p 8p {z |z }z ~z z z D{ E{ F{ G{ Q{ R{ { { { { { { { { ;| <| =| >| F G H I h i j k U V W X \ ] Ƈ LJ ȇ ɇ Շ և ׇ ؇ F G H I T j[ OJ QJ UjZ OJ QJ UjrX OJ QJ U OJ QJ mH jV OJ QJ UjT OJ QJ UjS OJ QJ UjpQ OJ QJ UCJ OJ QJ j OJ QJ UjO OJ QJ U >9p Cp s Ku }v w jx {z |z }z $If H $K$L$If 0 c 6 3 4 a $If K$ $If }z ~z z H{ L{ N{ Q{ { { $If $$If a$ ` $$If 0 6 3 4 a b { { { ?| I| 4~ = ; 3 - - $If $If K$ $$If ֈ nL < 6 3 4 `
a 4~ F G H I I G A $If ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ ^ x h i j $If H $K$L$If 0 c 6 3 4 a $If K$ $If j k Y \ ʇ Շ $If $$If a$ ` $$If 0 6 3 4 a b Շ և ׇ J T = ; 3 3 $If K$ $$If ֈ nL < 6 3 4 `
a T U V W J H ? ? $$If a$ ` $$If 0 6 3 4 a b $If O $K$L$If L0 i 6 3 4 a T U V W ' ( " ' ( ) s t u v b c d e ܗ ݗ ޗ ߗ Q Ϙ И 9 : ; < @ A * + jg OJ QJ UjCf OJ QJ U 5OJ QJ jid OJ QJ Ujb OJ QJ Uj` OJ QJ UjA_ OJ QJ Uj] OJ QJ Uj OJ QJ UOJ QJ CJ @ ' . $$If ֈ #
< 6 3 4 `
a $$If a$ $If " # $ % & ' 7 $$If ֈ #
< 6 3 4 `
a $If ' ( g Ǒ s t u $If H $K$L$If 0 c 6 3 4 a
& F
$If K$
& F
$If $If $If K$ t u v f p q ۗ ܗ ݗ ޗ ߗ Q ɘ ˘ Ϙ = @ . 8 Ν ϝ Н ѝ 8 G Ģ Ţ Ƣ Ǣ 2 | } ~ $ A } ٫ ګ ۫ ܫ ݫ u $ Ʋ -
Mu v f p q ۗ ܗ $If $If K$ ` $$If 0 6 3 4 a b ܗ ݗ ޗ ߗ Q ɘ ˘ Ϙ Q O O O F $$If a$ ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a Ϙ = @ . $$If ֈ nL < 6 3 4 `
a $If $$If a$ . 8 Ν ϝ Н ѝ A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If $If K$ + , - Ν ϝ Н ѝ 8 9 G H Ģ Ţ Ƣ Ǣ 2 3 | } ~ ګ ۫ ܫ ݫ u $ % 贩 jr 5OJ QJ U j 5OJ QJ U 5OJ QJ OJ QJ mH jp OJ QJ Uj o OJ QJ UjEm OJ QJ Ujkk OJ QJ UCJ OJ QJ j OJ QJ Uji OJ QJ U :ѝ 8 A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If $If K$ G Ģ Ţ Ƣ Ǣ 2 G ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If K$ 2 | } ~ C A ` $$If 0 6 3 4 a b $If H $K$L$If 0 c 6 3 4 a $If $If K$ $ A } ٫ ګ ۫ ܫ $If H $K$L$If 0 c 6 3 4 a
& F $If $If $If K$ ܫ ݫ u $ $If @& ` $$If 0 6 3 4 a b Ų { | 0J OJ QJ 5OJ QJ CJ OJ QJ j OJ QJ Ujzt OJ QJ U
Ʋ - @& ^ $$If 0 6 3 4 `
a 0 1h/R {. A!"#$% " ,,
j eg{ H H ( d h
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMHorizontalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMHorizontalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:40Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMOrientation
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMOrientation
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:40Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.subTicket.paper_info_ticket
com.apple.print.PageFormat.PMAdjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPageRect
0.0
0.0
3262.5000000000005
2329.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMAdjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPaperRect
-75
-75
3433.3333333333335
2404.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMPaperName
iso-a4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPageRect
0.0
0.0
783
559
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPaperRect
-18
-18
824
577
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.ppd.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.ppd.PMPaperName
A4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PaperInfoTicket
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PageFormatTicket
/R {. A!"#$% " ,,
j eg{ H H ( d h
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMHorizontalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMHorizontalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:49Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMOrientation
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMOrientation
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:49Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.subTicket.paper_info_ticket
com.apple.print.PageFormat.PMAdjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPageRect
0.0
0.0
3262.5000000000005
2329.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMAdjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPaperRect
-75
-75
3433.3333333333335
2404.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMPaperName
iso-a4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPageRect
0.0
0.0
783
559
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPaperRect
-18
-18
824
577
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.ppd.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.ppd.PMPaperName
A4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:52Z
com.apple.print.ticket.stateFlag
1
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PaperInfoTicket
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PageFormatTicket
/R {. A!"#$% " ,,
j eg{ H H ( d h
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMHorizontalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMHorizontalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:21Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMOrientation
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMOrientation
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:21Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.subTicket.paper_info_ticket
com.apple.print.PageFormat.PMAdjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPageRect
0.0
0.0
3262.5000000000005
2329.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMAdjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPaperRect
-75
-75
3433.3333333333335
2404.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMPaperName
iso-a4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPageRect
0.0
0.0
783
559
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPaperRect
-18
-18
824
577
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.ppd.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.ppd.PMPaperName
A4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:40:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PaperInfoTicket
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PageFormatTicket
/R {. A!"#$% " ,,
j eg{ H H ( d h
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.FormattingPrinter
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMHorizontalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMHorizontalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:20Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMOrientation
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMOrientation
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalRes
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalRes
300
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:20Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMVerticalScaling
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMVerticalScaling
1
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.subTicket.paper_info_ticket
com.apple.print.PageFormat.PMAdjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPageRect
0.0
0.0
3262.5000000000005
2329.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PageFormat.PMAdjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PageFormat.PMAdjustedPaperRect
-75
-75
3433.3333333333335
2404.166666666667
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
0
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMCustomPaper
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMPaperName
iso-a4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPageRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPageRect
0.0
0.0
783
559
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.PMUnadjustedPaperRect
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.PMUnadjustedPaperRect
-18
-18
824
577
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.PaperInfo.ppd.PMPaperName
com.apple.print.ticket.creator
com.apple.printingmanager
com.apple.print.ticket.itemArray
com.apple.print.PaperInfo.ppd.PMPaperName
A4
com.apple.print.ticket.client
com.apple.printingmanager
com.apple.print.ticket.modDate
2006-06-30T13:39:24Z
com.apple.print.ticket.stateFlag
1
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PaperInfoTicket
com.apple.print.ticket.APIVersion
00.20
com.apple.print.ticket.privateLock
com.apple.print.ticket.type
com.apple.print.PageFormatTicket
D f + Ehttps://secure.dfes.gov.uk/consultationsadmin/img/frontPageSpacer.gif d
S @ A f r o n t P a g e S p a c e r b HUC5G n HUC5GPNG
IHDR d sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT8cp`pQ8 w IENDB`D D f n Chttps://secure.dfes.gov.uk/consultationsadmin/img/dfesLogoLarge.gif `
S < A d f e s L o g o L a r g e b L SJu7Xc ( k n SJu7XcPNG
IHDR C p& `PLTEyy::ӿ孮wBdEv 1c bKGD H cmPPJCmp0712 H s
EIDATx^] rH d˼n sPcYEV"Qs` 4G.huC$V ]W5m]1\0~
4]vdѵ7ڮ{4 > -[4
Д3FCۨi8Mg ڡo]en
ޱ F@c
) 6WHү=
ZWtk\o^' è3mN " zt
.c;`[n`皊, -IDa͉#5%vr1tE]+k
w՚iJbh"hu &IkYz-н !MΔ!(/R9e$ +deD3 v5@QOF~4b2@9@B d~`|7"0"_T
wd)A&>%CvS]$RtlAHY^lw[HE`X5j`ooo% it}psl|2g^b-Fh!vB6NimEU aXl^gy9+d%d{DC ^k`
yp?
ZǐJ ,m7dg
gg'2)ɘ̖'#lKPZ? pz9?CO' 3~9)}עBFwUtmȧ!4gQvGmn;H
HCۅ)liw\D""YTHg{XZߚ#5 Pֵgא,tdbҴk .3":Y,X9SEf0 -NHRIĩLI
i
˘Ř5">uٹ}O `?iA @(QاQsEFl 'o. db@V,3F Ԡ d}_B]jUVdf F. MAfcrQ(D닡eis*HR Ļ0"`eȒ:KȪK-ϋW3 *N)~G9nY#o+%,NZ/=ȿ@ hNqT\Xο/,L K9ȒI iKz3#)o&EG1O x]TD_ r鱧 XҦ\_6LE5Xd8wZce_ٌ;XXUV
X5j`UV
X5kaIPP WY we]\n5U,U块)x]խTȖ|YMbJDu-rőrԟ@~f69\z
g^ ;9(VƮkנM%EQ95ݱ,}`Tf:s^3QuFlI sNd䌰ZpN箁LƔZY e),Bk~r$K&J1Nd#7g r%%/RDN4ww#n?PceQ;P'6+ ܵV j:K8=mmM>CG%+7{c4 -j"X>SsUD
Iֲ%wqȍTU
zsb(څ @֒&Lp0[
X>op^>C'E3 ;b8{STapvd綡dQBKM q$AX)\!2,!@&RK*^*8Ei^YQPUč>B*ȫ %tF~4$YS Izm0R[mgKzcP,uŔҞT,X\e6/.$]Ce )aF1}j҉9E .)#? ช;ƣdtsDT
4S
^k\U\٤5%iHƨ K5mϹI_`7ԗC
IfM*x{%S|ha)2);"c}Y.M< uAF~h4.1GX3m#w& #!-U!L5rb!egHZ̐2g. .l Nl
[8:T"_NPxL2#:Sn :)F#/ v?'N53s < !Svq7zYC+M mTW(Vg:0:Y@R[-API(~[6_&<`aC#y(c0ZU~cYʅ7vٔ "q.],dR]rGuQ,7ǡ2oi.Qڽ&(Rrq+tTF5RcOTqč'
{kV*ŝF"WƉ%i.z}G6KRtePX;qE~Nj UE:[1!,99$Μ1.% 2
E;`L] \A5 5ݍ1^`w6dH`"0ZE[?LM.U"*2 HޘUW>H1
= ɲ/=3G < x3Z2 D&6Kb7x'9Q 7O4QR$H, MKaKq" {88 IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D y K y K D m a i l t o : u k e n . d i x o n @ d f e s . g s i . g o v . u k D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} U n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} J n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A
t t o p t i o n B o x b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x
b ;|cap/Mi} n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Ihttps://secure.dfes.gov.uk/consultationsadmin/img/pleaseSpecifySpacer.gif l
S H A ( p l e a s e S p e c i f y S p a c e r b Mzy^;ϩ\v I! n Mzy^;ϩ\vPNG
IHDR b
sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`DB g%/RU IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A
t t o p t i o n B o x b ;|cap/Mi} '# n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x
b ;|cap/Mi} $ n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Ihttps://secure.dfes.gov.uk/consultationsadmin/img/pleaseSpecifySpacer.gif l
S H A ( p l e a s e S p e c i f y S p a c e r b Mzy^;ϩ\v & n Mzy^;ϩ\vPNG
IHDR b
sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`DB g%/RU IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N b( n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} 7* n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} + n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
s @ A t t o p t i o n B o x b ;|cap/Mi} - n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
I
S > A c o m m e n t s S p a c e r b edUyWj>N 1/ n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N 1 n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N 2 n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N 4 n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N 6 n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N s8 n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r b edUyWj>N M: n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > IJ 屫yWj> '< n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
#
s @ A t t o p t i o n B o x b ;|cap/Mi} = n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
$
s @ A t t o p t i o n B o x b ;|cap/Mi} ? n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
%
S > A c o m m e n t s S p a c e r b edUyWj>N OA n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
&
S > A! c o m m e n t s S p a c e r b edUyWj>N )C n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
P
S > A7 c o m m e n t s S p a c e r b edUyWj>N E n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
Q
S > A8 c o m m e n t s S p a c e r b edUyWj>N F n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r ! b edUyWj>N H n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
S > A c o m m e n t s S p a c e r " b edUyWj>N J n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
'
S > A" c o m m e n t s S p a c e r # b edUyWj>N kL n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
O
S > A# c o m m e n t s S p a c e r $ b edUyWj>N EN n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
)
S > A$ c o m m e n t s S p a c e r % b edUyWj>N P n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
*
s @ A% t t o p t i o n B o x & b ;|cap/Mi} Q n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
+
s @ A& t t o p t i o n B o x ' b ;|cap/Mi} S n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
,
S > A' c o m m e n t s S p a c e r ( b edUyWj>N GU n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
-
S > A( c o m m e n t s S p a c e r ) b edUyWj>N !W n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
.
s @ A) t t o p t i o n B o x * b ;|cap/Mi} X n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
/
s @ A* t t o p t i o n B o x + b ;|cap/Mi} Z n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
L
S > A+ c o m m e n t s S p a c e r , b edUyWj>N I\ n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
=
s @ A3 t t o p t i o n B o x - b ;|cap/Mi} ^ n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
>
s @ A4 t t o p t i o n B o x . b ;|cap/Mi} _ n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
?
s @ A5 t t o p t i o n B o x / b ;|cap/Mi} la n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
@
S > A6 c o m m e n t s S p a c e r 0 b edUyWj>N c n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
1
S > A, c o m m e n t s S p a c e r 1 b edUyWj>N d n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
2
s @ A- t t o p t i o n B o x 2 b ;|cap/Mi} f n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
3
s @ A. t t o p t i o n B o x 3 b ;|cap/Mi} nh n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
4
S > A/ c o m m e n t s S p a c e r 4 b edUyWj>N j n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
5
S > A0 c o m m e n t s S p a c e r 5 b edUyWj>N k n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
;
S > A1 c o m m e n t s S p a c e r 6 b edUyWj>N m n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
7
S > A2 c o m m e n t s S p a c e r 7 b edUyWj>N o n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f Dhttps://secure.dfes.gov.uk/consultationsadmin/img/commentsSpacer.gif b
R
S > A9 c o m m e n t s S p a c e r 8 b edUyWj>N q n edUyWj>NPNG
IHDR . sBITLˢ PLTE w tRNS 0J bKGD H cmPPJCmp0712 Om IDAT(cp`# >2# IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
S
s @ A: t t o p t i o n B o x 9 b ;|cap/Mi} Ws n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB` D f ?https://secure.dfes.gov.uk/consultationsadmin/img/optionBox.gif d
T
s @ A; t t o p t i o n B o x : b ;|cap/Mi} t n ;|cap/Mi}PNG
IHDR K bKGD ݊ cmPPJCmp0712 Om IDATc`? , Rek IENDB`
i 8 @ 8 N o r m a l CJ _HaJ mH sH tH J @ J H e a d i n g 1 $d d @& [$\$a$ CJH KH$ aJH @ @ " @ H e a d i n g 2 d d @&[$\$ CJ0 aJ0 @ @ 2 @ H e a d i n g 3 d d @&[$\$ CJ$ aJ$ < A@ < D e f a u l t P a r a g r a p h F o n t @ @ B a l l o o n T e x t CJ OJ QJ ^J aJ : ^@ : N o r m a l ( W e b ) d d [$\$ , U@ , H y p e r l i n k >* < V@ !< F o l l o w e d H y p e r l i n k >* ` 2` D f E S O u t N u m b e r e d
& F 1$ 5$ 7$ 8$ 9D H$ OJ QJ aJ tH X BX D f E S B u l l e t s
& F 1$ 5$ 7$ 8$ 9D H$ OJ QJ aJ tH R Y RR D o c u m e n t M a p -D M
CJ OJ QJ ^J aJ H 2H k &k ! "& ! "& ! "& ! "& ! "& ! "& ! "& ! "& ! "& !
"& ! "& ! "& !
"& ! "& ! "& ! "& ! "& ! "& ! "& ! "& ! "& c L ( 0 : [; \; ]; ^; G O Y Gb h t l | s t u v ˩ y m U ~ G
e l
[ y e P s
: aV 6p T + Z _ e o w #
$ | u P ` ! K% . r3 6 6 : [A C M /O P jS U \ _ d ff Dh um sn 9p }z { 4~ j Շ T ' u ܗ Ϙ ѝ 2 ܫ [ ] ^ ` a b c d f g h i j l m n p q r s t u v x y { | } ~ ] ^A tm t \ k z $ & ) b s { u w p r | ]
_
u
y { X
F H m 4 6 ( * O) ) ) - Q. S. o0 0 0 j5 5 5 ; e< g< H ~H H H H I 1I I I L \M ^M O _P aP V 'W )W Z [
[ ,_ _ _ b c c g eh gh i 5j 7j t Du Fu Qu u u u ;v =v z z z U W \ Ɓ ȁ ׁ F H ' ( b d ϒ 9 ; @ * , 8 G 2 $ { CCCXXCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCX Q s , , "- (- 6 6 < = 5D :D E F r` w` 8a > n o o 2 = > 4 < 4 4 l l } } % M X C H : : : : : : : : : : : : : : D e b o r a h P h i l l i p s O D e b s : W e b f i l e s : S i t e m e d i a f i l e s : P D F o r g i n a l d o c s : U C U : p r o f e s s i o n a l i s m f i n a l . d o c D e b o r a h P h i l l i p s H D e b s : W e b f i l e s : S i t e m e d i a f i l e s : T o u p l o a d : u c u _ p r o f e s s l s s e c t o r _ j u n 0 6 . d o c
h& JKQ
)% &+re L7 N ,LyB4 JD$ި )G*z >6ly; n!pr Hqx}7 I}6 ^`CJ OJ QJ o( ^`CJ OJ QJ o( o p p^p`CJ OJ QJ o( @ @ ^@ `CJ OJ QJ o( ^`CJ OJ QJ o( ^`CJ OJ QJ o( ^`CJ OJ QJ o( ^`CJ OJ QJ o( P P^P`CJ OJ QJ o( h 8 8^8`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^ `OJ QJ o( h H h ^ `OJ QJ o( h H h x x^x`OJ QJ ^J o( h H o h H H^H`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H
^ ` o( h H .
0 ^`0o( h H . & p0 p^p`0B* CJ OJ QJ aJ o( ph h H )
@ 0 @ ^@ `0o( h H )
0 ^`0o( h H ( )
0 ^`0o( h H ( )
0 ^`0o( h H .
0 ^`0o( h H .
P0 P^P`0o( h H . h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H
^ ` h H .
0 ^`0h H .
p0 p^p`0h H )
@ 0 @ ^@ `0h H )
0 ^`0h H ( )
0 ^`0h H ( )
0 ^`0h H .
0 ^`0h H .
P0 P^P`0h H . ^`OJ QJ o( ^`OJ QJ o( o p p^p`OJ QJ o( @ @ ^@ `OJ QJ o( ^`OJ QJ o( o ^`OJ QJ o( ^`OJ QJ o( ^`OJ QJ o( o P P^P`OJ QJ o( h ^ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h | | ^| `OJ QJ o( h H h L L^L`OJ QJ ^J o( h H o h ^ `OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h p p^p`OJ QJ o( h H h @ @ ^@ `OJ QJ o( h H h ^`OJ QJ ^J o( h H o h ^`OJ QJ o( h H h ^`OJ QJ o( h H h ^`OJ QJ ^J o( h H o h P P^P`OJ QJ o( h H JD )% & JKQ )G >6l n!p I} L7 ,LyB Hqx
B ؾ ( ) # b # $ - P Q y t | a
u
} C E X
P
R
^ _ ` a J m J K L M 8 G H I J , ( ( ( ( O) ) q- r- s- t- - U. 0 0 0 0 o0 0 4 4 4 4 j5 5 [; \; ]; ^; ; i< G G G G H H H I I I /I 0I 1I I yL zL {L |L L `M O O O O O cP V V V V V +W Y Y Y Y Z [ ^ ^ ^ ^ ,_ _ Bb Cb Db Eb b c sg tg ug vg wg xg yg g ih h h h h i 9j {t |t }t ~t t Hu Lu Nu Qu u u u u ?v Fy Gy Hy Iy z z h i j k Y \ ʁ Ձ ց ׁ J T U V W ' " # $ % & ' ( s t u v f ܑ ݑ ޑ ߑ ɒ ˒ ϒ = @ . Η ϗ З ї 8 G Ĝ Ŝ Ɯ ǜ 2 | } ~ ڥ ۥ ܥ ݥ $ @ m [2 . ` @ G T i m e s N e w R o m a n 5 S y m b o l 3Y A r i a l 5 T a h o m a ? C o u r i e r N e w ; W i n g d i n g s 7 M a r l e t t " q h ( d I 1 K ; ! >0 2Q HP 5 P r o f e s s i o n a l i s a t i o n o f t h e L e a r n i n g a n d S k i l l s S e c t o r H e l e n W h i t e D e b o r a h P h i l l i p s
Oh +'0 ( D P
l x
' 6 Professionalisation of the Learning and Skills Sector n rof Helen White ele ele Normal h Deborah Phillips on 2 bo Microsoft Word 10.1 @ F# @ 4aL@ [L@ [L ( d
՜. +,D ՜. +,` h p |
' . n 1 I
6 Professionalisation of the Learning and Skills Sector Title 8 @ _PID_HLINKS ' A h e e " m a i l t o : u k e n . d i x o n @ d f e s . g s i . g o v . u k | % f r o n t P a g e S p a c e r q d f e s L o g o L a r g e n
o p t i o n B o x n
o p t i o n B o x n
o p t i o n B o x n v
o p t i o n B o x n
o p t i o n B o x n q
o p t i o n B o x n
o p t i o n B o x n ^
o p t i o n B o x n
o p t i o n B o x j z p l e a s e S p e c i f y S p a c e r n
o p t i o n B o x n
o p t i o n B o x j p l e a s e S p e c i f y S p a c e r ~ h c o m m e n t s S p a c e r n G
o p t i o n B o x n
o p t i o n B o x n
o p t i o n B o x ~ h I c o m m e n t s S p a c e r ~ h 5" c o m m e n t s S p a c e r ~ h )& c o m m e n t s S p a c e r ~ h / c o m m e n t s S p a c e r ~ h R4 c o m m e n t s S p a c e r ~ h 6 c o m m e n t s S p a c e r ~ h ; c o m m e n t s S p a c e r ~ h fB c o m m e n t s S p a c e r n N #
o p t i o n B o x n O $
o p t i o n B o x ~ h O % c o m m e n t s S p a c e r ~ h ]S & c o m m e n t s S p a c e r ~ h `V P c o m m e n t s S p a c e r ~ h (] Q c o m m e n t s S p a c e r ~ h a c o m m e n t s S p a c e r ~ h e c o m m e n t s S p a c e r ~ h i ' c o m m e n t s S p a c e r ~ h fn O c o m m e n t s S p a c e r ~ h 6p ) c o m m e n t s S p a c e r n E{ *
o p t i o n B o x n { +
o p t i o n B o x ~ h <| , c o m m e n t s S p a c e r ~ h - c o m m e n t s S p a c e r n V .
o p t i o n B o x n LJ /
o p t i o n B o x ~ h G L c o m m e n t s S p a c e r n =
o p t i o n B o x n >
o p t i o n B o x n ?
o p t i o n B o x ~ h @ c o m m e n t s S p a c e r ~ h c 1 c o m m e n t s S p a c e r n : 2
o p t i o n B o x n 3
o p t i o n B o x ~ h + 4 c o m m e n t s S p a c e r ~ h 5 c o m m e n t s S p a c e r ~ h ; c o m m e n t s S p a c e r ~ h 7 c o m m e n t s S p a c e r ~ h R c o m m e n t s S p a c e r n S
o p t i o n B o x n T
o p t i o n B o x
! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~
! " # $ % ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E G H I J K L M O P Q R S T U V W X ] R o o t E n t r y F T_ D a t a
!v 1 T a b l e & > W o r d D o c u m e n t S u m m a r y I n f o r m a t i o n ( F D o c u m e n t S u m m a r y I n f o r m a t i o n 8 N H C o m p O b j X O b j e c t P o o l T T F Microsoft Word Document NB6W Word.Document.8