ࡱ> #` Wbjbj .O  5555t5<j!b5555566 6aaaaaaa$dhifa 96699a 55a:::9^ 5 5a:9a::R[ ^55 P=^59"\la4a0!b\>g :g<^^g ^67h:7T=8M666aa:"666!b9999j$Dv' jv' > T   Briefing for FE sector on the machinery of government changes General 'Colleges' don't appear in any of the titles of the new Departments (but schools and universities do). Does that mean that their role has been down graded? Absolutely not. Colleges are absolutely critical to the delivery of both DIUS and DCSF core objectives. DIUS has the unique responsibility of strengthening the UKs economic performance, and transforming ambitions and life chances of millions of people. It will provide a strong integrated permanent voice across Government for effective investment in research, science, enterprise and skills embedding these into the competitiveness strategy. DIUS will work with the further and higher education and research communities to support social mobility and inclusion. DIUS will work to break down the barriers between universities, colleges and business; and to foster greater engagement between education and employers. The DCSF brings together for the first time all key aspects of policy affecting children and young people. It will work to ensure that children and young people have a happy, healthy and safe childhood; that they fulfil their potential and make a positive contribution to society; and that they are raised free from the effects of poverty. DCSF will of course lead the 14-19 reform strategy, in which colleges and providers play an important part, Is 14-19 reform still a priority after the changes in departmental structure? 14-19 remains a key priority for the Department for Children, Schools and Families. We want to ensure that all young people are prepared by their education and training for success in life. Immediately this means that we must raise participation at 17, cut the proportion of 16-18 year olds not in education, employment or training (NEET) and raise attainment at 19. We have stretching targets in all these areas. In parallel, we are reforming curriculum and qualifications to make them more engaging; and trying to create a system which can deliver the reformed curriculum effectively. How will joint working take place between DCSF and DIUS and LSC? Both DIUS and DCSF are committed to working closely together to continue the Governments reform programme for FE which is making excellent progress. Some early decisions have been made, eg, DCSF will take a close interest in LSC performance, and will attend Ministerial Review meetings. But there is still much to work through. Indeed, it will be important that DIUS, DCSF and the new Department for Business, Enterprise and Regulatory Reform (DBERR) maintain a close working relationship so that the country has a strong skills base and that business and individual people of all ages are equipped to face the challenges of the years ahead. What will the relationship be between the new Commission for Employment and Skills and the new Business Advisory Council? The Prime Minister has announced the creation of a Business Council for Britain comprising senior representatives of UK-based businesses, to advise him on issues that affect enterprise, business and the long term productivity and competitiveness of the economy. It is a high level advisory body,which has a wide-ranging remit across the productivity agenda, which will include skills and labour market issues although this is unlikely to be an immediate priority for the Council. The Commission for Employment and Skills will have a different role in carrying forward the skills agenda, with a sharp focus on employment and skills services. Officialsare in discussionsto agree theboundaries and respective roles of each organisation. FE System Wont the changes seriously destabilise the FE system We are very keen to ensure that there is no disruption to schools, colleges and training providers arising from the creation of the DIUS and DCSF. FE colleges and providers make a huge contribution to our economy and communities. The increases we have seen in success rates in recent years are proof of this. The ambitious reforms which the Government set out in its White Paper, Further Education: Raising Skills, Improving Life Chances, are central to the FE system achieving its enormous potential, and these will continue. You are asking colleges and schools to collaborate but the Department which used to oversee them has been split. Why? Creating a unified system for under 19s makes clear sense, especially as we are proposing that participation in education or training up to 19 should become compulsory. The transfer of colleges 16-19 funding to local authorities will strengthen 14-19 arrangements, and make a clearer distinction between 14-19 education and skills, and adult training carried out in colleges. The joined up funding for the 14-19 sector represents joined up government at its best. Collaboration between schools and colleges has been happening for many years in many areas, and more have begun to work collaboratively to deliver the 5 Diploma programmes in 2008. The 14-19 reforms over time will require more collaboration because of the wider choice of educational pathways that will be made available to young people. No single institution could offer all 14 planned Diploma Lines alone. We are confident that the local partnerships of schools and colleges are committed to the new reforms, and will continue to work together in the interests of young people. We have made a commitment to joint working and building on the best of the current arrangements already in place. Why do Sixth Form Colleges sit within DCSF and the FE system sits with DUIS, and how this will work in performance managing the whole system? DCSF will have planning and funding responsibility for all of the 14-19 reforms, school sixth forms, and sixth form colleges. This will bring together all key aspects of policy affecting young people. Funding for school sixth forms, sixth form colleges and the contribution of FE colleges to 14-19 will transfer from the LSC to local authorities ring-fenced education budgets. In taking forward these changes, we will work closely with the LSC and other national partners along with schools, colleges and training providers, to ensure the changes are well managed and sustain institutional autonomy. We will take the opportunity to review how the funding and accountability framework can best support initiative and high performance, both at institutional level and across the FE sector as a whole. Will the changes affect self regulation? Development of self-regulation within the FE system will continue, butwe will need to consider the impact of the Machinery of Government changes for this policy area alongside others. Where does information, advice and guidance sit in the new structures? Responsibility for Information, advice and guidance for young people now lies with DCSF. Adult information advice and guidance is the responsibility of DIUS. Learning and Skills Council What about the LSC: does it have a future? In relation to 16-19 funding, the changes we propose will require legislation. We will not be able to give effect to the full legislative changes until the academic year 2010-11. In the three full academic years between now and then, the LSC will retain the legal responsibility for securing and funding all forms of post-16 education and training outside higher education. In particular, it will retain the duty to secure the proper facilities for young people aged 16 to 19. The LSC has demonstrated in recent years a powerful focus on delivery and an excellent record in the management of public funds. In the interests of learners, schools and colleges, continuing that high performance will remain essential as we work through to the new organisational arrangements. The LSC will have a central role to play in managing the transition successfully. In World Class Skills: Implementing the Leitch Review of Skills in England' we set out the steps we will be taking to drive up skills at alllevels. Seizing new global opportunities will require a world-class skills base, both through the expansion of high-end graduate skills and by raising the skills of the adult workforce as a whole. The FE sectorhas a vital role to play in providing employers and individuals with theskills we need to compete effectively in a global market place. We will be consulting on the best way of delivering all of those functions and services that are necessary to support the FE sector and to achieve our skills ambitions. This will build on and sustain the progress made with the LSC over recent years in developing a demand-led approach that meets the needs of employers and learners, particularly through the successful Train to Gain programme. Funding What impact will the Machinery of Government/16-19 funding changes have on the FE Bill? These changes will take time to implement and, together with the DCSF, we will be consulting partners on both the detail and timing. The Bill will continue its passage through Parliament, as planned. It is vital that the LSC has the right structures in place to enable it to carry out its role effectively. How will the new funding arrangements for 16-19 work? The changes we propose will require legislation. Subject to consultation on the details and timing, to ensure there is no disruption to schools, colleges and training providers and the introduction of new diplomas, and the need to pass the necessary legislation, funding for school sixth forms, sixth form colleges and the contribution of FE colleges to the 14-19 phase will transfer from the Learning and Skills Council (LSC) to local authorities ring-fenced education budgets. Will funding for colleges be ring fenced within the local authority pot? Funding for 14-19 learners will be administered through the local authority ring fenced education budgets. Funding for colleges will not be ring fenced. Will the transfer of funding for 14 - 19 to local authorities mean a return to local authority influence and control on colleges? Will local authorities have a planning role? We are clear that the changes will in no way affect the existing institutional autonomy that colleges currently have to determine their mission and curriculum. These freedoms and flexibilities, which were secured following incorporation, are essential to create the diverse, innovative and responsive FE system we have today. We will consult schools, colleges and providers to ensure that these principles are upheld in the changes. Wont routing funding for 14 - 19 through local authorities lead to increased inequality between funding for colleges versus schools? We will develop detailed proposals and consult on how the arrangements will work in practice. There are many benefits in the existing system which we wish to preserve. We also want to look at the schools system, and the dedicated grant[s] work, and to consider introducing something similar for all of 14-19. It is important we keep to the agreed position on closing the gap between funding for schools and colleges and one of the benefits of the new system will be that we should be able to design a system which is responsive to this issue. Wont the changes lead to additional bureaucracy for institutions with funding coming through two routes? We are keen to ensure that there is no disruption to schools, colleges and training providers arising from the creation of the new Departments. We will work with national organisations and providers to ensure the changes are well managed and do not create unnecessary additional bureaucracy. Wont rural issues be even less likely to be addressed as shire counties generally get lower funding than urban authorities? All new policies have to be rural proofed to ensure that they do not have a damaging impact on rural communities, thereby ensuring equitable arrangements for urban and rural communities alike. What about students whose course spans pre 19 and post 19? To implement these changes for 14-19 policy and funding, we will need new legislation. As noted above, there will be consultation on the details and timing of the changes. In the short term, the LSC therefore remains responsible in law for the allocation of funds to all forms of post-16 education and training outside of higher education. Whats going to happen to the policy and funding of LLDD provision up to age 25? In common with other FE service funding, money for LLDD will route via LAs once legislation is passed, for 16-19, with the likelihood that this will extend to 25 for those identified with LDD prior to the 19th birthday. For adults with LDD post 25 and those who acquire disabilities post 19 the money will remain with the LSC for learning Capital Whats going to happen with Capital bids? The national capital investmentprogramme has been very successfully administered by the LSC andthese arrangements willcontinuefor the time being. Therefore post-16 capital funding excluding higher education will continue to be administered by the LSC, to ensure stability and continuity in the programme of modernisation of the FE estate. This will include the 16-19 joint capital fund for new learner places. We will be developing future options in consultation with the LSC, colleges and other providers. These options will be developed in line with theprinciples of responsiveness to learner and provider needs, developing a competitive provider base, respect for the autonomy of colleges and providers, and sustainable development Diplomas and Apprenticeships How will the employer engagement strategy - that is vital for delivery of the diplomas - be managed, and by which Department? We recognise that the LSC has developed significant expertise to engage and support employers. DIUS will lead work on employer engagement and the development of the apprenticeships programme in conjunction with employers and the Sector Skills Councils. In taking forward these changes, we will build on and sustain the progress made with the LSC over recent years in developing a demand-led approach that meets the needs of employers and learners. What about policy and funding for Apprenticeships? The DIUS has the overall sponsorship and funding lead for Apprenticeships as set out in the MOG document. However, both DIUS and DCSF have a strong, shared interest in apprenticeships, and a joint responsibility to make them work for young people and adults. The issue is around the mechanics of making that work. There will be a single budget for the Apprenticeship programme incorporating 14-19 and 19+ apprenticeships which will be jointly funded by the DUIS and DCSF and managed by the LSC. The LSC will deliver an apprenticeship plan jointly agreed by DIUS and DCSF. In terms of making this work practically, each year local authorities will lead the planning of 16-19 places in its local area within a framework set by DCSF, to get the best possible fit with the choices made by young people in terms of school sixth form place, college place and apprenticeship places. From that local area planning, the DCSF will be able to aggregate the projected demand for apprenticeship places which would in tern drive the calculation of the DCSF contribution to the single Apprenticeship budget. This is what the LSC would then contract for in terms of delivery for 16-19s. What will the relationship be between Diplomas and Apprenticeships? Employers see Apprenticeships as delivering work-based preparation for a particular occupation, whereas Diplomas are seen as providing a broader set of skills and knowledge to support progression to a range of employment and higher education opportunities.There is great variation in the size and nature of Apprenticeship frameworks a key difference from the Diploma framework. We intend that Diplomas will provide clear progression routes into Apprenticeships and, indeed, contain Apprenticeship components within their content where specified by the Diploma Development Partnerships. Organisation/governance Who will be responsible for approving mergers? Policy and responsibility on college mergers and governance will rest with the DIUS and the Secretary of State for Innovation, Universities and Skills given its responsibility for the FE system as a whole. However, with their responsibility for the overall strategy for 14-19, this will be managed in close consultation with the new Department of Children, Schools and Families. Quality What happens to the Improvement Strategy services and products now? Whos eligible and whos not? The broad arrangements for quality improvement and the national agencies which support these continue much as before. The machinery of government changes dont mean any lessening of emphasis on top quality provision for learners and employers and the real responsibility for improvement remains with colleges and providers. DIUS and DCSF plan to look at the access of those providers which now come within the remit of DCSF to the National Improvement Strategy but expect for the moment things to continue as before. What does all this mean for the new teacher and leadership qualifications now being introduced for the FE sector? The main reforms for the workforce in the FE sector include: new teaching qualifications, leading to a new professional status for FE teachers - Associate Teacher, Learning and Skills (ATLS) and Qualified Teacher, Learning and Skills (QTLS) and specialist routes for Skills for Life; a requirement for teachers, tutors, trainers and lecturers to fulfill at least 30 hours of continuing professional development each year; a requirement for all teachers, trainers, tutors and lecturers to be registered with the Institute for Learning (IfL), their professional body; and a new leadership qualification (Principals Qualifying Programme) for all new college principals. Regulations covering these are now being laid in Parliament and will come into effect in September. We and DCSF, which took over sponsorship of sixth form colleges (SFCs) in the machinery of government changes, have now discussed the implications for the reforms. We have agreed that the aims are the same in both sectors (ie for leaders and teachers to be qualified, professionally registered and to undertake CPD) and noted the movement and interaction between SFCs and GFEs that we would not want to disrupt by making unnecessary changes within the proposed FE regulations. We plan for the workforce reforms to continue as previously planned, for staff working in FE colleges with pre-19 learners and that SFCs will remain in scope for these reforms, but with an element of choice of how they meet mandatory requirements for qualification and professional registration. As part of the reforms, we are looking at the transferability of teaching and leadership qualifications (QTS/QTLS and NPGH/PQP) to assist movement between the sectors. Further details of the reforms will be found on  HYPERLINK "www.lifelonglearninguk.org/%20" www.lifelonglearninguk.org/ Is there any impact on the LSCs intervention measures? Not at this stage. The FET Bill is still making its way through Parliament, and LSC will be consulting in the autumn on its intervention strategy. The Government remains committed to eliminating inadequate provision by 2008. What will happen to the Framework for Excellence? Will the two Departments operate two different performance regimes? The original scope of the Framework for Excellence (FfE) was that all FE provision should be covered, including sixth form colleges but excluding school sixth forms. We now need to review this in the light of the future funding and performance management arrangements. Whatever these arrangements, however, it seems reasonable to assume that performance information will still be required for each institution with post-16 FE provision. We will discuss further with DCSF and LSC how best to arrange this. In the meantime, we have decided that the forthcoming FfE pilot phase should go forward, as it will represent a worthwhile investment of resource nationally and for the individual providers involved. 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