邢唷��>� WY���X���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������(€��€ �/� 0��L�DArial詵煰0詵0�l�l��/�魱庄0魱��€@��� .�  @�n��?" d�d@�������  @@``€€ @�8疣 hS      � �0��咥��臕�@����€�w�?O 蕷;1 q8蕷;�g��4>d>dl<� �庄0~�����p�pp�@ <��4dddd8�vS0l��/�� <��4BdBd8�楾0l��8�0�___PPT10� p�p�?� � %�P��� FE and MOG� ��;Christine Tyler Colleges Specialist, ASCL Former Chair, BRG���4Raising Expectations: enabling the system to deliver�55$��v Dissolve Learning and Skills Council in 2010 and replace with: Young People s Learning Agency for 14-19 funding (independent board) Skills Funding Agency for 19+ funding (part of DIUS)���YPLA will & .� ���have powers to launch more significant 16-18 reorganisation of provision have responsibilities for LLDD commission provision for young offenders in custodial institutions work to create common funding arrangements for 16-19 learners in both schools and colleges introduce a common performance management framework across 16-18 system distribute funding to local authorities for local decision making��P����3SFA will focus on 19+ learning and skills and will:�44(��Dmanage the National Employers Service work with the National Apprenticeship Service work with an England-wide Adult Advancement and Careers Service be responsible for performance management in FE colleges be the point of intervention in ensuring minimum standards and levels of performance�##���Funding  16-19����YPLA will oversee distribution of funding to local authorities for local commissioning of programmes Local authorities will form sub regional partnerships and will work in partnership with FE institutions for 16-19 provision in colleges��� Funding, 19+� ��Majority of post 19 funding received by colleges will flow in direct response to customer choice through the Train to Gain initiative There will be skills accounts for individual learners following approved programmes SFA intended as a funding body, not a funding and planning body � �� Effects, 1� ��*Sixth form colleges, designated as a separate category of colleges, will rejoin the local authority family. FE colleges will be working with local authorities, with commissioning of 16-19 work organised regionally or sub-regionally through Local Authorities and performance management overseen by SFA. Train to Gain work is  demand led . Legal transfer by 1 April 2010  in practice by 1 September 2009 ��Z�� �� Effects, 2� ��N2009-2010 funding round being managed by LSC with local authority involvement LSC staffing and expertise diminishing Local authority clusters forming  announcement in early 2009. Sixth form colleges unclear on their future Capital funding for 16-19 provision will be part of local BSF planning � ��Framework for Excellence���RIn colleges and most learning providers from September 2009 Piloting in schools from September 2010 Three dimensions  responsiveness, effectiveness and finance, each with variable PIs according to position in sector Finance dimension being reviewed to accommodate differences across sector/system�*Z*�  ��8College leaders concerns, 1����Unrealistic timescales DIUS/DCSF split  silo working Split of responsibilities  e.g. funding, careers services Local authorities capacity to plan from 2010 Cross boundary issues Complexity, bureaucracy IAG���� ��8College leaders concerns, 2���5Local politics and their effect on commissioning Residency issues and catchment areas Consistency of information systems The role of Government Offices in the system National Apprenticeships Service role and relationships Skills accounts Framework for Excellence Where does Self Regulation fit in all this? �6Z6�  ��I could go on& & ���jGenuine will at government level for this to work DCSF and DIUS officials trying to make sense of it all Need for something to drop off the end whenever new measures are introduced Groups like the Information Authority, BRG and FE Communications group all working to simplify the system MIAP and the ULN should eventually help individual learners (and providers)�kZk/������������ � 0`� ���€€€秽�33�櫃櫶`� ���枛�S�檉�3檉`� ���€€€櫶�烫�33�痝�`� 搛�枛����嵠�f��`� ���www���3烫�PP��`� €€���ZX���dbmo����`� €���\咭��3緔`���英`� ����3f��3f��f���`� ���3f�汶�3�F奒f�疱`� hk]���www蜒�悙�€灗�蘤檐�`� ff����>>\���`Y{ff�櫶����`� R>&���- 呃�寋p廮/檀尀��>��?" d�d@�������,�|��?" d�d�@������� € � €" �@€ �`€�€ �n��?" d�d@�������   @@``€€P�R    @ ` €`� p�>€�> 2�*�鸫�( � �鹨 � � �6€鄎������� �� `}�� � 餞�� Click to edit Master title style�!� !� � � �0€蘴������ �� `�� � 馂��RClick to edit Master text styles Second level Third level Fourth level Fifth level�!    � S鹦 � � �0€榹������ �^ `��� � 餢��*���鹨 � � �0€膧������ �^�����  � 餤��*���鹨 � � �0€渽������ �^ `��� � 餤��*���餠 � � �0���師��藿h�� ?"��`� ���€€€秽�33�櫃櫶�8�0�___PPT10��.qC�`aqu �Default Design���€0 z餽��4� �( � �4鹑 �4 � �0€E������ �P ��  � 餚��*� �� 鹗 �4 � �0€J������ �� � �� � 餜��*� �� 餯 �4 c �$��� ?��� �� �� �4 � �0€$M������ �� �0��� � 馂��RClick to edit Master text styles Second level Third level Fourth level Fifth level�!    � S鹞 �4 � �6€蠷������� �_P��  � 餚��*� �� 鹦 �4 � �6€刉������� �_� ��� � 餜��*� �� 餒 �4 � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.僆�轩继�€ ���d馉�( � �d鹦 �d � �0€p皰����� �P ��  � 餢��*� ��鹨 �d � �0€P戂����� �� � �� � 餤��*� ��鹬 �d � �6€\栛������ �_P��  � 餢��*� ��鹭 �d � �6€X涆������ �_� ��� � 餤��*� ��餒 �d � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.奍�G �}�€0 �饘 ��$�( � �餽 � S �€�����>����� � � �餽 � S �€l����� ` � �� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.qC�P玸u+D�='� s����=� @B� +�}� €0 �饘0� �$�( � � 餽 � S �€8︑���� `}��  � � �餽 � S �€����� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.qC�览J�+D�='� s����=� @B� +�}� €0 �饘@��$�( � �餽 � S �€����� `}��  � � �餽 � S �€劘����� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.rC�€杕_+D�='� s����=� @B� +�}� €0 �饘P��$�( � �餽 � S �€<熔���� `}��  � � �餽 � S �€邵���� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.rC�拔U�+D�='� s����=� @B� +�}� €0 �饘`��$�( � �餽 � S �€簇����� `}��  � � �餽 � S �€x氽���� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.sC��/;�+D�='� s����=� @B� +�}� €0 �饘p��$�( � �餽 � S �€瘁����� `}��  � � �餽 � S �€x廑���� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.tC�pH�+D�='� s����=� @B� +�}� €0 �饘€� �$�( � � 餽 � S �€翮����� `}��  � � �餽 � S �€惕����� `�� � � �餒 � � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.tC�搬渧+D�='� s����=� @B� +�}� €0 �饘��$�$�( � �$餽 �$ S �€ s���� `}��  s � �餽 �$ S �€� s���� `�� s � �餒 �$ � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.tC�€��+D�='� s����=� @B� +�}� €0 �饘��(�$�( � �(餽 �( S �€�s���� `}��  s � �餽 �( S �€�s���� `�� s � �餒 �( � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.uC�惏�:+D�='� s����=� @B� +�}� €0 �饘��,�$�( � �,餽 �, S �€2s���� `}��  s � �餽 �, S �€t2s���� `�� s � �餒 �, � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.uC�€C絵+D�='� s����=� @B� +�}� €0 �饘0�L�$�( � �L餽 �L S �€菻s���� `}��  s � �餽 �L S �€hEs���� `�� s � �餒 �L � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.匢�怲#�+D�='� s����=� @B� +�}� €0 �饘��0�$�( � �0餽 �0 S �€恀s���� `}��  s � �餽 �0 S �€h_s���� `�� s � �餒 �0 � �0���師��藿h�� ?� ���€€€秽�33�櫃櫶�����___PPT10�i�.uC�PG;�+D�='� s����=� @B� +���0 � ��8稷�( � �8餢 �8 C ���4��� ��  ��  �8 S �€,d���4�� �0���  � 黏��nFE Governor and ex UCU member. Former principal speaking at UCU conference! FE and MOG like a airy tale  we wish Speaking as from ASCL and with the support of knowing the BRG views. �@ m餒 �8 � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.僆�繡刻���0 ^餠��<�痤�( � �<�餢 �<� C ���4��� ��  �餠 �<� S �€x论��4�� �0���  � 痧���Originally described as  slim line though we are all noticing that it is putting on weight with passing time!餒 �<� � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.処�@隇�"�0 �饸�@�2�( � �@餢 �@ C ���4��� ��  �饸 �@ S �€Ls��4�� �0���  � �4�� SFCs  split personalities. Don t assume all do A levels. Some complications around teacher qualifications - IfL and GTC If indeed the effect of working with local authorities will lead to a coherent offer for all 16-18 year olds, we should support it The complexity of provision  school with SFs, SFCs, GFE, academies, learning providers etc is a problem. I ll come back to performance management餒 �@ � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.処��惶�t�0 �痨�D饎�( � �D餢 �D C ���4��� ��  s痨 �D S �€�s��4�� �0���  s 饐��rSeepage of expert staff from LSC  not necessarily to LAs Last count about 43 clusters of varying sizes. London remains as one. Capital funding  complex issues for large GFE colleges 餒 �D � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.匢�pUi�t�0 �痨 �H饎�( � �H餢 �H C ���4��� ��  s痨 �H S �€\+s��4�� �0���  s 饐��PStill being adapted Not clear whether SFCs are in the school PI or GFE PI version  still to be sorted Finance dimension being reviewed as we speak Sector/system debate��餒 �H � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.匢�縏���� 0 �@�P甬�( � �P餢 �P C ���4��� ��  s� �P S �€Zs��4�� �0���  s 鸢��zMatching up of systems behind the scenes  data not compatible between different stakeholders  LAs, DCSF, DIUS etc. Worries re adult learners  skills accounts and the whole skills agenda. Bureaucracy risks of skills accounts? Self regulation  another complexity that seems to have got rather out of hand. (See prospectus) I have a particular concern for LLDD in cross boundary provision  check back at the ranch NAS/National Employer Service relationships  still to be sorted out. How will NAS and SFA work? Possible conflicts re national employers and local decisions which may adversely affect providers Future of high targets for apprenticeships when there is an economic slowdown. Implications for GFE that could be offering in house skills programmes, but may well have trouble in being funded  remember the 1970s?��-[餒 �P � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.咺� 绿)�Z� 0 �鹨P�T餵�( � �T餢 �T C ���4��� ��  s鹨 �T S �€@s��4�� �0���  s 餷��6Losing learners at the interface  e.g. careers service; young offenders (split between LA and SFA) Information Advice and Guidance or Impartial advice and guidance? Have you seen the AoC charts to demonstrate the complexity of communication lines? See www.aoc.org.uk for more info.��餒 �T � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.咺�`���� 0  �`�X饻�( � �X餢 �X C ���4��� ��  s� �X S �€納s��4�� �0���  s 馂���But I m not going to do so. But all these groups make their own work.餒 �X � �0���藿h�師��� ?� ���€€€秽�33�櫃櫶�8�0�___PPT10��.嘔�9[~rd€�-4�679�;A>艪KC蠩UH贘銸�)iRV閄^廰_M e眒r�/���1�鄥燆鵒h珣+'迟0d `h|� �� � � ���� FE and MOGChristine Tyler 18Microsoft Office PowerPoint@Pu @�qC�@愅_�:v�uG`�����g  'HH&� WMFCsUd d l���������x�{ EMFd ;T 0�F(GDIC�����x!b $$€=€='秽�% % €V0���������x���x� x� ���% €% €$$€A€A" ����FGDICF(GDICl.wFGDICF(GDIC6ljwFGDICF(GDIC $�@FGDICRp����@Arial>鄲��DSArial l�鬘\U" ]����@Arial� 0 �爏�悹� Sx縊0鬙楐�0,姃%�0\U槉�悹�|Du��檼 P笠0鄻�悹�,Py蛞0罃�8枓dv%    T�2,m7�B� B26 L��������`FE and MOG  % €( F(GDICC�dFGDICRp����@Arial0鄲��DSArialp�鬘\U" ]����@Arial� 0 �磗�悹�Sx縊0鬙楐�0,姃%�0\U槉�悹�|Du��檼P笠0鄻�悹�,Py蛞0罃�8枓dv%    T�9EfK�B� B9KL��������lChristine Tyler % €( Rp����@ArialU鄲��DSArialp�鬘\U" ]����@Arial� 0 �躶�悹�Sx縊0鬙楐�0,姃%�0\U槉�悹�|Du��檼P笠0鄻�悹�,Py蛞0罃�8枓dv%    T�'PyV�B� B'VL��������€Colleges Specialist, ASCL % €( Rp����@Arial?鄲��DSArialp�鬘\U" ]����@Arial� 0 �約�悹�Sx縊0鬙楐�0,姃%�0\U槉�悹�|Du��檼P笠0鄻�悹�,Py蛞0罃�8枓dv%    T�2Zm`�B� B2`L��������pFormer Chair, BRG % €(   x��秽�-����-$������x�x��������-����-'�����@Arial>??-. 2 62 FE and MOG .��"System-����@Arial0??-. 2 K9Christine TylerF.-����@ArialU??-. -2 V'Colleges Specialist, ASCL�.-����@Arial???-. !2 `2Former Chair, BRG.-��胀諟.摋+,0�������� � �� ��  |�On-screen Show ASCL7ua ' ArialDefault Design FE and MOG5Raising Expectations: enabling the system to deliver YPLA will �.4SFA will focus on 19+ learning and skills and will:Funding � 16-19 Funding, 19+ Effects, 1 Effects, 2Framework for ExcellenceCollege leaders� concerns, 1College leaders� concerns, 2I could go on厖  Fonts UsedDesign Template Slide Titles �_缿�u�    !"#$%&'()*+,-./0123456789:���<�=>?@ABC���EFGHIJK���MNOPQRS������V�����������������������������������������������������������������������������������������������������������������������������������������������������������������������Root Entry��������崄d汷�嗞��)����Current User������������LSummaryInformation(��������;�PowerPoint Document(����7uDocumentSummaryInformation8������������D������������������������������������Root Entry��������崄d汷�嗞��)�€靭�Z@Current User������������%SummaryInformation(��������;�PowerPoint Document(����7u  !"#$%&'()*+,-./0123456789:���<�=>?@ABC���EFGHIJK����������������������������������������������V���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������_缿�u�p樱花动漫