Seminars Module 1 Roles and Responsibilities DTLLS Year 2 Day five Seminars Module 1 Roles and Responsibilities

Learning outcomes To lead a seminar and participate in discussion To identify some of the current issues in lifelong learning from group discussion To understand the role of MIS in your organisation To be able to identify the stakeholders in your organisation To understand what is involved in assignment one To complete online re-enrolment for 2011-12 To review learning to date – where are you? To establish details of DTLLS celebration (v important!)

FE and HE Act 1992 Incorporation of FE colleges All funding centralised and managed and administered by the Further Education and Funding Council (FEFC) FEFC had an inspection remit LEA felt they could not keep ABE provision Each scheme incorporated into an FE college Conservative govn wanted to remove local control

Life under FEFC Culture of accountability Driving up standards in FE (quality) Competition between providers encouraged Income generation important Funding linked to number of learners Final point – had to leave but this was not replaced. Used to have ‘understanding’ about rent etc – this changed. In one centre where there was a GSCE group – learners may move from one to another. Tutors support each other etc etc.

Life under FEFC Great focus on getting data correct (MIS) Inspection grades linked to this Tutors needed to keep accurate registers and update learner information Retention and Achievement Pressure on tutors to ‘keep’ learners But FEFC had no remit to look at planning provision!

LSC LSC formed in 2001 to replace FEFC 47 sub-regional offices Formed from Training and Enterprise Councils (TEC) and FEFC Responsibility for planning and target setting Inspections carried out by OFSTED and ALI – very weighty Skills for Life – high priority Collaboration between providers encouraged

LSC From 2003 move away from non accredited learning to accredited Tutors found ways innovative ways to introduce and encourage learners to take qualifications e.g. Family learning courses; community courses 2006 LSC reduced by two thirds and managed regionally 2009 Massive building overspend Funding to be returned to national body

SFA Adult learning Funds and regulates – central (BIS) Champion of apprenticeships & skills funding competitions and awards Required to work with increased numbers of E3 Numeracy There is less funding for non-NQF courses Limited funding for less accredited courses Strict frameworks for measuring quality

YPLA 16-19 yr education and training Strict frameworks for measuring quality Absorbed into Education Funding Agency (2012) – including Academies Central (BIS)

Stakeholders ‘Person or group in an enterprise affected by or having an interest in its operation’ TASK 1. Who are the STAKEHOLDERS in your organisation? This should include funding bodies. Work in pairs to produce a definitive list – compare with others 2 groups – those who have completed 1.1f and those that haven’t. Those that did complete 1.1f – discuss your findings – compare notes, add to lists. Those that didn’t – think about your organisation. Those with short lists join with someone with a longer list – to compare.

Open Studies Diploma for Adult Literacy Specialists: What’s in a name? Skills Vocational skills Foundation Learning Life Skills Employability Skills for Work What are the differences and similarities – in terms of qualifications, delivery, learner cohorts, their future life? Why do the management titles change? Is there a different title in your organisation? Open Studies Diploma for Adult Literacy Specialists: flexible study level 5

Roles and responsibilities What information do you, as a tutor, have to provide that is used by any of these staff: MIS Quality Exams Curriculum Manager or Line manager Is there anyone else you have to provide information for?

True or False! Just tell us at the end of the year how many learners you’ve got left If you don’t know the learning aim code don’t worry we will put it on for you As long as there is someone in front of the learners that’s all that matters Really it was a ‘satisfactory’ lesson but I’ll put you down as a ‘good’ so you don’t have to be referred for staff development

True or False! If you need laptops to provide learning in a community venue then get them – if they get lost then we will deal with that If you need new equipment just order it and we’ll get an official order written up later Don’t worry if you haven’t done all your teaching hours this year.  

Assignment 1 Review assignment 1 Which tasks do you need to complete for module 1? Have you re-read any of the blog comments or feedback? What can you do to aid reflection? TASK Using your task trackers, action plan, PDP tasks, etc, plan your learning now between now and next taught day

Where are you? Read online task feedback – how can this feedback improve quality of your blogging Complete online tasks for module 1 Complete action plan for next 5 weeks Arrange observations/tutorials/TPR (mentor?) Plan widening teaching Complete a trigger incident or other PDP task Begin to mind-map/plan for assignment 1 Feeling brave? Peer review a PDP task!