IMPLEMENTATION PLAN - Skills for Life Improvement Programme ...

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02 ?? 12 WORKFORCE STRATEGY FOR THE FURTHER EDUCATION SECTOR IMPLEMENTATION PLAN
THE WORKFORCE STRATEGY IMPLEMENTATION PLAN AND THE SECTOR SKILLS AGREEMENT FOR THE LIFELONG LEARNING SECTOR ALONGSIDE THE DEVELOPMENT OF THE WORKFORCE Strategy for the Further Education Sector in England, LLUK has also been developing the sector skills agreement (SSA) for the lifelong learning sector in the UK and identifying actions relevant to the lifelong learning constituencies in England. Based upon extensive primary and secondary research, policy analysis and consultation with the wider lifelong learning sector, the SSA is essentially a series of agreements between employers - providers in this sector, which includes education and training providers, and those organisations i.e. partners and stakeholders that plan, fund or support education and training. The aim of this agreement is to reach consensus on how sector employers will work together with key stakeholders and partners and with each other in the lifelong learning sector to secure the necessary supply of training for their workforce in the future. Ten solution areas have been identified, along with key actions; these are outlined in the Sector Skills Agreement Stage 5 report (March 2008; available on the LLUK website). For providers and employees in the wider Further Education Sector, actions to address the SSA solutions will be largely delivered through the Workforce Strategy for the sector. All the SSA solutions and actions are based upon partnership working with employers, employees, partners and stakeholders and LLUK does not wish to imply that there is not already existing work and practice upon which actions can and should be built across the sector. This is the importance of on-going dialogue with all parts of the Further Education Sector to identify and develop relevant actions. Diagram 1 on the page overleaf is intended to help providers and their workforces understand how the SSA and the Further Education Workforce Strategy and its Implementation Plan link together. Running alongside the SSA, LLUK has also been doing a unique piece of work called the Impact Review which has looked at the SSAs from the other 24 sector skills councils with a view to understanding how their proposed solutions and actions will impact on learning providers. Whilst some issues relevant to the Further Education Sector have already been identified through the SSA work which fed into the initial development of the Further Education Workforce Strategy, discussions and consultation with the other sector skills councils will continue to be a feature of LLUK’s work at a strategic level and will inform future iterations of the Workforce Strategy. Further information about the SSA actions and associated Impact Review actions will be published shortly by LLUK and can be found on the LLUK website at: www.lluk.org WORKFORCE STRATEGY FOR THE FURTHER EDUCATION SECTOR IMPLEMENTATION PLAN 13
Page 1 and 2: THE WORKFORCE STRATEGY FOR THE FURT
Page 3 and 4: PREFACE BY DAVID HUNTER I AM PLEASE
Page 5 and 6: DEVELOPMENT OF THE WORKFORCE STRATE
Page 7 and 8: THE LSC AIMS TO ENABLE LEARNING PRO
Page 9 and 10: PRIORITY THEME ANTICIPATED OUTCOMES
Page 11: PRIORITY THEME ANTICIPATED OUTCOMES
Page 15 and 16: THE WORKFORCE STRATEGY FOR THE FURT
Page 17 and 18: SECTION 2.2: ACTIONS AND MILESTONES
Page 19 and 20: 1.1.2 COLLECTING OF WORKFORCE DATA
Page 21 and 22: 1.2 ANTICIPATED OUTCOMES BY 2012: R
Page 23 and 24: 1.3.2 SUPPORT TO PROVIDERS TO USE W
Page 25 and 26: 2.1.1 PUTTING IN PLACE THE SYSTEM T
Page 27 and 28: 2.2 ANTICIPATED OUTCOMES BY 2012: R
Page 29 and 30: 2.2.1 TARGETED PROGRAMMES TO TACKLE
Page 31 and 32: 2.3.2 PROVISION OF INFORMATION, ADV
Page 33 and 34: 2.4.2 COMMUNICATING AND CONSULTING
Page 35 and 36: 2.5.3 GENERAL INFLUENCING ACTIVITIE
Page 37 and 38: 3.1.1 DEVELOPING A FRAMEWORK TO SUP
Page 39 and 40: 3.1.2 DELIVERING TRAINING TO SUPPOR
Page 41 and 42: 3.1.2 DELIVERING TRAINING TO SUPPOR
Page 43 and 44: 3.1.4 DEVELOPMENT OF GOOD PRACTICE
Page 45 and 46: 3.2.1 PUTTING IN PLACE FRAMEWORKS A
Page 47 and 48: 3.2.2 ENGAGING INDIVIDUAL STAFF IN
Page 49 and 50: 3.3.1 CREATING A FURTHER EDUCATION
Page 51 and 52: 3.3.3 SUPPORT PROGRAMMES FOR THE 14
Page 53 and 54: 3.3.3 SUPPORT PROGRAMMES FOR THE 14
Page 55 and 56: 3.3.4 SUPPORTING THE USE OF TECHNOL
Page 57 and 58: 3.3.5 TOOLKITS TO SUPPORT RESPONSIV
Page 59 and 60: 4.1.2 FORUMS AND GROUPS cont. Partn
Page 61 and 62: 4.2.1 CULTURAL COMPETENCY TRAINING
Page 63 and 64:
4.3.2 NATIONAL AGREEMENTS AND PROGR
Page 65 and 66:
REVIEW AND REFRESHMENT OF THE WORKF
Page 67 and 68:
TABLE 3: POTENTIAL INDICATORS AND S
Page 69 and 70:
PRIORITY 2: ATTRACTING AND RECRUITI
Page 71 and 72:
PRIORITY 4: ENSURING EQUALITY AND D
Page 73 and 74:
ORGANISATION OVERVIEW OF ORGANISATI
Page 75 and 76:
Page 77 and 78:
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