IMPLEMENTATION PLAN - Skills for Life Improvement Programme ...

SECTION 1: DEVELOPMENT OF THE WORKFORCE STRATEGY IMPLEMENTATION PLAN
1.1 POLICY DRIVERS, FUTURE GOALS AND
TARGETS: CONTRIBUTIONS BY NATIONAL
PARTNERS AND STAKEHOLDERS
The actions by respective partners outlined in the
Implementation Plan are all set in the context of the future goals
and targets for the Further Education workforce, as outlined in
Section 2.3 (Page 15) of the Workforce Strategy namely:
• The teaching, tutoring and training workforce will be fully
and appropriately qualified or working towards a
qualification by 2010;
• All teachers, tutors and trainers will be registered with
the sector’s professional body, the Institute for Learning
(IfL), by September 2008;
• Every full-time teacher or trainer must complete at least
30 hours of continuing professional development (CPD)
each year; and
• All new college principals must complete the Further
Education Principals’ Qualifying Programme.
Other key goals and aspirations include:
• Every college and learning provider signing up to the
Skills Pledge;
• LLUK developing new standards and qualifications for
key roles in the sector. This will be based on further
analysis and extensive research from the sector skills
agreement for the lifelong learning sector;
• The Principals’ Qualifying Programme (PQP) becoming
recognised as the leadership qualification for Further
Education and all existing principals and leaders of
learning providers opting to complete it; and
• Ensuring that all staff are skilled, competent and able to
make a full contribution to the success of their
company/organisation’s business plan.
BECAUSE THE EMPHASIS IN THIS FIRST VERSION OF THE IMPLEMENTATION PLAN IS ON
THE PROVIDER AND EMPLOYEE PERSPECTIVE, THERE ARE SEVERAL KEY PARTNERS AND
STAKEHOLDERS IN THE WIDER FURTHER EDUCATION SYSTEM THAT ARE NOT INCLUDED
DIRECTLY IN THE IMPLEMENTATION PLAN, BUT WHO EITHER SET POLICY DIRECTION OR
IMPLEMENT POLICY WHICH UNDERPIN SOME OF THE ACTIONS IN THE IMPLEMENTATION
PLAN OR SUPPORT GROUPS OF PROVIDERS OR EMPLOYEES. THESE KEY CONTRIBUTIONS
ARE HIGHLIGHTED BELOW.
THE DEPARTMENT FOR INNOVATION, UNIVERSITIES AND SKILLS (DIUS) is working with key
partners in the system to transform the sector into a more responsive one with a focus on skills, employability and
social mobility. DIUS and other Government Departments, seek to:
• Raise participation and attainment by young people and adults in post-16 education and learning;
• Tackle the skills gap amongst adults, particularly equipping people with literacy and numeracy skills; and
• Increase the supply of people particularly those with Science, Technology, Engineering and Mathematics (STEM) skills.
DIUS and the Department for Children, Schools and Families (DCSF) are working together on the development and
introduction of the 14-19 Diplomas amongst other activities.
THE LEARNING AND SKILLS COUNCIL (LSC) is another key partner in the wider Further Education
system not directly included in the Implementation Plan’s actions and contributions. In the recent “Statement of
Priorities – Better skills, Better jobs, Better lives” (November 2007) the LSC highlights its three national priorities as:
• Creating demand for learning and skills;
• Transforming the Further Education system to meet demand; and
• Delivering better skills, better jobs and better lives.
As the LSC raises demand for learning amongst other sector employers, adults and young people, the Further
Education system will need to be transformed to meet this demand and workforce development is an important
element of this transformation.
06 WORKFORCE STRATEGY FOR THE FURTHER EDUCATION SECTOR IMPLEMENTATION PLAN