Adult Participation in Learning 2009学习的2009个年人参与.pptVIP

This Presentation The UK background The recession Participation the evidence Implications THE UK Background Context and Challenge MOG Further Education and Skills Landscape Leading the system Determining Overall Investment and Priorities Determining Performance System (Framework for Excellence) Responsible for meeting the Skills PSA Responsible for the Further Education Sponsorship and colleges’ and learning providers’ contribution to DCSF targets Responsible for Advising DIUS on the Skills needs of the Country, including regional strategic needs Monitor and challenge performance of employment and skills system Managing the FE and Skills Research Function Managing the SSCs and ensuring their effectiveness Advising on re-licensing Determining the Skills offer for their vocational area With the SFA raise employer demand for Skills With SFA raise employer demand for skills Determine with SFA and Jobcentre+ the Regional Skills strategy and manage the Skills brokerage service Further Education and Skills Landscape Lead and provide the four client gateways (Train to Gain, Apprenticeship, Advancement Service and the direct learner responsive service) and underpinning systems Fund colleges and learning providers Co-ordinate action on strategic skills regionally and sub regionally Work with LA’s on MAA’s/ESBs Colleges and Learning Providers meeting student and employers learning and skills requirements Cooperate with LAs, ES Boards and each other to respond to demand Collaborating with each other to provide a range of support services of their choice which could include peer assessment, staff development programmes, shared service and procurement Regulate the qualifications offer Support college and learning providers performance and facilitate self-regulation Sector Innovation Provide an independent view of college and learning providers Performance. The Apprenticeships, Skills, Children and Learning Bill Introduced in Feb 2009: A