NW LETB Education Commissioning
Process for 2014/15
Neil Mclauchlan
Associate Head of Education Commissioning
Commissioning Plan
Process - first cut due 25 September.
Provide indicative commissions to HEIs subject to National
allocation
• Reduced income? -2%, +1%
• £13m challenge
No change?
• Workforce development –
extra £m income
• Secondary care post
funding, UG medical
numbers
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Investment variables:
• Placement Capacity &
Capability
• Retention
• Benchmark price
What is Education Commissioning?
“Strategic education commissioning proactively
considers future workforce education needs to
meet the vision and strategy for future
healthcare services. It is a process which
identifies, defines, procures and evaluates the
education and learning required to meet current
and future healthcare service needs.”
DH December 2009
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What is its Purpose?
Health Education England (HEE) exists for one reason alone: to help improve
the quality of care delivered to patients by ensuring that our future workforce
has the right numbers, skills, values and behaviours to meet their needs today
and tomorrow. Education Commissioning contributes to this by:
• Being responsive to patient need and changing service models
• security of supply – ensuring people with the right skills are in the right
place at the right time
• high quality education and training that supports safe, high quality care
and greater flexibility
• Local stakeholder ownership of plans and partnership delivery
• value for money
• widening participation.
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The current world – Education
Commissioning for Quality
Education Commissioning for Quality gave the following
underpinning principles
1.
2.
3.
4.
5.
Local Decision Making
Inclusive Approach of Providers
Good Governance
Sound Financial Management
Stakeholder Engagement
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6.
7.
8.
Transparency
Partnership Working
Quality and Value – Year on Year
Improvement
9. Security of supply
10. Accountability
Education Commissioning Competencies
The following competencies should be available to the LETB either
internally or through the shared service. These competencies will
support the LETB to manage the commissioning process
• Leadership
• Working with Partners
• Engagement with learners and
service users
• Collaboration with service
commissioners and providers
• Managing knowledge & assessing
needs
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• Prioritising investment
• Stimulating the market
• Promoting improvement and
innovation
• Procurement
• Managing the system
• Making sound financial
investments
What does this mean?
• Differing views on where education commissioning sits and
it’s purpose
• Perceived by some as primarily a transactional rather than
strategic activity
• Adversarial v collaborative relationships with education
providers
• Focused on HEIs rather than wider education system
• Bulk of resources aimed at new supply rather than existing
workforce
• Aimed at supply of limited range of ‘traditional’ professions
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Where next?
•
•
•
•
•
•
•
•
One HEE - Need to deliver transformational activity such as workforce redesign; and
Transactional commissioning functions, such as market management, healthcare
procurement, contract negotiation and monitoring, information analysis and risk
stratification
Agree role, responsibilities, accountabilities and ownership – HEE, LETB, LWEGs, individual
providers
The future is about service transformation – do we need to move towards the concept of ‘
transformational education commissioning’
If so what does that mean and what do we need to change to get there?
Need to commission education across providers – HEIs and service – support true
collaboration and partnerships with shared responsibilities and accountabilities to ensure
patients, carers and the wider public are at the centre of what we do
Education v training – develop the academic workforce across both sectors
Identify effective incentives and use them to drive up quality and innovation
Develop effective methods to identify education and training needs as part of a truly
integrated workforce planning and education commissioning process
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HEE’s operating model comprises four core
levers plus our corporate enablers
HEE
Enablers – supporting delivery of our core business
Workforce
Planning
Attracting
and
Recruiting
the right
people
Provider
Workforce
Planning
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Excellent education
commissioning and provision
Lifelong investment in people
Provider Supply Initiatives
A
Transformed
Workforce
with Right
Numbers,
Skills, at
Right Time,
and Place to meet the
needs of the
public
A Future Vision for Education
Commissioning
Function
Description
• Education
Transformation
To ensure that the workplace supports the highest quality learning culture thus ensuring that
the new workforce integrates seamlessly and effectively with current workforce, and to ensure
the health workforce has the technical capability and autonomy to think and act, the connected
networks to collaborate and the ethical commitment that demands compassionate care.
Together these create a collective will to work in partnership with patients to nurture a thriving
and emergent healthcare and wellbeing system, providing the best possible health outcomes
for patients and promoting rapid adoption of local and national innovation.
• Education
Commissioning
Education commissioning proactively considers future workforce education needs to meet the
vision and strategy for the future healthcare and wellbeing system. It is a process which
identifies, defines, procures, governs and evaluates the education and learning required to
meet current and future healthcare and wellbeing system needs; stimulating the marked of
learners and education provision.
• Education Provision
Education provision considers the necessary arrangements to deliver the curriculum including
assessment to meet the expected professional and regulatory standards. It includes setting
educational outcomes, aims and objectives for individuals and cohorts; identifying the most
appropriate educational method of delivery; ensuring capacity and capability of the educational
faculty; agreeing, delivering and quality managing the assessment framework; delivering
reports as required to regulators
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What does this look like?
Work Stream
Function
-
Excellent Education Commissioning and Provision
Education Transformation
Component
Description
•
Lead the identification, development and enhancement of learning environments and educators to create an
integrated learning culture
•
Understand and utilise the best evidence available from peer reviewed literature and workforce intelligence and
data to assure timely learning transformation and provide value for money
•
Engage with learners, public, patients, industry and the Global Health community to inform the identification,
development and enhancement of learning environments
•
Formulate strategic plans which embed learning transformation and proactively embrace changes in the health,
social care and education sectors.
•
Work with service partners, education providers and others to understand the learning environments required to
maximise the skills, behaviours and attitudes needed from all staff working alone and together in the provision of
patient care and community health and wellbeing
•
Provide robust quality assurance and benchmarked reporting on the quality of integrated and multi-professional
learning for each learning provider
Investment decisions
•
Align investment against achievement of best practice standards
Market Management
•
Disseminating best practice standards for learning environments in order to stimulate the market
Leadership
Knowledge management
Engagement
Strategic planning
Education and training needs analysis
Transactional management
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2.1 Components of the function under
review
Work Stream
Function
-
Excellent Education Commissioning and Provision
Education Commissioning – Non-medical
Component
Description
Leadership
•
Lead the commissioning of education on behalf of the local health economy and contribute to this nationally
Knowledge Management
•
•
Manage knowledge, information and intelligence relating to education commissioning
Using evidence to maximise impact of education innovation, fitness for purpose and value for money
Engagement
•
•
Engage with learners, public and patients in ensuring effective education commissioning
Ensuring alignment and recognition of population needs and wellbeing
•
Work effectively with service partners, education providers and others to analyse, interpret and compare options
and identify education needs
•
Formulate strategic commissioning plans which mitigate the impact of any risk or uncertainty across both the health
and education sectors including policy or regulatory change and the impact of service transformation
Investment Decisions
•
•
Prioritise investment of HEE resources
Make sound financial investments using system levers including re-investment & dis-investment
Transactional management
•
•
Assure effective contract and performance management and quality assurance through governance framework
Deliver good practice contract management framework
Education & Training Needs Analysis
Strategic Planning
Market Management
•
Effectively procure and support the market in education provision
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A vision for education
commissioning
• Lead the commissioning of education on behalf of the local health
economy and contribute to this nationally
• Work effectively with service partners, education providers and others to
analyse, interpret and compare options and identify education needs
• Engage with learners, public and patients in ensuring effective education
commissioning
• Formulate strategic commissioning plans which manage the impact of any
risk or uncertainty across both the health and education sectors including
policy or regulatory change
• Manage knowledge, information and intelligence relating to education
commissioning
• Prioritise investment of HEE resources
• Promote and develop educational improvement and innovation
• Effectively procure and support the market in education provision
• Make sound financial investments using system levers
At what organisational level is this best achieved?
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Where next?
•
•
•
•
•
•
•
Need to deliver transactional commissioning functions, such as market
management, healthcare procurement, contract negotiation and monitoring,
information analysis and risk stratification
The future is about service transformation – do we need to move towards the
concept of ‘ transformational education commissioning’
If so what does that mean and what do we need to change to get there?
Need to commission education across providers – HEIs and service – support true
collaboration and partnerships with shared responsibilities and accountabilities to
ensure patients, carers and the wider public are at the centre of what we do
Education v training – develop the academic workforce across both sectors
Identify effective incentives and use them to drive up quality and innovation
Develop effective methods to identify education and training needs as part of a
truly integrated workforce planning and education commissioning process
www.nw.hee.nhs.uk
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MW LETB Key Themes
Key messages from workforce plans
• Urgent nursing workforce shortages across the NW
• High vacancies in the medical workforce across a range of specialties
and levels from consultant, middle-grade to junior doctor allocation
• Emergency Medicine / A-E / Critical Care / Theatres workforce demand
at all levels and types
• GP recruitment – 3rd round and impact on junior doctor funding and
allocation in acute sector
• Clinical Radiology / Interventional Radiology – demand for workforce
and training pathways
• Still early days and will have further analysis of plans, national direction
and guidance and need for consultation
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Commissioning Plan – New Supply
•
•
•
•
•
•
•
•
•
Nursing – increase commissions, 8.2% on 2012/13
2012/13
2013/14
2014/15
2015/15
3066
3114
3280
3340
Proton Therapy Development – increase commissions for Therapeutic Radiographers
and Medical Physics (HSST, STP and PGDip)
IAPT and Health Visiting – review level of commissions in response to meeting workforce
growth targets, potential increase in School Nursing
Healthcare Science – roll out new Higher Specialist Scientific Training programme
Workforce Transformation – Assistant and Advanced Practitioners , emergency care
practitioners
Primary Care – increase access and supply for practice nurses
Out of Hospital Care – District Nursing
Sonography – review of options including direct entry or post-registration education
Midwifery – requirement and need to maintain supply
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Other messages
•
•
•
•
•
•
•
•
•
•
Need to balance short term with long terms solutions
Do we have the training capacity and capability needed to deliver the education needed?
How can we use different ways to deliver education – impact of new technology,
simulation, distributive learning, elearning, etc
Demand for medical workforce –how do we use new roles to transform across system?
8 major NHS England service reconfigurations across NW How do we transform
education commissioning? Local commissioning, choice, innovation, quick delivery,
agility and at pace
CPD - demand for more CPD across sectors – is the balance between HEI and cash
allocations appropriate, who should access it, increased use of flexible, bespoke and
non accredited learning, can we increase CPD?
How can education deliver seamless integration of the workforce?
Does HENW have a role in the education of the volunteer workforce and informal carers?
How can Widening Participation & Access contribute to the future workforce?
Continue to improve retention but what about post-qualifying attrition?
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Doing it differently
How might Education Commissioning be done differently in the future
• Role of HENW as facilitator or enabler
• What could be done more effectively at a practice level
• What would true collaboration and partnership working look like, how do we
help make it happen
• Not commissioning just for the NHS – currently place students in over 800
organisations ranging from large teaching Trusts, DGH, community, primary
care, social care, nursing homes, hospices, private hospitals, charities, etc, etc,
etc – all employ and will have a demand for a future professional workforce.
• Innovation will increasingly impact on all we do both in terms of service delivery
and education
• Learners, patients & carers – how we meet their expectations and how do we
take advantage of this
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Workshops
1. Innovative approaches to learning, including the use of technology & simulation
 To look forward to how we need to respond to the use of new technology to deliver learning including mobile
technology, gamefication.
 What are the barriers and challenges to working with a new generation of learners brought up with technology
 Are there examples of best practice
2. Learner, patient and user involvement
 Try to differentiate between learners, patients and carers
 How do we ensure we use learners, patients and users more effectively in learning
 What areas, such as; recruitment, design, delivery, assessment
 How can they enhance or contribute to quality assurance of learning
 Examples of good practice
 Barriers or challenge
3. Enhancing collaborative and partnership approaches to learning
 How do we develop stronger partnership working between education providers, Universities and the NHS.
 How can we better describe the individual and mutual responsibilities for delivering education
 What innovative ways can this be done to ensure education meets the needs of the NHS into the future
 What are the challenges and barriers
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Process
•
•
•
•
•
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You will have been allocated a table based on LWEG area
Each table will have facilitator
You will have a core question to look at
If you have time you can look at the one or both the other questions
There is 60 minutes
There will be no formal feedback today but will write up any notes and share
these with you
• The facilitators will keep you to the questions but:
• If there are any issues you want to raise but run out of time or aren’t covered by
the workshop please put on a post-it and give to your facilitator
Finally, thank you for your contribution to the day
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