New Programme-based
Funding & Planning Update
PWCHETS Network
Thursday 27th June 2013
Fran Hopwood
1
Programme-based Funding
“By moving away from an output based system to one that is
focused on outcomes, the new system will have learners at its
centre and enable providers to support the outcomes of the
learning.”
Statement by the Minister 5th February 2013
“ A programme of learning should equip learners with the
necessary skills required for employment or progression into
further or higher learning. The key is skills that are valued by
employers and the Welsh economy.”
DfES Report 2013
2
Curriculum Programme Model
Standard Design
Principles
Learning Core
(WBQ)
Eligible Main
Qualification(s)
Post-16 Learner’s intended
programme purpose and
progression outcomes
Community
Learner Industry
Focus
Assessed /supervised
Work Related Activity in
addition to 30 hours
learning core
3
Welsh Government New Programme Based
Planning and Funding System
Phase 1: DfES project endorsed by Minister
Interim Report: February 2013
Final Report: May 2013
Programme Directory (FT) issued June 2013
A list of fundable programmes - not exclusive
4
Welsh Government New Programme Based
Planning and Funding System
•Phase 2 Activities:
• Model the funding and finalise programmes
• Two pilot colleges selected for 2013/2014
• Issue Programme Directory and Final Report
• June 2013 – DfES Information Sessions
• Autumn 2013 - DfES new planning year starts
• January 2014 - funding allocations to providers
• September 2014 - programme based delivery starts
5
Welsh Government New Programme Based
Planning and Funding System
Key Messages from Final Report: May 2013
Move from funding system to a planning and
monitoring system
Focus on programmes or packages of learning
All programmes with a defined purpose and outcome
against which it will be monitored so that learners
better understand where learning can take them
Maintain 3-year funding allocations and uplifts
Same planning approach for FE and LAs
6
Funding and Planning-new cycle
Dates
Action for FEIs and Local Authorities
June 2013
Programme Directory - first draft published
September 2013
Planning & Funding Guidance issued (contains patterns of
delivery with SSC update/LMI commentary)
October 2013
WG budgets confirmed
November 2013
Indicative allocations and
Draft Programme Delivery Plans submitted to DfES
December 2013
Allocations signed off by Minister
January 2014
Allocations confirmed for Year 1 and indicative for Year 2 & 3
March 2014
Amended Programme Delivery Plans submitted to DfES
Monitoring (from Sept) and next planning cycle begins
April / May 2014
WG Strategic Planning –priorities letter)
7
Schematic of new Funding and Planning System
(from Final Report)
Provisional
Delivery Plan
Submission
Issue WG
Planning
Guidance
Update
Planning
Guidance
Planning
Guidance:
Updated
Guidance to
include
skills sector
updates;
LMI; and
programme
Delivery
Patterns.
FEIs and
schools
submit
delivery
plans at
programme
level.
(Sept)
(Nov)
•WG Strategic
Priorities
•Programme
Directory
(April/May)
Publish
National
Allocations
Providers
Submit
Final Plans
Commence
Monitoring and
Next cycle
WG
publishes 3
year
allocations
for each FEI
and Local
Authority
FEIs and LAs
submit
amended plans
following
recruitment
(Jan)
(March)
Monitor actual
vs proposed
enrolments
and ensure
support for
WG priorities.
System then
reverts to Step
1 (Issue WG
Planning
Guidance)
8
Cycle of Planning and Reporting
• Inform and influence planning considerations with
LMI/Local engagement
• Forward thinking – future curriculum
• Strategic Steer from WG
• Macro planning is basis of funding – ‘what and what for’
• Micro planning is content and timetabling / staffing and
basis of monitoring and allocated GCHs
• Delivery responding to individual need (initial and
diagnostic assessment) and progression (outcomes) as
basis of quality
• Mechanism to collect and share information at
programme level to facilitate interactions and dialogue
9
Cycle of Reporting – Key Milestones
•March
• DfES collate programme delivery information by
SSA (historic/current/planned)
•May-July
• DfES share with sector skill representatives for
comment and review on trends and plans
•September
• DfES share with providers
• Providers consider Programme Delivery Reports
in provisional delivery plans
10
Monitoring Milestones
• November
Monitor enrolments against planned provision;
• March
Mid year progress against planned provision
• July:
End year monitoring to check delivery against
programme content to check funding values are
correct, and check performance against stated
outcomes.
11
Funding
Enrolments
GCH
Quality outputs
and outcomes
Funding rates
Programme
Directory
Relevance and
Value of Quals
Planning
Monitoring
LMI and
Patterns of
delivery
12
Welsh Government Programme Directory
• Programme Directory produced from historical data
2011/12 supplied by colleges MIS systems
• Quals list has been coded according to SSA
• CC team inputted a coding for the LAP components of
each programme LAP for directory (using LAP Booklets)
• PD will be continually updated
• Any changes go through a process which is tracked and
recorded
• Unused programmes will drop off the directory
13
Curriculum Area Programmes
• Programme specification developed by the
sector through the networks forward looking
• Programme booklets
– Design principles and guidance
– Purpose and outcomes – generic and specific
– Generic programme model
– Suggested qualifications
– Progression
14
What Guidance is Available?
• WG Post-16 planning and funding review:
final report
• WG Programme Directory
• ColegauCymru & WG Guidance Documents
• ColegauCymru Dissemination materials
• WG Information Events
• WG Lessons from pilots (Gwent & Deeside)
15
Implementation Challenges
•
•
•
•
Macro and micro planning to fit allocation
Recruiting with integrity
Viability, timetabling and support
Individualising initial action plans based on
results of IDA and differentiation in T&L
• Using e-ILP to record progress on-programme
and outputs
• Exit interviewing and recording of outcomes
• Evaluating performance
16
Challenges for Colleges
• Planning number of programmes by subject area
• Populating learning programmes at each level for
each subject area matching purpose and intended
outcomes
• Guiding learners to appropriate programmes based
on their intended progression
• Individualising initial action plans based on results of
IDA and
• Viability, Timetabling , Differentiation in T&L
• Recording of progress on-programme and outputs
• Exit interviewing and recording of outcomes
ColegauCymru
• Develop the role of the Curriculum Networks to lead
the scrutiny process and self regulation
• Ensure rigour / consistency of the scrutiny process
• Develop the interface between scrutiny and
– relevance and value of qualifications
– measures of performance by Estyn and DfES
• Ensure appropriate provider representation in the
curriculum networks and interface with internal QA
• Tracking destinations – Careers Wales, DWP, ULN,
PLR etc
18
ColegauCymru Activity
•
•
•
•
•
•
•
•
•
Pilot Colleges
Part time programmes
Welsh Bacc Developments
E-ILP Project
Planning Cycles
Relevance and Value of Qualifications
Careers Wales
Estyn
QEF
Thank you!
Any questions?
20
Earlier Slides
Potential Outputs
• Completion of the programme
• Learner progress, distance travelled and
value added will be tracked through the e-ILP
• Attainment of main qualification(s)
• Attainment of defined essential skills
• Evidence of completion of core –diaries, logs
or projects
• Achievement of the CLIF content –
qualification, units and /or non-accredited
learning
Potential Outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
Entry to paid employment in the vocational or a related industry
Progression to a higher level of full-time learning
Employment in another area of work
Progression to apprenticeships or WBL
Short term contact, seasonal work or short term project work in the
vocational or a related industry
Self employed or working as a contractor
Voluntary work or an internship in the vocational or a related industry
Progression to part-time study in the subject area or a related area of study
Progression to an alternative subject or vocational area with clear vocational
aims
Overseas study
Entry to armed forces, police, fire service or other public services.
Professional practice
For students with additional learning needs, social engagement, day service,
voluntary placements, community engagement and independent living and
functions’
The Terms of Reference
•
•
•
•
•
•
Enable colleges to raise standards;
Consider ways of disseminating and developing good practice;
Identify key issues that require a policy response;
Disseminate new development relevant to the network;
Undertake research or investigations relevant through the network;
Maintain links to and receive information or presentations from the
appropriate agencies and stakeholders including SSCs, Estyn,
DfES, Learndirect, NGfL and Awarding Organisations;
• Enable networking through establishing appropriate channels of
communication;
• Offer advice and guidance on common issues to ColegauCymru and
• Provide a forum for the discussion of relevant national and local
issues.
Network Meetings
• Networks meet 3 times per year – 2
meetings and a conference
• Networks that cover multiple subject
programmes may require longer meeting
to split into subjects or additional meetings
• Agendas will contain standing items on
programme development, scrutiny and
sharing of good practice
Network Agendas
• Autumn meeting
– Review data and performance from the previous year
– Identify good practice and any issues raised
– Report to scrutiny panel
• Spring meeting
– Review curriculum planning
– Undertake research
– Plan conference
• Summer meeting – conference
– Disseminate research and good practice
– Feed-back from scrutiny panel / board