Adult Education Budget Devolution Francis Lawlor Adult Education Budget Strategy Executive
Welcome to Over Central Location in the heart of Cambridgeshire • 10 miles (16 km) east of the town of Huntingdon • 10 miles (16 km) northwest from the city of Cambridge Some archaeologists believe that the ridge of slightly higher land upon which the village stands was the furthest intrusion inland of the sea — unlike the villages in the fens, which were often surrounded by watery land after the sea receded. Over was an edge-of-fen settlement. Some sayits name derives from the fact that to get to it travellers had to go over the fens to reach it , while others believe it may come from an old English word meaning "on the banks of the river". The Over Community Centre was set up with National Lottery funding of almost £1 million in 1999.
Agenda 9.30 – 9.40 Welcome and housekeeping All 9.40 – 10.25 Presentation on the Adult Education Francis Budget Lawlor 10.25 – 10.35 Comfort Break 10.35 – 11.30 Round table / Group discussion All 11.30 – 12.30 Networking Session All 12.30 Close
Purpose of the day ➢ Develop the conversation. ➢ Raise awareness and provide information on the devolution of the Adult Education Budget to Cambridgeshire and Peterborough Combined Authority. ➢ Outline potential considerations, intentions and implications.
NATIONAL AND LOCAL CONTEXT – STRATEGIES AND DATA
National Context Sainsbury Review & Social Mobility: technical education entrenched low pay and Post 16 Education reforms , including work Devolution of the Adult too many people left Review placement requirements Education Budget to 6 behind and careers MCA’s and the GLA inspiration/education Apprenticeship reforms Industrial Strategy : skills Unknown impact underpin every aspect Lifelong learning of Brexit
Local Context ➢ Ambition 2030. ➢ Skills strategy. ➢ Devolution opportunities. ➢ Local Industrial Strategy. ➢ University of Peterborough. ➢ Skills Hub. ➢ Growth Prospectus.
Cambridgeshire & Peterborough Combined Authority Ambition 2030
Cambridgeshire & Peterborough Combined Authority Context ➢ By 2030 • Raise the productivity for those in work • Meet replacement demand, increase resident employment rates and create additional jobs. ➢ Skills are critical to • Shifting the economic and labour market. • Residents contributing to an increasing productivity, job growth and pay progression. ➢ Incremental change to deliver vision • Stronger and adaptive communities with better social wellbeing • Better engagement between education and business. • Improvement in basic skills and generic skills – English & Maths, digital
Local Skills Priorities ➢ Higher skills for better jobs. • Driver to reduce poverty. • Integrated career pathways. • Improved work and pay prospects for local people ➢ Skills for the next generation of businesses. • Employer led approach. • Skills align with innovation . ➢ Building capacity in our key sectors. • Strong provider base. • Targeting skills shortages. ➢ Real choices for young people • Young people’s career paths and work readiness • Advise and influence choice.
Cambridgeshire & Peterborough Combined Authority Context ➢ 850,000 residents. ➢ International academic offer ➢ Rich mix of cities, market towns and rural areas ➢ Knowledge intensive industries ➢ AEB annual spend on residents between £11m to £13m. ➢ High employment growth
Current local skills level 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% In-work Working age In-work Working age In-work Working age In-work Working age In-work Working age In-work Working age In-work Working age Cambridgeshire Cambridge East Fenland Huntingdonshire Peterborough South and Peterborough Cambridgeshire Cambridgeshire No qualifications Other qualifications NVQ1 NVQ2 Trade Apprenticeships NVQ3 NVQ4+
Proportions of individuals aged 16-64 with no qualification and with NVQ 4+ qualification of equivalent; mean gross weekly pay
Current local skills level % of aim starts by sector by AEB learning type 2017 60% 50% 40% 30% 20% 10% 0% Community Learning Adult Skills
Local Growth and Projected % employment change from 2016 to 2045 Source: EEFM 2017 productivity Real estate Accommodation & food services Business services Employment activities Public administration Construction Health & care - Industries with Computer related activity relatively high skills Arts & entertainment Retail needs growing Water & air transport Waste & remediation - Construction and Professional services hospitality set to Wholesale Other services add labour Education Research & development - Preparation for Land transport significant shifts Utilities Finance Telecoms Publishing & broadcasting Manufacturing - general manufacturing Manufacturing - pharmaceuticals Manufacturing - metals manufacturing Agriculture Manufacturing - transport equipment Manufacturing - food manufacturing Manufacturing - electronics Mining & quarrying Manufacturing - chemicals only -80 -60 -40 -20 0 20 40 60 80
Skills levels in IT comparison: AEB starts vs industry employees AEB breakdown from cube using: 31% 23% 40% 6% SSA: 6 - Information and Communication Technology Industry breakdown from census using: 7% 23% 33% 36% SIC: J - Information and Communication 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% No qualifications (inc entry level) Level 1 qualifications Level 2 qualifications Level 3 qualifications
Priority Sectors ➢ Life Sciences – Astra Zeneca, Eisai, Glaxo Smith Kline. ➢ IT & Digital - ARM. ➢ Logistics & Distribution . ➢ Education. ➢ Professional Services – Addison Lee in Peterborough. ➢ Agri-tech . ➢ Health and Social Care . ➢ Construction.
DEVOLUTION OF THE ADULT EDUCATION BUDGET
Benefits of devolution
Benefits of devolution ➢ Alignment of the AEB. ➢ Joined up skills system. ➢ Flexible training and education. ➢ Targeting skills gaps. ➢ Effective relationships with providers. ➢ Simpler system.
How does AEB fit? ➢ Targeting low skilled and low paid. ➢ Securing skills up to level 3. ➢ Improving progression. ➢ More flexibility. ➢ Targeting priority areas. ➢ Improving earning potential.
Opportunities ➢ Establish clear principles. ➢ Common approach across a local labour market area. ➢ Co design and co produced approach with partners. ➢ Enhance flexibility and freedoms. ➢ Collaborative strategic approach
What does the AEB currently fund? ➢ Combines community learning and adult skills training. ➢ Adult basic skills – English and maths (19-23). ➢ First full level 2 and 3 ( 19-23). ➢ Retraining courses for the unemployed. ➢ Other full time, part time or distance learning – for those who meet eligibility criteria who pay co-funded course fees. ➢ 2018/19 pilot – fully fund learners who are employed and in receipt of a low wage and cannot contribute towards the cost of co-funding fees.
What does the AEB currently fund? AEB supports a set of four statutory legal entitlements: AEB supports learners in the following categories: Devolved AEB will not support: • Apprenticeships / 19-23 Traineeships and related provision. • Adult offender learning and related provision. • 16-18 provision.
Indicative Allocation (1) ➢ 2016/17 data set ➢ Contracted and grant funded 174 local, regional and national providers – Funding value £12m. ➢ 129 grant funded providers. Funding ➢ 57.0% Further Education Colleges. ➢ 9.2% Independent Training Providers. ➢ 33.4% Local Authority Providers. ➢ 0.4% Sixth Form Colleges.
Indicative Allocation (2) ➢ Significant proportion of AEB was subcontracted 40.6% ̶ this equates to 12,558 learners. ➢ A total of 123 subcontractors were used by main providers. ➢ 22 % of subcontracted starts were in preparation for life and work to deliver employability skills or basic English and maths qualifications.
Leadership ➢ Influence. ➢ Building engagement. ➢ Building confidence. ➢ Vision to strategy to action. ➢ Restless. ➢ Coherence; • Focussed direction. • Collaborative culture. ➢ Agility, flexibility and adaptability. ➢ Monitor – improve – deliver. ➢ Stabilise – improve – sustain.
Principles ➢ Open minded and always optimistic. ➢ Learner focused. ➢ Sharing accountability and commitment. ➢ Responsible for performance. ➢ Collaborative approach. ➢ High standards. ➢ Sense of place and belonging. ➢ High visibility.
Principles ➢ Strategic approach ➢ Creating a funding and contracting system; • Employment. • Priority sectors. • Disadvantaged learners. • Progression. • Social cohesion ➢ Unintended consequences and mitigating risk.
Current thinking and intent ➢ Minimise disruption. ➢ Model change implications in 2019/20. ➢ Align all allocations processes with current ESFA timetables. ➢ Monitor delivery performance – expenditure and activity.
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