Memorandum submitted by The Association
of Colleges (RDA 40)
BACKGROUND
The Association of Colleges (AoC) welcomes the
opportunity to contribute to the Committee's inquiry into Regional
Development Agencies (RDAs). AoC is the representative body for
further education colleges in England, Wales and Northern
Ireland.
The 364 English further education and sixth
form colleges:
— educate and train 727,000 16-18 year
olds each year (more than are in school sixth forms, private schools
and private training providers put together);
— enrol more than 2 million adults
each year, the majority of whom achieve economically valuable
qualifications.
WHERE PEOPLE GAIN VOCATIONAL QUALIFICATIONS
Source: AoC analysis of DCSF statistics on
vocational qualifications (2006-07)
In 2006-07 colleges received £6.7 billion
a year in public funding, 79% of which came from the Learning
and Skills Council (LSC).
REGIONAL DEVELOPMENT
AGENCIES—CONTEXT
In 1999 the Government established the nine
Regional Development Agencies to enable businesses and communities
to formulate solutions appropriate to the economic challenges
faced by their regions. Their remit included business support,
enterprise and innovation, inward investment, skills development,
urban and rural regeneration and infrastructure investment. The
Government's Regional Economic Performance Public Services Agreement
(PSA) charges RDAs with taking action to reduce the disparities
in economic growth rates between regions. RDAs produce Regional
Economic Strategies setting out their priorities and actions in
consultation with regional partners from the public, private and
voluntary sectors. This submission addresses:
— The need for a regional tier of economic
development/business/regeneration policy delivery between central
and local government;
— The effectiveness of RDAs and their
role in adding value;
— The extent of and need for RDA's
overseas activity;
— The consequence of expanding the
RDA remit to include new functions as set out in the sub-national
review;
— The accountability of RDAs;
— How RDA performance has been measured
in the past and will be measured in future.
This submission covers AoC's view of the Regional
Development Agencies as a whole. It is followed by individual
case studies from AoC regional offices covering the work of their
respective RDAs.
The way in which each RDA exercises its responsibility
and works with partners will vary. This response highlights areas
of good practice and where a consistent approach would be helpful.
SUMMARY
— AoC believes that there remains a
need for a regional tier between central and local government
in the areas of economic development, business support and regeneration.
The regional tier has a key role to play in developing overall
strategy, setting out the economic, social and environmental objectives
for the region as a whole;
— AoC believes that RDAs have been
largely successful in promoting economic development in the regions.
Their investment in educational infrastructure and projects has
added value;
— RDAs have the appropriate expertise
to carry out their functions effectively and they should also
draw upon expertise from partner organisations;
— AoC believes that it is appropriate
and necessary for RDAs to engage in overseas activity given the
importance of foreign direct investment and European Structural
Funding for regional economic development;
— AoC believes there are advantages
in moving to an integrated regional strategy which sets out the
economic, social and environmental objectives for each region.
The role of skills policy in the integrated regional strategy
needs to be clarified;
— RDAs need to remain accountable to
Parliament through their sponsoring department and to the region
through a process of effective regional scrutiny which involves
partner organisations;
— Future arrangements for performance
management will need to focus on how well RDAs are performing
in their new strategic role. AoC supports the replacement of output
targets for RDAs with a simplified outcome and growth-focused
framework.
THE NEED
FOR A
REGIONAL TIER
OF ECONOMIC
DEVELOPMENT/BUSINESS/REGENERATION
POLICY DELIVERY
BETWEEN CENTRAL
AND LOCAL
GOVERNMENT
1. AoC believes that there is a need for
a regional tier between central and local government in the areas
of economic development, business support and regeneration. The
regional tier has a key role to play in developing overall strategy,
setting out the economic, social and environmental objectives
for the region as a whole. It can also use its resources not only
to address disparities between regions but also inter regional
disparities.
2. Many aspects of economic development
impact across local authority boundaries and sub-regional structures.
These include major infrastructure investment, regional services
such as Business Link, science and innovation, European Regional
Development Funding (ERDF), addressing climate change, inward
investment, transport, further and higher educational infrastructure
and regional promotion. An RDA's role in leading the development
of an Integrated Regional Strategy as outlined in "Prosperous
Places"[26]
will be critical to ensuring that public funding for major infrastructure
development meets the key strategic needs of an area and joins
up economic development with local spatial planning. It is important
to recognise, however, that "regions" are not self-contained
spatial areas. For example, parts of the West Midlands regional
economy are influenced significantly by other regional partners
including the North West (North Staffordshire and South Cheshire);
South East (Milton Keynes development) and Wales (the rural Marches).
3. The RDAs also have a key role in working
with other regional bodies such as Regional Government Offices,
the Regional Assemblies (and the proposed Regional Leaders Forums
which will succeed them), the Learning and Skills Council (and
its proposed successor the Skills Funding Agency), Jobcentre Plus
and a range of regional partners from the public, private and
voluntary sectors. This includes the regional arms of AoC and
the regional higher education associations.
4. There does, however, need to be clarity
and agreement on what is the appropriate spatial level for decisions
to be made and activity to be funded. Delegation of funding to
sub-regions and local authorities should take place where appropriate
and where capacity exists to utilise the funding effectively.
In other areas where there is a clear case for doing so funding
should be retained at the regional level—especially to fund
activity of regional significance or projects which cut across
local and sub-regional boundaries. There also needs to be agreement
on clarity of roles between the various agencies operating at
the regional level, especially in the area of skills policy. In
the West Midlands, Advantage West Midlands and the Learning and
Skills Council have worked closely together to clarify responsibilities
for the delivery of the regional Skills Action Plan and to redefine
the role of the Regional Skills Partnership. Given the new role
for local authorities to produce a local economic strategy there
will be a need for coordination at sub-regional and regional levels
to ensure synergy and coherence.
5. Although RDAs have a key role in determining
priorities they do so within an increasingly centralised system.
Policy, funding and performance management of further education
in England is now highly focused on national targets. Successive
Treasury spending reviews have pushed the Learning and Skills
Council to focus increasingly on national targets. This focus
has forced organisations to work towards common goals and has
contributed to quality improvement through the assurance of common
standards. However the shift in funds towards the targets has
come with costs. In some cases, the focus on targets means that
the accreditation of existing skills is valued equally with the
acquisition of new ones. 1.4 million adult learning places were
lost in two years between 2004 and 2006. The emphasis on national
goals has limited the ability of colleges and others to respond
to local needs.
6. For example Ruth Adams, Head of Skills
at Yorkshire Forward, recently told the Innovation, Universities
and Skills Committee:
"For example, it is absolutely right
that the Train to Gain offer is very straightforward because it
is a national offer, but what that means is that you have very
little flexibility then to deal with or to invest in issues that
you may need to address, so for example, to go back to my earlier
point, based on the CBI Survey, as an average, we start from a
very low base in terms of business demand for skills but we have
the same national offer that regions that have not got that issue
are starting from."[27]
THE EFFECTIVENESS
OF RDAS
AND THEIR
ROLE IN
ADDING VALUE
7. RDAs are not directly responsible for
funding or planning education and skills but they have considerable
scope to make a difference, for example through:
— Setting regional priorities, for
example in their regional economic strategies. These priorities
have a strong influence on the regional plans of national agencies,
for example the Learning and Skills Council or Sector Skills Councils;
— Influence on decision-making in other
governmental organisations, for example through organisation of
Regional Skills Partnerships or membership of regional committees;
— Delivery of the brokerage and business
support services which support employer decision-making about
training;
— Providing financial and logistical
support for capital investment in education and training;
— Supporting training programmes through
the European Social Fund and other grant programmes;
8. AoC can identify a number of areas where
RDAs have successfully promoted economic development—see
case studies below.
9. AoC welcomes the investment that RDAs
have made in the educational infrastructure, particularly support
for capital investment in the further education sector—see
case studies below.
10. RDAs are designed to focus on employment,
business growth, economic opportunity and innovation. The Leitch
report encourages the education and training system to focus on
the same issues. In the past 16 months, we have seen good examples
of positive responses from individual RDAs to the challenges set
out by Lord Leitch. There are new opportunities for RDAs to work
better with the education and training system but achieving a
sustained and successful partnership requires the following action:
— RDAs will need to create new mechanisms
to engage local partners to ensure that the abolition of Regional
Assemblies does not mean they lose local intelligence;
— RDAs need to work with central government
and LSC to ensure that successful initiatives can be incorporated
into the mainstream. RDAs have the flexibility to innovate, pilot,
experiment, take risks and provide development funding but good
practice is often lost when programmes end;
— RDAs may need to develop their understanding
and insight and level of engagement with the education and training
system. There is a tendency to involve universities on an automatic
basis but not colleges. Some RDA officers need better insight
into the structural and bureaucratic drivers, enablers, barriers
and inhibitors. AoC is always happy to broker meetings with college
principals and governing bodies to help RDA officers understand
core as well as developmental issues. For example, it is important
that the RDAs play an active role in encouraging Government to
plan its promised new higher education provision[28]
to suit the needs of adult, part-time students which will be so
vital if Government is to hit higher level skills targets.
THE EXTENT
AND NEED
FOR RDA'S
OVERSEAS ACTIVITY
11. AoC believes that it is appropriate
and necessary for RDAs to engage in overseas activity given the
importance of foreign direct investment and European Structural
Funding for regional economic development—see case studies
below.
THE CONSEQUENCE
OF EXPANDING
THE RDA REMIT
TO INCLUDE
NEW FUNCTIONS
12. There are advantages in moving to an
integrated regional strategy which sets out the economic, social
and environmental objectives for each region. The Sub-National
Review proposes that the RDAs will have the executive responsibility
for developing the integrated regional strategy.
13. In developing the integrated regional
strategy RDAs will need to work closely not just with local authorities
but also other strategic partners from the public, private and
voluntary sectors. The role of skills policy also needs to be
clarified—the sub-national review proposes that it complements
and contributes to the priorities agreed in the regional strategy.
Although existing Regional Skills Partnerships play a role in
identifying regional priorities, the main drivers of skills policy
are national—the Train to Gain programme and the National
Apprenticeship Service. Targets for these have also been determined
at a national level. Development of a single brokerage service
for business support and skills has merit although AoC has reservations
about the effectiveness of the brokerage service in relation to
Train to Gain.
14. RDAs have responsibility for the management
and delivery of the ERDF programme worth £2.5billion between
2007 and 2013. This is a new responsibility for them which was
previously undertaken by Government Offices for the Regions. As
under previous arrangements there is a Programme Monitoring Committee
which comprises a range of regional partners and which has responsibility
for determining the overall strategic direction of the programme
and ensuring that agreed objectives and targets are met. AoC supports
this approach.
15. The RDA also has a role in co-chairing
the 14-19 Strategy Group Forum and a responsibility to reflect
regional skills and economic development needs in commissioning.
There needs to be effective liaison with not just Local Authority
Children's Services but also Economic Development Officers.
16. Giving RDAs responsibility for regional
spatial planning raises issues of democratic accountability. The
proposed local authority Leaders Forum addresses this issue but
there needs to be a clear distinction between the executive role
in developing the strategy and the scrutiny role of examining
RDA performance. Scrutiny should be carried out by members who
have not been involved in the development of the strategy. New
appointments to the RDA boards should take into account their
new responsibilities for planning.
17. AoC also believes that in implementing
the sub-national review the role of partners such as business
universities and colleges as well as local authorities needs to
be acknowledged. AoC endorses the North West model which includes
social, economic and environmental partners on the Leaders Forum
and involves them in the scrutiny process.
THE ACCOUNTABILITY
OF RDAS
18. RDAs are accountable to Parliament through
the Secretary of State for Business, Enterprise and Regulatory
Reform. Regional Assemblies have been responsible for regional
scrutiny of RDAs. In the North West the NWRA Regional Scrutiny
Group has undertaken inquiries into each of the five themes of
the Regional Economic Strategy and has produced reports and recommendations
which the NWDA has responded to. The Committee is chaired by a
member of the Social, Economic and Environmental Partners Group
and contains other members of this group alongside local authority
members. We believe that this model has worked well and would
hope that future scrutiny arrangements reflect this and involve
both regional partners and local authority representatives in
the scrutiny process.
THE MEASUREMENT
OF RDA PERFORMANCE
19. The performance management framework
for RDAs includes audits of accounts and financial systems carried
out by the National Audit Office (NAO), independent appraisals
and corporate plan reviews and evaluation of RDA performance in
delivering their strategic objectives. Independent Performance
Appraisals carried out by the NAO examine the organisational performance
of RDAs as strategic drivers of their region's economic development,
giving them a points rating across a number of different areas.
In response to these reports RDAs produce an improvement plan
and report regularly to their Boards on progress made in implementing
these plans. Government Offices, as the Government's representatives
in the regions sponsor and monitor the effectiveness of their
RDAs.
20. Performance management has focussed
on how well the RDAs have carried out their economic development
role and whether the objectives set out in the Regional Economic
Strategy are being met.
21. Future arrangements will need to focus
on how well RDAs are performing their new strategic role. AoC
supports the replacement of output targets for RDAs with a simplified
outcome and growth-focused framework. The need for effective scrutiny
of RDAs at the regional level will become increasingly important.
CASE STUDIES
North West
THE EFFECTIVENESS
OF NWDA AND
ITS ROLE
IN ADDING
VALUE
1. In the North West economic performance
has been steadily improving since 2000. Between 2001 and 2006
the regional economy grew by £23 billion (26%). In the past
five years 180,000 new jobs were created and £2.4 billion
of investment secured.
2. In the North West the RDAs has invested
almost £10million in the new college and university campus
in Burnley; £5million in the Macclesfield Learning Zone which
incorporates a new college building, high school, sixth form college,
and a new building for the college's European Centre for Aerospace
Training and £5million in Warrington Collegiate's Winwick
Road campus which provides state-of-the-art educational facilities
including a business school. Without NWDA investment these developments
could not have taken place on the scale that they did.
3. The NWDA, along with the LSC, funded
Fusion: Connecting Business and Education which was designed
to improve the responsiveness and quality of workforce development
in the North West. Colleges forged closer links with partner agencies
such as Business Link, Sector Skills Councils and Jobcentre Plus
to deliver a range of innovative projects addressing the needs
of employers across the region. Fusion has been an outstanding
success, exceeding all its targets and developing a strong infrastructure
and an immense bank of good practice which is available for the
whole region. Without NWDA financial support of over £2million
the projects would not have happened.
4. The NWDA together with Yorkshire Forward
and One NorthEast, funded the Enterprise Education in FE Initiative
through the Northern Way. Delivered by AoC in partnership with
Manchester Metropolitan University the project involved 32 colleges
in the north of England introducing enterprise education into
the curriculum. 96 college lecturers were trained as Enterprise
Champions and over 16,000 students participated in the programme.
Without development agency support this project would not have
taken place.
NWDA EXPERTISE
5. The NWDA has the appropriate expertise
to carry out its functions effectively. The 2006 Independent Performance
Assessment scored 3 for capacity (performing well).
6. More skilled staff have been recruited
at all levels to enable the agency to become more effective in
delivering its objectives. Every project has a dedicated senior
officer allocated to manage and be responsible for it. This enables
project deliverers to have a single point of contact with the
agency
7. The NWDA also draw on the expertise of
staff from partner organisations. This is illustrated best by
the RES Advisory Group which consists of a range of representatives
from public, private and voluntary sector organisations from across
the region. The Advisory Group was involved in all stages of the
development of the Regional Economic Strategy and monitoring its
achievements. It will play a similar role in the development of
the proposed Single Regional Strategy.
THE EXTENT
AND NEED
FOR NWDA'S
OVERSEAS ACTIVITY
8. Foreign direct investment plays a key
role in the economy of the North West. Over 17% of regional gross
value added (GVA) is accounted for by foreign owned companies
and productivity per worker is almost 50% higher than the regional
average
9. The three northern RDAs have entered
into collaborative arrangements for overseas activity and have
established offices in the USA, Australia and Japan. The NWDA
jointly funds the North West Brussels Office which builds and
develops relationships with the European Parliament and Commission
and seeks to influence the direction of European policy.
10. The NWDA works with sub-regional partnerships
to attract foreign direct investment into the region. In the past
year the North West has attracted over 150 inward investment projects
which have created or safeguarded almost 15,000 jobs—almost
twice as many jobs created as in the previous year.
THE SOUTH
EAST
The need for a level of economic development/business
regeneration policy delivery between central and local government
1. AOSEC (Association of South East Colleges)
considers that the there is a strong need for economic development
/ business/ regeneration policy delivery at both a regional level
and sub-regionally. The Regional Development Agency in the South
East, SEEDA, is better economically aligned to take a more holistic
overview of regional needs than would be the case if its functions
were carried out at a national or a local level. Notably, SEEDA's
Regional Economic Strategy is a valuable source of expertise for
Colleges when developing their own strategies and plans. Likewise
the Regional Assembly, SEERA, has a good ability to act cohesively
and its scrutiny work of SEEDA is effective. Regional and sub-regional
levels of policy delivery need to exist in order to pull together
all the partnerships that exist in areas such as education, housing
and transport.
2. AOSEC also notes that Colleges tend to
work sub-regionally with a strong steer from the regional Learning
and Skills Council. As the LSC is being abolished, there needs
to be a structure in place to maintain this regional and sub-regional
perspective.
THE EFFECTIVENESS
OF RDAS
AND THEIR
ROLE IN
ADDING VALUE
3. AOSEC considers that SEEDA has been effective
in a variety of different areas. In the South East, where there
is a three tier economy, comprising inner South East, rural and
coastal variation, SEEDA's impact can particularly be seen where
there is market failure. For example, SEEDA has been instrumental
in gaining local support for education-led regeneration. A good
example is at Hastings where SEEDA supported Sussex Coast College
(formerly Hastings College) with its new building, resulting in
£120m being invested by central Government. SEEDA also influenced
the curriculum offered in the college in support of the business
needs of the area including for engineering and higher level construction
skills.
4. Secondly SEEDA has been successful with
its enterprise hubs across the region. These identify opportunities
for innovation and business start-ups and provide grants to bring
the idea to reality. Finally SEEDA has been highly successful
with its Action for Business College programme which helped transform
FE colleges to more effectively respond to the demands of business.
In total 26 Colleges gained the prestigious Action for Business
standard.
RDA EXPERTISE
5. AOSEC is aware that much of SEEDA's expertise
surrounds their work on the development and monitoring of plans
and statistical information. Additionally there are forums, such
as the Regional Skills for Productivity Alliance, which bring
in expertise from across the region.
THE EXTENT
OF, AND
NEED FOR,
THEIR OVERSEAS
ACTIVITIES
6. If SEEDA can identify business or partnership
opportunities there are potentially significant advantages for
Colleges to be gained from overseas operations. Colleges benefit
greatly from a global perspective, whether this is via student
exchanges, shared curriculum development or other commercial activities
that may develop.
THE ACCOUNTABILITY
OF RDAS
7. The question of accountability is one
that needs to be addressed. Currently AOSEC and other economic
and social partners on the Regional Assembly are able to scrutinise
SEEDA's work and thereby share their expertise. AOSEC as a regional
and non-political organisation is ideally placed to perform this
over-arching function. However, if its input were to be only via
consultation, it is doubtful whether the voice of the FE sector
would be heard so clearly. Furthermore, if Local Authorities were
to be granted this role, consideration would need to be given
as to how to equip them with an understanding of FE issues at
a regional and sub-regional level. For instance, agricultural
colleges are specialist colleges which serve regions rather than
any one Local Authority area. There would need to be a system
in place that can take account of this regional perspective. There
also needs to be further work to resolve concern over the conflict
of interest of Local Authorities trying to both implement the
regional strategies and monitor them.
HOW RDA PERFORMANCE
HAS BEEN
MEASURED IN
THE PAST
AND WILL
BE MEASURED
IN THE
FUTURE
8. AOSEC considers that, in the future,
Regional Development Agencies should not be measured on purely
economic indicators. There are many other values which people
recognise as beneficial beyond just economic ones, and to focus
primarily on this area would skew priorities and thereby disadvantage
people and communities with a broader understanding of regional
development. Further Education colleges have a key role to play
in delivering the education and skills demands which are critical
to improving the region's economic performance. In addition many
people, particularly adults, attend FE colleges for the social
and community benefits that follow. There needs to be a balance
of priorities to ensure that both economic and non-economic benefits
are recognised.
EASTERN REGION
1. ACER (Association of Colleges Eastern
Region) represents colleges in the East of England which comprises
the six counties of Bedfordshire, Cambridgeshire, Essex, Hertfordshire,
Norfolk and Suffolk and the unitary authorities of Peterborough,
Luton, Southend-on-Sea and Thurrock. EEDA (East of England Development
Agency) organises their services around four activity areas:
— Investing in Communities
2. EEDA had an expenditure budget for 2007-08
of £153 million, the smallest budget of RDAs which has presented
challenges in prioritising activities. The region has a reputation
for strengths in research, innovation and high technology. Cambridge
is the most obvious source of these strengths but by no means
the sole focus for them. Nevertheless, the region includes areas
with the lowest skills levels in England and pockets of intense
deprivation. Some of these problems are exacerbated by variable
transport links, which are very good in some areas (for example
the East Coast mainline) but poor elsewhere (especially when travelling
across the region rather than on routes into and out of London).
It is ACER's experience that EEDA has prioritised high level skills
(level 4+) rather than levels 1-3 and, as a result, has worked
more closely with the universities in the region, rather then
the further education colleges. For example EEDA provides core
funding, premises and resources to AUEE ( the Association of Universities
in the East of England) but not to ACER (the Association of Colleges
in the Eastern Region).
PERFORMANCE
3. In the NAO Independent Performance Assessment
of EEDA in 2007 EEDA scored 15 out of 24 points, which was the
equivalent of "performing well" (15-19). The East of
England is a relatively new administrative region, and the report
recognised that EEDA faced particular challenges in helping to
forge a regional identity. It is classified among the three better-performing
English regions but it is similar to regions elsewhere if the
impact of commuting to work is excluded. The report indicated
EEDA has taken action over the last two years to improve its capacity
in terms of staffing levels and nternal processes. It found that
the Chair and Chief Executive provide strong leadership (a new
chief executive took up office in September 2008) but that the
Chief Executive's Group needs to develop its capacity. Transitional
problems associated with staff change caused difficulties for
stakeholders. The report noted that there can be long delays in
approving some activities and monitoring is not always adequate
and stated, "EEDA needs to improve its communication with
regional partners and stakeholders about what it is doing"—this
is borne out by its relationships with the region's FE colleges.
EEDA/ESF
4. The East of England has been awarded
an allocation of £155 million for the period 2007-13 as part
of the new England and Gibraltar European Social Fund (ESF) programme.
Although this is a considerable reduction in funding from the
previous ESF Objective 3 programme's regional allocation (2000
to 2006) of £239 million, the number of priorities has also
been reduced from five to two, which means that the new programme
will be better focused with more flexibility to meet regional
needs. EEDA is one of five Co-Financing Organisations (CFOs) in
the East of England region for the new programme 2007-13. The
other CFOs are the Department for Work and Pensions (DWP), the
Learning and Skills Council (LSC), Bedfordshire County Council
and Luton Borough Council. EEDA's Co-financing Plan, which was
formally approved in December 2007 by the region's European Programmes
Strategy Group, contains an ESF allocation of £6.6 million
for the initial programme period 2008-2011. During that time,
EEDA's programme will fund projects which address the employment
and skills challenges in the East of England, focusing on extending
employment opportunities to those not in work and developing a
skilled and adaptable workforce for the needs of the region's
businesses. This funding is important to the region's colleges.
EXAMPLES OF
EEDA FUNDING TO
ACER/FE COLLEGES
— EEDA funded Skills for Life Teacher
Education project led by ACER, delivered by member colleges, from
2003-2005; subsequent funding was from LSC/ESF portfolio
— Peterborough College has indirectly
benefited from EEDA funding for a new HE campus in Peterborough
— South-East Essex College will benefit
from EEDA funding for the ARU Southend campus
— EEDA funded JobCentrePlus project
with ACER to get incapacity benefit claimants into assessor or
teaching posts in construction skills in colleges (small scale)
— EEDA on East of England Centre for
Excellence in Teacher Training (EECETT) board and are to fund
a research post
— EEDA on ACER's Engineering Forum
— EEDA on AoC's Business Development
Managers' Network
SOUTH WEST
1. AoC SW has recently expanded its operation
in the region and, working with the SWRDA, is pioneering the way
it supports colleges to help them raise their profile and demonstrate
a positive impact. The SW Colleges Capacity Building Project was
established in Autumn 2007 as an innovative strategic pilot designed
to build the capacity both individually and collectively of the
SW FE College sector so that it will have greater impact on the
region's economy, economic success and long term prosperity. The
total project value over three years is £1.5M has been pump
primed by the SWRDA with £400K
2. A joint SWRDA and Colleges Strategic
Forum has been established where FE College Chief Executives and
Principals meet with SWRDA Officers and Board Members to discuss
areas of mutual interest. The focus of these discussions has been
the Regional Economic Strategy (RES) and how best the FE College
sector can both collectively and individually contribute to the
aims and objectives of the RES. In addition a number of Thematic
Groups have been established to underpin these strategic discussions.
3. Initially, three Thematic Groups (Sustainability,
Regional Economy and College Profile) were set up to help achieve
the aims of the project. Each thematic group has been developing
a three year Strategic Framework which identifies key areas of
activity to support the overall project.
4. Of particular interest has been the work
of the Regional Economy Group which has produced a Regional Impact
Assessment Research Project demonstrating that colleges in the
south west have a significant impact on the region's economy with
a combined turnover of £680million and directly employing
over 25,500 people.
INDIVIDUAL EXAMPLES
OF JOINT
WORKING INVOLVING
COLLEGES AND
THE SWRDA
5. College capital projects have benefited
from SWRDA involvement. For example, Higher Level Innovation,
Enterprise and Technology Centres are being established at North
Devon and South Devon Colleges; the regeneration of Gloucester
Docks and new Gloucester College Campus; the innovative Centre
for Sustainable Construction at Somerset College of Arts and Technology.
6. Stroud College: The SWRDA paid for a
significant proportion of the revenue costs towards a series of
construction related courses that Stroud College undertook from
its Dursley centre during 2006 and 2007. The RDA is currently
in the process of working with Stroud College to develop a new
centre in Dursley on the Littlecombe site to undertake a greater
number of construction and related courses.
7. Gloucestershire College relocation to
Gloucester Quays: Working under the terms of a joint funding agreement,
English Partnerships and the RDA worked in partnership to undertake
the design and implementation of a new canal crossing (a lifting
bridge) and supporting road infrastructure at Gloucester Quays
connecting into the Gloucester SW By-pass to the west. This £1.2m
investment is now completed and was a core reason for the College
to agree to relocate onto the Quays.
8. Gloucestershire Wide Incubation: This
project, currently at Full Application stage, will potentially
include Incubation centres at Hartpury College and in the planned
new Stroud College in Dursley Centre. Incubation is specialist
workspace with a significant business support offer for new businesses.
9. The SWRDA have been working with City
of Bristol College as part of the redevelopment at Hengrove Park
in Bristol to establish a skills academy on the park. This is
the first phase of one of the most important regeneration schemes
in South West England. The multi-million pound development at
Hengrove Park will deliver a massive boost to the people of South
Bristol. The first phase of the project will see the delivery
of significant new community facilities including a Community
Hospital being developed for Bristol Primary Care Trust; a Skills
Academy to be run by City of Bristol College and a new "Healthplex"
leisure centre for Bristol City Council, to be built and operated
by Bristol Active Ltd.
10. "The SWRDA is working with Wiltshire
College (WC) as a key partner to address the economic opportunities
and challenges in the County. Of the four sites [Salisbury, Chippenham,
Trowbridge & Lackham] operated by WC the SWRDA have primarily
been involved in the development of a new model for Salisbury
because of the opportunities presented by the increasing presence
of the military and the South Wiltshire "research triangle"
in the county. This was included in the RDA's recent funding of
a study into the feasibility of relocating the Salisbury campus,
integrating business skills needs into the comprehensive Salisbury
Vision—there is also a possible University Challenge bid
to build HEI capacity as well.
11. Sectoral interventions have included
Rural Renaissance support for a Motor Sport Academy, and ongoing
discussions around higher-end skills for land-based industries.
12. Swindon College was a player in the
three year multi-partner Employer Skills Development Project,
which sought to address the future skills needs of Wiltshire &
Swindon workforce, including vocational training targeted at Swindon's
Neighbourhood Renewal Areas. The RDA is currently brokering discussions
with Honda, SSC and the College around a manufacturing skills
academy and how it will integrate with the UWE in Swindon project".
13. The RDA are also in discussion with
Strode College with regard to them potentially building a new
training centre at Morlands in Glastonbury
14. The RDA has worked closely with Bournemouth
& Poole College, in conjunction with Bournemouth University,
to develop a Hotel School at Bournemouth. With similarities to
a teaching hospital, through the building of a purpose built 4*
hotel the College is to play a central role in meeting the higher
level skill and staff requirements for the hospitality industry.
15. In Cornwall a number of activities with
FE Colleges have been developed including the establishment of
the Marine Skills Centre at Falmouth and funding for the Combined
Universities in Cornwall (CUC) "rim" which includes
Truro College and Cornwall College establishments including Duchy
College.
16. The EU team is working on a potential
ERDF project with Penwith College. Plus the SWRDA are leading
the development of three innovation centres linked predominantly
to the HE knowledge base at CUC and Peninsula Medical School but
which will also interact with FE establishments eg the one at
Pool is adjacent to Cornwall College and will have links particularly
to its Business School and ICT/media departments.
LONDON
1. AoC London has had a strong and mutually
supportive relationship with the London Development Agency (LDA)
over a number of years, and this continues to generate beneficial
outcomes for London's College sector. This relationship is seen
through a number of strands:
— LDA funding for AoC London projects—the
LDA currently support two projects that AoC London is running
on behalf of its member Colleges. Both of these projects have
an Olympics theme. This support is delivered through annual funding
grants and hands-on strategic guidance and support. The following
provides a summary outline of these projects:
— AoC London representation on the
LDA Board—As London's leading FE provider representative,
our Regional Committee Chair has Observer Status.
— Regular meetings—as part of
AoC London's stakeholder development strategy, both members and
officers meet the LDA regularly to ensure a joined up approach
to tackling London's education and skills challenges.
— LDA contribution to AoC London events—senior
members of the LDA's Employment and Skills Team regularly support
our events, eg Stephen Evans, Director, has participated in a
Leitch and London panel debate, and is due to participate in a
debate on implementing the London Skills and Employment Board
Strategy.
"ENHANCE COLLABORATIVE
AND SUSTAINABLE
FHE CONTRIBUTIONS TO
THE LONDON
EMPLOYMENT AND
SKILLS TASKFORCE
FOR 2012 (LEST) ACTION
PLAN"
2. AoC London hosts a dedicated FE-HE Unit
funded solely by the LDA (including staff costs) at a significant
level, currently until 2010. The Unit is now in it's second year
and it's purpose is to enhance the involvement of Further Education
(FE) and Higher Education (HE) institutions in London towards
making a valuable contribution to the LEST Action Plan and ultimately
the staging and delivery of the 2012 Olympic and Paralympic Games,
as well as a long lasting sustainable legacy for London and Londoners.
3. During the funding period, the
project will aim to:
— ensure that all activities developed
and promoted through the project make a positive contribution
to reducing longer term worklessness in London
— support the provision of 2012-specific
new apprenticeships and work placements through London colleges
and universities
— ensure that substantial numbers of
young people from London's FHE sector are signed onto the Olympic
Host Broadcast Training Programme
— deliver a 2012-focussed student enterprise
programme in conjunction with key strategic partners
— strengthen existing links with London
colleges and universities and those in Beijing, during and following
the staging of the 2008 Games
— encourage a positive response by
London colleges and universities to the pan-London Job Brokerage
Network
— in conjunction with key strategic
partners, support the delivery of three "2012 Careers"
events and two generic motivational events per year across London,
three within the five host boroughs and two outside.
4. It is expected that other opportunities
will emerge during the course of the funding period; it is a fluid
environment and it will be necessary to flex activities to reflect
developments in the 2012 landscape.
"LONDON-BEIJING
COLLEGE LINKS"
5. The LDA provides funding, alongside the
Prime Minister's Initiative for International Education, to this
international project, which through promoting and supporting
twinning activity between London and Beijing vocational and training
institutions aims to generate curriculum and staff development
activity. As we move towards 2012, the focus is on supporting
the development of Olympics relevant programmes in London FE.
This project is led by a London College Principal and supported
by AoC London. 18 London Colleges are currently participating
and LDA funding currently runs until 2010.
6. Specifically the funding for 2008-09
is focussed on a review of vocational training and other involvement
of Beijing vocational schools that was put in place for the 2008
Games, including their evaluation, post-games, of good practice.
For 2009-10 the project will evaluate the longer term legacy impact
of Beijing vocational education provision. In both cases the aim
is to focus on developing good practice in London Colleges, with
rollout shared through AoC and other networks, in preparing for
the 2012 Games and maximising employment and skills opportunities
for Londoners in our Games.
7. The aims of the LDA funded aspects of
the project are:
— To support LDA strategy to ensure
London vocational education equips its students to help them and
London compete in a global economy
— To support the LEST strategy to aid
London's preparations for the 2012 Games and to maximise the skills
and employment opportunities, specifically by learning and sharing
lessons from what worked in Beijing Vocational Schools 2008 preparations
— In addition the project will complement
and support:
— The strategy for strong links between
London and Beijing, and a continued London FE presence in Beijing
— The UK strategy for developing London
as an international student destination and the LDA strategy for
developing markets
19 September 2008
26 Prosperous Places-Taking Forward the sub-national
review
http://www.communities.gov.uk/citiesandregions/implementingsnr/takingforwardsnr/ Back
27
Oral evidence to the Innovation, Universities, Science and Skills
Committee, Wednesday 14 May 2008
http://www.publications.parliament.uk/pa/cm200708/cmselect/cmdius/c505-i/c50502.htm Back
28
http://www.dius.gov.uk/policy/documents/university-challenge.pdf Back
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