Appendix supplied by National Audit Office
Partnerships and organisations involved in the
improvement of England's skills base
The following four function maps and table represent
the functions and relationships of the key organisations in England
with a role in delivering the Government's skills agenda. It
is important to note that they represent the situation at November
2008 and that this will change with time.
The maps represent the roles of organisations in
relation to four groups of end-users: young people under the age
of 19 in education; employees; adults not in work; and the teaching
workforce. A single diagram representing all four groups would
be very complicated and difficult to understand. The table presents
organisations that are involved in the various partnership arrangements
that exist in England. Partnerships have been represented separately
as a table because they seek to raise collective action and collaboration
and therefore inherently increase the complexity of any attempt
to map the roles and relationships of the many organisations that
form them. Some organisations represented have an interest in
delivery but are not part of the landscape that the Departments
have themselves put in place. Examples would include the Association
of Learning Providers, the Association of School and College Leaders,
and the University and College Union.
Limitations
A number of types of organisation are not represented:
- offender education institutions;
- Scottish/Welsh/Northern Irish specific institutions;
- business sector specific institutions (e.g. CITB-ConstructionSkills);
- organisations involved in education research
and policy development.
The maps are representations of functional arrangements
and relationships and NOT an analysis of those arrangements.
The maps attempt to balance necessary detail with
a summarized overview:
- The five categories of functional
relationship are necessarily broad in their meaning, e.g. inspection/regulation
is used to describe the relationship between schools and Ofsted,
and also young people and awarding bodies.
- Some organisations will have ranges of functions
which are summarized in the diagrams; for example, organisations
which primarily represent groups of organisation or individuals
will generally also provide support to their members.
- In order to keep the number of maps to a reasonable
number some represent what might seem odd juxtapositions of institutions
and functions, for example, Higher Education Institutions on the
'Adults not in work' map.
Organisations in partnerships involved in the improvement of England’s skills base
Roles and remits of partnerships and organisations involved in the improvement of England's skills base
Partnerships
Aimhigher Partnerships
The Aimhigher programme aims to improve participation
in higher education by raising the awareness, aspirations and
attainment of young people from under-represented groups. The
programme requires the development of partnerships between schools,
colleges and higher education institutions. Partnerships are
expected to focus particularly on people from lower socio-economic
groups; people from disadvantaged socio-economic groups who live
in areas of relative deprivation where participation in HE is
low; 'looked after' children in the care system; and people with
a disability or a specific learning difficulty. The programme
is managed by the Higher Education Funding Council for England
on behalf of the Department for Innovation, Universities and Skills.
In October 2007 the Government announced its intention to extend
funding of Aimhigher until 2011.
www.direct.gov.uk/uni
Education Business Partnerships (synonymous with
Education Business Link Consortia)
The Learning and Skills Council is responsible for
the provision of education business link activity to young people.
The 126 Education Business Partnerships work at a local level
to: develop and deliver a range of activities which prepare young
people for work; raise teacher awareness of the world of work
and the work-related curriculum; raise standards of achievement
via work-related contexts; support the business community in creating
a world class competitive workforce for the future; and promote
the benefits of lifelong learning. Partnerships of employers,
local authorities, Connexions Service, work-based learning providers
and Chambers of Commerce provide co-ordinated education business
links across regions, including Key Stage 4 work experience and
professional development placements for teachers.
www.nebpn.org www.feblc.org
14-19 Partnerships
Local 14-19 partnerships are central to the delivery
of the 14-19 Education and Skills Reform Programme. Partnerships
are necessary because institutions acting on their own will not
be able to provide all aspects of the reforms and the full national
entitlement, particularly the specialized diplomas. Schools,
colleges and training providers work together with local authorities,
the Learning and Skills Council and employers to be able to offer
the new entitlement.
www.dcsf.gov.uk/14-19
Learning Partnerships and National Learning Partnerships
Network (NLPN)
104 Learning Partnerships have been set up since
1999 to promote a culture of collaboration across schools, further
education, work-based learning and adult and community learning
and to rationalise arrangements covering post-16 learning. They
are non-statutory, voluntary groupings of learning providers and
others such as local government, Connexions, trade unions, employers
and faith groups. Many Learning Partnerships exist as the 'learning
arm' within Local Strategic Partnerships where these operate.
Learning Partnerships promote provider collaboration in support
of lifelong learning; and maximise the contribution of learning
to local regeneration. Learning Partnerships are involved in
14-19 proposals and initiatives around Basic Skills, workforce
development, ICT and progression into higher education.
The National Learning Partnerships Network represents
the 104 local Learning Partnerships and 9 regional networks.
www.lifelonglearning.co.uk/llp
Lifelong Learning Networks
Lifelong Learning Networks are partnerships of higher
education institutions, further education colleges, sixth-form
colleges, regional Learning and Skills Councils, Regional Development
Agencies, Sector Skills Councils and employers. They focus on
progression into and through vocational education and higher education.
They aim to create new learning opportunities; forge agreement
across institutions on how qualifications are valued; and produce
publicity to help people understand how they can progress. Networks
aim to clarify progression opportunities and engage in collaborative
curriculum development in order to meet the needs of the vocational
learner.
www.lifelonglearningnetworks.org.uk
Local Employment Partnerships
Partnerships between Jobcentre Plus and local employers.
Jobcentre Plus works with employers to understand their recruitment
and training needs, and in return employers offer people opportunities
to get back into the workplace and progress through, for example,
work placements, interviews, mentoring, on the job training or
work trials.
www.jobcentreplus.gov.uk/JCP/Employers/lep
Local Strategic Partnerships
Non-statutory, multi-agency partnerships within local
authority areas that bring together the public, private, voluntary
and community sectors. With the local authority they identify
priorities for local Community Strategies and Local Area Agreements.
They aim to promote joint working to deliver sustained local
economic and social regeneration, and improved public services
to meet the needs of communities.
www.communities.gov.uk/localgovernment/performanceframeworkpartnerships/localstrategicpartnerships
Regional Quality Improvement Partnerships
Regional Quality Improvement Partnerships identify
the improvement needs and priorities of each region, and produce
Regional Quality Strategies for the post-16 learning and skills
sector. They are led by the Learning and Skills Council and core
members are colleges, education and training organisations, the
Learning and Skills Improvement Service (LSIS, previously the
Quality Improvement Agency), the Inspectorates and regional Government
Offices. The partnerships build on existing regional arrangements
and link up with other regional groups focusing on skills, 14-19
learning, post-16 teaching workforce training and workforce development.
LSIS strategic partnership managers work with the partnerships
to make sure that regional priorities are reflected in the agency's
strategy and work programme.
www.qia.org.uk/aboutus/regionalqualityimprovement.html
Regional Skills Partnerships
Regional Skiils Partnerships were announced in the
2003 Skills White Paper. Regional Development Agencies (RDAs)
were asked to bring together key partners, including the Learning
and Skills Council, Jobcentre Plus and the Small Business Service.
Their aim is to strengthen regional structures to make skills
provision more relevant to the needs of employers and individuals,
ensuring that each region remains competitive. They seek to put
employers at the centre in determining the skills needed to achieve
a productive economy, while helping individuals gain the skills
they need to be employed in the region.
www.dcsf.gov.uk/skillsstrategy
21st Century Learning Alliance [a national alliance,
not on partnerships table]
The 21st Century Learning
Alliance was founded in January 2007 by key national organisations
involved in education including Becta, the National
College for School Leadership,
Ofsted, Partnerships for Schools, the Qualifications
and Curriculum Authority,
the Specialist Schools and
Academies Trust,
and the Training and Development
Agency for Schools.
It brings together industry, Government and teachers and
aims to: find and publish best and innovative practice, especially
in the strategic use of technology; create a support network of
teachers and senior managers; develop and respond to a sophisticated
understanding of schools' and learners' needs for technology in
support of learning; and challenge industry to bring to market
innovations that support 21st century learning.
www.21stcenturylearningalliance.com
Young Apprenticeship Partnerships
The Young Apprenticeship (YA) programme allows motivated
and able pupils to study for vocational qualifications. They
offer pupils the chance to gain a taste of real work and lay the
foundations for a post-16 Apprenticeship, while retaining the
full range of progression options for future training or study.
Pupils are based in school, and follow the core National Curriculum
subjects, but for two days a week they work towards nationally
recognised vocational qualifications delivered by their local
YA Partnership. The Partnerships which deliver YAs are tailored
to local circumstances, and include schools, colleges, training
providers and employers. Each Partnership aims to provide pupils
with an enriching range of learning experiences (including 50
days' work experience over the two years of the programme) and
forms a support network for learners, teachers and employers.
http://www.teachers.gov.uk/teachingandlearning/14to19/vocationaloffer/Apprenticeships/youngapprenticeships/
Organisations
Adult Advancement and Careers Service (AACS)
Announced in 2007, and in development between 2008
and 2010, AACS will be the new integrated advice and guidance
service for adults, and a core component of the Government's skills
strategy. It aims to identify skills needs, work with key partners
to help people into jobs, and help break the cycle of low skills,
short-term jobs and low wages. It also aims to provide adults
with advice and guidance on housing, childcare and finance. Full
roll out is due in 2010 and 2011.
http://www.iagreview.org.uk/home_aacs.asp
Alliance of Sector Skills Councils
Launched in April 2008 and taking over aspects of
the role of the former Sector Skills Development Agency, the Alliance
represents the 25 Sector Skills Councils. It is owned and funded
by the member Councils. It aims to promote understanding of the
role of the Councils, coordinate strategic work on skills and
build the performance capability of the Councils.
http://www.sscalliance.org
Association of Colleges (AoC)
Promotes the interests of further education colleges
in England and Wales. Provides a broad range of services to its
subscribers including consultancy and training services, dissemination
of examples of good practice in policies and procedures developed
by colleges, and a work shadowing scheme.
www.aoc.co.uk
Association of Graduate Careers Advisory Services
(AGCAS)
The professional association for Higher Education
careers practitioners. Its role is to lead and support the delivery
of careers services within the Higher Education and related sectors.
www.agcas.org.uk
Association of Learning Providers (ALP)
Represents independent learning providers throughout
the United Kingdom. Its purpose is to influence the education
and training agenda to secure a national skills strategy that
meets the needs of employers and learners, and a 14-19 learning
curriculum where academic and vocational options are equally valued.
The majority of its 400 members are private, not-for-profit and
voluntary sector training organisations. Membership is open to
any provider committed to provision of quality work-based learning
and includes over 50 FE colleges involved in work-based learning.
?
www.learningproviders.org.uk
Association of School and College Leaders (ASCL)
A professional association for secondary school and
college leaders. It represents headteachers, deputy and assistant
headteachers, principals, vice-principals, bursars and business
managers. It represents the interests of members and provides
professional development courses, leadership and management training,
consultancy support, and headteacher induction training.
www.ascl.org.uk
British Educational Communications and Technological
Agency (BECTA)
The Government's lead agency in the strategic development
and delivery of its Information and Communications Technology
(ICT) strategy for education. It leads the co-ordination, development
and delivery of the Government's strategy to harness the power
of technology to help improve education, skills and children's
services. It works closely with DCSF and other partners to ensure
that the potential of technology is taken fully into account in
developing future policy.
www.becta.org.uk
British Chambers of Commerce (BCC)
The national body for a network of 60 local Chambers
of Commerce, serving individual businesses and the wider business
community across the UK. It is a non-political, non-profit making
organisation, owned and directed by members, democratically accountable
to individual businesses of all sizes and sectors throughout the
UK. It provides services, information and guidance to members,
and representation at senior levels of UK decision-making. The
BCC works with Government to shape policy affecting UK businesses
and focuses on key areas including international trade, skills
development and business services.
www.britishchambers.org.uk
Business Council for Britain
The Business Council for Britain was set up by the
Prime Minister in June 2007. It is independent of Government
and its membership comprises senior business leaders from across
the business community. Its role is to examine the progress the
Government is making to improve the business environment, advise
Government on its policies and priorities, and to conduct its
own reviews on areas important to the future economic well-being
of the UK.
www.berr.gov.uk/aboutus/corporate/bcb/index.html
Business Link Network
A network of not-for-profit organisations operating
at a regional level. It offers a support and advice service for
small and medium businesses, providing free, impartial and comprehensive
advice to businesses to help them start up and grow.
www.businesslink.gov.uk
Confederation of British Industry (CBI)
The CBI's mission is to
help create and sustain the conditions in which businesses in
the UK can compete and prosper for the benefit of all. It works
with the UK Government, international legislators and policy-makers
to help UK businesses compete effectively.
www.cbi.org.uk
Connexions
Connexions is the Government's support service for
all young people aged 13-19 in England, providing information,
advice, guidance and access to personal development opportunities
for young people. It aims to remove barriers to learning and
progression, and ensure young people make a smooth transition
to adulthood and working life. It also provides support up to
the age of 25 for young people who have learning difficulties
or disabilities. Since April 2008 local education authorities
have been responsible for the delivery of Connexions services,
which are delivered by local Connexions partnerships. Connexions
Direct offers online information, advice and support for 13-19
year olds in England.
www.connexions.gov.uk www.connexions-direct.com
Council for Industry and Higher Education (CIHE)
Launched in 1986, its membership comprises leading
individuals from a range of businesses, universities and colleges,
which fund the Council. Its remit is to foster
close working and understanding between business and higher education
to improve the international competitiveness of both sectors.
www.cihe-uk.com
Employment and Skills Boards
Local boards, led by employers and currently being
set up by local government in some parts of England. Their role
is to engage local employers, understand local labour market needs,
and advance the integration of labour market and training support.
They typically operate alongside Local Strategic Partnerships.
Federation of Awarding Bodies (FAB)
Represents organisations that award vocational qualifications
in the UK, initially formed in 2000 by the four largest vocational
awarding bodies: City & Guilds; Edexcel; Oxford, Cambridge
and RSA Examinations Board; and the London Chamber of Commerce
and Industry Examinations Board. In 2001 it was launched as a
wider network with over 80 members. Its aim is to develop qualification
system that meets the differing needs of candidates, employers,
education and training providers and awarding bodies as well as
offering value to funding bodies and taxpayers. Members range
from organisations offering vocational qualifications for a particular
industry, to larger generic awarding bodies offering vocational
qualifications across sectors.
www.awarding.org.uk
Federation of Small Businesses (FSB)
Formed in 1974, the FSB is a not-for-profit organisation
representing the self-employed and owners of small firms. It
campaigns on behalf of its members, promoting and protecting their
interests. It has over 215,000 members across the UK.
General Teaching Council for England (GTC)
The professional body for teaching in England, independent
of Government and funded through an annual registration fee payable
by registered teachers. Its overall purpose is to help improve
standards of teaching and the quality of learning. It maintains
a register of qualified teachers in England, regulates the teaching
profession and provides advice to Government and other agencies
on key issues affecting the quality of teaching and learning.
It supports teachers' professional practice, and seeks to help
set and maintain high standards of conduct and competence, including
by improving the quality of teachers' training and their access
to continuing professional learning and development opportunities.
Government Offices (GOs)
The Government Office network assists the Department
for Innovation, Universities and Skills and the Department for
Children, Schools and Families to deliver their skills and education
strategies. Government Offices work with regional partners, including
the Learning and Skills Council and Regional Development Agencies,
to implement a range of government policies including the National
Skills Strategy, which seeks to increase the influence of employers
and individuals over the supply of skills.
www.gos.gov.uk
GuildHE
The representative body for higher education institutions
in England and Northern Ireland, its members include some specialist
institutions and universities, which collectively educate around
a quarter of a million HE students. It aims to highlight the
interests and strengths of its members to Government, agencies,
employers, potential students and the wider community, to disseminate
good practice, and act as a primary source of professional support
to its members. Formerly known as SCOP (Standing Conference of
Principals Ltd).
www.guildhe.ac.uk
Higher Education Academy (HEA)
An independent organisation funded by grants from
the four UK higher education funding bodies, subscriptions from
higher education institutions and fees from practitioners. It
aims to improve the student learning experience in higher education
by developing and transferring good teaching and learning. It
represents and supports institutions in their strategies for learning,
and supports professional development and recognition of staff
in higher education.
www.heacademy.ac.uk
Higher Education Funding Council for England (HEFCE)
A non-departmental public body funded by the Department
for Innovation, Universities and Skills. Its role is to distribute
public money for teaching and research to universities and colleges.
It aims to promote high quality education and research, within
a financially healthy sector. It plays a key role in securing
accountability and promoting good practice.
www.hefce.ac.uk
Institute for Learning (IfL)
Professional body for teachers, trainers and student
teachers in the learning and skills sector, covering adult and
community education, further education and work-based learning.
It provides the means by which teachers register and progress
through to licensed practitioners.
www.ifl.ac.uk
Institute of Directors (IoD)
The professional body for business leaders, supporting
and representing individual directors from all business sectors
for over 100 years. It advances the case for business to Government,
the media and other influential areas. It provides information
and advice, and runs an extensive range of courses, conferences,
seminars, development programmes and services specifically designed
by directors for directors.
www.iod.com
Jobcentre Plus
A government agency, part of the Department for Work
and Pensions, it supports people of working age from welfare into
work, and helps employers to fill vacancies. It provides help
and advice on jobs and training for people who can work and financial
help for those who cannot.
www.jobcentreplus.gov.uk
Leadership Foundation for Higher Education (LFHE)
A charity, the LFHE provides a support and advice
service on leadership, governance and management for all the UK's
higher education institutions. It aims to develop and improve
the management and leadership skills of existing and future leaders
in higher education. It was established by the UUK and GuildHE
and is funded by a combination of programme fees, membership income
and funding from the four UK higher education funding bodies.
www.lfhe.ac.uk
learndirect - see Ufi
Learning and Skills Council (LSC)
A non-departmental public body sponsored by the Department
for Innovation, Universities and Skills. It operates mainly through
its nine regional offices. Its role includes: funding of providers
of further education, work-based learning, adult education, and
schools' 6th forms; strategic planning of provision
to meet government priorities; audit and review against targets
and quality standards; funding of programmes such as Train to
Gain and Centres of Vocational Excellence. The LSC is planned
to close by 2010, handing over its functions to 150 local authorities,
a new Skills Funding Agency and a new Young People's Learning
Agency.
www.lsc.gov.uk
Learning and Skills Improvement Service (LSIS)
Launched in April 2008, LSIS is the new sector-owned
improvement body which aims to develop excellent and sustainable
provision across the further education sector. It formed from
the merger in October 2008 of the Centre for Excellence in Leadership
and the Quality Improvement Agency. It is funded by the Department
for Innovation, Universities and Skills and the Department for
Children, Schools and Families.
LSIS aims to develop excellent and sustainable further
education and skills provision for post-16 learners. It is responsible
for a range of programmes formerly the responsibility of the QIA,
including the Skills for Life Quality Initiative and the National
Teaching and Learning Programme. It serves the existing and future
leaders of all providers within the further education system,
including colleges, training and work-based learning providers,
adult and community providers, offender learning, specialist colleges
and voluntary organisations, through programmes, events, support
services and consulting assignments.
www.lsis.org.uk
Learning and Skills Network (LSN)
An independent not-for-profit organisation offering
services to policy makers, practitioners and organisations funding,
managing and providing education. LSN delivers quality improvement
and staff development programmes, and provides research, training
and consultancy services directly to schools, colleges and training
organisations. It produces a wide variety of publications and
runs around 500 events a year, including conferences, training,
and opportunities for sharing good practice.
www.lsneducation.org.uk
Lifelong Learning UK (LLUK)
The Sector Skills Council responsible for the professional
development of practitioners working in further education; higher
education; community learning and development; libraries, archives
and information services; and work-based learning. Lifelong Learning
UK aims to provide workforce intelligence and information; to
build a framework of core standards and credit-based qualifications;
to promote sector-wide career pathways and progression routes;
to improve recruitment and development of the workforce; and to
engage employers and stakeholders in boosting the performance
of the sector.
www.lifelonglearninguk.org
Local Government Association (LGA)
A voluntary lobbying organisation that promotes the
interests of just under 500 English and Welsh local authorities.
The LGA exists to promote better local government and a better
future for authorities' localities and communities. It works
with Government to ensure that the policy, legislative and financial
context in which authorities operate supports these objectives.
Education policy is a core component of the LGA's work.
www.lga.gov.uk
Million+
Formerly the 'Coalition of Modern Universities' and
'Campaigning for Mainstream Universities', Million+ represents
post-1992 universities, many of which were formerly colleges
and polytechnics. Refocused as a 'university think-tank', focuses
on policy papers, bringing together students, employers and experts,
providing a network and services for member universities, and
lobbying Government and other stakeholders.
Collectively its member universities educate around half the
UK's higher education students.
www.millionplus.ac.uk
National Apprenticeships Service (NAS)
Being formed as part of the Government's proposals
for expanding and improving the Apprenticeships programme. NAS
will take end-to-end responsibility for the Apprenticeships programme.
Initially it will be a separate service within the LSC, but in
the longer term it will be a discreet service led by a Chief Executive
and reporting to the Department for Innovation, Universities and
Skills and the Department for Children, Schools and Families.
www.worldclassapprenticeships.com/sections/about_org
National Association of Head Teachers (NAHT)
Represents and supports over 28,000 school and college
leaders, covering early years, primary, secondary and special
school sectors. It provides information and guidance to assist
and support members in carrying out their duties and responsibilities,
and services for the professional development of members. NAHT
aims to contribute to high standards of teaching and education;
for example its Training and Development Programme provides opportunities
for leadership development linked to the National Standards for
Headteachers.
www.naht.org.uk
National College for School Leadership (NCSL)
A non-departmental public body of the Department
for Children, Schools and Families, which seeks to develop world-class
school leaders, system leaders and future leaders. It has four
corporate goals: to transform children's achievement and well-being
through excellent school leadership; to develop leadership within
and beyond the school; to identify and grow tomorrow's leaders;
and to create a fit for purpose, National College.
www.ncsl.org.uk
National Council for Educational Excellence (NCEE)
Launched in June 2007, NCEE comprises senior figures
from the business and education communities. It advises Government
on its education policies for young people. It aims to contribute
to raising educational standards and improve links between businesses,
universities, schools and colleges.
www.dcsf.gov.uk/ncee
National Institute of Adult Continuing Education
(England and Wales) (NIACE)
A non-governmental organisation to
promote the study and general advancement of adult continuing
education and
support an increase in the total numbers of adults
engaged in formal and informal learning in England and Wales.
It is a charity owned by its members. Its core funding comes
from DIUS, the LSC, the Local Government Association and the National
Assembly for Wales. It advocates positive action to improve opportunities
and widen access to learning opportunities for those communities
under-represented in current provision. In July 2007 NIACE took
over the Basic Skills Agency (BSA) and formed a new 'Alliance
for Lifelong Learning' with Tribal (a private sector consultancy
organisation), which is taking forward the work of the BSA in
its support of literacy, language and numeracy.
www.niace.org.uk
National Occupational Standards Board (NOSB)
Led by employers, the NOSB is an independent group
whose remit is to set the strategy and oversee the funding of
national occupational standards development, including quality
assurance arrangements. The Board's membership is drawn from
the Qualifications and Curriculum Authority, the Scottish Qualifications
Authority, the Qualifications, Curriculum and Assessment Authority
for Wales, the Council for the Curriculum Examinations and Assessment,
the Sector Skills Alliance and up to six employer representatives.
National occupational standards are statements of the skills,
knowledge and understanding needed in employment and define the
outcomes of competent performance covering almost every occupation
in the UK. They are developed by representatives of employment
sectors and inform the development of vocational qualifications.
www.qca.org.uk/qca_8654.aspx
National Skills Academies
National Skills Academies are employer-led sector-based
centres of excellence with national reach delivering vocational
education and skills training to young people (16-19 year olds)
and adults. The Department for Innovation, Universities and Skills
has not been prescriptive about the form of National Skills Academies,
and options include stand-alone new institutions, delivery of
training through a network of approved existing training providers
(further education, higher education, independent training providers),
and courses delivered on-line. Employers, working with their
Sector Skills Council and other employer organisations, will design
the delivery of the training to be provided. Government funding
may be provided for start-up costs, but once fully operational
National Skills Academies must be able to support themselves financially.
www.nationalskillsacademy.co.uk
National Strategies
The National Strategies are a set of programmes providing
training and targeted support to teachers and other education
practitioners. There are nine regional teams taking forward the
Government's reform programme for school improvement, and in each
region there are school improvement partner co-ordinators for
both primary and secondary education. National Strategies offer
support by providing materials, through consultants or the School
Improvement Partners programme, and by taking part in networks
organised by local authorities.
www.nationalstrategies.org.uk
National Union of Students (NUS)
A voluntary membership organisation comprising a
confederation of local student representative organisations in
colleges and universities throughout the United Kingdom. With
nearly 750 constituent members it represents virtually every college
and university in the country. NUS is one of the largest student
organisations in the world and represents the interests of around
five million students in further and higher education. It provides
research, representation, training and expert advice for individual
students and students' unions.
www.nusonline.co.uk
1994 Group
The 1994 Group provides a framework for collaboration
between smaller research-intensive universities in the UK. It
aims to influence national policy, raise the profile of member
universities in global markets, promote the need for research
and teaching excellence, and share good practice.
www.1994group.ac.uk
Office for Fair Access (OFFA)
A non-departmental public body funded by and reporting
to the Department for Innovation, Universities and Skills. It
aims to promote and safeguard fair access to higher education
for under-represented groups, following the introduction of variable
tuition fees in 2006-07. Its principal duty is to regulate the
charging of tuition fees through the approval and monitoring of
access agreements. It has a role in good practice and advice
on access to higher education.
www.offa.org.uk
Office for Standards in Education, Children's
Services and Skills (Ofsted)
A non-ministerial government department accountable
to Parliament that is formally independent of Government. The
'new Ofsted' was created in April 2007 from a merger of the schools
inspectorate with the Adult Learning Inspectorate, parts of the
Commission for Social Care Inspectorate, and inspectors of the
family courts service. It inspects and regulates care for children
and young people, and inspects education and training for learners
of all ages. It is also required to promote service improvement,
ensure services focus on the interests of their users, and see
that services are efficient, effective and promote value for money.
www.ofsted.gov.uk
Office of the Qualifications and Examinations
Regulator (Ofqual)
Pending legislation, Ofqual began its interim work
in April 2008 and currently operates as part of the QCA. It will
take over the QCA's role of regulating qualification, examinations
and tests in England. It will be independent of Government and
accountable directly to Parliament.
www.ofqual.gov.uk
157 Group
A representative body, launched in January 2007,
comprising 22 of the largest further education colleges in the
country, which lobbies for the further education sector. Membership
is restricted to colleges with a minimum turnover of £35
million, and a minimum of a grade 2 for leadership and management
at their last Ofsted inspection.
www.157group.co.uk
Qualifications and Curriculum Authority (QCA)
A non-departmental public body funded by and working
closely with the Department for Children, Schools and Families.
QCA's responsibilities include: developing and maintaining the
national curriculum; regulating the public examination system;
development, delivery and administration of high quality national
tests; accrediting qualifications within the national qualifications
framework; and overseeing the work of the awarding bodies.
In April 2008 the Office of the Qualifications and
Examinations Regulator (Ofqual) began its interim work as a part
of QCA. When legislation is in place, Ofqual will operate independently,
taking the regulatory role from the QCA. The remaining aspects
of QCA's work will then transfer to a new Agency, the Qualifications
and Curriculum Development Agency.
www.qca.org.uk
Qualifications and Curriculum Development Agency
An agency announced in June 2008 but not yet formed,
which will take over responsibility for overseeing the development
of qualifications from the QCA. It will advise Government on
curriculum and qualification development, and work with Ofqual
on the accreditation of qualifications.
Quality Assurance Agency for Higher Education
(QAA)
An independent body with a UK-wide remit, funded
by subscriptions from universities and colleges of higher education
and through contracts with the main higher education funding bodies.
It works in partnership with providers and funders of higher
education, staff and students in higher education, employers and
other stakeholders to: maintain standards of academic awards and
the quality of higher education; communicate information on academic
standards and quality to inform student choice and employer understanding;
and promote a wider understanding of the nature of standards and
quality in higher education.
www.qaa.ac.uk
Regional Development Agencies (RDAs)
Regional Development Agencies are non-departmental
public bodies sponsored by the Department for Business, Enterprise
and Regulatory Reform to be strategic drivers of regional economic
development and regeneration. They aim to enable the English
regions to improve their competitiveness and reduce the imbalances
that exist within and between regions. RDAs work with delivery
partners and businesses on regional workforce skills to meet the
needs of the regional economy and develop skills action plans
to help match skills training to the needs of the labour market.
www.englandsrdas.com
Russell Group
An association of 20 major research-intensive UK
universities. The aims of the Russell Group are to promote the
interests of universities in which teaching and learning are undertaken
within a culture of research excellence, and to identify and disseminate
new thinking and ideas about the organisation and management of
such institutions.
www.russellgroup.ac.uk
Sector Skills Councils (SSCs)
Sector Skills Councils are employer-led strategic
bodies set up by Government to help raise business performance,
meet skill needs and shape relevant learning supply within a given
sector of the economy. There are 25 Sector Skills Councils, each
representing a sector with a workforce of at least 500,000, and
jointly covering around 85% of the UK workforce. Collectively
they form the Skill for Business Network. They have a key role
in National Skills Academies' bids and business plans, co-ordinating
employer sponsorship, and working on curriculum content and liaison
with learning providers.
The Alliance of Sector Skills Councils was established
in April 2008, replacing the Sector Skills Development Agency,
to act as the collective voice of the Sector Skills Councils.
individual SSC websites
Skills brokers (Train to Gain)
Under the Learning and Skills Council's Train to
Gain programme, skills brokers provide a service to employers.
They work with employers to understand the training and development
needs of their employees, and broker suitable training with further
education colleges and independent training providers.
www.traintogain.gov.uk
Skills for Business Network (SfBN)
The collective name for the 25 Sector Skills Councils.
Skills Funding Agency
The new agency that is planned to take over responsibility
from the Learning and Skills
Small Business Forum
A round
table group of volunteer business leaders formed in May 2007 and
meeting around four times a year. It advises Government on its
support to small businesses. Members are drawn from the CBI,
British Chambers of Commerce, Institute of Directors, Federation
of Small Businesses, Forum of Private Business, and a representative
range of small businesses.
Small Business Service (SBS)
Formerly an agency of the Department of Trade and
Industry, its work is now carried out by the enterprise directorate
at the Department for Business, Enterprise and Regulatory Reform.
www.berr.gov.uk/bbf/enterprise-smes/index.html
Specialist Schools and Academies Trust (SSAT)
The majority of England's mainstream secondary schools,
and substantial numbers of special schools, are specialist schools
or Academies with a specialism. SSAT, part funded by the Department
for Children, Schools and Families, delivers the Government's
Specialist Schools and Academies programme. The Trust seeks to
give more young people access to a good education by building
networks, sharing practice and supporting schools. It is at the
centre of a growing network of schools including primary, secondary,
special schools and Academies.
www.specialistschools.org.uk
Staff and Educational Development Association
(SEDA)
The professional association for staff and educational
developers in the UK, promoting innovation and good practice in
higher education. SEDA's activities cover four main areas: professional
development of staff working in higher education; conferences
and events; membership services, such as dissemination of best
practice; and publications.
www.seda.ac.uk
Trade Unions
The major trade unions for teachers are the NASUWT
and the NUT. They campaign for better schools, more resources,
and improved conditions for pupils and teachers. They also provide
training and development courses for members.
www.nasuwt.org.uk www.teachers.org.uk
Trades Union Congress (TUC)
Consists of 66 affiliated unions representing nearly
seven million working people. Through its education wing, Unionlearn,
it helps unions become learning organisations, with programmes
and strategic support for union representatives and officers.
Unionlearn helps unions broker learning opportunities for their
members, provides advice services, researches union priorities
on learning and skills, identifies and shares good practice, promotes
learning agreements, supports union members on learning and skills
bodies, and helps shape sector skills agreements.
www.tuc.org.uk www.unionlearn.org.uk
Training and Development Agency for Schools (TDA)
The TDA was formed in September 2005 from the merger
of the Teacher Training Agency and the Department's National Remodelling
Team. Its remit includes: maintaining demand for initial teacher
training from potential recruits through marketing and a teaching
information line; inspection of training, accreditation of providers
and allocation of training places; funding training for teachers,
teaching assistants, school business managers and bursars; and
the framework for professional and occupational standards for
the school workforce.
www.tda.gov.uk
Ufi
Created in 1998 and funded by the Learning and Skills
Council, Ufi established learndirect, the largest e-learning network
of its kind in the world, which has delivered learning to a mass
audience (more than two and half million learners since 2000)
through a combination of flexibility, accessibility and support.
There are three strands of the learndirect service—learndirect
skills and qualifications, learndirect business and learndirect
careers advice.
www.ufi.com
UK Commission for Employment and Skills (UKCES)
Launched on 1 April 2008 from a recommendation in
Lord Leitch's 2006 Review of Skills, UKCES took over much of the
role of the former Sector Skills Development Agency. The Commission
aims to raise UK prosperity and opportunity by improving employment
and skills, and to strengthen employers' influence over the employment
and skills systems. The Commission will also provide independent
advice to the highest levels of the four UK Governments to help
achieve improvements. Its five-year plan will be produced in
early 2009.
www.ukces.org.uk
Universities UK
A charity, Universities UK is the representative
body for the executive heads of UK universities. It works to
advance the interests of universities and to spread good practice
throughout the higher education sector.
www.universitiesuk.ac.uk
University and College Union UCU
Formed by the amalgamation
of the Association of University Teachers and NATFHE in 2006,
UCU is the largest trade union and professional association for
academics, lecturers, trainers, researchers and academic-related
staff working in further and higher education throughout the UK.
www.ucu.org.uk
Work-based Learning Providers (WBL)
WBL providers organise placements for school pupils
in businesses and bring representatives from business into schools.
They seek to improve young people's employability and enterprise
skills. They concentrate on showing young people the value of
contributing to society and aim to show society the importance
of their contribution and continued participation. WBL providers
include private sector organisations (for example, Edexcel) and
charitable bodies (for example, Young Enterprise, Businessdynamics).
Young People's Learning Agency (YPLA)
YPLA is planned to be a non-departmental public body
taking over the LSC's responsibilities for 16-19 provision from
2010. It will work closely with local authorities which from
2010 will have statutory duty to provide learning places for pre-19
year olds.
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