REVIEW OF FE STRATEGY
Post Primary Review
July 2003
Purpose of Review
• To undertake a comprehensive re-consideration of the strategy for FE
• To define the role and strategic aims for the sector in the context of wider Departmental policies on learning
Scope of Review
• To examine the relationships for planning, management, governance and funding of sector
• The relationships between FE and others - universities, schools, training organisations, voluntary providers and economic bodies
• Appropriateness of current size and structure
Process
• Establish consensus on role of FE (Jan 03)
• Evidence of performanceSupporting Economic Development
Widening Access and Increasing ParticipationImproving Quality and Raising StandardsEfficiency of Sector
• Ideas Paper on Way Forward (Autumn 03)
FE Sector
• Around 200,000 enrolments each year; c130k vocational; 70k leisure and hobby
• Courses at levels 1-5; 12% are HE courses
• Approx 50k enrolments aged 16-19.
• Majority age 16-19 attend full-time; those over age 19 attend mainly part-time;
• 35% increase in enrolments in 6 priority skill areas in 3 years
Evidence
• The Mission of Sector
• Relationship with Economic Development
• Current Model of Incorporation
• Interface with Education/Training Sectors
• Performance
• Size and Structure
Response from Consultation
• Need for a coherent strategy for 14-19
• FE to be included in collaboration with schools
• Collaboration not competition
• Strategic planning at local level to ensure use of specialist resources in FE
• Parity of esteem between academic and vocational education
Partnerships with Schools
• Currently c11,000+ pupils from schools in FE colleges for some part of their provision
• FE budget - almost £2.8m paid in 2003/04 based on 2001/02 data
• Various types of provision
Range of Provision
• Alternative Education Provision
• Key Stage 4 Flexibility
• Link Courses for individuals or group of students
• Introductory Courses
• After school provision
Current Model
• KS4 flexibility motivates pupils
• Duplication of provision between schools and FE (including small sixth forms)
• Status and esteem
• Selection by some schools at age 16
• Different funding mechanisms
• Assessment is not fit for purpose
Response to Consultation
• Need for a coherent strategy for 14-19
• FE to be included in collaboration with schools
• Collaboration not competition
• Strategic planning at local level to ensure use of specialist resources in FE
• Parity of esteem between academic and vocational education