STEPPING UP TO THE MARK: TAKING RESPONSIBILITY Gavin Boyd Chief Executive (Designate) Education and...
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Transcript of STEPPING UP TO THE MARK: TAKING RESPONSIBILITY Gavin Boyd Chief Executive (Designate) Education and...
STEPPING UP TO THE MARK:TAKING RESPONSIBILITY
Gavin Boyd Chief Executive (Designate)Education and Skills Authority (ESA)
Working togetherto make it betterfor every learner
Background to the RPA
• Started by the Executive in 2002• To create a modern citizen-centred, high quality
system of public administration• Recent history – Direct Rule V Devolution• Reform of public sector across a range of service
areas– Local Government– Health and Social Care– Education– Executive Agencies – water, planning, roads, rates, driver
and vehicle licensing
Creation of The Education and Skills Authority (ESA)
• On 1 April 2009:ESA will be established
9 Legacy organisations will be dissolved
Frontline services of 2 other organisations will transfer to ESA
Operational services currently in the Department of Education will transfer to ESA
ESA - Statistics
• Total population 1.7m - 326,000 school pupils
• 1,254 schools
• 50,000 staff – teaching and non-teaching
• Annual budget - £1.8b
• Geographical area – 5,400 square miles
Why Change?
1. We can help learners achieve better educational and personal development outcomes
2. We can re-purpose significant amounts of money / resources
Educational Outcomes Can Be Improved
• 64% of pupils achieve 5 GCSEs A*-C• 52% of pupils achieve 5 GCSEs A*-C (including English and Maths)• 38% of socially disadvantaged pupils • Huge variation in performance between
schools
PISA - Mean Scores for NI & OECD Countries
2000 2003 2006
Reading LiteracyNI 519 (+) 517 (+) 495
OECD 500 494 492
Mathematical Literacy
NI 524 (+) 515 (+) 494
OECD 500 500 498
Scientific LiteracyNI 523 (+) 524 (+) 508 (+)
OECD 500 500 500
Post-primary (Non-selective) Schools (4 year average)FSM 2003/04-2006/07 & 5+GCSEs Grades A*-C 2003/04-2006/07
R2 = 0.3201
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
% FSM (4 year average)
% o
f p
up
ils a
ch
iev
ing
5+
GC
SE
s G
rad
es
A*-
C(4
ye
ar
av
era
ge
)
Non-selective Schs Controlled Schs inclu Integrated Maintained Schs incl Integrated Linear (Non-selective Schs)
45% NI Average
66.6%
Selective Post-Primary Schools
• Also a wide variation in performance
GCSEs• 2007 – % achieving 7 GCSEs A*-C
ranged from 70% - 100%
A Levels• 2007 - % achieving 3 A Levels at A-C ranged
from 42% - 91%
We Can Organise the System Better
• System is over-engineered• Duplication of management and process• Management of interfaces between 11
organisations• Inconsistent delivery of policy• Different levels of service• Need to reflect greater expectations from the
community
ESA - Making a Real Difference
• Improving outcomes for all learners by supporting (and challenging!) schools
• Integrating delivery of children’s services• Area planning of school and youth provision• Building schools more quickly• Releasing £20m savings for frontline by
2011/12• Reallocation of resources to make a real
difference
Managing the Change
CURRENT SERVICES
Transport
School Meals
Finance/Accounts/Payroll
Education Standards
Children’s Services
Youth
Estates’ Planning &
Procurement
TRANSFER
TRANSFORM
INNOVATE
Implications for Services
Transfer• Come into ESA largely in line with current arrangements but
with streamlined management to create regional structure
Transform• Will change significantly• Move to common, integrated systems• Removal of duplication• Grouping of functions
Innovate• Radical change• Focus on education outcomes• Enhanced responsiveness, effectiveness and flexibility• Greater integration of service delivery• Strong area dimension
Designing ESA: The Process
vision, aims and objectives for service area
service delivery model
people, skills, resources
organisational structure and
location
Managing the Change
• DE Oversight Board - governance
• ESA Implementation Team – Projects in HR, Industrial Relations,
Communications, Finance, ICT and Estates Management
• Transition Board – involving leaders of the legacy organisations in managing the change process
Communications and Engagement
• Change Management Strategy agreed with Chairpersons, Chief Executives and senior managers
• 350 senior managers involved in designing service delivery models
• Ongoing programme of communications and engagement with staff, trade unions and stakeholders
Next Steps/Challenges
• Publish 2nd tier structures • Consult on service delivery models• Communicate the Outline Business Case• Location Strategy• Recruitment, Redundancy and Voluntary
Severance Strategy• ESA Shadow Board• Second tier appointments• Day 1 planning
Why Change?
• Better educational outcomes
• Better personal development opportunities
• Equality of access to excellent provision
• Greater focus on the pupil
• A streamlined and fit for purpose system of education administration