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STEPPING UP TO THE MARK: TAKING RESPONSIBILITY

STEPPING UP TO THE MARK: TAKING RESPONSIBILITY. Gavin Boyd Chief Executive (Designate) Education and Skills Authority (ESA) Working together to make it better for every learner. Background to the RPA. Started by the Executive in 2002

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STEPPING UP TO THE MARK: TAKING RESPONSIBILITY

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  1. STEPPING UP TO THE MARK: TAKING RESPONSIBILITY Gavin Boyd Chief Executive (Designate) Education and Skills Authority (ESA) Working together to make it better for every learner

  2. 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

  3. 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

  4. 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

  5. Why Change? • We can help learners achieve better educational and personal development outcomes • We can re-purpose significant amounts of money / resources

  6. 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

  7. PISA - Mean Scores for NI & OECD Countries

  8. 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%

  9. 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

  10. 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

  11. Managing the Change CURRENT SERVICES Transport School Meals Finance/Accounts/Payroll Education Standards Children’s Services Youth Estates’ Planning & Procurement TRANSFER TRANSFORM INNOVATE

  12. Implicationsfor 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

  13. Designing ESA: The Process vision, aims and objectives for service area service delivery model people, skills, resources organisational structure and location

  14. 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

  15. 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

  16. 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

  17. 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

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