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Coleg Llandrillo

Introduction

In this report I aim to demonstrate how I fit into the overall organisation at Coleg Llandrillo and identify the key strategic objectives of the organisation with particular relevance to my role within the College.

In this report I aim to establish how my role has a connection and contributes to developments at a Strategic level and operational level.

In this report I aim to describe the relevance of my role within the context of the College's and Directorates operational plan.

The Organisation and its structure

Coleg Llandrillo is at the centre of further education in North Wales with the provision of over 3,000 full and part time courses for over 28,000 students. The range of provision is from basic skills through to university level courses along with vocational and work placed support for modern apprenticeships.

.The college has campuses in Colwyn Bay, Abergele, Denbigh, Rhyl, 'Glasdir' at Llanrwst, a specialist business support centre in St. Asaph, and close to 200 learning venues across Conwy and Denbighshire. The College delivers an impressive range of Further Education and University Level Courses, all providing pathways to careers or higher level study. Particular attention is given to supporting our students, listening to them and guiding them through the College experience.

Coleg Llandrillo Cymru was graded as outstanding by Government Inspectors, having achieved the highest possible grades for all seven elements of the inspection process. These unprecedented results firmly place us as one of the best Colleges in Wales and one of the very best in the UK.

The College has a mission statement outlining its intention with a clearly defined set of values to achieve and adhere to.

See Appendix 2 - Mission statement and College values.

At the head of the College structure is the Corporation Board; the Board was incorporated in 1993 under the provisions of the Further and Higher Education act 1992. The Corporation Board has the responsibility of appointing, grading, suspending, dismissing, and determining the pay and conditions of service for the holders of senior post and the Clerk to the Corporation.

See appendix 1 The organisational structure 2008.

National strategies from the Welsh Assembly Government are received by the Principal from the Corporation Board. It is then the Principal's responsibility to create a strategic plan for the college; the Principal is aided by the Assistant Principals each of which have their own specific department within the college. In this process they will be assisted by Directors of Curriculum and the Directors Functional Areas who are then responsible for the middle management.

The College strategies are then implemented by all levels of the organisation from the Principal down through middle management and all operational staff.

Coleg Llandrillo is committed to offering an education service which provides equality of opportunity to all and freedom from discrimination on grounds of gender, language, race, religious beliefs, ethnicity, age, HIV Aids, disability, social class or sexual orientation. Coleg Llandrillo also acknowledges the need to protect freedom of speech, within the law.

Strategic priorities

The Strategic Plan for 2008/11 (Planning Context & Objectives January 2008) identifies 8 key strategic priorities for the College for the 3 year period.

Each of these 3 year priorities is underpinned by a set of objectives that will be pursued during the 1st year of the plan i.e. during 2008/09.

See Appendix 3 Strategic priorities.

(http://www.llandrillo.ac.uk/about/default.htm).

Each directorate within the College produces an annual operational plan which details achievements and intentions during the current year.

Progress towards the operational plan is formally monitored twice a year through meetings with the AP Planning and Standards.

The Technology directorate has its own operational plan which has specific objectives.

See appendix 4: Operational plan - Technology

The external influences on college policies

The Welsh Assembly Government

The Welsh Assembly Government's ongoing policy review of the mission and purpose of the further education sector in Wales was identified inThe Learning Country: Vision into Action.

‘Learning Pathways 14-19 Guidance' was published in summer 2004 with the intention that it would be periodically updated as the Learning Pathways programme is rolled out.

Sir Adrian Webb asked by Welsh Assembly Government to lead an independent review.

Sir Adrian Webb undertook the review assisted by Sheila Drury CBE and Gary Griffiths.

The final report, also known as the “Webb review” was published in December 2007.

The review made 136 recommendations which offered proposals for change in post 14 educational provision.

“Learning Pathways will transform young people's options and opportunities. They will do so by extending choice and flexibility; securing individually tailored learning pathways that meet learners' needs, and providing richer opportunities and experiences which will help learners develop the wider skills they need for life and work”

http://wales.gov.uk/docs/dcells/publications/090302lpguidanceien.pdf

DCELLS - Department for Children, Education, Lifelong Learning and Skills.

Tribal bench marking

This allows learning providers to asses the quality and the cost of FE provision within their institution compared to other providers. Comparisons of attainment and cost are readily available on this web based resource.

The Benefits to Learning Providers

The key benefits that underpin the benchmarking project include:

* The provision of a web based self assessment tool that facilitates diagnostic analysis and supports decision-making for providers.

* A tool which enables providers to learn from best practice to enhance their own processes and drive improvements in quality and value for money thereby contributing to a culture of self-improvement amongst providers.

* A tool with which providers can use to make comparisons both within and outside of Wales thus establishing an understanding of the relationship between cost and quality in each sector.

* The opportunity to enhance the culture of collaboration between colleges, schools and work based learning providers. This will strengthen the learning network, build capacity and optimise internal resource allocation. (http://www.tribalbenchmarking.co.uk/wales/Home.aspx).

When considering the use of this powerful tool it is apparent that it can be used to drive up quality but of course at an institutional level it could influence curriculum delivery, funding and staffing levels.

Sector Skills

SummitSkills is the Sector Skills Council for the building services engineering sector. It has been created by employers, for employers, to address five key objectives:

* Employer engagement

* Offering expertise, safeguarding standards

* Enhancing quality and delivery

* Raising ambition

* Effectiveness and evolution

* Partnership approach

The employer-led approach of SummitSkills gives businesses in the sector a key role in increasing their own and the country's productivity and profitability. Through the establishment of Sector Skills Councils, employers now have a direct route to influence strategic planning relating to skills and training (http://www.summitskills.org.uk/aboutus/18)

This body liaises with to the Welsh assembly government and has developed frameworks for our Modern apprenticeships; they have also developed a diploma specifically for learners' from 14 -19.

Estyn

Estyn is the office of Her Majesty's Inspectorate for Education and Training in Wales. We are an independent inspection service, led by Her Majesty's Chief Inspector of Education and Training in Wales.

Key purpose: Raising standards and quality in education and training in Wales. (http://www.estyn.gov.uk/home.asp).

Funding

The college has approximately £34 million of income and £33 million of expenditure (2008/2009).

The majority of funding is provided by the Welsh Assembly Government, with over £3.5 million specifically for Work Based Learners.

Funding effects all aspects of the college but the information provided below gives an outline of some of the considerations effecting budget.

• Dcells will only fund at grade 1 - 3 (in future move to grade 2)

• Inspectorates will re-inspect anything below grade 3

• Post 2010 thresholds are likely to increase to grade 2

• Often funding places pressure on quality thresholds

• Funding requires effective efficient delivery

My Roles, Responsibilities and Contributions

I work in the Plumbing and Gas Department which is within the programme area of Construction which is now part of the new MBEC Centre and also is a part of the Curriculum Area of Technology. I am based at the main site in Rhos-on-Sea. The Curriculum of Technology is the largest directorate within the College and with the programme area of Construction, has the highest number of students.

I am a full time Workshop Supervisor and I also undertake traditional teaching. My roles place me at the operational level in Coleg Llandrillo. I am a Workshop supervisor at Level Two for the technical certificate for practical.

My roles as a Workshop Supervisor and Tutor cover a wide range of duties and responsibilities; some are set out in my job description and are therefore compulsory. I also carry out duties in an effort to improve my professional portfolio and hopefully improve the experience for the learner:

I have to feed back and liaise with my colleagues and middle management who will in turn feed back to management at a senior level clearly outlining my involvement in implementing and effecting college policy.

Below is a list of some of these roles and responsibilities:

Professional responsibilities

• Keep my subject specific knowledge updated

• Update my knowledge and skills as facilitator of learning

• Keep records of learners' attendance, progress and attainment

• Liaise with my colleagues and learners as to particular class needs

• Implementing Health & Safety procedure

• Attend staff development sessions

• Attend quality review meetings

• Course evaluation

• Implement agreed team strategise

Workshop supervisor roles and responsibilities

• Assess practical competence against awarding body standards

• Prepare materials and equipment for classes

• Carry out risk assessments

• Obtain quotes and order goods

• Teaching

• Develop course material

• Create session plans and schemes of learning

• Accommodate different learning styles

• Manage disruptive behaviour

• Encourage peer to peer support

• Encourage team building

• Provide support

• Supervision of students

• Assessing learning

• Providing appropriative feedback

• Give praise and encouragement

• Monitoring student progress and tracking

• Liaise with other tutors and course coordinator

LLUK (AK7.1) states that: ‘Teachers in the lifelong learning sector know and understand their organisational systems and processes for recording learner information'.

LLUK (AK7.2) also states: ‘know their own role in the quality cycle' and

‘Keep accurate records which contribute to organisational procedures' (AP 7.1).

Plumbing and Gas Department Installation Provision

See Appendix 5: Presentation handout.

The plumbing department is primarily aimed at school leavers with some mature students and modern apprentices along with a provision for updating the skills of currently practicing Plumbing and gas department.

What is not represented in the Plumbing and gas department provision is a provision for 14 year old learners; this has now been implemented as I have now been asked to deliver to a group of 14 year old learners as part of the departmental provision within construction and feed back to my line manager.

LLUK states that: ‘Teachers in the lifelong learning sector know and understand the use of feedback to develop own practice within the organisation's systems'. (AP 7.3)

Currently the Plumbing and Gas Department delivers City & Guilds technical certificates at levels two and three along with key skills and an NVQ3 which would complete a modern apprentice's framework. Also short courses are delivered which are intended to improve and broaden the skills of the existing workforce.

Construction has broadened the provision within the Plumbing Department for the Craft Foundation Course to include plumbing units.

Technical certificate - Diversity

For successful completion of the level 2 technical certificate, the candidate must complete the assessments of core units .

Currently only the building and structures unit is delivered.

See appendix 5: Presentation handout

Progression

There is no current provision past Level 3 within Plumbing and gas department installation.

Effectiveness

Course

Enrolled

Active

Finished

Wi>

Nov

Wi<

Nov

Transf

Attained

%

Completion

Retention

%

Successful Completion

%

Pass

#

Part

#

06/07

07/08

07/08

I cannot find accurate data on the NVQ3 and framework completion. I have interviewed Chris Walling, the “Work based coordinator” for Plumbing and it is clear from his comments that framework completions are increasing and currently 14 complete frame works have been claimed over the past three years. Prior to this 3 year period, no framework completions were evident.

Conclusions

. The conclusions which have been drawn from this report are as follows.

The need to have reciprocity and develop partnerships between educational providers will be a key factor to the success of learning and skills agencies for 14 to 16-year-olds

NVQ3 framework completion is improving but more need to be done to address the low attainment statistics. The withdrawal of the incentive payment for framework completion has left an opportunity for other incentives to be tried.

The 6129 technical certificate has a low attainment percentage compared to the national attainment statistics but strategies are ongoing which are aimed at improving the statistics. Quality meetings are taking place in which I have and will continue to contribute suggestions and feedback.

It should be noted that if learners failed to achieve the complete Level 2 qualification historically progression to the Level 3 course was permitted providing learners continued to complete the Level 2 course. This situation changed in 08/09 and could have contributed to the downturn in attainment and the pass to part completion ratio statistics.

Also the recruitment data is inaccurate due to the method of numbering course codes for attainment etc. ? students were not actually enrolled in 06/07 as some were continuing from the previous year this could not happen in 07/08

08/09 figures are yet inconclusive yet indicate an improvement.

LLUK states that: ‘Teachers in the lifelong learning sector know and understand

Ways to implement improvements based on feedback received' (AK 7.3) and

‘Use feedback to develop own practice within the organisation's systems' (AP 7.3).

Although traditionally Plumbing and gas is primarily aimed at training and updating the skills of plumber there is no provision for a maintenance unit.

This would give the learners more choices.

This was actually in the Operational Plan for Technology (Objective 8).

The provision of the maintenance unit is being considered.

There is a lack of progression beyond level 3 to HNC/D or foundation degree.

This is an objective outlined in the Operational Plan for Technology (Objective 4).

Plumbing units are available for this qualification.

It is difficult for learners to achieve all the necessary criteria to achieve a complete frame work within the restricted areas of work carried out by the current employer.

i.e. if an employer works predominantly on domestic Plumbing installations how can the learner get the outcomes from agricultural, industrial or commercial gas systems.

Currently a domestic NVQ frame work is being developed by City & Guilds.

Bibliography

Armitage A. et al (2001) Teaching and Training in Post-Compulsory Education. Open University Press.

Cohen L. (1991) A Guide to Teaching Practice. 3rd Edition, Routledge.

Daines, J. (2006) Adult Learning Adult Teaching (4th edition) Welsh Academic Press.

Jaques, D. (2000) Learning in Groups. 3rd Edition, Routledge

Malcolm, S., Knowles. Elwood, F., Holton., Richard, A., Swanson (2005)

The Adult Learner. 6th Edition. Butterworth Heinemann.

Petty, G. (2004) Teaching Today: A Practical Guide. 3rd Edition, Nelson Thornes.

Reece, I. Walker, S. (2001) Teaching Training and learning, A Practical Guide.

Business Education Publishers Limited.

John Armitage et al (2005) 4th Edition Work psychology, Prentice Hall

Michael Drafke (2006) 10th Edition The human side of organisations, Pearsons international

References

http://www.summitskills.org.uk/aboutus/18 - access date18/02/2009

http://new.wales.gov.uk/

http://new.wales.gov.uk/topics/educationandskills/educationskillsnews/webbreview/?lang=en - access date 24/02/2009

http://www.llandrillo.ac.uk/about/default.htm - access date 15/02/2009

http://reports.llandrillo.ac.uk/default.aspx - access date 03/03/2009

http://www.estyn.gov.uk/home.asp - access date 04/03/2009

http://www.tribalbenchmarking.co.uk/wales/Home.aspx - access date 04/03/2009

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