National Partnership Protocol Between the Association of Colleges; the Association of Principals of Colleges; the Further Education Development Agency; the Further Education Funding Council; the Local Government Association; and the TEC National Council. (Supported by the Department for Education and Employment) 1. Vision Statement The parties to this protocol believe that learning is the key to prosperity - for each of us as individuals, as well as for the nation as a whole. For the nation to achieve stable and sustainable economic growth and an inclusive society we will need a highly flexible and adaptable workforce supported by a coherent lifelong education and training system committed to raising standards and levels of achievement for all. 2. Common Accord Our shared mission as national education and training bodies is to promote and develop this vision in a spirit of mutual co-operation and, where possible, by pursuing a common approach. We believe that a national framework of partnership should help to create the conditions within which local partnerships can develop effectively. To achieve this, our partnership approach must be based on core values of trust, integrity and openness and must be characterised by the following key principles: a commitment to inclusion, accountability and excellence; the development of mutual understanding and respect for the different roles and remits of partners; a commitment to transparency in the development of regional and local strategies for post-16 education and training; a commitment to standardisation of procedures, data requirements and data outputs in order to facilitate a cohesive framework for progression and transfer; a focus on outcomes not structures; a presumption that new initiatives should be progressed through partnership; building on existing good practice, reducing rather than creating new additional groupings or bureaucracies; and recognising the need to maintain maximum local flexibility in arrangements. 3. A national partnership framework for collaboration There is a need to strengthen local frameworks for the development of provision and to encourage greater transparency in planning across the diverse range of local arrangements. The establishment of RDAs together with the setting up of the National Skills Task Force provides a timely opportunity to review and strengthen the development of coherent and inclusive partnerships, based on a shared commitment to enhance skills and raise educational achievement. Good practice in existing arrangements should be encouraged to evolve on a voluntary basis into wider strategic education and training partnerships at the local level. Collaboration Aims To raise educational and training standards. To improve the quality of provision. To increase choice and to enhance the quality of guidance. To encourage suitable broadening of the curriculum. To improve cost effectiveness. To enhance access to local provision and widen participation. To encourage coherence of local planning and to avoid wasteful duplication of provision. 4. Partnership Action Plan i) Developing national partnership arrangements Establish a national partnership group which meets regularly and which has formal links with central and regional policy development. Ensure that the current national partnership for collaboration is widened to include other relevant national partner bodies in post-16 education and training not already engaged within this first stage of development. Influence government and other decision-makers by developing and promoting policies in support of mutual aims through, for example: sharing of policy papers and responses; reciprocal involvement in key policy forums; and joint research and campaigning on issues of mutual interest. Develop more effective structures and build stronger relationships to enable partners to work together successfully to deliver common aims through, for example: quarterly reviews among the partners; effective regional dialogue among the partners; effective communication and information across networks; development and implementation of joint projects and initiatives; effective national steering groups on specific initiatives; standard procedures among the partners wherever possible; and development and dissemination of best practice to promote partnership. ii) Promoting local collaboration and partnerships Consultation and dialogue within and between respective constituencies and other post-16 partners on proposed action. Regular feedback to Ministers to advise them on the effectiveness of voluntary collaborative arrangements in meeting the objectives set out in the national framework for collaboration. Work with government officials to identify core outcomes to result from local strategic partnerships. Identify core partners who should be included in membership of local strategic partnerships. The breadth of partnerships should be determined according to the circumstances of a particular area, rather than be centrally prescribed, and with the intention of strengthening the strategic development of post-16 education and training within the area defined by the partnership. Development of protocols to underpin the new relationship, in such areas as: sharing of information; standardisation of relevant procedures and systems; inclusion of core partners; core outcomes expected of partnerships; appointment of members to governing bodies; and support for the work of RDAs.

APPENDIX - Roles of national partner organisations currently subscribing to this protocol 1. Association of Colleges The Association of Colleges represents the interests of colleges in the further education sector in England and Wales. The sector is complex and diverse, comprising more than 480 institutions. The AoC's overall policy aims are to: promote the development of a learning society; promote colleges' independence and financial stability; promote the achievements of colleges; and support individual college members. Its role is to work diligently on behalf of its members to secure the best possible environment for them to contribute to the development of a prosperous learning society. It does this by: being the first point of contact between FE colleges in England and Wales and government, industry and commerce, and national organisations concerned with post-16 education and training; providing a united voice for the sector and representing members' interests regionally, nationally and internationally; fostering collaboration between the education service, the community and industry; working to protect the diversity provided by FE colleges and their contribution to the creation of a learning society and national prosperity; and providing its members with professional services, advice, guidance and legal protection to enable them to operate effectively and protect their autonomy. 2. Association of Principals of Colleges APC is the only association solely committed to promoting the professional and personal interests of college principals and their deputies. The core activity of APC members is to create, promote and sustain the best possible learning opportunities for students. The Association contributes at both national and regional level to major developments in further education, and provides members with a national voice on important issues across a wide spectrum of education and training matters. Aims To maintain a regular forum for discussion of issues of the day. To develop personal support through a scheme of mentoring for new post-holders. To plan opportunities to meet identified professional development needs. To exercise national influence on the policies and decisions which will shape the future of Colleges and the education and training they provide. To establish a national and international network of professional contacts. To offer confidential personal advice for members in difficulty. To provide a comprehensive professional and legal support service. Objectives To prepare papers, pamphlets, reports and publications dealing with the work, interests or functions of the Association. To appoint members of the Association to serve upon educational, professional or other bodies. To act together with educational, industrial, commercial, professional and other bodies. To establish and maintain Regional Groups of the Association. To communicate with and inform members of the Association upon all such matters concerning their professional duties and interests. To advise members of the Association upon appropriate standards of professional behaviour. To enhance professional standards and promote the exchange of good practice through the support and provision of educational courses and conferences. Since its establishment in 1920, the APC has built up a strong branch structure throughout the UK. Its national and regional structure enables the Association to reflect swiftly the views and experiences of a wide sweep of the sector. Members obtain mutual support and encouragement, and influence the development of the sector within regional and national organisations and government departments. In Scotland and Wales, members receive the same strong professional support, advice and protection, retaining links with APC in England and UK organisations through a federal council. 3 Further Education Development Agency The Further Education Development Agency is an independent organisation, established in April 1995. FEDA's mission is to provide services to further education which promote quality, lead curriculum design and development, and enhance effective governance and management. To achieve its mission, FEDA provides a comprehensive training and conference programme for college personnel. Working closely with the FE sector and other key education and training organisations, it manages a wide range of research and development projects and activities. FEDA's range of services can be broadly divided into: training; publications and information; consultancy; and research and development. FEDA is committed to applying high standards of customer care and equality of opportunity across all its services. FEDA's priorities for the period 1998-2001 are organised in five main programme areas: institutional development and performance; curriculum and qualifications; participation and achievement; technology and the management of learning; and regional and economic development. FEDA is managed by an independent Board (whose members are appointed by the Secretary of State for Education and Employment) which approves and reviews FEDA's strategy and current action plan. Further Education Funding Council The FEFC's purpose is to secure further education provision which meets the needs and demands of individuals and employers, and the requirements of government, in respect of location, nature and quality. The Council's aims, adopted in 1993, are being revised in the context of current government policy. In brief, the revised aims (which are still under discussion) are to: secure sufficient facilities to meet the needs of students, including those with disabilities or learning difficulties, and their communities; stimulate the demand for and participation in further education towards the creation of an inclusive society; contribute to the development of a highly skilled and employable workforce; promote ongoing improvements in the quality of FE; promote the contribution and potential of FE to inform policy development; ensure that the sector has the necessary resources and deploys them economically; work in partnership with colleges and others to achieve its policy objectives; and support FEFC staff to achieve these aims and provide a high-quality service. The Council distributes approximately £3 billion of funding to the 444 colleges and other institutions in the sector. This work is undertaken by a head office in Coventry and nine regional offices, employing roughly 400 people including a full-time inspectorate. 5. Local Government Association Launched in April 1997, the LGA speaks for nearly 500 local authorities representing more than 50 million people and spending £65 billion a year on local services. It promotes the case for democratic local communities which are prosperous, safe, healthy and environmentally sustainable, and which provide equality of opportunity for all citizens. Its aims are to: enable all local authorities to speak with one voice; provide a national democratic leadership for local government; increase the role and influence of local government; establish better and more effective relationships with government and the European Union; and seek more control for local government over its own affairs. The LGA's Policy Priorities for 1998/99 are, in summary: Better Local Government - bringing together the work on Finance, Best Value and Democracy (and adding the issue of Ethics) – all, hopefully to feature in a White Paper and legislation later this year; Social Exclusion - relating to the Cabinet Office Social Exclusion Unit as well as broader anti-poverty and equal opportunities work; New Commitment for Regeneration - focusing on local government's co-ordinating and lead role in the regeneration and development of localities; Education Standards - focusing on LEA best practice in supporting improvement while also looking at the wider contribution of LEAs to life-long learning and the co-ordination of other local government activities in relation to education; Childcare and Early Years - addressing the need to respond to the Government's fast moving agenda and the challenging possibility that local government can secure the lead role in delivering the National Child Care Strategy; Healthy Communities - taking forward the public health agenda and pursuing the development of partnerships with health authorities and the Department of Health, the introduction of Health Action Zones and the successful translation of the Health Green and White Papers into legislation; Integrated Transport - linking the environmental agenda to other cross cutting matters (journeys to school, poverty, equalities etc.) and developing local government's agenda in the context of the White Paper expected shortly; The Future Agenda - beginning the development of work on the future agenda for local government running into the millennium and preparing for the next General Election. Local education authorities play a leading role in the local strategic co-ordination of work to raise levels of educational achievement. With partners, they provide a focus for encouraging access and ensuring quality. They are active in promoting lifelong learning opportunities, from the provision, co-ordination and funding of pre-school education and care, through compulsory schooling, to opportunities post-16, both vocational and non-vocational. TEC National Council The purpose of Training and Enterprise Councils (TECs) is to achieve sustainable economic growth and equity of opportunity in their communities by stimulating the competitiveness of local businesses and maximising the skills and opportunities of the workforce. Their ultimate goal is a competitive society which has achieved a dynamic equilibrium between wealth creation and social cohesion. The TEC National Council represents the views and interests of TECs. It is the leading national body promoting economic prosperity through the development of skills and competitiveness by local TECs. Corporate aims To formulate, with TECs, appropriate national policies on skills and competitiveness that will help secure sustainable economic growth with equity of opportunity for the UK. To build strategic alliances with key national organisations and influencers in order to persuade government and communities to implement such policies. To support and promote the effectiveness of TECs as the leading business organisations for local and regional economic regeneration and development. To improve TECs' flexibility, capacity and resources to deliver their local objectives. Strategic Objectives a) To advocate and support equity of opportunity for participation in all aspects of education, training and business support to all individuals regardless of gender, race, creed or disadvantage. To seek pro-actively to ensure that funding mechanisms, entitlement policies and the associated regulatory and support regimes enable all individuals to participate to the full extent that they are able. b) In conjunction with national partners, the Council aims to influence training, education and equality policies at the national level, and work to support TECs locally, to help ensure that lifelong learning and the development of skills for sustained employability become a central and unifying theme of learning programmes and employment measures for all young people and adults. c) To work in conjunction with the Training Standards Council and TECs to continuously improve the quality of education and training provision funded through TECs to contribute to raising standards of performance in all TECs to the level of the best. d) To maximise the contribution of TECs to the improvement of the competitive structure of the national business base through helping companies to achieve sustainable growth and competitiveness. e) To support the development of a coherent network of local organisations which provide world class business support and a strong voice for business f) To develop the role of TECs in regional structures and maximise their contribution to the new regional economic development policy agenda, ensuring that the importance of skills and enterprise development and their coherent delivery are given due recognition. g) To enable TECs to develop a flexible model for local economic development structures, capable of relating effectively to RDAs and of delivering the TEC vision of a broad and integrated approach. h)To develop, with TECs, frameworks and mechanisms that support the increased accountability of TECs to their local communities, and promote confidence in the quality and probity of the governance of TECs.

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