“ Talking Cents” NYCI Annual Conference 13 th December 2016 David Treacy Education Officer CDETB
“ Talking Cents” NYCI Annual Conference
13th December 2016
David Treacy Education Officer CDETB
To give you an overview of changing landscape of Education and Training Boards and the opportunities that this presents for youth services
To illustrate with two examples changes in national policy for Grantors and
Grantees The requirements arising from these policy
changes for Grantees and Grantors To suggest some good practice guidelines for
both parties
Qualifications and Quality Act, 2012 ◦ Establishment of QQI
Education & Training Boards Act, 2013 ◦ Establishment of ETBs and ETBI
Further Education and Training Act, 2013 ◦ Establishment of SOLAS ◦ Dissolution of FAS
14 Colleges of Further Education
12 Second level Schools
2 Training Centres
10 Youthreach Centres,
Prison Education Service in seven Prisons
Adult Education Service operating across the city
A Youth Service
A Psychological Service
A Disability Support Service
A FET Development Unit
Curriculum Development Unit
14 Community Training Centres
17 Local Training Initiatives
42 Youth Services/ Projects
2 Justice Workshops
4 Specialist Training Providers
12 Community Adult Education Centres/ Services
Challenge: Create a consistent quality education and training provision that creates real progression opportunities and that meets the needs of its learners to achieve their ambitions
Skills for the Economy (relevance of provision) Active Inclusion (integration of literacy) High Quality Provision Learner-centred Evidence-based Value for money Flexible, progression focused Employer Engagement & Services to Employers Workplace Learning Entrepreneurship Integration of ‘FE & T’ Collaboration
Interagency approach
Partnership of statutory and voluntary
Interventions based on youth work principles and practices
Opportunities to build on the expertise of the youth work services and develop new
Young particularly those young people who have multiple barriers vary in their level of labour market readiness and may require a number of interventions as part of a structured pathway to employment
Education and training in isolation had limited value and impact
Work experience in isolation had limited value and impact
A combination of relevant education and training linked to a meaningful work placement had value in the eyes of the young people
Lead agency -BRYR Ballymun ◦ Funded through
DSP- CE scheme
CDETB- training budget through the Adult Education Service
Supported by
Ballymun Job Centre
CDETB Adult Guidance Service
Ballymun Mental Health Team
Interagency project lead by the Youth Service
One year programme combining work placement and education delivered in a youth work setting underpinned by youth work principles and practices
Use of the Outreach programme to access young people most at risk
Responsive to emerging needs- developing inter-agency interventions to meet needs and
Outcomes measured across 6 areas
Employment: 25% in employment
Further Education or Training: 15% in education or training
Mental Health: 50% scored a 60% or more improvement in their mental health
BEHAVIOUR: 80% scored a 70% or more improvement
Ambition: 90% scored a 60% or more improvement
Community Participation: 80% scored a 60% or more
improvement
Lead Partners: East Wall Youth and SWAN Youth Service
Other partners: Department of Education TCD, and Business in the Community and funded by CDETB Adult Education Service
Purpose: To train and support young people to be able to engage with real work opportunities
Youth work lead
Youth work outreach to young people at risk
Continuous support to young people throughout the process
Evidence based model based on international research on engagement with young people
Development by TCD of a new approach to engagement and training for the young people, the youth service and the employment mentors
Quality work placement opportunities through a network of employers
90% placement in employment or further
education or training at NQF level 5 New approach to training and curriculum for
mentors, youth workers, and young people
Published research paper in International Academic Journals
New model for roll out in 2017
Officially it is reasoned as supporting:
Community Empowerment
Support Capacity building at community level
Added value of voluntary participation
In reality it is because:
The commitment to a cause is stronger
The service is more flexible to meet the needs
The quality of what is provided is rarely not good
Clarity Understand the purpose and conditions of
the funding and the outputs required. Apply funding only for the business purposes
for which they were provided. Apply for funding drawdown only when
required for business purposes. Seek clarification where necessary on use of
funds, governance and accountability arrangements.
Ensure appropriate governance arrangements are in place for: Oversight and administration of funding. Control and safeguarding of funds from
misuse, misappropriation and fraud. Accounting records which can provide, at any
time, reliable financial information on the purpose, application and balance remaining of the public funding.
Accounting for the amount and source of the funding, its application and outputs/outcomes.
Be in a position to provide evidence on:
Effective use of funds.
Value achieved in the application of funds.
Avoidance of waste and extravagance
Manage public funds with the highest degree of honesty and integrity.
Comply with relevant laws and obligations.
Procurement of goods and services in a fair and transparent manner.
Act fairly, responsibly and openly in dealings with the Grantor
Service Level Agreements covering: purpose of the grant Outputs- clearly measurable Funding arrangements Review arrangements Failure to deliver Assurance requirements Monitoring and Reporting Inspection
Build good relationships- get to know each other well
Ensure that the Funder sees the value of your work –they could be your best advocate
Understand their requirements and the sequence of reporting- try hard to meet the deadlines- if they are asking for a report that are also being asked for it
Pay close attention to the requirements set out in the SLA both in terms of the programmes funded and the organisation’s governance and management structures
Boards have serious legal obligations- ensure you can show that your are fulfilling them
Prevent problems before they happen -discuss issues as they arise
Look for permission not forgiveness
Seek help if needed, it is in the interest of both parties