Impact of Policy on City of Bristol College

Judith Stradling Deputy Principal

14-16 1,000 £1m

Student and Income Profile

16-18 7,500 £32m Adults (19+) 26,500 £29m H E 2,000 £5m Total 37,000 £67m Full time School link Bridge Campus 4,300 Full time 1,500 Part time 1,300 CoBC Apprentices 400 other Apprentices 14,000 Adults Responsive 6,000 Employer Responsive 500 Apprentices 6,000 full cost

Multiple funding streams

Apprenticeships LSC Adult Responsive LSC Employer Responsive Train to Gain HEFCE 16-18 Learner Responsive ( Future MOG) Special Recession Projects 14-16 School consortia European Social Fund (ESF)

Impact on organisational structure

Previous structure • Faculties based on curriculum for all ages e.g. Construction. Business, Arts and Media etc

SIXTH FORM ACADEMY A Levels/ GCSE Vocational Diplomas

Adult Strand Adult Level 2 and 3 6 Sector Based Faculties Employer Strand NVQs Apprenticeships HE Strand Foundation and Community

16-18 below Level 2 NEET and LDD Adults below Level 2 and Skills for life

Mission Versus Policy

• An outstanding provider of

lifelong education

and training • A leading force in unlocking potential,

transforming lives

and

contributing to the prosperity

of all of Bristol and the region • We will work together to place the

needs of learners and customers first

, utilising the expertise and

professionalism of our staff

‘ lifelong education’ - Adult Provision • 2005-6 33,000 adults • 2008-9 26,500 adults • Steer towards full level 2 and 3 (long courses ) • Reduction in short courses • Entry level and engagement categorised as ‘other provision’ • Impact on community provision

‘

place the

needs of customers and learners first ‘ Qualification Policy

14-19 4 pathways : • Diplomas • Apprenticeships • A levels and GCSE • Foundation Learning • Where do these fit in ?

• BTEC • Full-time NVQ • Range of other vocationally specific qualifications e.g. CACHE • 2008-9 – 2,800 16-18 year olds took these courses

‘Professionalism of our staff ‘ Language dehumanises teaching

As the language of performance and management has advanced, so we have proportionately lost a language of education which recognises the intrinsic value of pursuing certain sorts of question ... of seeking understanding [and] of exploring through literature and the arts what it means to be human. ‘Nuffield Review the future of education of 14 19 year olds ‘

"The public sector has been administered on a very basic, and misleading, interpretation of how the private sector operates. If you are a salesman, you have sales targets, but if you are in, for example, human resources or legal services, you have a job description and you do it, without targets. Education is not just a matter of turning sausages out of a sausage machine and hitting targets - and that's where it's gone wrong."Ruth Lea, a former head of policy at the Institute of Directors and an adviser to the Arbuthnot Banking Group

LSC Language

• Minimum levels of Performance • Providers • Delivery • Recruitment stock take for 2009 -10 !