“ 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