The  NFEC National Council Agenda, Papers and Minutes are available in the MEMBERS AREA

So - if you have a concern, about standards, curriculum, qualifications, funding or regulation, or anything else associated with the delivery of learning in engineering and the related technologies - please get in touch with us, and we will act upon it!

The new NFEC Board of Directors clearly recognises that Regional groups function best when they have sufficient autonomy.   You know best what is important to you in your Region  - and those are the things that you should have on your meeting agendas.  NFEC Directors will help and support you, and they will very much value the Regional voice that your representative will bring to the NFEC National Council discussions.  That voice, coming directly from practitioners 'in the field' is the most authentic of all.

The other crucial point here is the 'weight of opinion'.   When we approach Ministers, funding organisations, qualifications regulators or awarding bodies, their first question is always 'How many Centres have this view?'   We quote the number of NFEC Members!   So you can help us to help you, by joining if you have not yet done so,  or if you have then persuade other Centres in your Region to 'come on board'.  That money, time and effort will be well spent! 

Get more details of the changes, by clicking here                                                    Top  

This is why NFEC was developed in 1992, and why, subsequent to its launch in 1993, it steadily grew to be a self-supporting network that kept its members informed and helped get delivery problems solved.

John Lockey, NFEC Chair, has said 'that is why we persuaded Bob Clarke, Bob Millington and Alan Gray to get back in harness and help lead NFEC to newer and even higher ground.  Their enthusiasm for and commitment to NFEC is thoroughly apparent, since although all three accepted the invitation - each also said that he would accept no remuneration for helping NFEC to help its Members.  We welcome them back on board and we hope that you will too'.  

You can get details of the members of the restructured NFEC Board by clicking here.  You can also access their details by using the link at the right-hand side of the main navigation bar at the top of your screen - WORKING FOR YOU..                         Top   

You can forward the Newsletter to all appropriate colleagues within your organisation, or you can give us their emails so that we can mail them direct.  

What we include in the Newsletter will be what we believe will be of interest, and also of direct benefit.  If you believe that it helps, you can let us know - but even more importantly, if there is a topic or item that you believe we should have covered, then say so and we will get it done!

Give us your feedback - by clicking here.                                                                  Top   

They had been pressed by their LSCs to ‘sign on’ as many Train to Gain candidates as possible.  However,  it appeared that LSCs had reviewed their calculations around Easter and had concluded that they were ‘running out of funds’.  

Centres had also been 'driven' by SEMTA to meet their Compact Agreement for Train To Gain and this had also contributed to some stalling of the process.  Proskills was in the same predicament.   Centres had, as a result, been forced to discontinue working with ‘consortium partners’ who relied on the Centre for their funding.   Some other Centre associates had had their funds completely removed when Class C LSC contracts had been completely withdrawn.   The new funding period would begin in August.  However, as Train to Gain candidates were of the ‘roll on roll off’ mode, Centre’s current candidates would have an impact upon the ‘’new money’ and the new funding allocation would be eroded.

Practitioners commented; ‘We are being pushed by the LSC, the SSCs and the new Skills Academies - to get into employer engagement, to deliver in the workplace and to get the TQS.  How can we do all this when the LSC is so inconsistent with allocation and release of funding, which effectively stops new training from May to July, and also makes a mockery of the Sector Skills Compacts as well?

NFEC asks for your comments.  Is this also an issue in your area - use this link to give us your response, and help us to help you.                                                             Top  

The BTEC Higher Nationals will be developed in two phases, with all titles being redeveloped for September 2010 starts (Phase 1) – except  for Land and Environment and Public Services, which will follow for September 2011 starts (Phase 2).

Phase 1 titles will be redeveloped between September 2009 and January 2010, and will then be submitted to OFQUAL for accreditation.  Phase 2 titles will be redeveloped between September 2010 and January 2011, and will then be submitted to OFQUAL for accreditation.

A series of sector specific events and webinars will begin in February 2010, and these will introduce the new specifications and highlight key features  

The new specifications will be available to Centres from March 2010, ready for first teaching in September 2010.

Get more detail by clicking here

Edexcel would like to hear from you - if you have any queries or comments, please contact: John Davies – Senior Business Manager - BTEC                        Top

The concept of the Technical Certificate is to be scrapped, with the introduction of QCF qualifications to replace the NQF by August 2010.  Plus Key Skills are out and Functional Skills are in.

The most difficult bit to accept (I believe) is that competence skills, knowledge and understanding - all the apprentice's learning - will all be embodied in one qualification.  The current NVQ requires all of that already - while the Technical Certificate's role has been to not only provide the broadening that enables the trainee to be as flexible in the workplace as employers need, but to also enable the learner to progress to the next level, should she/he or the employer want.  

It is not difficult to see these 'Tec Cert' attributes quickly disappearing  - all the more likely because of the straightened financial times in which employers find themselves.

Click here for more details.  Do you have a comment, or are you happy with the changes - let us know.                                                                                                Top      

In August 2009 the inspection cycle ends for colleges and work-based learning. A new common inspection framework (CIF) and a new  inspection methodology is being introduced in September 2009. These will also apply to any new 'Nextstep' providers but there will be transition arrangements for adult and community learning, Department of Work and Pensions and judicial services providers. Consultation took place via an online questionnaire, formal meetings, conferences and seminars. Eighteen pilot inspections have taken place and the process has been amended in light of these findings.

The new CIF has a strengthened approach to judging capacity to improve, a greater focus on how colleges and providers meet users' needs, a greater focus on learning through teaching, training and assessment - and the grades awarded for equality and diversity, safeguarding and value for money will contribute to the judgment on leadership and management.  There is increased emphasis on 'Every Child Matters' and also on the progress made by different groups of learners.

Significantly the grades awarded for safeguarding and for equality and diversity will have a limiting effect on the maximum grade that can be achieved for some aspects.

There will be an annual selection of providers for inspection and in general satisfactory providers will be inspected every four years .   High performing providers may have up to six years between inspections. (There will be a published provider performance review within three years following an inspection for high performing providers)  

Changes in brief - prior to inspection:

The inspection notification period will be 2 -3 weeks

There is a possibility of unannounced inspections

A new handbook and guidance on the new methodology

Providers will be required to inform all their users of inspection

Inspection will be planned via either a telephone call or a visit

Changes in brief - during inspection:

Increased involvement of learners and users

Greater focus on evaluating quality of teaching, learning and assessment

Interviews with key managers

Sector subject grades an all full inspections

Common set of judgements, evaluative statements and descriptors across all post-16 provision

Differentiating judgements across funding streams

Single inspection events where appropriate

Changes in brief - after inspection:

A revised report structure common to all reports on FE and skills system providers and includes recommendations

Report for learners and employers

Report publication on website within 25 working days after inspection

Your comments will be valued - click here.                                              Top

If you are delivering diplomas – now, from 2009 or later – you will find invaluable information and support for all 10 lines of learning at www.diploma-support.org 

At its launch on 1 September, the site will be populated with news from the world of diplomas, downloadable activities and other resources. You’ll be able to book core training events, such as the 'Inside the Diploma' workshops, and request bespoke training via the site.  There’ll also be comprehensive contact information for the different types of support that diploma practitioners might need, for example, regional diploma coordinators and national diploma line leads. And you’ll be able to participate in communities at national, regional and consortium level.

If you’re a phase 1 practitioner who was previously registered for the diploma support VLE, you can also access this via the new site.

Over the coming months, the site will expand to include a range of tools and features that will support your development as you prepare for diploma delivery.

• The ability to manage and evidence your own continuing professional development as you prepare for diploma delivery.
• A planning tool which you can use this to share tasks and milestones with colleagues in your consortium, and also export your plan to your preferred calendar program.
• A large Inside Work section devoted to employer engagement, featuring interactive case studies and virtual placements for all lines of learning.

The new site is designed to help you and your consortium focus on the issues and challenges you will encounter when delivering the new diplomas. By showcasing best practice and innovative solutions formulated by other consortia, we hope you will be able to develop methods and techniques that will work for you.

All of the basic content on the site can be accessed freely, without the need to register. Completing a simple registration form means you’ll be able to:

• book training events and request bespoke training online
• track and manage your own progress
• upload your own customised CPD activities
• create and save your personal diploma delivery plan
• get a home page that’s customised to your interests and priorities
• contribute to online communities.

  Check out what’s available now and coming soon at  www.diploma-support.org                                                                                                                                                                                   Top