LSIS is pleased to announce the launch of the consultation for a strategic framework for community development for the learning and skills sector. The consultation has been launched on Wednesday, 25 August 2010 at College of Haringey, Enfield and North East London and follows on from the regional conversations taking place across the country running from July to October 2010.

As with all LSIS work, the framework should be led and shaped by the learning and skills sector so comments from practitioners are extremely welcome.

To provide input to the consultation on the Strategic Framework please contact Martin Steinmuller (martin.steinmuller@lsis.org.uk), or Teresa Carroll (teresa.carroll@lsis.org.uk) addressing the above questions or submitting any other comments by midday on Friday, 29 October 2010.

LSIS’s annual review of progress and achievements in 2009-10 is now available online. 

The year 2009-10 was an important and transitional one, as it moved LSIS closer to becoming a truly sector-led organisation, with an elected council and clear strategies and plans to support the development of learning and skills at a national level.  This report highlights the progress that has been made in the key areas of provision and the main achievements of last year.

Total Place presents a new and unique opportunity for colleges1 as recipients of significant public funds to become part of a coalition of effort around key priorities, contributing strategically to the development and shaping of their communities.

This guide for college governors is a brief introduction to the Common Inspection Framework (CIF) for further education and skills, published by Ofsted in 2009 and its focus on the governance of colleges.
The new CIF heralds a revised approach to the inspection of provision across colleges and other learning and skills providers. While many features
of the previous inspection arrangements are retained, there are some distinct differences in approach. These include the inspection of leadership and management, where governance forms one of the contributory grades and is
published in the Record of Main Findings at the end of the report.

Promoting Transgender Equality in Further Education is a briefing prepared by LSIS working closely with GIRES (Gender Identity Research and Education Society) for all those involved in the provision of further education to young people. The guide gives providers a greater understanding of transgender issues, and the relevant law and good practice in relation to transgender employees and learners.

The guide is supported by LSIS’s new e-resource, the 7th Strand, currently available on LSIS’s Leadership Learning Environment. Both resources can be used as part of learning and development within provider organisations

A new era of opportunity: a review and analysis of age equality practise in the learning and skills sector. This research report has been commissioned by the Learning and Skills Improvement Service (LSIS) and University and College Union (UCU) to: 

• explore how the sector promotes age equality and our response to age-equality requirements under the Age (Employment ) Regulations 2006
• identify age-related challenges and barriers to realising the full potential of staff within the learning and skills sector
• look at areas of good practice.

A supplementary element of the research is to assess the Workability model, which was developed and tested in Finland. This research assesses the model in light of UK Age legislation and the research findings to understand whether it could be adopted to tackle the age-related issues that surfaced through the project, including those relating to multiple discrimination, for example on grounds of age and disability. The report provides some recommendations for sector partners, agencies and providers in the learning and skills sector.

The Learning and skills sector is facing unprecedented levels of change and challenge. To support sector leaders in one key area of change, and in their commitment to equality, diversity and inclusion, three partner organisations-LSIS, EMFEC and the YPLA- have joined together to develop this Guide to Leading Inclusion which aims to:

• strengthen leadership understanding, knowledge and expertise in equality, diversity and inclusion, for providers working with learners of all ages and backgrounds
• support more effective leadership by governors and supervisory boards as well as by leaders operating at all levels of management and delivery

The Guide reflects the new national requirements in promoting equality, diversity and inclusion including those arising from the Equality Act 2010. The Guide is intended to assist leaders of all types of college and training organisation across the country in meeting their goals for inclusion. The project has also involved a sector survey of the issues affecting success in this field. Results are summarised in the guide and the details are available in the Annex.

The Leading Inclusion EDI Audit Tool supports the Guide and the Annex (see the Related Publications section). It is intended to support providers to identify progress against key inclusion criteria and highlight priorities for action.

The Learning and skills sector is facing unprecedented levels of change and challenge. To support sector leaders in one key area of change, and in their commitment to equality, diversity and inclusion, three partner organisations-LSIS, EMFEC and the YPLA- have joined together to develop this Guide to Leading Inclusion which aims to:

• strengthen leadership understanding, knowledge and expertise in equality, diversity and inclusion, for providers working with learners of all ages and backgrounds
• support more effective leadership by governors and supervisory boards as well as by leaders operating at all levels of management and delivery

The Guide reflects the new national requirements in promoting equality, diversity and inclusion including those arising from the Equality Act 2010. The Guide is intended to assist leaders of all types of college and training organisation across the country in meeting their goals for inclusion. The project has also involved a sector survey of the issues affecting success in this field. Results are summarised in the guide and the details are available in this Annex.

In January 2010, LSIS set out to investigate future leadership and management and skills needs during recession and any implications for its learning and development provision. The research was conducted  by the Institute for Employment Studies in partnership with the Learning and Skills Network and The Work Foundation. The research examined:

• Long- term trends in skills needs for leadership and management through a literature review, including comparisons between the public and private sectors.
• Skills required for leadership and management during periods of difficult financial circumstances in national, public sector, and individual provider contexts.
• Implications of changing customer needs for LSIS provision, drawing on revisions being undertaken by other providers of management and leadership development, primarily in the public sector.

In January 2010, LSIS set out to investigate future leadership and management and skills needs during recession and any implications for its learning and development provision. The research was conducted  by the Institute for Employment Studies in partnership with the Learning and Skills Network and The Work Foundation. The research examined:

• Long- term trends in skills needs for leadership and management through a literature review, including comparisons between the public and private sectors.
• Skills required for leadership and management during periods of difficult financial circumstances in national, public sector, and individual provider contexts.
• Implications of changing customer needs for LSIS provision, drawing on revisions being undertaken by other providers of management and leadership development, primarily in the public sector.