The 10th Annual Conference of Youthreach Coordinators

1
The 10th Annual Conference of Youthreach
Co-ordinators
The Co-ordinator, the CEO and the Vocational
Education Committee Presentation by
Peter Kierans Wednesday, 23rd February 2005
2
Outline of presentation

• Leadership role of the co-ordinator
• Youthreach, VSSU, Internal and external audit
• Corporate Governance for VECs
• VEC Education and Service Plans

3
PLANORGANISELEADCONTROL
4
EDUCATION AS LIFE DETERMINANT

• The education which we provide significantly
  determines the life opportunities of our
  students. (White Paper)
• The quality of educational experience has a
  major effect on personal enrichment and
  fulfilment and is central to the success and well
  being of both the individual and society.
  (Held in trust - Audit Commission 1999)

5
LEADERSHIP - Influence of Co-Ordinator
The manner in which the leader discharges
his/her responsibilities significantly influences
the effectiveness of the education
provided. (White Paper
P.151) The achievement of effectiveness
depends crucially on the leadership offered by
experienced and skilled educationalists.
(White Paper P.151) Leaders of
effective centres have a unitary mission of
improved student learning and their actions
convey that these goals can be attained.
(Rosenholtz)
6
CO-ORDINATOR AS LEADER
Getting things done or making things happen that
without the intervention of the leader would not
occur. The leader acts as a central catalyst
that moves the group towards action.
(Napier Gershenfeld) The ability to move a
group to a desired destination through non
coercive influence.
7
SIX CHARACTERISTICS OF LEADERS WHICH DISTINGUISH
THEM FROM THE GENERAL RUN OF ADMINISTRATION
1. Leaders never accept the status-quo - they
always think in terms of renewal. (On
Leadership, John Gardner 1990) 2. Leaders look
beyond the agency or unit they are heading in
order to grasp its relationship to larger
realities of the organisation as well as to the
external environment. 3. Leaders reach and
influence people beyond their own jurisdiction.
8
SIX CHARACTERISTICS OF LEADERS WHICH DISTINGUISH
THEM FROM THE GENERAL RUN OF ADMINISTRATION
4. Leaders emphasise vision values and
motivation, they intuitively grasp the
non-rational and unconscious elements in the
leader - constituent interaction. 5. Leaders
have political skills to cope with conflicting
requirements of multiple constituencies. 6. Lea
ders think long-term. They look
beyond immediate problems. (On Leadership,
John Gardner 1990)
9
EFFECTIVE CO-ORDINATORS
1. Positive Leadership 2. High expectations
for all pupils 3. Clear conceptions of
achievement levels they wish to
attain 4. Strong dynamic personalities 5. Take
the initiative and take charge 6. Give
teachers sense of value and significance in
achieving objectives 7. Authoritative yet
approachable 8. Continue their own growth and
professional development Rosenholtz
Leithwood Montgomery (Canada)
10
TRANSFORMATIONAL LEADERSHIP
Central focus is the commitments and capacities
of organisational members.Consists of
(Leithwood 1994) 1. Building vision. 2. Establi
shing goals. 3. Providing intellectual
stimulation. 4. Offering individualised
support. 5. Modelling best practices and
organisational values. 6. Demonstrating high
performance expectations. 7. Creating a
productive culture. 8. Developing structures to
foster participation in decisions.
11
CENTRE IMPROVEMENT - JAPANESE MODEL

• Mitshusita - All problems are treasures for
  they start the process of improvement
• Search for improvement is both a constant and
  permanent feature of organisations in Japan.(No
  organisation can ever reach perfection -
  therefore improvement and change are constants)

12
IVEA/CEEOA Leadership Teams
 
Youthreach
Mr. Paddy Lavelle / Mr. Stephen McCarthy
         
4 Member Leadership Team
VTOS
Mr. Rodger Curran
TTC
Mr. Philip Cribben
13
Youthreach Procedures Internal Audit, VSSU
14
Youthreach, VSSU Audit
The Vocational Support Services Unit / VSSU is
the Internal Audit function for VECs
Carry out head to toe audit of processes as well
as of financial transactions
The main audit of a VEC is undertaken by C AG
every year
The CAG can scrutinise every aspect of work of
VEC recruitment processes, personnel files,
procurement, separation of functions, C2s
CAG look at the implementation of Internal Audit
reports
15
Internal Audit Youthreach, STTC
Issued by VSSU January 2004
Circulated to VECs by Further Education
January 2005
16
Procedures recommended by VSSU
Review of application forms
Two staff to attend interview process
Clock in system
Returns should be processed independent of the
Director/Co-ordinator but certified by them
17
Procedures continued

• Report each 6 months to Board of Management
• - period each trainee in centre
• - compliance with attendance policy
• progress of each student

Spot checks by AEO or other Officer
Approved Budget and monthly reports
Financial Report to Board of Management
18
Procedures continued
Recruitment of staff
Time-tables developed approved by CEO B.O.M.
Payment returns reconciled with t-ts
Separation between ordering, receipt and payment
for goods
19
Corporate Governance for VECs
The system by which an organisation is directed
and controlled in order to meet its objections
and deliver results
Standards in public Office Act 2001 legally
binds the VEC to comply with the provisions of
the Code of Governance of State Bodies
20
Corporate Governance for VECs
VECs required to implement series of Governance
measures
Declaration of Interests by VEC members and all
principals and programme managers
Avoidance of conflict of interest
Audit Committee appointed in each VEC with full
oversight powers
Good education delivery and good administration
are inextricably linked and the importance of
integrity, transparancy, accountability and
control in the governance of any organisation
cannot be overstated
21
Education Training Legislation
There are key pieces of legislation which impact
the VECs as Educators

• Education Act (1998)

• Qualifications (Educations Training) Act (1999)

• Education (Welfare) Act (2000)

• Education for Persons with Special Needs Act
  (2004)

• Youth Work Act (2001)

• Teaching Council Act (2001)

22
Staff Legislation
There are key pieces by legislation which impact
the VECs in relation to staff are

• Vocational Education (Amendment) Act (2001)

• Teaching Council Act (2001

• Organisation of Working Time Act (1997)

• Employment Equality Act (1998)

• Equal Status Act (2000)

• Protection of Employees (Fixed-Time work) Act

• Public Service Management (Recruitment
  Appointments) (2004)

• Maternity Protection (Amendment) Act (2004)

23
Resources Infrastructure Legislation
There are key pieces of legislation which impact
the VECs in relation to its responsibility to
its various stakeholders

• Safety, Health Welfare at Work Act (1997)

• The Data Protection Acts (1988-2003)

• The Freedom of Information Act (1997) (if it
  becomes applicable)

24
VEC Finance Sub-Committee

• Statutory requirement to establish a Finance
  Committee
• not more than 7 members including the Chief
  Executive
• required to meet at least 4 times per year

• Guide Terms of Reference provided in Handbook for
  VEC members
• --Review report to the Committee on
  income/expenditure of the VEC
• - Review award of large contracts (gt50,000)
• - Review financial aspects of education and
  service plans
• - Any other functions delegated by the Committee

25
VEC Audit Committee
Required by Code of Practice to establish an
Audit Committee to provide oversight in relation
to -- Implementation of Education and Service
plans -- Adherence to the VECs Code of Governance
and Code of Ethics --Compliance with legislation
and guidelines --Effectiveness of the system of
internal control
Power to -- Investigate any area within its
terms of reference (sample terms of reference
provided)
26
VEC Audit Committee
Required to meet between 2 and 4 times per year
3 to 7 members the CEO and Chairman are
excluded but may attend
27
(No Transcript)
28
Education Plan
The VEC Amendment Act 2001 requires the CEO to
prepare and submit an Education Plan to the VEC
Section 9 30 of the Act relate to the Education
Plan and were commenced on 31st December 2004
29
Strategic Plan Education Plan
The Education Plan will be the Strategic Plan for
the VEC for 5 years
The Strategic Plan is a long term plan for the
success and improvement of an organisation
The Education Plan will present in organised form
the planned work programme of the VEC for 5 years
The Education Plan will guide preperation of the
VEC Service Plan. Section 9
30
VEC Amendment Act 2001 and the Education Plan
Section 9. (i) (c) a vocational education
committee shall Adopt and submit in accordance
with section 30, an education plan
31
VEC Amendment Act 2001 and the Education Plan

• Section 30
• (i) CEO shall prepare and submit to the VEC a
  planin respect of period of 5 years
• Setting out (I)(ii)
• the objectives of Co. _____ VEC
• the priorities to be accorded to these
  objectives
• the measures to be adopted for the attaining of
  these objectives

32
The Education Plan Consultation, Section 30(2)

• The CEO prior to preparing the Education Plan
  shall consult in such manner as the VEC thinks
  appropriate, with
• Teachers in school or centres of the VEC
• Students attending such schools or centres
• Parents of such students under 18
• Other persons who in the opinion of the VEC
• - will be affected by measures adopted for
  attainment of objectives included in the
  Education Plan
• - Have a significant interest in implementation
  of the Education Plan

33
Preparation of the Education Plan

• Section 30 (3)
• In preparing an Education Plan, CEO to have
  regard to
• Policy direction as may from time to time be
  given by the Minister
• The financial resources that are likely to be
  available to give effect to the Education Plan

34
The VEC and the Education Plan
Reserved Functions Section 30(10)

• (A VEC may adopt an Education Plan or after
  consultation with CEO adopt with such
  modifications as it considers appropriate)
• A VEC after considering a report may amend the
  Education Plan concerned. 30(8)

35
Disseminating the Education Plan

• CEO to give copies to
• The Minister
• Board of Management of each school
• personsin relation to centres who perform
  functionthe same as Board of Managements

36
Disseminating the Education Plan

• Copy kept at VEC principal office
• available for inspection during office hours by
  members of the public
• for purchaseat pricedetermined by VEC

37
Duration of the Education Plan Review and Report
to VEC
Duration - The period of 5 years immediately
following the preparation of the plan or - as
the Minister may direct 30(I)(b)(12)