THE POWERS OF THE NATIONAL ASSEMBLY
FOR WALES:
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fforwm Response to the Richard Commission's Consultation
Document:
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Issues and Questions for Consultation
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INTRODUCTION
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| fforwm is the national organisation
representing all 23 further education (FE) colleges and
the 2 FE institutions in Wales. It is an educational charity
and a company limited by guarantee. Its mission is to
`raise the profile of colleges amongst key decision
makers and support them in the continuous pursuit of high
quality education and training aimed at stimulating the
economic development, social well-being and cultural life
in Wales'. |
| fforwm's Board comprises college principals
and chairs of corporations, appointed by member colleges.
fforwm provides a range of services to its members including
networks, conferences on education and training, research,
consultancy and the sharing of good practice. It also
works closely with a wide range of partners in post-16
education and training. Through fforwm, colleges are represented
on various committees, working parties and other groups
influencing and shaping policy in post-16 education and
life long learning. |
| As a key representative organisation within
the education and training sector in Wales, fforwm places
great emphasis on its lobbying role, -and increasingly
upon its capacity as a policy development organisation.
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| fforwm welcomes the establishment of the
Richard Commission and believes that now the Assembly
has been in existence for a full term the time is right
to review its powers. |
| In seeking continually and effectively
to influence the Assembly's decision-making on education,
economic, social and cultural matters, fforwm would like
to offer the following observations regarding the powers
of the National Assembly for Wales. Please note that this
response covers only a few of the questions posed by the
Richard Commission and does not cover the paper on the
electoral arrangements. |
| OBSERVATIONS |
| In what practical ways do the powers
of the Assembly, or the limits of its powers, impinge
on you, your organisation or the people whom you serve
and what are the best examples of this from your point
of view? |
| The Assembly's decisions have a direct
impact on the direction and actions of FE colleges in
Wales. Decisions, for example, on the funding allocated
to the National Council (NCYELWa and thence to post-16
educational and training institutions have a significant
impact on the services provided by colleges and their
close work with their communities. In addition, the annual
remit letter of the Minister for Education and Lifelong,
to the Chair of the NC-ELWa outlines the policy direction
of NC-ELWa and should provide a clear framework within
which colleges operate. |
| Another example of the powers of the Assembly
impinging on colleges is the emphasis on widening participation
and social inclusion in Wales, involving greater provision
for those traditionally excluded from college education.
The introduction of the Assembly Learning Grant (announced
in February 2002), unique to Wales, is intended, for the
first time, to provide guaranteed additional financial
support for FE students. It particularly signalled the
Assembly's recognition of the need to attract students
from less privileged backgrounds to take up learning opportunities.
As a result, individuals who may not otherwise have considered
a course in FE are encouraged to take up education and
training opportunities. |
| Negotiations over the pay of staff employed
in FE colleges are a direct consequence of devolution.
The Minister for Education and Lifelong Learning announced
in November 2002 separate pay arrangements for FE staff
in Wales through an hypothecated sum of money allocated
to colleges by the NC-ELWa. As a direct result, fforwm
and trade unions in Wales have set up a Welsh National
Negotiations Committee to consider pay of FE staff and
make recommendations to college corporations. |
| How effective has the
Assembly been in influencing UK Government policy making
in relation to Wales - what are the practical examples
which illustrate the strengths and weaknesses of the process." |
| Focusing on education policy, the Welsh
Baccalaureate Qualification (WBQ), the change in the eligibility
rules for Modem Apprenticeships, the framework for 14-19
learning in Wales and the introduction of a Credit and
Curriculum Framework are some examples whereby policy
developed within the Assembly have influenced or promise
to influence education and training policy making at the
UK Government level. The Department for Education and
Skills Review of 14-19 Qualifications, chaired by Mike
Tomlinson, has recently advocated a Baccalaureate type
qualification, not dissimilar to the WBQ. And there is
growing interest in England in introducing a credit based
approach to curriculum development which will be more
responsive to the needs of learners. One advantage of
the relatively small size of Wales is that significant
initiatives can be developed that may be of benefit to
England and the other devolved administrations. |
| What are the advantages and disadvantages
in principle of having a law making process which is shared
between Cardiff and Westminster and what are the respective
contribution of Aft, MPs and Peers? |
| In a lobbying capacity, fforwm
and its member colleges find the Assembly is more accessible
than Westminster. The smaller size of the Assembly and
the commitment of AMs to issues impacting on Wades mean
that matters can be progressed speedily. When working
with MPs, fforwm is mindful of the fact that Welsh MPs
comprise a small proportion of the total number of MPs
in Westminster and that this small number may have to
influence others who have perhaps little interest in Wales.
The same applies to members of the House of Lords. |
| The statement by the Minister for Education
and Lifelong Learning in The Leaming Country is significant.
Commenting on the then Education Bill, the Minister stated
that some parts of the Bill will be of specific interest
to England. 'In so far as they are measures that that
do not fit with arrangements that work well and get good
results in Wales, we intend that the Assembly will have
the power not to proceed with them.' |
| With regard to primary legislation passed
by Westminster, clearly there is an important role for
Welsh MPs to ensure that the impact of the proposed legislation
on Wales is fully taken into account. |
| fforwm acknowledges that within the public
of Wales there is some confusion over the respective roles
of AMs and MPs and some concern over duplication of duties.
Continued advice to the electorate of the advantages of
the devolved Assembly by all political parties would be
of benefit. |
| What would be gained or lost if
there was a clearer separation between England and Wales
in policy development and implementation? |
| Greater Wales specific policy development
has helped bring decision-making closer to practitioners
in the field of education and among other stakeholders.
However, increased separation between England and Wales
might lead to a decrease in the capacity to learn from
the experiences of each other and to exchange best practice.
For this reason alone, fforwm does not see the need for
greater separation in policy development and implementation
between Wales and England. |
| Furthermore, the existing arrangements
have already produced Welsh policy initiatives, benefiting
and meeting the needs of the local people of Wales. One
major example is the development of bilingualism
in Wales, which probably would not have happened to the
same degree without the support of the Welsh Assembly
but still took place within the current arrangements.
A clearer separation between England and Wales in policy
development and implementation might be useful in helping
the public in Wales understand more fully the powers of
the Assembly compared with Westminster but this should
not be confused with a greater separation. |
| fforwm is grateful for the opportunity
to respond to this important consultation document. Should
you wish to discuss any of the points made, please contact
us on 029 20741800 or e-mail info(cafforwm.ac.uk. |
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| dated 21 July 2003 |
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