1. STEPPING UP TO THE MARK: TAKING RESPONSIBILITY Gavin Boyd Chief Executive (Designate) Education and Skills Authority (ESA) Working together to make it better for every learner

2. Background to the RPA • Started by the Executive in 2002 • To create a modern citizen-centred, high quality system of public administration • Recent history – Direct Rule V Devolution • Reform of public sector across a range of service areas • Local Government • Health and Social Care • Education • Executive Agencies – water, planning, roads, rates, driver and vehicle licensing

3. Creation of The Education and Skills Authority (ESA) • On 1 April 2009: • ESA will be established • 9 Legacy organisations will be dissolved • Frontline services of 2 other organisations will transfer to ESA • Operational services currently in the Department of Education will transfer to ESA

4. ESA - Statistics • Total population 1.7m - 326,000 school pupils • 1,254 schools • 50,000 staff – teaching and non-teaching • Annual budget - £1.8b • Geographical area – 5,400 square miles

5. Why Change? • We can help learners achieve better educational and personal development outcomes • We can re-purpose significant amounts of money / resources

6. Educational Outcomes Can Be Improved • 64% of pupils achieve 5 GCSEs A*-C • 52% of pupils achieve 5 GCSEs A*-C (including English and Maths) • 38% of socially disadvantaged pupils • Huge variation in performance between schools

7. PISA - Mean Scores for NI & OECD Countries

9. Selective Post-Primary Schools • Also a wide variation in performance GCSEs • 2007 – % achieving 7 GCSEs A*-C ranged from 70% - 100% A Levels • 2007 - % achieving 3 A Levels at A-C ranged from 42% - 91%

10. We Can Organise the System Better • System is over-engineered • Duplication of management and process • Management of interfaces between 11 organisations • Inconsistent delivery of policy • Different levels of service • Need to reflect greater expectations from the community

11. ESA - Making a Real Difference • Improving outcomes for all learners by supporting (and challenging!) schools • Integrating delivery of children’s services • Area planning of school and youth provision • Building schools more quickly • Releasing £20m savings for frontline by 2011/12 • Reallocation of resources to make a real difference

12. Managing the Change CURRENT SERVICES Transport School Meals Finance/Accounts/Payroll Education Standards Children’s Services Youth Estates’ Planning & Procurement TRANSFER TRANSFORM INNOVATE

13. Implicationsfor Services Transfer • Come into ESA largely in line with current arrangements but with streamlined management to create regional structure Transform • Will change significantly • Move to common, integrated systems • Removal of duplication • Grouping of functions Innovate • Radical change • Focus on education outcomes • Enhanced responsiveness, effectiveness and flexibility • Greater integration of service delivery • Strong area dimension

14. Designing ESA: The Process vision, aims and objectives for service area service delivery model people, skills, resources organisational structure and location

15. Managing the Change • DE Oversight Board - governance • ESA Implementation Team – • Projects in HR, Industrial Relations, Communications, Finance, ICT and Estates Management • Transition Board – involving leaders of the legacy organisations in managing the change process

16. Communications and Engagement • Change Management Strategy agreed with Chairpersons, Chief Executives and senior managers • 350 senior managers involved in designing service delivery models • Ongoing programme of communications and engagement with staff, trade unions and stakeholders

17. Next Steps/Challenges • Publish 2nd tier structures • Consult on service delivery models • Communicate the Outline Business Case • Location Strategy • Recruitment, Redundancy and Voluntary Severance Strategy • ESA Shadow Board • Second tier appointments • Day 1 planning

18. Why Change? • Better educational outcomes • Better personal development opportunities • Equality of access to excellent provision • Greater focus on the pupil • A streamlined and fit for purpose system of education administration