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DfES capability review: provisional implementation plan

Publisher
Department for Education and Skills
Disciplines
  • Design

Abstract

The Destination Version 1.0 - 19 July 2006 DfES Capability Review Provisional Implementation Plan We will work closely with our staff, partners and others to deliver this implementation plan. In particular, we will do more to engage partner organisations, practitioners, children, learners, parents and employers in the design and evaluation of our strategy and individual policies and programmes, and we will ensure we have better and timelier information about what is being delivered at local level, what works well and what is getting in the way to help guide our decisions and improve our work. This plan will be updated regularly to reflect further DfES Board discussions and progress in planning and implementing the Department's response to the Review. 1 1. To develop a coherent unifying strategy for achieving better outcomes through more effective delivery Leading: Tom Jeffery and Stephen Meek Success looks like: Our strategy results in better outcomes for children, learners, parents and employers (our customers). Our over-arching strategy for reform is coherent, effective, well-understood and widely supported. Within that strategy, our objectives, priorities and targets are clear and shared throughout the system. Those working in the system – practitioners (those who deliver services directly to children and learners), partners (i.e. NDPBs such as QCA and LSC, OfSTED, local authorities and other bodies which support delivery) and DfES people - understand their role, and are committed to carrying it out well. They are able to deploy their expertise and energy effectively. Within a clear framework of accountability, there is more autonomy, enterprise, trust and self-regulation and a focus on achieving value for money. We support Ministers in ensuring that all new policies and programmes are in line with their agreed strategy and priorities, are informed by the views and experience of pra

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