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CEHR Stakeholder Reference Group 1.2.2010 Education commissioning.

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Presentation on theme: "CEHR Stakeholder Reference Group 1.2.2010 Education commissioning."— Presentation transcript:

1 CEHR Stakeholder Reference Group 1.2.2010 Education commissioning

2 Aim  Remit of Workforce Development, NLIAH  Workforce planning and influence on education commissioning  Education programmes and inclusion of equality agenda

3 WDECU/WD core functions  Workforce planning  Education commissioning  Workforce modernisation  Education development  Recruitment, retention and careers service

4 Core functions - Workforce planning  Coordinate education/ training provision in workforce planning  Development and circulation of WAG guidance for the production of integrated workforce, service modernisation, and financial plans  Provide support to NHS Wales in producing their workforce plans

5 Core functions - Workforce planning cont.  Provide support to ensure workforce planning captures relevant areas of Social Care, the Independent and Voluntary sectors  Provide advice to ensure that the Electronic Staff Record provides useful information to support the national workforce planning process  Work with the Deanery and the medical workforce to ensure the medical workforce requirements are identified and met

6 Core function - education contracting  Analyse workforce plans  Draft and consult widely on education commission ranges  Prepare proposals for WAG Commissioning Board  Agree allocation of education places with HEI

7 Core function - education contracting cont.  Agree and performance manage contracts  Monitoring Student Activity  Benchmarking across Wales and the UK  Tendering for new courses

8 Education Commissioning Process Organisations Workforce Plans Developed Plans reviewed and commissioning numbers drafted Information confirmed with NHS communities Test proposed ranges with key stakeholders Sign off ranges by WD SHB Ranges considered by WAG CB Health Minister signs off final commissions Allocate places to HEI Agree financial allocation Monitor performance of HEI

9 Education Budgets  Central budgets  NMET  Medical and Dental  LHB resources

10 Some facts and figures

11 £86m Non medical education training budget for 2008/9 £14m Finance available for new commissions in 2008/9 6,200 Total number of students in education 62 Number of education contracts in place 50:50 Ratio of budget spent on education fees and bursaries/salaries 2014 Realisation of workforce planning decisions made now - 2010 Education Commissioning

12 Range and number of professions trained

13 Annual training cost per student


15 Regulation of education programmes  Nursing and Midwifery Council  Health Professions Council  Pharmacy

16 Common themes across regulators  Codes of Conduct Treat people as individuals  Treat people as individuals and respect their dignity  Be polite, kind, caring and compassionate  Not discriminate in any way against those for whom you provide care  Recognise diversity and respect the cultural differences, values and beliefs of others, including the people you care for and other members of staff(NMC)

17  Respect for individuals and communities All members of the profession must demonstrate an inviolable respect for persons and communities, without prejudice, and irrespective of orientation and personal, group, political, cultural, ethnic or religious characteristics. Care must be provided without prejudice and in an anti-discriminatory fashion. No member of the profession should convey any allegiance to any individual or group affiliations which oppose or threaten the human rights, safety or dignity of individuals or communities, irrespective of whether such individuals or groups are recipients of care. (NMC)

18 HPC Standards of Conduct, Performance and Ethics  You must act in the best interests of service users. You are personally responsible for making sure that you promote and protect the best interests of your service users. You must respect and take account of these factors when providing care or a service, and must not abuse the relationship you have with a service user. You must not allow your views about a service user’s sex, age, colour, race, disability, sexuality, social or economic status, lifestyle, culture, religion or beliefs to affect the way you treat them or the professional advice you give. You must treat service users with respect and dignity. If you are providing care, you must work in partnership with your service users and involve them in their care as appropriate

19 Education Standards  Practise in a fair and anti-discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals or groups (NMC)  be able to practise in a non- discriminatory manner (HPC)

20 How achieved Built into all parts of the curriculum  Specific taught elements  Workshops discussion groups Assessed through theoretical and practical assessment

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