The Education Funding Agency and Skills Funding Agency are to merge to become one body, the Secretary State for Education announced today (Tuesday 28 March).
The new, single funding agency - to be called the Education and Skills Funding Agency - will sit within the Department for Education and begin to operate from April 2017.
The new body will continue to carry out the roles of the Education Funding Agency and Skills Funding Agency and will therefore be responsible for effectively and efficiently overseeing:
- the funding of education for pupils aged 5 to 16
- education and training for those aged 16 to 19
- apprenticeships and adult education
- managing school building programmes
Its responsibilities cover these functions in England.
Secretary of State for Education Justine Greening said:
Creating the Education and Skills Funding Agency will mean we are able to provide a more joined-up approach to funding and regulation of schools, colleges and other providers, with improved accountability and better service.
We will be working closely with our staff, unions, stakeholders and the education sector to finalise and deliver our plans for the new agency.
Current chief executive of both agencies, Peter Lauener, has announced that he intends to retire following the merger and plans to recruit a successor are under way. Mr Lauener will carry on as chief executive of the Education and Skills Funding Agency until a permanent replacement has been recruited and is in place.
Education 2030 presents a clear message: to support gender equality in education we need to transform the way education systems function, and put in place gender-sensitive policies, plans and learning environments.
Today, International Women’s Day, GPE and UNGEI are pleased to launch the Guidance for Developing Gender-Responsive Education Sector Plansto help deliver on this commitment. The Guidance, developed in collaboration with UNICEF, is designed to strengthen existing planning processes to include a comprehensive consideration of gender and other equity issues at each step the formulation of a rigorous analysis of the sector, a robust sector plan, and a feasible way to monitor results.Promoting equality for all girls and boys
National governments and development partners have made tremendous progress towards increasing girls’ and boys’ enrollment in primary and secondary education, and in reducing gendered enrollment gaps.
Still, across the globe, more work remains to be done to address the specific needs of the poorest and most marginalized girls, those living in rural and remote areas, and girls living in conflict and crisis situations. At the same time, in some countries and regions, boys are disengaging, underperforming or dropping out.
Applying a gender lens to analysis ensures that policies and strategies can better target specific groups of girls or boys and the challenges they face. This approach also supports a shift from a narrower focus on girls’ education to gender equality more broadly, and a better understanding of gender issues concerning teachers, administrators and systems.
Over the last 15 years, we have learned that reductions in gender gaps are necessary but not sufficient for gender-equal education. Stand-alone and targeted projects for girls are critically important to address specific barriers or pockets of exclusion.
Yet it is only when gender discrimination is identified and eliminated across the education system, and across all aspects of the lives of girls and boys, that the right to quality, equitable and inclusive education can be assured for all learners.
The Guidance for Developing Gender-Responsive Education Sector Plans is a product of a 15-year partnership between UNGEI and GPE and our common commitment to supporting national partners to establish and maintain equitable education systems.
We are pleased to be working closely together to promote gender-responsive sector planning, and to make gender equality a core feature of quality education.
The Guidance will be rolled out through a series of regional trainings taking place in Africa and South Asia in 2017 and 2018, the first of which will be held later this month in Tanzania.
The training provides an opportunity to help country partners to better integrate gender considerations into sector planning and other GPE processes. It is a core component of the implementation of the GPE Gender Equality Policy and Strategy 2016-2020.Girls' EducationAllBlogAuthor: kmundyNFylesCheck to make this blog as featured: 0Tags: Results StoriesResults Stories: BlogMailchimp Status: SentCaption text: A girl sits in her classroom at Chavuma Secondary School in Zambia's North-Western province. GPE is supporting Zambia to improve the quality of education and, particularly, to mitigate inequities Photo credit: GPE/ Tanya ZebroffPhoto credit URL: https://www.flickr.com/photos/gpforeducation/28369897062/in/album-72157633003458370/
A review of the evidence on informal learning in communities and homes, and how skills developed in these settings can be transferred to other contexts.
It was commissioned as part of the Foresight Future of skills and lifelong learning project.