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Equality and Diversity Partnership Project Fund 2012/13: Prospectus
Invitation1. The Skills Funding Agency and Learning and Skills Improvement Service (LSIS)
are pleased to invite learning and skills providers to submit bids to deliver projects which advance equality, diversity and inclusion.
2. This is a flexible project fund, designed to enable Further Education and skills providers to design and deliver the projects that will have the greatest impact for learners and potential learners in the Further Education sector.
3. The aim of the fund is to support innovative and sustainable projects which develop the capacity of the sector to meet the public sector Equality Duty.
4. Individual colleges and training organisations are invited to bid for one of the following:-
A grant of between £1,000 and £4,999 A grant of between £5,000 and £25,000
5. Applications can be made online on the LSIS website between 10 August and 10 September 2012.
Grants between £1,000 and £4,999 (inclusive of VAT)6. These small grants involve minimal bureaucracy and offer maximum freedom
and flexibility. They are offered to providers who have developed excellent initiatives in equality, diversity and inclusion, and want to sustain this activity, expand it, or disseminate and share what they have learned with other providers.
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7. When applying online for this grant, you should select the ‘small grant’ option. Please note that if you submit an application for this grant, you cannot also apply for the grant between £5,000 and £25,000.
8. Small projects will be notified whether they have been successful by 21 September 2012, and projects must be complete by 31 March 2013. Projects are required to submit a final report and to be actively involved in the overall grant programme’s mandatory monitoring, evaluation, dissemination and follow-up activities. For details of these, please see the summary schedule of key dates in paragraph 48 below.
Grants between £5,000 and £25,000 (inclusive of VAT)9. These larger grants involve more rigorous project management requirements
although we remain committed to minimising bureaucracy to what is proportionate, and to maximising freedom and flexibility.
10. When applying online for this grant you should select the ‘higher grant’ option. If your bid is successful, you will need to submit both interim and final reports and take part in the overall grant programme’s mandatory monitoring, evaluation, dissemination and follow-up activities. For details of these please see the summary schedule of key dates in paragraph 48 below.
11. We expect all larger project grants to start in September 2012 and be complete by the end of June 2013 or earlier.
Both grants 12. Online applications to the fund will open on 10 August and close on 10
September 2012.
13. Appendices A and B, below, contain details of the online fields applicants will be required to complete when applying for a grant.
14. Mandatory dissemination events will take place in June/July 2013, to be followed by ongoing dissemination in autumn 2013 and beyond.
Background15. In New Challenges, New Chances, the Government set out its vision for reform
of the Further Education and Skills System. Key elements of the reform programme include:
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Students at the heart of the FE and skills system First-class advice delivered by the National Careers Service A ladder of opportunity of comprehensive Vocational Education and Training
programmes Excellence in Teaching and Learning Relevant and focused learning programmes and qualifications Strategic Governance for a dynamic FE sector Freedoms and Flexibilities Funding priorities through a simplified funding system Empowered students making informed choices.
16. The Equality Duty requires those carrying out public functions to have due regard to the need to:
Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act.
Advance equality of opportunity between people who share a protected characteristic and those who do not.
Foster good relations between people who share a protected characteristic and those who do not.
17. In June 2012, Ofsted published the new Common Inspection Framework, which includes references to judgements on the extent to which ‘achievement gaps are narrowing between different groups of learners’, ‘equality and diversity are promoted through teaching and learning’, and providers ‘actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap’.
18. In April 2012, the Data Service published an Equality and Diversity data report covering adult learner and all age Apprenticeship participation and success rates by ethnicity, gender, learning difficulties and/or disabilities and age. Some key points included:
Overall, 19.2 per cent of adult learners are from Black, Asian or Minority Ethnic (BAME) backgrounds. However, in Apprenticeships, this figure is lower at 8.7 per cent.
Women are well represented in adult learning overall, but there remains significant stereotyping by gender in Apprenticeship sectors. For example, Engineering and Construction frameworks are dominated by men, while Health, Public Services and Care frameworks are dominated by women.
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8.4 per cent of apprentices declared learning difficulties and/or disabilities (LDD), lower than the proportion in 2008/09.
19. In August 2011, the Skills Funding Agency published Research into Sexual Orientation and Gender Identity Equality in Adult Learning. Key findings include:
Almost one in three (30%) Trans learners had experienced bullying or harassment in adult learning due to their gender identity.
Fewer than one in six (14.3%) Lesbian, Gay and Bisexual learners surveyed had experienced bullying and harassment in adult learning due to their sexual orientation.
Only around a third of respondents stated that they thought that equality policies seemed to translate into reality in their FE provision.
20. In May 2012, the Apprenticeships Unit published Creating an Inclusive Apprenticeship Offer, a survey of data and evidence relating to participation and success of young people who declare LDD in Apprenticeships. Some key points included:
Apprenticeships need to be promoted as a viable option directly to disabled people and their families.
On the job support such as job coaching and mentoring is critical to success for apprentices with an LDD.
More work needs to be done with employers in terms of their knowledge of disability and learning difficulties and the support available.
Apprentices with LDD should have access to one-to-one support in completing key/functional skills.
Innovative new models have been developed in the Third Sector, which should be promoted and offered as good practice for others.
21. As set out in the Skills Funding Agency’s Single Equality Scheme, ‘Our mission is to ensure that people and businesses can access the skills training they need to succeed in playing their part in society and in growing England’s economy. It is vital to the success of this mission that we support the sector to remove barriers to learning.’ Moreover, one of the key priorities within NAS’s Business Plan is to broaden the diversity of the Apprenticeship programme.
22. LSIS strategic priorities for 2012-2015 are set out in LSIS: Focused on improvement. Ensuring that the further education and skills sector receives the support, development and recognition it deserves is LSIS’
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ultimate aim and in achieving this aim, LSIS seeks to promote inclusivity and to act as an exemplar resource and catalyst for equality and diversity across the sector.
23. Since 2009, LSIS and the Skills Funding Agency have supported 56 equality and diversity partnership projects. The projects have been highly successful, pioneering approaches to engaging under-represented groups and delivering high-quality research into their needs. Each provider has actively disseminated its findings, and case studies from each project are available on the Excellence Gateway.
Project themes24. LSIS and the Skills Funding Agency have identified some themes on which we
would welcome proposals. This is not an exhaustive list, and proposals which are innovative and address alternative equality issues will be welcomed, as long as they are supported by a clear rationale. We are also interested in projects which deal with multiple identities or a combination of the characteristics protected under the Equality Act.
Supporting employers to recruit apprentices with learning difficulties and/or disabilities
Addressing gender stereotyping on Apprenticeship frameworks Addressing BAME under-representation on Apprenticeships Addressing the recommendations from the Skills Funding Agency’s research
into sexual orientation and gender identity equality Leading improvement- providers with the best equality and diversity practices
supporting weaker providers to improve Embedding equality and diversity within mainstream activities and resources,
such as general curriculum and training materials Developing and promoting existing equality and diversity resources from the
Excellence Gateway Measuring the social return on investment in equality and diversity activity
25. We will also reserve a portion of the fund for National Careers Service prime contractors, to improve the diversity of the service, and its reach to under-represented or disadvantaged groups.
Eligibility26. The fund is only open to organisations in England whose primary function is as a
provider of further education and training or National Careers Service prime
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contractor. Eligible providers will be Skills Funding Agency/Education Funding Agency funded organisations (excluding schools) subject to inspection by Ofsted.
27. The only eligible Higher Education Institutions would be those with learning and skills provision funded by the Skills Funding Agency/Education Funding Agency. This aspect of their provision would also be subject to inspection by Ofsted.
28. Consultancies or other bodies involved in supporting learning and skills providers; student representative bodies; schools and school sixth forms are not currently eligible. However, ineligible organisations may be part of a partnership, provided that the lead organisation is a recognised Further Education and skills provider, and that the outcomes from the project offer clear and sustainable benefits to other organisations within the sector.
29. Projects should not directly fund the delivery of education and training, as participation budgets are already available in accordance with the Skills Funding Agency’s Funding Rules 2012/13.
30. Capital costs and equipment purchases for use on the project should not exceed 10% of the overall project cost.
Criteria for selection31. All proposals will be assessed against criteria based on evidence of need, project
planning, impacts and outcomes, outputs, dissemination, partnership, innovation, sustainability, project management and value for money. As part of our assessment of value for money, we will favour projects which include match funding or in-kind commitment from project partners.
32. Individual projects may be designed to benefit any age group. However, in line with the Skills Funding Agency’s mission, 75% of the total funding will be reserved for projects which benefit adult learners and potential learners (age 19+).
Evidence of need33. Proposals should use data and/or research to outline evidence of a clearly
identified need within the organisation or community. Evidence should outline the extent and impact of the issue. Reference to the national themes listed above would be helpful, but not essential.
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Project planning34. Proposals should clearly set out how the project will engage, involve, develop or
support its intended beneficiaries, and quantify the benefits of the project.
35. Proposals must specify what proportion of the intended beneficiaries will be aged 16 - 18 and what proportion will be aged 19+.
36. Proposals must:
identify clear activities, milestones, deliverables and dates for completion identify a project manager and deputy clearly describe reporting arrangements
Research bids37. This section is only relevant to projects which have research as one of their
major outputs. Research proposals should describe their methodology in the project planning section of the application form. As a minimum, this should include:
Research methods to be used (for example literature review, data analysis, web/ paper surveys, interviews)
Sample sizes and sampling methods Key research questions and hypotheses How the research data will be analysed and reported The expected audience for the research How the robustness of findings will be assured, including quality assurance
and the avoidance of bias Ethical considerations, such as participant confidentiality.
Partnership38. One of the key principles of the fund is partnership. Therefore, projects should:
set out how relevant partners will be involved, such as local authorities, employers, health trusts, job centres, community and voluntary sector organisations and so on. Bidders are encouraged to set out how learners, the workforce, local community and other stakeholders can be actively engaged with and contribute to the proposed project or activity.
show how partnership working will make the project more effective and efficient.
clearly set out the role of each partner in delivering the project.
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Innovation39. Proposals should demonstrate how they will deliver innovation by taking a new
approach which the sector can learn from.
40. Proposals that follow on from previous projects should set out what has been learnt from the previous project and how it will be built on.
Sustainability41. Sustainability is another key principle of the fund. Bids should demonstrate how:
the benefits of the project will be sustained beyond the funding period, for example through partnerships
learning could be transferred to other providers, for example how its approaches and models could be applied in other contexts.
Value for money42. Proposals must demonstrate how they will deliver value for money and include a
detailed budget which justifies the amount bid for.
Reporting and Evaluation 43. Proposals should set a range of qualitative and quantitative impact and outcome
measures. Successful applicants will be expected to:
rigorously monitor and analyse the impact of their project on its intended beneficiaries
produce a final report to be published on the Excellence Gateway, using a supplied template;
participate in a follow up activity which is likely to take place 6 - 8 months after the project has ended. This will help us to establish the difference your project has made and its impact on your organisation, locality or community
44. For those in receipt of larger grants, a brief interim report (roughly four sides of A4 on a supplied template) will be required on or before 18 February 2013 and a final report (also on a supplied template) will be required on or before 30 June 2013. Full details of the reporting required will be supplied to successful applicants.
45. We will also make arrangements to visit the project or hold a telephone conference.
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Dissemination46. All successful applicants will be expected to:
participate in an event in April 2013 to prepare for the national dissemination events;
present findings at 3 national dissemination events organize their own dissemination event(s) participate in network activities during and beyond the life of the
project/activity.
Summary schedule of key dates and requirements47. The table below summarises the different reporting requirements for providers in
receipt of the small and larger grants.
Requirement Small grants (£1,000-£4,999)
Larger grants (£5,000-£25,000)
Inception meeting, 12 October 2012
Attendance encouraged, but not required
Required
Interim report Not required Required by 18 February 2013
Development workshop in January 2013
Invited but not required Required
Project management meeting with LSIS
Telephone conference in January 2013
Project visit in February 2013
Preparation for dissemination meeting, 24 April 2013
Required Required
Final report and materials or resources produced as part of the project
Required by 26 April 2013 Required by 24 June 2013
Annual dissemination events (provisional dates):
o 26 June 2013o 3 July 2013
Participation required Participation required
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o 10 July 2013Dissemination activitiesSeptember to December 2013
By invitation By invitation
Impact assessment follow-upMarch 2014
Required Required
Funding48. Successful projects will receive funding in the form of a grant. Half will be
payable once the project funding has been approved. The rest will be paid on receipt of a satisfactory final report/ case study. In the case of project underspend or non-completion of the project, LSIS and the Skills Funding Agency will reduce the size of the award.
Applications
49. In order to maximise the benefits across the sector, bids are limited to one per lead provider.
50. Applications must not duplicate activities which are being funded elsewhere, though proposals may follow on from previous projects. Please state if the project has previously received funding from LSIS/ Skills Funding Agency or elsewhere, or has previously been submitted to LSIS/Skills Funding Agency for funding.
51. Applications must be made online at www.lsis.org.uk between 10 August 2012 and 10 September 2012.
52. Applicants will be advised by 21 September whether their application has been successful, and given details of arrangements for payment.
53. Successful applicants will be offered a range of support during the course of their project. This may include the offer of up to three days’ support from a ‘critical friend’.
54. If you have any questions, please contact the LSIS helpline on 0870 211 3434 or email [email protected]
Appendix A
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Overview of small grants (£1,000 – £4,999) online application formNote: Please do not return the application form in Word format. Applications will only be accepted online through the LSIS website.
No. Content required Notes to help you complete the form1. Name and address of your
organisation2. UKPRN3. Type of learning provider Select from a drop-down list
4. Project summary Include, for example: your aims and objectives what you will do how the project is innovative outputs and outcomes Your project start and end dates
5. Project plan How will you achieve your aims and objectives?
How will you engage your intended beneficiaries?
Identify the main activities, with key milestones and dates.
If this is a research bid, please refer to the research section in the prospectus.
What are the key risks to the successful completion of the project, and how will you address them?
6. Impact Why is your project needed? What difference will it make? How will you measure this? How will you sustain the impact beyond the
project?7. Sharing your findings Set out how you will share your findings
internally in your organisation and externally with the wider sector
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As a minimum, this should include: producing a final report at the end of the
project presenting at the LSIS/Skills Funding
Agency national dissemination events8. Funding How much funding are you applying for?
Will your organisation or your partners provide any match funding (financial or in kind)?
Break down the costs, including: Staff time (number of days) Equipment Other expenses
Has the project received funding from any other source, or have you applied for funding from elsewhere
9. Name and contact details for the person submitting the application
10. Project authorisation by Chief Executive of your organisation and confirmation that you are funded by the Skills Funding Agency and/or the Education Funding Agency and therefore eligible to receive a grant.
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Appendix B
Overview of higher grants (£5,000- £25,000) online application form Note: Please do not return the application form in Word format. Applications will only be accepted online through the LSIS website.
No. Content required Notes to help you complete the form1. Name and address of
your organisation
2. UKPRN
3. Type of learning provider
Select from a drop-down list
4. Project title
5. Project start and end dates
6. Project summary Include: Aim of the project What you will do How the project is innovative Outputs and outcomes
7. Aims and objectives What are your aims and objectives?
How will these objectives support the sector to meet the Equality Duty?
How will the objectives support the improvement of teaching & learning; leadership & management; and/or outcomes for learners?
8. Rationale and evidence of need
Outline evidence of a clearly identified need, with reference to protected characteristics under the Equality Act.
How will this project meet that need?
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9. Project planning Identify the main activities to be undertaken, with key milestones and dates.
Who will be the project manager and deputy?
If this is a research bid, please refer to the research section in the prospectus.
10. Risk management What are the key risks to the successful completion of the project?
How will you address them?11. Measuring impact and
outcomesHow you will measure the impact and outcomes of the project?
What evidence will you collect?
How and when will you collect it?
Examples of impacts and outcomes might include:
A 20% increase in the number of female Engineering apprentices
The achievement gap between different ethnic groups narrows by 5 percentage points
20% of staff report feeling more confident in dealing with tensions between learners with different religions and beliefs
Lesbian, gay and bisexual learners report a reduction in bullying and harassment.
12. Outputs Quantify the outputs your project will produce. Examples of outputs from previous projects include:
guidance for employers an event attended by 100 learners a video a research report a website visited by 1,000 potential learners
Who are the intended beneficiaries? What proportions will be aged 16 – 18; 19-24 and 25+?
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13. Innovation In what way is your project innovative?
If it is a continuation of an existing project, what have you learnt from earlier phases, and how will this phase differ?
14. Partnership Which partners will be involved?
How will the partnership be managed?
How are roles and responsibilities divided between the partners?
15. Sustainability How will the project have a lasting impact beyond the project period?
16. Dissemination Set out how you plan to share your findings internally in your organisation and externally with the wider sector.As a minimum, this should include:
producing a brief interim report in February 2013
producing a final report at the end of the project.
organising your own dissemination event. contributing to the dissemination preparation
event presenting at the LSIS/Skills Funding Agency
national dissemination events17. Funding How much funding are you applying for?
How much match funding (financial or in kind) will be provided by project partners?
Break down the costs, including: Staff time (number of days) Dissemination Equipment Other expenses
Has the project received funding from any other source, or have you applied for funding from elsewhere?
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18. Name and contact details for the person submitting the application
19. Project authorisation by Chief Executive of your organisation and confirmation that you are funded by the Skills Funding Agency and/or the Education Funding Agency and therefore eligible to receive a grant.
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