CEHR Stakeholder Reference CEHR Stakeholder Reference GroupGroup1.2.20101.2.2010

Education commissioningEducation commissioning

Aim

Remit of Workforce Development, NLIAH

Workforce planning and influence on education commissioning

Education programmes and inclusion of equality agenda

WDECU/WD core functions

Workforce planning

Education commissioning

Workforce modernisation

Education development

Recruitment, retention and careers service

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

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

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

Core function -education contracting cont.

Agree and performance manage contracts

Monitoring Student Activity

Benchmarking across Wales and the UK

Tendering for new courses

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

Education Budgets

Central budgets NMET Medical and Dental

LHB resources

Some facts and figures

£86mNon medical education training budget for 2008/9

£14mFinance available for new commissions in 2008/9

6,200Total number of students in education

62Number of education contracts in place

50:50Ratio of budget spent on education fees and bursaries/salaries

2014Realisation of workforce planning decisions made now -2010

Education Commissioning

Range and number of professions trained

Annual training cost per student

£0£5,000£10,000£15,000£20,000£25,000£30,000£35,000£40,000£45,000£50,000

Regulation of education programmes

Nursing and Midwifery Council

Health Professions Council

Pharmacy

Common themes across regulators

Codes of ConductTreat 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)

Respect for individuals and communitiesAll 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)

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

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)

How achievedBuilt into all parts of the curriculum

Specific taught elements

Workshops discussion groups

Assessed through theoretical and practical assessment