Your questions answered
Do you have any questions about RPA? Would you like to see them answered here, please contact RPA Programme Management Office at RPA@deni.gov.uk.
Review of Public Administration Frequently Asked Questions WORD 45.5 KB
Review of Public Administration Education Sector Frequently Asked Questions WORD 45.3 KB
General
What are the benefits of RPA?
How much will implementing RPA cost, and how much will be saved?
The Education and Skills Authority
Aren’t you creating a ‘super quango’ that will stifle innovation and leadership?
What role will the Education and Skills Authority have in relation to 14-19 education?
Will the new Education and Skills Authority be able to maintain close links with the local community?
Jobs and Staffing Issues
Am I going to have a job after the RPA is implemented?
Where will jobs be based after the RPA?
When will a decision be made on which functions will transfer out of the Department of Education?
Youth Services
What are the implications for Outdoor Education and Outdoor Education Centres under the RPA?
What are the benefits of RPA?
First and foremost, better support for schools. Leadership within schools by Boards of Governors and Principals is the key to raising standards. Our aim is to ensure that every Principal and Board of Governors receives the best possible support on a consistent and coherent basis.
The new structures represent a fresh start for the administration and delivery of education and youth services. The changes are designed to deliver better public services for local people through a modern, accountable system of administration.
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How much will implementing RPA cost, and how much will be saved?
While the RPA changes are not driven by cost savings there will be potential for significant efficiencies in the longer term, releasing more funding for front line services.
As with any major change in administration there will of course be associated costs in implementation.
However, we are confident that these costs will be outweighed by both the long-term financial savings and in the improved working of the education administration, and in improved delivery of front-line services.
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The Education and Skills Authority
Aren’t you creating a ‘super quango’ that will stifle innovation and leadership?
No, not at all. The primary purpose of the Education and Skills Authority will be to support schools, not to manage them. Our aim is for every school to have as much autonomy as possible, consistent with its ethos, needs and capacity.
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What role will the Education and Skills Authority (ESA) have in relation to 14-19 education?
The Department of Education and Department for Employment and Learning will work closely together to agree the responsibilities of the ESA in relation to the 14-19 agenda as well as its wider links with teacher training and further and higher education generally.
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Will the new Education and Skills Authority (ESA) be able to maintain close links with the local community?
The growth of the extended school model will continue to enhance the role of schools as learning hubs within their localities.
We will ensure that the organisation structure and activities of the ESA support a strong local presence and promote engagement at community level, drawing lessons from best practice across the public sector.
The ESA will engage fully with councils and others in the community planning process to maximise the opportunities for providing shared services at local level.
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Jobs and staffing issues
Am I going to have a job after the RPA is implemented?
Staff currently employed in all the Education bodies affected by RPA are naturally concerned about their future employment.
It is our intention to do everything possible to ensure that all staff are kept fully informed about what plans are being considered and what decisions are made throughout the RPA. Although we understand that some staff are frustrated that detailed decisions about their future have not yet been taken, this is because we need to ensure that all the relevant issues are properly considered and organisations such as the Public Service Commission are fully consulted.
It will be best for all concerned if we can retain, as far as reasonably possible, the valuable experience and expertise of the staff presently in these organisations. We will consider staffing closely and take all reasonable steps to ensure there will be no need for compulsory redundancies.
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Where will jobs be based after the RPA?
The location of the ESA is yet to be decided. When this decision is being made, all staffing and equality issues will of course be taken into account.
Although the establishment of the ESA will mean centralisation of services in one organisation; this does not mean that the service provided by the ESA will be sited in one location. It is very likely that the ESA will have locations throughout Northern Ireland to ensure services are close to the point of delivery.
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When will a decision be made on which functions will transfer out of the Department of Education?
The initial work on the Internal Review of Operational Functions has been completed and the recommendations have been passed to the Minister for Education.
The Minister will now consider the recommendations in detail to make a decision on this and will inform the Department, staff and stakeholders as soon as possible as to the outcome.
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What are the implications for Outdoor Education and Outdoor Education Centres under the RPA?
Outdoor education centres operated by the Education and Library Boards will come under the control of the ESA, similar to Board youth centres. Staff in both settings will potentially become ESA employees.
The details of how the ESA operates these centres will be worked out in more detail after the ESA Chief Executive (designate) is appointed. This work will continue well after the establishment of the ESA, as will be the case for many of the functions.
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