The need for employers to have greater recognition as stakeholders in further education must be recognized by colleges. Education Minister Charles Clarke has urged colleges to collaborate more fully to ensure that the needs of employers are understood and met so they are confident that learners will be equipped with the necessary skills, knowledge and attitudes. Closer collaboration will also ensure that learners have the confidence that their education will give them prospects in the future economy and society. To achieve this, employers need to contribute more to course development so that the supply side is geared up to provide what they want, when they want it and where they want it.Charles Clarke also wants colleges to diversify income sources, finding new business, and collecting more income from fees. They need to adopt a similar approach to Higher Education Institutions.

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Business rate payers in Kingston-upon-Thames have voted to set up an improvement district to boost the local economy and provide a vibrant and competitive place in which to operate. This is the first Business Improvement District scheme to be implemented under regulations introduced in September this yearBusinesses will pay a one per cent supplement on the rateable value of properties and this will generate 4 million pounds over five years and double the Royal Borough of Kingston’s current spending on the town centre services. The new funding will provide a package of improvements which will enhance the quality and viability of the area. These include the provision of environmental rangers to clean streets and remove chewing gum, the appointment of “community rangers” to deter anti-social behaviour, as well as better transport and access to the town centre through funding and promotion of Park and Ride schemes.

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By Peter K Smith and Denise WatsonThe Childline in Partnership with Schools Programme (CHIPS) was introduced in 1997 to raise awareness about ChildLine and to encourage schools to support their pupils in setting up projects run by and for pupils in tackling issues that affect their lives, such as bullying and violence. Although the programme provides value for money, improvements should be made to aspects of the training, supervision and operation of the schemes. In some schools, difficulties were not being addressed thoroughly enough, and some schemes fell short of achieving their full potential. Good practice needs to be disseminated more widely, and evaluation must be taken more seriously and done more systematically.

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