Adam Smith College Annual Report to the Board of Governors and the Auditor General for Scotland 2011-12 May 2013

Total Page:16

File Type:pdf, Size:1020Kb

Adam Smith College Annual Report to the Board of Governors and the Auditor General for Scotland 2011-12 May 2013 Adam Smith College Annual Report to the Board of Governors and the Auditor General for Scotland 2011-12 May 2013 Adam Smith College Contents 1. Executive Summary 3 2. Introduction 5 3. Governance arrangements 6 4. Financial Position 9 5. Financial Statements 12 6. Financial Reporting Matters 15 7. The challenges ahead 17 Appendix A: "The Small Print" 2 17 © 2013 Grant Thornton UK LLP. All rights reserved Adam Smith College 1. Executive Summary Introduction see reductions in funding across the sector and result in the creation of a new regional college for the Fife area The Accounts Commission for Scotland appointed from 1 August 2013. Many of the issues identified are Grant Thornton UK LLP as auditors to Adam Smith now legacy issues and have not impacted to any College for the period 2011-12 to 2016-17. This is significant degree of learning outcomes for students as therefore the first year of our appointment. This evidenced by recent inspection reports. document summarises our responsibilities as external Our audit of the financial statements is now complete, auditors for the year ended 31 July 2012 and our but has been delayed by the events outlined above, approach to issues impacting the College during the particularly in resolving the total amount of EU grants year. to be repaid. We are able to confirm that the financial We carry out our audit in accordance with the statements present a true and fair view of the College's International Standards on Auditing (UK and Ireland). financial position at 31 July 2012. In light of the significant governance and financial stewardship issues Our key findings identified in relation to the College's administration of EU grants, we have to draw attention to this significant The College has faced a particularly challenging year, issue in forming our opinion on the accounts. In during which it has identified significant failures in both addition, as a result of delays in finalising these its governance and financial stewardship arrangements. accounts, they have not been laid before Parliament by These failures have led to a change in leadership at the Scottish Ministers within 9 months of the financial year College, and resulted in a requirement to repay over £5.5 million of EU grant income with a consequent end as required by the Public Finance and impact on the financial position of the College. The Accountability (Scotland) Act 2000. We have not been College has also established a £1.2 million provision for required to amend our opinion on the accounts as a further European grant funding where Fife Council result of this matter. acted as lead partner.The College has taken action to address these failings following separate investigations Acknowledgements by the Scottish Funding Council, the Scottish We would like to take this opportunity to record our Government and by independent auditors. appreciation for the kind assistance provided by the These events have occurred during a period of Finance Team and other staff during our audit transition within the further education sector, which will Reporting Area Our Summary Financial As a result of the requirement to repay EU grants, the College reported a deficit for the year Position of £767k, representing 2.5% of income (2011 restated surplus: £387k). Total reserves have fallen by around £4.5 million during 2011-12, to £18.5 million. We are able to confirm that the College remains a going concern with sufficient funds in place to support its operations up to the point of merger with Carnegie College. Financial The draft financial statements were of a good standard, but significant adjustments have Statements been processed following the outcomes of a range of audit reports during the year. We intend to give an unqualified opinion on the truth and fairness of the financial statements 17 © 2013 Grant Thornton UK LLP. All rights reserved Adam Smith College of the College. We have also provided an emphasis of matter paragraph in our opinion in drawing the Board's attention to the significant governance failures during the year which resulted in the requirement to repay EU grant funding. We note that the College's accounts were not laid before the Scottish Parliament by Scottish Ministers within 9 months of the year end as required by the Public Finance and Accountability (Scotland) Act 2000. Whilst this technical breach of a statutory requirement has not required us to amend our opinion on the accounts, the College should avoid any recurrence. Governance and During the financial year, the College responded to a number of Public Interest Disclosures Performance (PID) relating to the culture and governance of the organisation. Following an investigation supported by the Scottish Funding Council, the College agreed an action plan to address the weaknesses identified. In response to the allegations raised, the College changed its senior leadership team in October 2012, and has taken action to improve organisational culture, and financial control arrangements. Learning outcomes for students have been largely unaffected and the College continues to receive strong ratings from Education Scotland. The College is expected to merge with Carnegie College and the non-land based elements of Elmwood College on 1 August 2013. We have reviewed the Colleges' preparations for the merger, but in light of the adjustments to the College accounts, financial resilience will remain a key concern for the incoming Board, particularly in light of a potential inability to access future EU funding and an expected reduction in the availability of revenue grant support from the Scottish Government. 17 © 2013 Grant Thornton UK LLP. All rights reserved Adam Smith College 2. Introduction This report has been prepared for the benefit of Our responsibilities discussion between Grant Thornton UK LLP and Adam Smith College (the College). This has been our It is a condition of our appointment that we meet the first year of auditing the College and this report gives a requirements of the Code of Audit Practice, which is summary of the findings from our work. Our audit has approved by the Auditor General for Scotland. The focused on the financial statements and governance most recent Code was published in May 2011 and arrangements at the College. applies to audits for financial years starting on or after 1 April 2011. Our Audit Approach Memorandum, issued in May 2012 identified two key issues in relation to the 2011-12 audit: The Code of Audit Practice highlights the special accountabilities that are attached to the conduct of the outcomes of a Scottish Funding Council (SFC) public business and the use of public money. This general governance oversight review of the means that public sector audit must be planned and College's response to public interest disclosures undertaken from a wider perspective than the private and related matters sector. We are therefore required to provide assurance, not only on the financial statements, but also on the the regionalisation agenda and proposed merger of College's governance arrangements and use of Fife Colleges. resources. During the audit year, the College has faced a number This report meets the mandatory requirements of of significant challenges emerging from subsequent International Standard on Auditing 260 (ISA 260) to investigations into the public interest disclosures. report the outcome of the audit to 'those charged with Sector developments governance', designated as the Audit Committee and the Board. All Colleges in Scotland face a period of significant change, as structural reform is embedded, coupled with The Board is responsible for the preparation of financial a challenging financial outlook as cost pressures rise statements which record its financial position as at 31 while funding from the Scottish Government is July2012, and its income and expenditure for the year expected to reduce by around 24% by 2014-15. then ended. We are responsible for undertaking an audit and reporting whether, in our opinion, the Board’s We use this report to consider the financial position of financial statements present a true and fair view of the the College, and we hope to continue to support the financial position. College as it prepares for merger with Carnegie College. 17 © 2013 Grant Thornton UK LLP. All rights reserved Adam Smith College 3. Governance arrangements During 2011-12, the College responded to Public Interest Disclosures relating to the culture of the College, and the misuse of public funds. The College's leadership team has changed significantly a result of the subsequent investigations. A temporary Principal and Interim Vice Principal were appointed in October 2012, to lead the College until the merger with Carnegie College. Public Interest Disclosures (Table 1). As a result of the Phase 2 report, Scottish In 2011-12, a number of Public Interest Disclosures Government internal auditors were engaged to review were made alleging various matters including bullying the management of EU funds at the College. The and mismanagement at the College. The College auditors found significant irregularities, including the initially asked their internal auditors to investigate claims apparent systemic overclaiming of staff time. The regarding the potential inappropriate use of College Scottish Government has subsequently required the resources. In February 2012, the Education Secretary College to repay the full value of EU grants received asked the Scottish Funding Council (SFC) to prepare a £5.5 million), and has de-committed the balance of further report on the allegations relating to the culture grants not yet paid (amounting to a further £2.6 of the College. million). As a result of this review, the College and SFC jointly Table 1: Summary of KPMG findings published an action plan to address the issues arising in Phase 1 April 2012. The action plan included further Voluntary severance payments made to two individuals investigations into specific allegations around the misuse were not in line with the College policy at the time.
Recommended publications
  • FONNA FORMAN Associate Professor, Department of Political Science
    FONNA FORMAN Associate Professor, Department of Political Science Founding Co-Director, UCSD Center on Global Justice Founding Co-Director, UCSD / Blum Cross-Border Initiative University of California, San Diego UCSD Center on Global Justice 9500 Gilman Drive La Jolla, CA 92093-0521 858 822-3868 [email protected] November 2015 Bio Fonna Forman is Associate Professor of Political Science at the University of California San Diego, founding co-director of the UCSD Center on Global Justice and the UCSD / BLUM Cross- Border Initiative. She is a political theorist best known for her revisionist work on Adam Smith, recuperating the ethical, spatial, social, public and urban dimensions of his political economy. Current work focuses on theories and practices of global justice as they manifest at local and regional scales, and the role of civic participation in strategies of equitable urbanization. Present sites of investigation include Bogota and Medellín, Colombia; Ukraine; the Palestinian territories; and the San Diego-Tijuana border region. Forman has just completed a volume of collected essays (with Amartya Sen) on critical interventions in global justice theory, and papers on ‘municipal cosmopolitanism’ and “political leadership in Latin America’. She is presently writing a book on Adam Smith in Latin America. She is co-investigating with Teddy Cruz a Ford Foundation-funded study of citizenship culture in the San Diego-Tijuana border region, in collaboration with the Bogota-based NGO, Corpovisionarios. She is Vice-Chair of the University of California Climate Solutions Group and co-editor of Bending the Curve: 10 Scalable Solutions for Carbon and Climate Neutrality (The University of California report on carbon neutrality).
    [Show full text]
  • Tayside November 2014
    Regional Skills Assessment Tayside November 2014 Angus Perth and Kinross Dundee City Acknowledgement The Regional Skills Assessment Steering Group (Skills Development Scotland, Scottish Enterprise, the Scottish Funding Council and the Scottish Local Authorities Economic Development Group) would like to thank SQW for their highly professional support in the analysis and collation of the data that forms the basis of this Regional Skills Assessment. Regional Skills Assessment Tayside Contents 1 Introduction 2 2 Context 5 3 Economic Performance 7 4 Profile of the Workforce 20 5 People and Skills Supply 29 6 Education and Training Provision 43 7 Skills Mismatches 63 8 Economic and Skills Outlook 73 9 Questions Arising 80 sds.co.uk 1 Regional Skills Assessment Section 1 Tayside Introduction 1 Introduction 1.1 The purpose of Regional Skills Assessments This document is one of a series of Regional Skills Assessments (RSAs), which have been produced to provide a high quality and consistent source of evidence about economic and skills performance and delivery at a regional level. The RSAs are intended as a resource that can be used to identify regional strengths and any issues or mismatches arising, and so inform thinking about future planning and investment at a regional level. 1.2 The development and coverage of RSAs The content and geographical coverage of the RSAs was decided by a steering group comprising Skills Development Scotland, Scottish Enterprise, the Scottish Funding Council and extended to include the Scottish Local Authorities Economic Development Group during the development process. It was influenced by a series of discussions with local authorities and colleges, primarily about the most appropriate geographic breakdown.
    [Show full text]
  • Regional Skills Assessment Fife November 2014
    Regional Skills Assessment Fife November 2014 Fife Acknowledgement The Regional Skills Assessment Steering Group (Skills Development Scotland, Scottish Enterprise, the Scottish Funding Council and the Scottish Local Authorities Economic Development Group) would like to thank SQW for their highly professional support in the analysis and collation of the data that forms the basis of this Regional Skills Assessment. Regional Skills Assessment Fife Contents 1 Introduction 2 2 Context 5 3 Economic Performance 7 4 Profile of the Workforce 20 5 People and Skills Supply 28 6 Education and Training Provision 41 7 Skills Mismatches 62 8 Employment and Skills Outlook 71 9 Questions Arising 78 sds.co.uk 1 Regional Skills Assessment Section 1 Fife Introduction 1 Introduction 1.1 The purpose of Regional Skills Assessments This document is one of a series of Regional Skills Assessments (RSAs), which have been produced to provide a high quality and consistent source of evidence about economic and skills performance and delivery at a regional level. The RSAs are intended as a resource that can be used to identify regional strengths and any issues or mismatches arising, and so inform thinking about future planning and investment at a regional level. 1.2 The development and coverage of RSAs The content and geographical coverage of the RSAs was decided by a steering group comprising Skills Development Scotland, Scottish Enterprise, the Scottish Funding Council and extended to include the Scottish Local Authorities Economic Development Group during the development process. It was influenced by a series of discussions with local authorities and colleges, primarily about the most appropriate geographic breakdown.
    [Show full text]
  • Pdf Colleges Scotland Keyfacts 2013
    What Colleges Deliver Colleges provided learning for over 250,000 students last year. While numbers overall have fallen, there has been an increased proportion of students doing full-time courses, and an increase in the proportion of higher education delivered. Number of Students FE/HE Split Mode of How Learning Colleges FE HE FT PT are Funded Colleges receive a signicant amount of public funding, distributed by the Scoish Funding Council (SFC). Approximately 25% of income is earned by other means. 2012-13 saw the introduction of a funding stream directly from the Skills Development Scotland (SDS) for the New • 16-24 year olds accounted for 70% of all hours of College Learning Programme. learning in 2011-12 • 63% of college students have no qualification on entry • 27% of all school leavers go into further education College Learners Top 10 Subject Areas Widening Access College Sta Colleges are the most accessible route into learning for To keep skills up-to-date, those in deprived communities or with additional needs, colleges oen recruit sta with oering an invaluable route to gaining skills, improving industry experience or look to employability or gaining a higher education. have sta seconded back into industry to ensure students are • 28% of students in colleges are from beneting from current practice. Scotland’s most deprived postcodes • During 2011-12, 3,200 students with an HND/C • 5,306 teaching sta articulated into 2nd or 3rd year full-time rst degree in colleges courses • 70% of teaching sta • 5% of all hours of learning (4.3
    [Show full text]
  • Adam Smith, Radical and Egalitarian in Memoriam John Anderson Mclean (1915-2001) Adam Smith, Radical and Egalitarian an Interpretation for the Twenty-First Century
    Adam Smith, Radical and Egalitarian In memoriam John Anderson McLean (1915-2001) Adam Smith, Radical and Egalitarian An Interpretation for the Twenty-First Century lain McLean palgrave macmillan ADAM SMITH, RADICAL AND EGALITARIAN Copyright © lain McLean, 2006. Softcover reprint of the hardcover 1 st edition 2006 978-1-4039-7791-5 All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations * embodied in critical articles or reviews. First published 2006 by Edinburgh University Press Ltd. First Published in the United States in 2007 by PALGRAVE MACMILLANTM 175 Fifth Avenue, New York, N.Y. 10010 and Houndmills, Basingstoke, Hampshire, England RG21 6XS. Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin's Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 978-1-349-73824-3 ISBN 978-1-349-73822-9 (eBook) DOI 10.1007/978-1-349-73822-9 Library of Congress Cataloging-in-Publication Data is available from the Library of Congress. A CIP record for this book is available from the British Library. Design by Servis Filmsetting Ltd, Manchester. First edition: July 2006 10 9 8 7 6 5 4 3 2 1 Transferred to Digital Printing 2011 Contents Foreword by Rt Hon. Gordon Brown Vlll A Note on Citations x Preface: A Scotsman Looks at the World xu 1.
    [Show full text]
  • Statistics Publication Notice
    Statistics Publication Notice Lifelong Learning Series 29th March 2011 Higher Education Students and Qualifiers at Scottish Institutions 2009-10 Statistics on Students and Qualifiers on Higher Education (HE) courses at Scottish Institutions 2009-10 are published today by Scotland’s Chief Statistician. This publication contains updates of the figures in the ‘Students in Higher Education at Scottish Institutions 2008-09’ publication, published on 17th March 2010, and updates of the figures on qualifiers from the ‘Attainment in Higher Education and Destinations of Qualifiers 2008-09’ publication, published on 29th September 2010. The figures reported here supersede those contained within previous releases. The release contains information on HE provision in higher education institutions (HEIs) in Scotland as well as Scotland’s colleges. Summary of Key Findings: • Both the number of students (287,565) and the number of entrants (147,465) to HE in Scotland reached record levels in 2009-10. Compared to the previous year student numbers increased by 2.8% and entrant numbers by 2.3%. • Recent trends in the number of Scottish students have shown increasing numbers in the last two years following a fall to 209,170 in 2007-08. Since 2007-08 the number of Scottish students has increased by 3.1%, students from the rest of the UK and from outside the UK have increased by 6.6% and 19.8% respectively (including an increase of 26.9% from EU students in the last two years). • In 2009-10 entrants from deprived areas were under represented by -3.8 percentage points. In 2001-02 representation of this group stood at -5.8 percentage points, since then representation has increased each year and is now at the highest level recorded, due to both a slight depopulation of deprived areas and increased participation in HE from those areas.
    [Show full text]
  • Strategic Plan 2011-14 Refresh October 2012
    Strategic Plan 2011-14 Refresh October 2012 “To help someone achieve something…it’s one of the best things you can ever do.” Geoff Fenlon, Principal and Chief Executive of Carnegie College “Learning, supported by our “Effective skills utilisation high calibre staff, working must be clearly matched to in good learning spaces will our business needs.” prepare our learners for life Bob Garmory, President of Fife and work in the real world.” Chamber of Commerce Gerry Webber, Board of Management of Carnegie College “The integration of our “Our focus on the wider improved customer learning landscape will relationship software across ensure a reduction in the college will support our the duplication of the customer experience and academic portfolio of our drive for growth of non Carnegie, and near GIA activity.” neighbouring colleges.” Elizabeth Porter, Board of Janet Bulloch, Board of Management of Carnegie College Management of Carnegie College “Learning is a catalyst for “Carnegie’s community- a real and positive change facing role and in Fife and Scotland.” engagement priority cannot be underestimated Graham Bowstead, Chair of the Board of Management of as we strive to meet the Carnegie College needs of Fife people and businesses.” Steve Harrison, Board of Management of Carnegie College Contents Context and Environment 3 Assumptions 3 National Context 4 The Broader Economy 5 The Local Economy 5 Fife’s Priorities 6 Funding Environment 6 Strategic Aims, with our Values 7 Our Values 8 Our Behaviours 9 What have we achieved so far? 10 Review
    [Show full text]
  • Scotland's Colleges 2013 | 3
    Scotland’s colleges 2013 Prepared by Audit Scotland August 2013 Auditor General for Scotland The Auditor General’s role is to: • appoint auditors to Scotland’s central government and NHS bodies • examine how public bodies spend public money • help them to manage their finances to the highest standards • check whether they achieve value for money. The Auditor General is independent and reports to the Scottish Parliament on the performance of: • directorates of the Scottish Government • government agencies, eg the Scottish Prison Service, Historic Scotland • NHS bodies • further education colleges • Scottish Water • NDPBs and others, eg Scottish Police Authority, Scottish Fire and Rescue Service. You can find out more about the work of the Auditor General on our website: www.audit-scotland.gov.uk/about/ags Audit Scotland is a statutory body set up in April 2000 under the Public Finance and Accountability (Scotland) Act 2000. We help the Auditor General for Scotland and the Accounts Commission check that organisations spending public money use it properly, efficiently and effectively. Scotland's colleges 2013 | 3 Contents Summary 4 Key messages 7 Part 1. Colleges’ financial standing in 2011-12 9 Part 2. Colleges’ progress towards reform 20 Part 3. Looking forward 27 Endnotes 36 Appendix 1. College regions 38 Appendix 2. Financial performance of colleges 2011-12 40 Appendix 3. Financial performance of college regions 2011-12 42 4 | Summary Key facts 13 New college regions Full-time and 258 part-time students who thousand attended college Incorporated in 2011-12 colleges in 2011-12 37 (falling to 32 by June 2013) College staff in 2011-12, 11,600 in full-time equivalents Colleges' overall expenditure in £688 2011-12 million 78 Hours of learning delivered by colleges College sector's income £505 million in 2011-12 provided by the Scottish million1 Government in academic year 2011-12 (73 per cent of colleges' overall income) Note: 1.
    [Show full text]
  • Fife College Annual Audit Report 2013/14
    Cover page Annual Audit Report for Fife College Year ended 31 March 2014 © 2014 Grant Thornton UK LLP | Audit Findings | August 2014 Disclaimer The contents of this report relate only to those matters which came to our attention during the conduct of our normal audit procedures which are designed primarily for the purpose of expressing our opinion on the financial statements. Our audit is not designed to test all internal controls or identify all areas of control weakness. However, where, as part of our testing, we identify any control weaknesses, we will report these to you. In consequence, our work cannot be relied upon to disclose defalcations or other irregularities, or to include all possible improvements in internal control that a more extensive special examination might identify. We do not accept any responsibility for any loss occasioned to any third party acting, or refraining from acting on the basis of the content of this report, as this report was not prepared for, nor intended for, any other purpose. © 2014 Grant Thornton UK LLP | Audit Findings | August 2014 2 Contents Contents Section Page 1. Executive summary 4 2. Financial Results 7 3. Audit findings 10 4. Governance 18 5. Performance 20 6. Looking forward 22 7. Fees, non audit services and independence 24 8. Communication of audit matters 26 Appendices A Draft Audit opinion B Draft Letter of Representation © 2014 Grant Thornton UK LLP | Audit Findings | August 2014 3 Section 1: Executive summary 01. Executive summary 02. Financial results 03. Audit findings 04. Governance 05. CommunicationPerformance of audit matters 06. FeesLooking non Forward audit services and independence 07.
    [Show full text]
  • Student Accommodation Guide
    Student Accommodation Guide There are a range of accommodation types available to students. The most common types are university owned accommodation, privately owned halls of residence and private renting. If you are leaving home to study at university you will normally stay within a halls of residence for your first year then move to a privately rented flat for the remaining years of your course. Halls of residence can be owned by a university or privately and can be quite expensive at between £50 - £80 per week for self catering and up to £180 per week for catered accommodation. However they can be a good stepping stone from the family home to independent living as many facilities are often included in your rent such as meals, laundry facilities, internet access etc. Halls of residence also provide you with the opportunity to meet new friends and be around other students. For more information on halls of residence see the contact details of each university below. More information on private halls of residence can be found at: www.accommodationforstudents.com For more information on your rights whilst staying in student accommodation follow the link below. http://scotland.shelter.org.uk/getadvice/advice_topics/renting_rights/your_right s_in_student_accommodation Many students prefer to rent privately as it can be cheaper and offer a greater degree of independence than halls of residence. For students at college this is also a more accessible option as most colleges do not own student accommodation. For more information on private renting near your university or college, please see the contact details of all Scottish university and college accommodation offices, below.
    [Show full text]
  • APUC Annual Report 2010-11 Approved.Pdf
    0 1 Contents Page Introduction from Chairman 3 Summary of key actions and achievements 4 High level data summary year end comparisons 4 Review of operational activities 5 List of Collaborative Contracts available with Buyers’ Guides 7 Annex A List of member institutions 8 Annex B Directors for the year ending 31st July 2011 8 2 Introduction from Nigel Paul, Chair high levels of customer satisfaction are being delivered and to allow him to ensure he is fully APUC aware of sector developments, thus allowing the APUC delivery model to evolve continually to meet On behalf of the Board of APUC Limited, I am the constantly changing and varied needs of the delighted to again introduce APUC’s Annual Report, sectors. this time for the 2010 -11 year. APUC has continued to make considerable progress towards The University and College sectors continue to reaching its intended steady state as set out at the perform well in the Procurement Capability end of 2009 in its Strategic Vision. Assessment programme. However, improvement targets are quite demanding, particularly for smaller As APUC ended the 2010-11 academic year and institutions, so APUC put in place in the Spring of embarked on the 2011-12 year, it can be seen to be 2011, the first phase of an accelerated support a much leaner organisation, with it being roughly approach, offered to relevant institutions. This has half the size of its former self at the time of the met with very positive engagement and it is Strategic Dialogue process, and operating to a predicted that this will bring significant improvement budget of almost 60% less.
    [Show full text]
  • Audit Scotland to Public Audit Committee, Dated 25 October 2013
    Correspondence from Audit Scotland to the Public Audit Committee, dated 25 October 2013 Differential college pension liabilities (Official Report Col 1607) Confirmation that colleges can sometimes be faced with paying different pension contribution rates reflecting their share of the assets and liabilities of the particular local government pension scheme to which they are members. As the attached Excel file shows, this is indeed the case. Based on our analysis of three local government pension schemes: Individual colleges may be required to pay different contribution rates while being members of different pensions schemes Individual colleges may be required to pay different contribution rates within the same pension scheme In some cases, individual colleges may be required to pay different lump sums as well as different contribution rates Perth College pension arrangements Perth College - along with Angus, and Dundee Colleges – is a member of the Tayside Pension Scheme (TPS). Perth and Dundee account for the TPS under FRS 17 as if it was a defined contribution scheme. This is because, in the words of Perth College’s accounts, “scheme assets have not been tracked on a consistent and reasonable basis and that there is therefore scope within the administration of the scheme for a significant level of cross- subsidisation between participating employers” i.e. the college’s share of the scheme’s assets and liabilities can’t be identified on a consistent and reasonable basis. Conversely, Angus College takes the view that, based on actuarial advice, its share of the TPS’s assets and liabilities can be identified and it therefore accounts for the TPS as if it was a defined benefit scheme.
    [Show full text]