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1. Implementing Outcomes Based Accountability in Children's Services. Case Studies

Author

National Foundation for Educational Research, Bergeron, Caroline, Chamberlain, Tamsin, George, Nalia, Golden, Sarah, Mundy, Ellie, Southcott, Clare, Walker, Fiona, Bergeron, Caroline, Chamberlain, Tamsin, George, Nalia, Golden, Sarah, Mundy, Ellie, Southcott, Clare, Walker, Fiona, and National Foundation for Educational Research

Abstract

Outcomes Based Accountability (OBA) is an approach that Children's Trusts and Children's Services can use to assist with planning services and assessing their performance. The OBA approach focuses on outcomes that are desired and monitoring and evidencing progress towards those desired outcomes. OBA makes a distinction between two types of accountability: (1) population accountability, which is about improving outcomes for a particular population within a defined geographical area; and (2) performance accountability, which is about the performance of a service and improving outcomes for a defined group of service users. Using the OBA approach entails the use of a Turning the Curve exercise. This involves identifying the desired outcome, projecting what would happen over time if nothing changed, and then planning changes which will lead to improved outcomes or "turned curves" that move away from the initial projection. A second key feature of OBA is the use of performance management categories which distinguish between "How much did we do?" "How well did we do it?" and, the most important category, "Is anyone better off?" This report presents nine case studies which each focus on using OBA in Children's Services. Individual case studies contain notes and figures.

Published
2010

2. Collaborative Good Practice between Local Authorities and the Further Education Sector. LGA Research Report

Author

National Foundation for Educational Research, McCrone, Tami, Southcott, Clare, and Evans, Kelly

Abstract

In 2010 planning and funding responsibilities for 16-19 year olds will be transferred from the Learning and Skills Council (LSC) back to the local authorities (LAs). LAs will have responsibility for commissioning and funding all education and training for young people up to the age of 19, making them the strategic lead for all children's services from 0 to 19. This will create a unified and coherent system for young people aged 14-19 (and 14-25 for learners with learning difficulties and disabilities (LLDD)) at local, sub-regional and regional levels. The Local Government Association (LGA) commissioned the National Foundation for Educational Research (NFER) to undertake research in order to provide evidence of good practice in terms of collaborative partnerships between LAs and FE colleges where formal and informal relationships were perceived to have contributed to positive outcomes for young people in terms of progression and engagement in education. This paper presents key findings from nine case-study areas. In total 40 semi-structured interviews were conducted (21 at LA level and 19 at provider level) between April and July 2009. The evidence from this research has indicated that the key elements of effective collaboration have influenced the range of educational and training provision, transition support and information, advice and guidance (IAG). IAG which, in turn, have contributed to a positive impact on young people's outcomes. However, while this finding indicates successful collaboration has contributed to planning and enhancing the range and quality of provision and support for transition, there appeared to be less current emphasis on IAG at a time when comprehensive, independent, impartial guidance for young people might be viewed as essential due to the changes in 14-19 education and training provision. A technical appendix is included. (Contains 1 table and 1 figure.) [This report was sponsored by the Local Government Association.]

Published
2009

7. National evaluation of Diplomas: cohort 1 - the second year

Author

Golden, Sarah, McCrone, Tami, Wade, Pauline, Featherstone, Gill, Southcott, Clare, Evans, Kelly, Haynes, Gill, Golden, Sarah, McCrone, Tami, Wade, Pauline, Featherstone, Gill, Southcott, Clare, Evans, Kelly, and Haynes, Gill

Abstract

The introduction of Diplomas for 14-19 year olds represented a major innovation in educational opportunity for young people in England. The Diplomas are being offered at three levels and across 14 subjects and have been implemented in three phases (from September 2008, 2009 and 2010). Following the establishment of the Coalition government in May 2010, a number of changes to the implementation and delivery of the Diploma qualification were introduced. The Minister of State for Schools announced that development of new Diplomas in science, humanities and languages, which were due to be introduced from September 2011, would be discontinued. Additionally the Diploma entitlement, whereby all young people within an area would be able to access any of the Diploma subjects, would be removed and that the decision about which Diploma subjects would be available to students would in future be made by schools and colleges. Moreover, it was decided that the Gateway application process whereby consortia (of schools, colleges, training providers, employers and Higher Education Institutes (HEIs)) had previously submitted an application to the Department for Education (DfE) for each Diploma subject they wanted to offer would no longer be required for provision commencing from 2012. Other changes included the freedom for institutions to decide whether or not they wanted to work collaboratively to provide Diploma provision.

Published
2011

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