Public Service, Personalisation and IT

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Public Service, Personalisation and IT

• John Stone
• July 2007

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Quality in public services

• TQM
• Empowerment
• Customer focus
• Right first time
• 1997- Education, Education, Education
• Planning
• Inspection
• Central initiatives
• Public Service Agenda
• Investment not matched by results

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Continuing concerns

• If we cannot show that the service has got
  radically better, then consent from the public is
  in jeopardy
• Targets set
• Targets met

• Why is there still a problem?

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Chart A The UK Governments Model of Public
Service Reform A Self Improving System
Continuous Improvement
Continuous Improvement
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The problem with targets

• Inadequate representation of public concern
• Concerns of specific communities and the
  individuals within it
• The public may be unconvinced
• Significant lead time
• Unresponsiveness
• Draggers and Distracters

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• A distraction focussing management attention up
  the hierarchy to meet the needs of policy makers
  rather than focussing down on the more immediate
  concerns of the consumers of their services
• House of Commons Public Administration Select
  Committee

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Creating Public Value

• The perceived value of a service as determined
  by the considered view of the informed citizen.
• Institutions actively seek to
• Understand community priorities
• Reflect them in their plans
• Measure impact
• Stakeholders
• engage with the institution
• support its efforts to respond to their needs.
• The direction of travel

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Personalisation and Public Service Reform

• Today, people want the service to be organised
  around them, not them around it. They want high
  quality service, tailored to their specific
  needsThe idea is to put the user first. The
  parent and pupil at the heart of schooling

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DfES Perspective

• Consistent with Policy
• Gilbert Review, Skills Strategy, White Paper,
  14-19 Reform
• Not new, but inconsistently applied
• Results not always seen in inspection and success
  rates
• Learning in a social context
• not individualisation
• Support for choice
• Assessment, Goals IAG
• Tailored Teaching and Learning and Pastoral
  Support

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DfES Benefits

• Improved Retention
• Improved Achievement
• Response, Skilled and informed workforce
• Expert, Independent Learners
• Social Inclusion
• Improved Productivity
• Measured through FfE, CIF, NLSS

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LSC Perspective

• Inclusive Learning, Differentiation and Customer
  Service
• Simplification learning is confusing enough
• Learner Panels
• Information, Advice and Guidance
• Demand Led Funding
• Information System
• ULN, data, standards, connectivity
• Capital investment
• New learning styles
• Qualification and Credit Framework

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LSN Reflections

• Brings together a range of disparate concepts
• Dont define describe
• Personalisation should be personalised
• Working in partnership with the learner to tailor
  their learning experience

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Personalisation

• Creating a whole organisation approach
• Curriculum which responds to community and
  employers
• Enabling choice, understand consequences
• Take responsibility, become independent learners
• Expert learners and negotiators
• Learners views make a difference

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LSN benefits

• General Learner Achievement
• Learner Satisfaction
• Overall Completion Rates
• Quality and Diversity impact
• Employer satisfaction
• Measured by
• FfE, CIF, NLSS

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Seminar Issues

• Role of Parents/Adults
• LLUK Standards
• Personalisation and Citizenship
• Personalisation and PSA Targets
• Gilbert review focuses on teaching and learning
  more than choice
• Personalisation in different contexts
• Is personalisation right for everyone?
• Learner Voice and personalisation not the same

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The impact of ICT

• Technology makes more radical approaches possible
• Decision support systems
• Customisation, monitoring, tracking and support
  and participation
• The virtual safety net
• Low risk virtual environments
• Strategic Shifts
• Management Information, (MIS)
• Interactive Student Support (VLE)
• Participative Learning Environment (Web 2)

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Why now?

• A future for public services
• Fragmentation of influence
• Diminishing adult control
• Decline in the authorising environment
• Globalisation and unpredictable change
• Adapt and survive
• Take control of learning, take control of life

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Conclusions and Issues

• Focus on outcomes
• Employment life chances
• Funding
• Consistent with Public Value
• Skills for Managing Life Long Learning
• Comfortable nest or flying lessons
• Empowered learners
• Rights and Responsibilities
• Give something back
• Support when they want it or need it?
• Taste success but cope with failure
• Consequence and Contribution

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