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Posts Tagged ‘nigel ecclesfield’

The End of Mark Moore’s Public Value?

Reading previous posts on this blog, it will be obvious that a great deal of time has been spent responding the concept of “Public Value”, developed by Moore (1995) and subsequently in different directions, both within Moore’s work e.g. Benington and Moore 2011 and Moore 2013 and by others including Meynhardt and Bozeman, reflecting an interest in the term in Germany and Europe. In the UK, from its high point in the mid 2000’s e.g. its use by the BBC in 2004 and the setting up of the Institute for Public Service Value by Accenture in 2006, the concept has been seen less regularly in public discourse where it was not used by the political parties in the recent General Election in the UK, for example. This disappearance from public discourse seems to follow the sidelining of the discussions, initiated by Moore, which focused on the purpose and values of public services and the pivotal role of senior staff in those services in defining those purposes. (more…)

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Digital Hubs supporting Participation

This book chapter, written by Fred Garnett & Nigel Ecclesfield, discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime,” which came from the chapter brief.
It argues that two conceptual models that we developed can help address these issues;

Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model.

Secondly a “development framework” for institutional flexibility called an ‘organisational Architecture of Participation’, which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.

Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also includes looking at broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.

The full book chapter is available as a PDF by clicking on this link http://www.slideshare.net/fredgarnett/towards-an-adult-learning-architecture-of-participation

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9 Key Findings in the Executive Summary

In February 2013 the final report of the public inquiry into the management and poor practices within the Mid-Staffordshire Health Trust was published; consisting of an Executive Summary and three volumes of more than 1000 pages. The reason for the size of this report was the intense public and political interest into the way in which the operations of a public body, the healthcare trust, had failed to promote patient care and had seemed to create a climate where abuse and neglect of patients, particularly the elderly, was commonplace under a management that was more focused on financial performance and the status of the organisation than supporting and sustaining a culture of professional care. The background to the setting up of the inquiry can be found here on WikiPedia  and there is a huge range of commentary and resources which can be found by using the search terms “Francis Report” and “Mid Staffordshire Health Authority Inquiry”. One year on from the publication of the report there is much literature on what has changed as a result of the inquiry and now seems a good time to review the main findings and the recommendations of the committee of inquiry from the perspectives being developed in this blog. After this overview the next post will look at “progress” one year on from the publication of the report and how this exemplifies the issues discussed below.

The key to the Francis report was the disconnect between a managerial focus on finance and organisational status and the public expectation of professional and ethical care for all patients. This latter was overlooked, and sometimes suppressed, in an environment focused on organisational efficiency in order to achieve “Foundation Trust” status. Both the nature of this status and the Mid-Staffordshire Trust’s concern to gain this status are well described in the report, and the key issues clearly elucidated in the Executive Summary.

Francis’ 9 key concerns with the running of the Mid-Staffordshire Health Trust are summarised below. (more…)

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Submission to the CAVTL call for Evidence

Background; This blog post publishes the submission that Nigel Ecclesfield, Geoff Rebbeck, Rod Paley and Fred Garnett prepared for the call for evidence issued by CAVTL concerning best practice in Adult Vocational Teaching and Learning. We have variously worked with the sector for around 20 years, with a focus for the past 12 years on implementing new technologies for learning in a manner we now prefer to call ‘enabling digital practice‘. As well as our shared working experiences the substantive part of our submission comes from the Digital Practitioner research work detailed in the last blog post and captured in the slides I Am Curious, Digital. Rod Paley from Xtensis has used xtlearn.net to curate our evidence on that platform on the CAVTL page.

Key Points; The commission asks what evidence is there from the sector on best practice and how it might be developed to improve Adult Vocational Teaching and Learning in the future. We have concluded with five key points;

  1. Authentic learning; looking how learning can be contextualised and personalised so that it best represents employer’s real world requirements whilst also reflecting individual learner needs.
  2. Enabling Digital Practice; identifying how the emerging exemplary practice of practitioners ‘artfully-constructing student-centred learning experiences’ can best be recognised and supported.
  3. The professional use of ‘social’ technology; supporting the application of new social technology, that originate in personal, social uses, in pedagogically purposeful ways, both for learning and for new forms of professional development
  4. Flexible and adaptable providers; identifying the organisational and support needs of practitioners in order to help deliver improved teaching and learning
  5. “Dealing with the future in the present”; reviewing what is required to support the ongoing engagement with socio-economic change that providers and practitioners need in the emerging world of “perpetual beta”

Our research surfaced the first three points, however it also identified

(more…)

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When Digital Natives Go to College

Background; This blog post is to complement the slides Digital Practitioner 2011 on slideshare. The topic of the Digital Practitioner emerged from an LSIS survey into FE College staff capabilities during the summer of 2011. It was derived from the work of Geoff Rebbeck at Thanet College who had developed original ways of surveying staff capability and built upon by Nigel Ecclesfield, with support from Fred Garnett, who redesigned the survey in a number of ways. Geoff evolved the approach of moving beyond a quantitative survey of practitioner use of technology for learning to one based upon attitudes and feelings towards the use of technology in action. Nigel developed the survey instrument on SurveyMonkey so that it both captured practitioner attitudes and provided an opportunity for additional free-text responses. (more…)

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Public Value for Publics not Policy Makers

I finished 2010 by setting out the basis of my critique of the approaches to public value demonstrated by the mainstream discussion reflected in the approach to public value developed in the NIACE “Inquiry into the Future of Lifelong Learning” (IFLL) which grew out of Moore‘s work in the USA, was refined by the UK Cabinet Office(pdf) and other writers in a range of different contexts, including Further Education(pdf) and the BBC, most notably the IFLL. I have argued that fundamental flaws in the arguments put forward in the literature I have reviewed are that;

  1. Public value is seen, on the one hand as being a measure of consumer satisfaction with public services and reflects a view of public perception as essentially passive, and in some cases, manipulable;
  2. The measure of public value is set in relation to the salaries paid to senior public officials in the original work or in other “cash” values such as the potential savings created by the beneficial impact of adult education on offenders.
  3. These are proxy measures and poor ways of measuring either the impact of public services or the consequent value placed on them in private or public settings such as families, neighbourhoods, communities or wider society, let alone by individuals; (more…)

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Towards Engaging Communities; Away from Managerialism

Those of you reading the previous discussions on public value in this blog will be aware that it has focused on the way in which the term has been used by NIACE (National Institute for Adult and Continuing Education – the membership group and lobby for those providing adult and community learning in the UK).  We have been particularly concerned with the shift to an economistic model of defining public value apparent in their recent national inquiry which lead to the publication of the papers and final report for the Inquiry into the Future of Lifelong Learning (IFLL). Without re-iterating all the details, it is apparent that NIACE chose to move away from models of public value grounded in traditions of community action and community learning in the UK and instead to adopt a model derived from the work of Moore (Mark H. Moore (1995), Creating Public Value Strategic Management in Government, Harvard University Press) in the US. This latter model was subsequently developed by the Cabinet Office under the Labour Government from 2005 and a range of UK think tanks such as Demos and The Work Foundation.  The adoption of this model by the IFLL appears to have ignored the thinking and advocacy that was aired in NIACE’s own, excellent book “Not Just the Economy: the public value of adult learning” (NIACE 2008) which was based on a more community focused model.  The use of the term public value was much more contested in this book, by writers such as Ursula Howard and Richard Bolsin and we will investigate that approach more deeply here. The writers of this blog regard a revitalised, and networked, concept of Public Value relevant to the post-web 2.0 world we live in, and a critical element in rethinking institutions and policy for the Knowledge Economy. These three posts will update our thinking on how this might be achieved, but first some background.  (more…)

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