Youth Sector Outcomes Framework
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  • Young people had an impact on this process …Inter-related, no hierarchy involvedMuch of it is around common language
  • One key issue is generating a rating system for tools in a way that is not open to gaming

Youth Sector Outcomes Framework Presentation Transcript

  • 1. Moving to framework of outcomesfor young peopleJanuary 2012Bethia McNeil, The Young Foundationfor the Catalyst Consortium, the Department for Education’s strategicpartner for young peopleSlide 1 The Young Foundation 2012
  • 2. What’s the problem? Not all youth sector providers are: • Considering their impact as part of their core business; or • Presenting outcomes in a consistent way. The sector lacks a common language and good process for sharing knowledge Not all investors are: Not all commissioners are: • Accounting for social impact • Specifying social outcomes in a way that is appropriate in tenders; or for the youth sector when • Accounting for social impact making investment in a ‘smart’ way when buying decisions; or goods and services. • Asking investees to report on their social impact.Slide 2 The Young Foundation 2012
  • 3. What’s our ambition for the framework? 1. Accepted by key champions amongst commissioners, providers and social investors 2. Bold, yet flexible 3. Straight forward to use whilst also reasonably robust 4. Based on a coherent ‘theory of change’ 5. Enabling benchmarking of ‘value added’, taking forward knowledge on ‘what works’ 6. Use of a common language to promote consistent measurement of the difference services make for young peopleSlide 3 The Young Foundation 2012
  • 4. The framework of outcomes aims to underpin answersto five key questions for young people’s services 1. What are we trying to achieve? To build consensus on what we aim to achieve with and for young people 2.What difference do services make? To measure the change in outcomes from services for young people 3.Why should someone commission, fund or invest in a service? To articulate the value of a youth service or programme 4. With limited resource, who and what is our focus? To target and tailor support for different young people 5. How can we make the biggest difference for young people? To inform practice and the sector’s development Slide 4 The Young Foundation 2011
  • 5. How might the outcomes framework be used, and by whom? Audience Why might they use the What attributes do they need the framework? framework to have? Commissioners (e.g. Local • To target resources effectively • Allows comparability across providers Authorities) to local needs • Clear to understand • To intelligently commission a • Reliable/evidence based/robust range of services which ‘speak’ to one another • To share best practice Providers (e.g. youth • To demonstrate the • Flexible and adaptable to their context services) difference made for young • Easy to use people • Affordable • To articulate value • Low resource intensity • To improve services for • Recognised by central/local government, young people commissioners and investors • To grow the evidence base • To build consensus • To benchmark the difference they make to young people Investors (e.g. central • To help decide between • Allow comparability across providers government, philanthropists) competing priorities • Low resource intensity • To inform investment • Clear to understand decisions • Reliable/evidenced based/robust • To understand the potential • Sit alongside existing impact of the sector measurement tools Slide 5 The Young Foundation 2012
  • 6. Outputs of the framework• Typology of outcome areas - ‘cluster model’• Case studies on how outcomes framework can be used in practice• Table highlighting a small number of established toolsSlide 6 The Young Foundation 2012
  • 7. How have we developed an answer?• Focus groups (young people, commissioners, funders etc)• Advisory group• Consultation across the sector• Literature reviewSlide 7 The Young Foundation 2012
  • 8. Outcomes: what matters?Slide 8 The Young Foundation 2012
  • 9. Key to our approach is a link between capabilities,intrinsic and extrinsic outcomes … Increased Personal Protective Development Factors Intrinsic Outcomes (individual well-being) Social Results In Producing Development Extrinsic Outcomes Educational (wider social good) Development Decreased Risk FactorsSlide 9 The Young Foundation 2012
  • 10. … that can be summarised as a relationship between long-termoutcomes, interim indicators, social & emotional capabilities Slide 10 The Young Foundation 2012
  • 11. … which is supported by a strong evidence base …Slide 11 The Young Foundation 2012
  • 12. At the heart of the Outcomes Framework are seven clusters of capabilitiesSlide 12 The Young Foundation 2012
  • 13. Consistency across frameworksNew Philanthropy Capital Self-esteem Resilience Emotional wellbeing Peer relationships Fairbridge Family relationships Satisfaction with school environment Communicating, Managing feelings, Establishing Satisfaction with local community interpersonal relationships, Understanding social values, Understanding and identifying with others, Negotiating, Problem solving, Planning, Reviewing Dartington SRU - key developmental outcomes AQR Mental Toughness 1. Educational skills and attainment 1. Control 2. Emotional wellbeing 3. Physical health 2. Challenge 4. Positive behavior 3. Commitment 5. Positive relationships 4. ConfidenceSlide 13 The Young Foundation 2011
  • 14. Using the OutcomesFrameworkSlide 14 The Young Foundation 2012
  • 15. Stages in using the FrameworkSlide 15 The Young Foundation 2012
  • 16. Case study: provider working with victims of bullyingSlide 16 The Young Foundation 2012
  • 17. Case study: provider working with victims of bullying Young people in the local area have been victims of bullying. They have suffered from physical and verbal abuse and their school Step 1: What’s the need? attendance has worsened. 15 young people have been referred to the scheme. Step 4: Service design Step 2: Planned outputs & outcomes Step 3: Which clusters? Activities Inputs Local Authority funded Managing Feelings Activity A therapist who can provide a Provide refuge/safe-place two hour session once a week Resilience & Determination Provide supported activities to build social ands emotional skills Use of church hall two evenings a week (4pm till Confidence & Agency Activity B 9.30pm) Work with schools to stop the bullying Communication 1 full time dedicated member of staff Activity C 3 volunteers who can each devote an evening a week (6 till 9 pm) Training sessions with teachersSlide 17 The Young Foundation 2012
  • 18. Case study: provider working with victims of bullyingSlide 18 The Young Foundation 2012
  • 19. Matrix of toolsSlide 19 The Young Foundation 2012
  • 20. Approach to assessing tools • We have collated information on commonly-used and referenced measurement tools and techniques • Information includes an overview of which clusters are covered; the cost of using the tool; and the robustness of the underlying evidence baseSlide 20 The Young Foundation 2012
  • 21. Slide 21 The Young Foundation 2012
  • 22. Next steps • Pilot phase  For example, applied in LGA/NYA case study work with councils on investment analysis • Generating knowledge  Continuing to gather information on tools and their use  Working with groups of practitioners and analysts to share data and experiences • Encouragement from commissioners and fundersSlide 22 The Young Foundation 2012
  • 23. Contact Bethia McNeil bethia.mcneil@youngfoundation.orgSlide 23 The Young Foundation 2012