This document provides an update on the formative and impact evaluations of the National Collaborative Outreach Programme (NCOP). It summarizes the following key points:
1) The formative evaluation has included capacity building activities for consortia and a survey of consortia that found new partnerships have been formed and activities would not have been delivered without NCOP support.
2) The impact evaluation participant survey has been finalized and rolled out to over 120,000 students across consortia. Two randomized controlled trials are also confirmed.
3) Work is underway to derive statistical controls for the evaluation through quasi-experimental methods and linking data to secondary sources.
4) Early observations from the consortia
This document discusses collaborating to engage schools through consortium partnerships to raise aspirations and attainment. It outlines a 5 step process to launch partnerships between October and July, formalizing programming in year 2. Funding would support travel, staffing, and activities tailored to local priorities. Schools with over 100 NCOP cohorts would receive a full embedded program. Smaller cohorts would receive aimhigher plus programming and additional research, activities, and staff support. Benefits of working with NCOP include close collaboration to develop strategies, specified funding for projects identified by schools, and learning which interventions are most effective across different approaches.
The document discusses opportunities and challenges around coordinating education and career support projects across East Anglia, which contains 3 of the UK's 12 Opportunity Areas. It notes that while there is significant investment in the region, challenges include coordinating different projects that operate on different timelines and goals. It proposes building a network between partners to create a more joined-up and coherent education and career support offer for young people, with one central coordinator, to help navigate the system more effectively and efficiently.
Insights from the OECD’s work on early childhood education and careOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
CYP IAPT and LDNSE Learning Collaborative (16.06.15) v0.6LDNSECYPIAPT
This document discusses the role and activities of an Evidence-Based Transformation Collaborative.
The Collaborative aims to improve mental health services through learning partnerships between providers, commissioners, and other stakeholders. It does this by [1] monitoring implementation of best practices, [2] providing ongoing training, consultation, and peer support, and [3] gathering and sharing intelligence to facilitate transformation.
Current training includes leadership development, therapies for conditions like anxiety and conduct disorder, family-focused systemic practice, and enhanced supervision models. Younger advisors also help develop training resources. The Collaborative further aims to strengthen connections between different actors working to shape and implement transformations across the mental health system.
Embedding excellence in work-based learningSophie Fryer
This document discusses embedding excellence in work-based learning (WBL) in Wales. It outlines initiatives taken over the past year to define and improve excellence in WBL, including a Quality Improvement Fund for practitioner CPD, best practice events, and developing a strategic vision for excellence in WBL. Feedback from consultation on the vision supported a collaborative approach and more CPD. The challenges outlined include raising skills levels, literacy/numeracy, defining excellence consistently, availability of training, and balancing collaboration and competition. Short and long term priorities proposed include continued quality networks, expanded National Training Federation of Wales role, and communities of practice.
This document discusses collaborating to engage schools through consortium partnerships to raise aspirations and attainment. It outlines a 5 step process to launch partnerships between October and July, formalizing programming in year 2. Funding would support travel, staffing, and activities tailored to local priorities. Schools with over 100 NCOP cohorts would receive a full embedded program. Smaller cohorts would receive aimhigher plus programming and additional research, activities, and staff support. Benefits of working with NCOP include close collaboration to develop strategies, specified funding for projects identified by schools, and learning which interventions are most effective across different approaches.
The document discusses opportunities and challenges around coordinating education and career support projects across East Anglia, which contains 3 of the UK's 12 Opportunity Areas. It notes that while there is significant investment in the region, challenges include coordinating different projects that operate on different timelines and goals. It proposes building a network between partners to create a more joined-up and coherent education and career support offer for young people, with one central coordinator, to help navigate the system more effectively and efficiently.
Insights from the OECD’s work on early childhood education and careOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
Economic Benefits of Early Childhood ProgramsOECD CFE
Presentation made during the last 11th Annual Meeting of the OECD LEED Forum on Partnerships and Local Development where local and national leaders, policy makers and practitioners discussed how inclusive growth can be built from the ground up.
CYP IAPT and LDNSE Learning Collaborative (16.06.15) v0.6LDNSECYPIAPT
This document discusses the role and activities of an Evidence-Based Transformation Collaborative.
The Collaborative aims to improve mental health services through learning partnerships between providers, commissioners, and other stakeholders. It does this by [1] monitoring implementation of best practices, [2] providing ongoing training, consultation, and peer support, and [3] gathering and sharing intelligence to facilitate transformation.
Current training includes leadership development, therapies for conditions like anxiety and conduct disorder, family-focused systemic practice, and enhanced supervision models. Younger advisors also help develop training resources. The Collaborative further aims to strengthen connections between different actors working to shape and implement transformations across the mental health system.
Embedding excellence in work-based learningSophie Fryer
This document discusses embedding excellence in work-based learning (WBL) in Wales. It outlines initiatives taken over the past year to define and improve excellence in WBL, including a Quality Improvement Fund for practitioner CPD, best practice events, and developing a strategic vision for excellence in WBL. Feedback from consultation on the vision supported a collaborative approach and more CPD. The challenges outlined include raising skills levels, literacy/numeracy, defining excellence consistently, availability of training, and balancing collaboration and competition. Short and long term priorities proposed include continued quality networks, expanded National Training Federation of Wales role, and communities of practice.
The strategic plan from 2012-2015 for TFFT had 4 strategic objectives: 1) Advocating for orphan and vulnerable children's (OVC) rights to quality education, 2) Increasing OVC access to education and psychosocial support, 3) Strengthening partnerships and resource mobilization, and 4) Building TFFT's organizational capacity. An evaluation found mixed progress across the objectives, with advocacy efforts exceeding targets but challenges around allowance programs, capacity for mentoring and coaching, developing shared visions with partners, and fully institutionalizing monitoring and evaluation practices. Lessons learned include improving school accountability, engaging government strategically, diversifying fundraising, and linking graduating scholars to jobs. The evaluation informed goals for the new strategic plan around
This Schools Key Action 1 case study presentation was delivered by Emily Daly during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
CDN Institute of Directors Conference presentation working with collegesJoe Wilson
Colleges in Scotland provide education and training to over 238,000 students annually. They offer a variety of programs from vocational training to higher education. Colleges help develop the local workforce and economy. 63% of college students have no prior qualifications, and college programs can boost earnings by up to 80% for those who complete higher national diplomas. Colleges also deliver the majority of modern apprenticeship programs. In 2014-15, colleges contributed over £1 billion to the Scottish economy.
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
This document discusses how universities can learn from the UK Apprenticeship Levy. The Apprenticeship Levy requires employers with an annual wage bill over £3 million to contribute 0.5% of their wage bill towards apprenticeship funding. Universities need to be agile and strategic in order to take advantage of opportunities from the levy. They should influence both employers and within their own institutions to develop degree apprenticeship programs that address skills shortages and retain apprentices as future students. Success will require complying with funding rules, strong employer partnerships, and collaboration both within and across universities.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
The Degree Apprenticeship Development Fund (DADF) provided funding to help higher education institutions develop degree apprenticeship programs. Projects funded by the DADF accounted for 54% of overall expenditures. The funding was used for activities like staff recruitment, systems development, curriculum reviews, and partnership building. Emerging findings show that the DADF added value by accelerating development of degree apprenticeships and enabling institutions to explore more options than they otherwise would have. It also helped increase senior management support for degree apprenticeships within institutions.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
This document summarizes OECD reviews of local job creation policies in 13 countries. It finds that aligning training with employers' needs, better connecting education and employment, and stimulating innovation can boost quality jobs and productivity. Examples highlighted include industry training programs, apprenticeships, sector-based approaches, and efforts supporting inclusion and disadvantaged groups. Flexibility in policy allows for better coordination and integration of these efforts at the local level.
Taken from the adult education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Kevin Robinson, team leader for adult education at the Erasmus+ UK National Agency.
This presentation provides beneficiaries and prospective applicants with different perspectives and new ideas on how to get the most from Erasmus+ projects.
It includes practical programme information as well as input from current organisers working to extend the reach of their project.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
This document discusses the strategic considerations, structures and resources, processes and systems, employer engagement, and reflections on preparing a university for higher and degree apprenticeships. It outlines establishing a strategic apprenticeships group and operational team to govern apprenticeships. It also discusses reviewing systems to meet funding agency requirements, engaging existing employer contacts, and the potential opportunities apprenticeships provide to link skills, innovation and research.
Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
This document outlines a STEM careers campaign run by the East Midlands STEM Partnership from 2008 to 2011. The campaign aimed to improve guidance for students on choosing STEM subjects and careers. It did this through several strands, including resources for teachers and careers advisors, work with employers, and communications to engage students and parents. The goal was to make STEM pathways more visible, attainable and interesting for young people.
Materials for governance workgroup march 30 2015Geneva2020
The document outlines plans for a work group meeting to draft an accountability structure for Geneva 2020, a community partnership working to improve educational outcomes from cradle to career. The work group will review examples of accountability structures from other partnerships and discuss key questions to help design Geneva 2020's structure. Their deliverable will be a draft accountability structure to present to the broader partnership on April 9th. The structure should depict the roles and responsibilities of tables within the partnership, such as a leadership council, operations council, and collaborative action networks focused on improving specific outcomes.
The screening survey is the first step in identifying organizations that have implemented sustainable performance measurement systems that help balance mission and budget. Completing the survey should take 45-60 minutes. Organizations that complete the survey will receive a report on the findings, and some may be invited to participate in subsequent more detailed surveys and site visits to share best practices on performance measurement systems. The survey questions gather information on how respondents connect budgets to goals, what types of performance measurement systems they use, and how performance data is collected and used.
The strategic plan from 2012-2015 for TFFT had 4 strategic objectives: 1) Advocating for orphan and vulnerable children's (OVC) rights to quality education, 2) Increasing OVC access to education and psychosocial support, 3) Strengthening partnerships and resource mobilization, and 4) Building TFFT's organizational capacity. An evaluation found mixed progress across the objectives, with advocacy efforts exceeding targets but challenges around allowance programs, capacity for mentoring and coaching, developing shared visions with partners, and fully institutionalizing monitoring and evaluation practices. Lessons learned include improving school accountability, engaging government strategically, diversifying fundraising, and linking graduating scholars to jobs. The evaluation informed goals for the new strategic plan around
This Schools Key Action 1 case study presentation was delivered by Emily Daly during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
CDN Institute of Directors Conference presentation working with collegesJoe Wilson
Colleges in Scotland provide education and training to over 238,000 students annually. They offer a variety of programs from vocational training to higher education. Colleges help develop the local workforce and economy. 63% of college students have no prior qualifications, and college programs can boost earnings by up to 80% for those who complete higher national diplomas. Colleges also deliver the majority of modern apprenticeship programs. In 2014-15, colleges contributed over £1 billion to the Scottish economy.
I've been invited on a couple of occasions to talk through my use of technology and disruption that is here already . This aimed at a broad Scottish College audience many of whom are not yet using blended learning with their learners and have some real fears around social learning
This document discusses how universities can learn from the UK Apprenticeship Levy. The Apprenticeship Levy requires employers with an annual wage bill over £3 million to contribute 0.5% of their wage bill towards apprenticeship funding. Universities need to be agile and strategic in order to take advantage of opportunities from the levy. They should influence both employers and within their own institutions to develop degree apprenticeship programs that address skills shortages and retain apprentices as future students. Success will require complying with funding rules, strong employer partnerships, and collaboration both within and across universities.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
The Degree Apprenticeship Development Fund (DADF) provided funding to help higher education institutions develop degree apprenticeship programs. Projects funded by the DADF accounted for 54% of overall expenditures. The funding was used for activities like staff recruitment, systems development, curriculum reviews, and partnership building. Emerging findings show that the DADF added value by accelerating development of degree apprenticeships and enabling institutions to explore more options than they otherwise would have. It also helped increase senior management support for degree apprenticeships within institutions.
This presentation was delivered by Bernard Naudts, Senior Expert, Directorate General for Education and Culture, European Commission. The event was held in Edinburgh on 22 September 2015.
This document summarizes OECD reviews of local job creation policies in 13 countries. It finds that aligning training with employers' needs, better connecting education and employment, and stimulating innovation can boost quality jobs and productivity. Examples highlighted include industry training programs, apprenticeships, sector-based approaches, and efforts supporting inclusion and disadvantaged groups. Flexibility in policy allows for better coordination and integration of these efforts at the local level.
Taken from the adult education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Kevin Robinson, team leader for adult education at the Erasmus+ UK National Agency.
This presentation provides beneficiaries and prospective applicants with different perspectives and new ideas on how to get the most from Erasmus+ projects.
It includes practical programme information as well as input from current organisers working to extend the reach of their project.
This document reflects on a project aimed at addressing equity in vocational education and training policies and provision. It asks what difference the project has made so far, what measures have been taken since it started, what measures are planned for the future, and what the greatest remaining challenge is.
This document discusses the strategic considerations, structures and resources, processes and systems, employer engagement, and reflections on preparing a university for higher and degree apprenticeships. It outlines establishing a strategic apprenticeships group and operational team to govern apprenticeships. It also discusses reviewing systems to meet funding agency requirements, engaging existing employer contacts, and the potential opportunities apprenticeships provide to link skills, innovation and research.
Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
This document outlines a STEM careers campaign run by the East Midlands STEM Partnership from 2008 to 2011. The campaign aimed to improve guidance for students on choosing STEM subjects and careers. It did this through several strands, including resources for teachers and careers advisors, work with employers, and communications to engage students and parents. The goal was to make STEM pathways more visible, attainable and interesting for young people.
Materials for governance workgroup march 30 2015Geneva2020
The document outlines plans for a work group meeting to draft an accountability structure for Geneva 2020, a community partnership working to improve educational outcomes from cradle to career. The work group will review examples of accountability structures from other partnerships and discuss key questions to help design Geneva 2020's structure. Their deliverable will be a draft accountability structure to present to the broader partnership on April 9th. The structure should depict the roles and responsibilities of tables within the partnership, such as a leadership council, operations council, and collaborative action networks focused on improving specific outcomes.
The screening survey is the first step in identifying organizations that have implemented sustainable performance measurement systems that help balance mission and budget. Completing the survey should take 45-60 minutes. Organizations that complete the survey will receive a report on the findings, and some may be invited to participate in subsequent more detailed surveys and site visits to share best practices on performance measurement systems. The survey questions gather information on how respondents connect budgets to goals, what types of performance measurement systems they use, and how performance data is collected and used.
Georgia strategic prevention system (gasps) coalition draft v4 mb-mprogroup
The document provides information on building community coalitions as part of the Georgia Strategic Prevention System (GASPS). It discusses establishing a Community Prevention Alliance Workgroup (CPAW) with three core elements: epidemiology, planning/operations, and evaluation. The CPAW supports prevention activities and capacity building at the local level. Coalitions are also important for providing linkages between community organizations and allowing for coordinated prevention efforts. Building strong coalitions involves developing clear roles and structures as well as cultivating engaged membership and shared leadership.
The document summarizes a joint meeting of the Bromley Children and Young People Trust Board and Commissioning Strategy Group to review commissioning arrangements and align them with priorities in the Children and Young People's Plan given limited resources. The agenda included workshops to analyze current commissioning practice and plan for changes, as well as presentations on the commissioning cycle and support available from the Commissioning Support Programme. Next steps include an initial report on findings to the Trust Board and developing a change plan to be implemented with feedback to the Board.
This document provides guidance on monitoring and evaluation for partnership-based programs. It discusses the importance of changing the mindset around M&E from merely justifying expenditures to a collaborative learning process. Donors are encouraged to make M&E a learning partnership rather than a performance test. Effective M&E requires a balanced mix of quantitative and qualitative methods. Numbers alone do not capture impact; seeking contributions to meaningful change is more important. Both donors and partner organizations must commit to supporting M&E throughout implementation and using findings to strengthen future work.
This document outlines 10 steps and drivers for expansion success in AIESEC. It provides actions and indicators for each driver:
1. Utilize online platforms and physical channels to increase recruitment for exchange programs. Monitor social media engagement and website recruitment.
2. Ensure financial sustainability through targeted exchange programs like OGCDP to generate operational revenue. Track revenue sources and program growth.
3. Position AIESEC externally through quality experiences to increase referrals, media appearances, and partnerships.
4. Promote the country brand globally to increase network visibility and cooperation. Track conference attendance and social media engagement.
5. Start operations bottom-up by establishing local functions and fast-tracked leadership experiences before
SPLC 2018 Summit: SPLC Benchmark Workshop: Measuring and Improving the Effect...SPLCouncil
This document discusses measuring and benchmarking the effectiveness of sustainable purchasing programs. It describes a workshop that will help participants identify their program's inventory and maturity, prioritize areas for improvement, and get tips from peers. The SPLC Benchmark process involves benchmarking programs against peers and a maturity model. It uses categories, guidance, and a community of practice to help programs improve efficiencies and build champions. The document outlines SPLC Benchmark's maturity model and options for how organizations can use it to assess their program and identify next steps to advance their sustainability goals.
This document provides an introduction to performance management. It defines performance management and discusses its key concerns, scope, history, principles, benefits and issues. It describes how performance management works and links to pay. It also discusses measuring performance using approaches like the balanced scorecard and the European Foundation for Quality Management excellence model. Finally, it covers performance reviews, evaluation, and concludes with thanks.
Committed to the path of sustainability Excellence with EFQMJean-marc SOULIER
The document discusses the EFQM Excellence Model, which is a framework used by over 30,000 organizations worldwide to guide organizational performance and improvement. The model includes eight fundamental concepts, nine criteria with sub-criteria to assess enablers and results, and a "RADAR logic" cycle of planning, implementing, evaluating and improving. It provides a holistic assessment of an organization's strategy, processes, leadership, people management, partnerships and results. The goal of the model is to help organizations define, assess, and improve excellence by learning from others and establishing best practices.
jan 26 2016 geneva 2020 steering committee meetingGeneva2020
The Geneva 2020 Steering Committee meeting agenda covered the following topics:
1. Welcome and general updates from the Geneva City School District.
2. Celebrating partner successes over the past year.
3. Discussing and finalizing the Partnership Agreement for 2016, including comments, shared components, signatures, sustainability, and approval process.
4. Reviewing baseline data collected, including results from the PACE survey and plans for further data collection through a statistics class project.
5. Providing an overview of Collaborative Action Networks and next steps to establish these groups once baseline data is complete.
6. Setting the date and agenda for the next steering committee meeting in April 2016
This document outlines a workshop program for organizations to complete their first Strategic Quality Framework (SQF). It will cover all eight stages of the framework over the course of six workshops, with the final two focusing on preparing for an assessment process. Participating organizations can send up to three people to each workshop, with at least one attending all workshops. Participants will receive workbooks, surveys, and access to an online community. There is no direct cost, but executive sponsorship is required to confirm commitment. The workshops aim to help organizations complete each stage of the SQF and prepare implementation plans between sessions.
What Is The P&Q Campaign?
The vision is to get everyone in the contact centre industry to collectively invent the next generation of operational practice in Performance Management and Quality Monitoring. All the research and insight generated together will be fed back into public forums so everyone can learn and get value from being involved.
More About The P&Q Challenge
The first major deliverable from all our crowdsourcing is the Strategic Planning Framework. This facilitates a 360° approach to adapting your current performance and quality practices in response to internal and external trends. It encourages an organisation to produce their own version that suits their own challenges and culture and prevents the P&Q Campaign from becoming too prescriptive about what a next generation approach needs to look like.
The idea of regularly adapting a P&Q ‘ecosystem’ is new. It is something we all need to digest and become used too. So we decided some incentivisation would help draw more organisations into having a go. The result is the so called ‘P&Q Challenge’. This offers a simple way of being recognised for undertaking the planning and implementation phases of using the Strategic Planning Framework and set up the seeds of a best practice community. All the material needed to complete the challenge can be previewed in the following slideshow.
The document outlines a 5-step approach to improve cooperation between departments in a company. The steps are: 1) Assessing the current situation by reviewing needs and performance with department heads, 2) Defining areas for improvement by identifying strengths, weaknesses, and causes of issues, 3) Defining actions using a SMART approach, 4) Developing a customer-supplier model to increase accountability, and 5) Implementing the plan then following up after 3 months to review progress and make corrections. The overall goal is to create productive energy and understanding between departments to achieve company goals.
The Geneva 2020 Steering Committee meeting agenda covered:
1) Welcome and general updates from partner organizations
2) Celebrating partner successes from recent events
3) Discussing and making changes to the partnership agreement
4) Reviewing baseline data and next steps for data collection
5) Providing an overview of Collaborative Action Networks and timeline for development
6) Planning for the next steering committee meeting in April and a community convening in June.
This document discusses tools for monitoring and evaluating extension interventions. It begins by defining monitoring as the systematic collection of data during program implementation to track progress, while evaluation assesses overall outcomes and impacts. A variety of quantitative and qualitative tools are described that can be used for both monitoring and evaluation. Key points include selecting appropriate tools based on the program stage, comparing monitoring and evaluation, and using indicators to quantify qualitative data and assess economic impacts. The document provides examples of how these tools can be applied to assess dairy extension programs.
Customer Excellence Scheme For External Issue[1]Fraser Henderson
The document outlines a proposed Consultation Excellence Scheme from the Consultation Institute that would recognize organizations for their public consultation practices through three levels - Commitment, Implementation, and Achievement - which become progressively more rigorous and involve requirements like staff training plans, process audits, and project reviews. The scheme is presented as a way to boost credibility, ensure quality standards, and provide external validation of excellent consultation practices.
This document provides guidance for local committee planning for the 14/15 term. It outlines a planning process and template to define strategies, operations, functional responsibilities, and timelines to achieve goals for the term. The focus is on planning exchange program delivery and support operations, with an emphasis on defining measurable strategies, goals, and key performance indicators to guide work over the next six months. Contact information is provided for AIESEC coaching staff available to support the planning process.
The document outlines a confirmative evaluation plan for an annual leadership training conducted by the Alpha Beta Gamma Sorority for undergraduate members. The training covers chapter management, image projection, and membership requirements. To evaluate the training's effectiveness, surveys will collect feedback from undergraduate participants and alumnae advisors on whether the objectives were clear and learning needs were met. Results will determine if additional training is needed. The evaluation aims to ensure members receive up-to-date information to maintain high membership quality and sorority integrity.
This one-day workshop will introduce the pathway that financial service providers can take to enhance their social performance management (SPM) practices, using the Universal Standards for Social Performance Management (“Universal Standards”) as a framework for improving practice. Case studies and activities will make the day as interactive as possible. The target audience for this workshop is associations and direct service providers.
The day will start by quickly defining SPM and exploring its importance to an institution’s clients and business. Participants will take a deeper look at the Universal Standards and learn how to use the SPI4 Audit Tool to assess their current level of implementation of the Universal Standards. We will also discuss key resources available to help financial service providers institute changes after they assess themselves.
Similar to Emerging findings from the impact and formative evaluations of the NCOP - CFE Research (20)
1. The document discusses challenges in higher education including whether graduates are prepared for jobs and civic responsibilities, and whether universities and quality assurance measures can adequately address these questions.
2. It introduces CALOHEE (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe) as a response to develop more reliable tools for measuring learning outcomes and quality assurance across institutions.
3. The next steps outlined are to develop and pilot comparative assessments in two disciplines to test students' knowledge and skills, and to provide insights to universities and inform benchmarking and accreditation.
This document discusses ethics considerations for research projects focused on student learning gain at the institutional level. It outlines different approaches to collecting student data, from learning analytics to evaluations. While the BERA principles of voluntary consent and protecting vulnerable groups are important, learning gain research presents additional challenges. Small sample sizes can limit statistical significance and methodological innovation. Reporting results also requires integrity, as funding bodies may prefer positive outcomes. The document seeks input on balancing responsibilities to students, sponsors, and transparency in learning gain research methodology and reporting.
The UEA Learning Gain Project studied learning gain and confidence gain in undergraduate students through three strands: (1) analyzing marks over time, (2) using concept inventory tests, and (3) assessing self-efficacy through pedagogical interventions. This presentation focuses on Strand 3, finding that an active learning pedagogy incorporating peer instruction and self-assessment developed students' self-assessment skills and generated positive learning and confidence gains, though gains were lower under a mastery experience scenario compared to a vicarious experience scenario. Overall, the results suggest the pedagogy robustly supports active learning.
This document discusses Anglia Ruskin University's participation in the National Mixed Methodology Learning Gain Project between 2016-2019. The project tracked learning gain in first-year undergraduate students at 10 UK institutions. ARU faced challenges with low student response rates to assessments in the first rounds but implemented new engagement strategies like targeting students during Freshers Week and providing direct links and feedback to improve participation. Moving forward, ARU aims to take a more strategic institutional approach to defining and embedding the measurement of learning gain within the curriculum.
This study examined learning gains among humanities and science students using assessment scores from a large sample of over 17,000 students. The researchers found that science students showed more variance in initial achievement and learning gains compared to social science students. Socio-demographic factors like gender, ethnicity and prior education explained more variance in learning gains for science students. The study also compared learning gains across universities, finding substantial differences at the departmental level, suggesting that aggregate estimates can be misleading. Multilevel modeling provided a more accurate method for estimating learning gains compared to simple linear models.
The opening address from 'The turning tide: A new culture of research metrics', an event that brought together stakeholders within the higher education sector to explore the emerging culture of responsible metrics in research.
Yvonne Hawkins discusses the Higher Education Funding Council for England's (HEFCE) learning gain programme, which aims to develop methods for measuring student learning and improvement during their time in higher education. Some key activities of the programme include pilot projects at institutions, a national project measuring learning gain, and analyzing administrative data. HEFCE is also developing an online toolkit of peer-reviewed learning gain methodologies to help institutions select appropriate approaches. Finally, Hawkins notes the Office for Students will need to consider learning gain in relation to its new regulatory objectives.
This presentation provides an overview of HEFCE's learning gain programme, including pilot projects, research activities, and lessons learned. Key activities include pilot projects at over 60 institutions measuring different aspects of learning gain, a national mixed methodology project longitudinally assessing over 2,500 students, and the Higher Education Learning Gain Analysis group investigating tradeoffs between validity and data collection burden. The presentation reflects on challenges of student participation, defining and measuring learning gain, and opportunities for enhancing teaching and learning based on learning gain insights.
The document summarizes key financial indicators and forecasts for UK higher education from 2014-2015 to 2019-2020. It finds that while total income is expected to increase, surpluses and cash flow are forecasted to decline. Forecasts also show growth in overseas student numbers and income slowing compared to past trends. Brexit, skills policy, social mobility, and funding stability are highlighted as major factors shaping the financial landscape for UK universities in coming years.
1) The regulatory framework aims to protect student interests by ensuring access to higher education, high quality academic experiences, and value for money.
2) It will regulate both the higher education market and individual providers to promote student choice. This includes the Teaching Excellence Framework (TEF), market entry requirements, and funding for innovation.
3) Providers will be placed on a Register and must meet initial and ongoing conditions related to access, quality, finance, governance, and student protection. Increased risk may result in additional conditions or monitoring.
UK Research and Innovation (UKRI) will bring together the UK's seven Research Councils, Innovate UK, and Research England to form a new organization that coordinates research and innovation funding and activities. Research England, which will oversee research and knowledge exchange funding for English higher education institutions, will have four main roles within UKRI: funding research and knowledge exchange, gathering evidence and analytics, engaging with institutions, and collaborating with devolved administrations. UKRI aims to advance fundamental research, benefit society, and boost the economy through challenges in key areas like batteries, manufacturing, and robotics. It will also focus on global issues through programs like the Global Challenges Research Fund.
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
This document outlines the timeline and process for developing and launching a feedback survey for taught postgraduate students in the UK. It will go through stages of informal consultation in 2017, testing and piloting in early 2018, launch and delivery from 2018-2019, and formal consultation on the funding approach in 2019-2020. The survey aims to gather feedback to improve the postgraduate taught experience.
This document summarizes a workshop about developing a feedback survey for postgraduate taught students. The workshop aimed to get participant views on criteria for questions, topics the survey should cover, and how to structure the survey. Suggested themes included quality of teaching, learning and teaching, intellectual challenge, skills development, and student support. Participants provided input on important topics, irrelevant topics, and how to order and structure questions for different audiences and purposes like program enhancement, student choice, and accountability. The timeline for developing and piloting the survey was also discussed.
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Emerging findings from the impact and formative evaluations of the NCOP - CFE Research
1. DR. ABIGAIL DIAMOND
Managing Director CFE Research
Emerging findings from the Impact and
Formative evaluations of the NCOP
2. Outline of the work undertaken
in both strands of the NCOP
evaluation
3. Formative evaluation – progress to date
◦ Capacity building activities (two webinars, best practice
guidelines on surveying participants).
◦ Gathering together evaluation frameworks/logic chains
ahead of the third Webinar. This will inform the meta-analysis
of local evaluation evidence.
◦ Consortia survey some headline findings which I will be
sharing with you shortly.
◦ Some capacity building and process evaluation work
complete.
4. Impact evaluation – Participant survey update
◦ Participant Survey – baseline survey finalised (and optional Part B
question bank) and consortia roll-out has commenced. Baseline
surveying should be taking place when your participants engage
and or in September. At least 12 consortia have their surveys
underway now. The survey will be repeated every September and
the baseline findings will inform our 12-month report to HEFCE.
◦ 10 consortia opted for Option A so will be administering the survey
themselves, 19 opted for Option B that is the CFE administered
survey. At least 17 consortia are either using a paper based version
or a combination of paper and online.
5. Impact evaluation –update continued
◦ Collectively you have so far estimated that we can expect the
participant survey to reach at least 120,000 young people.
◦ 9 consortia have requested or made use of a flyer that we
have developed to explain the participant survey to schools.
Let us know if you want it too.
◦ Quasi-experimental methods: good practice guide prepared
for consortia to advise on how to derive comparison groups.
Please get in touch with us if you are planning to derive
comparison groups and undertake quasi-experimental
activity.
6. Update on the quasi-
experimental and experimental
work
7. Update on quasi-experimental work
◦ Guidelines for constructing counterfactual groups have been
shared with consortia now, please get in touch if you intend
to do this.
◦ Quasi-experimental work isn’t planned across the whole
national impact evaluation – our intention will be to derive a
statistical control in the second phase of the NCOP to link
with other secondary data in the form of HESA data, as it is
unlikely that UCAS data will be available – this will only be
possible for Year 12-13.
◦ Consortia quasi-experimental work will inform impact of the
softer/proxy measures of impact via the participant survey.
8. Update on experimental work
RCTs – two flagship RCTs confirmed.
1) Light-touch text-messaging NCOP outreach activity
involving the NEACO consortium. Despite the intervention
being light-touch, it will be sustained over time so therefore
meets the NCOP requirements of intensive targeting.
2) Intensive outreach activity in the form of e-Mentoring
(Brightside) with the SUN consortium.
A third RCT will be planned for the next year in relation to a
summer school.
10. Early observations – consortia survey findings
• We received 325 full responses to the consortia survey. All
consortia leads responded. The number of responses per
consortium varied between 2 and 32. Respondent roles:
29
6
10
135
143
2
0 20 40 60 80 100 120 140 160
NCOP Lead/Director at Lead Higher Education Institution
NCOP Chair
Member of the consortium's governing board
Employee of the Lead Higher Education Institution
Employee of a partner institution or organisation
Other
11. New posts created as part of NCOP in lead
organisations
Lead organisations
• Consortia have created between 2 and 29 new full-time equivalent
positions that have been specifically created and or funded by NCOP.
• Most posts in lead organisations are new posts: Average is 10.1 FTE
new posts, compared with 10.7 FTE posts overall (= 87% new posts)
Partner organisations
• Consortia have created between 1 and 35 new full-time equivalent
positions.
• Most posts in partner organisations are also new posts: Average 8.4
FTE new posts, compared with 9.2 FTE posts overall (= 91% new
posts)
12. The roles of those within NCOP consortia include the
following.
28
26
25
26
28
9
Management Delivery Evaluation Monitoring Administration Other role
13. Strategic priorities of NCOP consortia
6.3
6.2
5.7
5.7
5.5
5.4
5.4
5.4
5.4
1 2 3 4 5 6 7
Understand NCOP aims & objectives
Understand consortium aims & objectives
Consortium delivery plans outline how aims & objectives will be met
Consortium aims & objectives align with local area needs
NCOP will contribute to achievement of organisation's wider strategic priorities
Clear targets have been set to measure progress
Consortium aims & objectives align with those of organisation
All partners support the consortium vision
Other consortium members understand consortium aims & objectives
14. Ensuring partners understand NCOP strategic priorities
Consortia report that better
communication and collaboration is
needed:
“More guidance from HEFCE
around where NCOP slots into
the WP narrative and
complements OFFA”
“More support to promote the
programme at a national level,
particularly to schools and
colleges”
“Sharing of information and
working more collaboratively.”
“…continued open dialogue
and communication are vitally
important to ensure continued
engagement both at a
consortium and national level.”
“Clearer communication
between Operational and
Strategic groups”
15. Perceptions of positive impact of NCOP
2.4
2.4
2.3
2.3
2.0
1 2 3
The quality of IAG for pupils in target wards
Access to IAG for pupils in target wards
The likelihood that able pupils will consider progressing to HE who
would have otherwise only considered alternative options
Teachers' knowledge and awareness of the options for students in HE
Parents' knowledge and awareness of the options for students in HE
16. Perceptions of other impact of NCOP
6.0
5.7
5.6
5.4
5.4
3.3
1 2 3 4 5 6 7
NCOP adds value to existing activities within my organisation
We have developed new partnerships with schools/colleges
We have developed new partnerships with institutions in FE & HE
We have developed new partnerships with local organisations
We would have delivered WP activities without support from NCOP
NCOP duplicates existing activities within my organisation
17. Consortia’s perceptions of the impact of NCOP
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
The consortium is on track to achieve its goals overall
NCOP is on track to achieve its goals overall at a national level
1 2 3 4 5 6 7 I don't know It's too early to say
19. Relationships with consortia
• We have a case management approach established now
and hopefully you are all aware of who within the evaluation
team is your case manager. The case managers are in
regular contact with their consortia. If you are not aware
then please do ask a member of the team today or email us
at NCOP@cfe.org.uk
• The NCOP Jiscmail NCOP@JISCMAIL.AC.UK also seems
to be working effectively as a means to seek feedback.
• We are also in the process of creating a password protected
area of the website for consortia to share materials online.
20. Across all consortia, there is a total of 345 core members
and 504 wider members
109
110
47
20
10
28
9
12
24
72
296
21
11
23
42
15
0 50 100 150 200 250 300 350
HEIs (including Lead Organisation)
Further Education Colleges
Schools
Businesses
Local Enterprise Partnerships
Local Authorities
Community or voluntary organisations
Other
Core members
Wider members
21. To what extent do you agree with the following statements
about partnership working in your consortium?
6.2
6.1
6.0
5.6
5.3
5.3
5.2
5.1
4.9
1 2 3 4 5 6 7
I understand how my role contributes to the work of the consortium
I understand how my organisation contributes to the achievement of the
consortium's aims and objectives
The consortium is comprised of appropriate partner organisations
I have a positive and trusting relationship with other partners within my
consortium
The roles and responsibilities of the partner organisations are clear
Tasks are appropriately assigned to organisations within the consortium
The workload is shared fairly between the partners, based on the level of
funding provided
Duplication between partners is avoided
Partners effectively communicate with each other
22. To what extent do you agree with the following
statements about the leadership of your consortium?
6.0
5.8
5.7
5.6
5.6
5.5
5.1
1 2 3 4 5 6 7
Senior leaders within my organisation are supportive of my role
within NCOP
Senior leaders within my organisation understand the goals of
NCOP
Effective measures are in place to evaluate the impact of the
consortium's activities
Other colleagues within my organisation are supportive of NCOP
activities
The Lead Organisation is providing effective leadership
The Lead Organisation communicates effectively with consortium
members
Senior leaders within my organisation prioritise NCOP activities
23. Work taking place locally–consortia survey findings
• All 29 consortia plan to use student interns/ambassadors (or
the like) to deliver or support part of NCOP.
• Numbers of consortia who envisage that student
interns/ambassadors will get involved in:
10
11
5
6
1
Mentoring
Delivering/supporting outreach
Planning and administration support
Evaluation support
Other
25. Next steps
• Six consortia case-study visits forthcoming in Oct-Nov 2017.
We will be in touch shortly with participating consortia.
• Third Webinar on supporting consortia in developing their
evaluation frameworks/logic chains for their local
evaluations will take place in November 2017.
• Just a reminder that consortia need to share their data-
sharing agreements for signing.
• Please get in touch if you are planning to construct local
control / comparison groups.
(unlikely that UCAS will be available following discussions with HEAT at the data tracking meeting)
11 data-sharing agreements have been signed with consortia.
Reminder: CFE need to be included in DSAs, and these need to be in place before the baseline survey is complete.
Q5 (posts in lead org) & Q7 (new posts in lead org). Questions only asked of NCOP leads (all 29 responded).
Chart not much use for this average results. Analysis spreadsheet has chart of new posts per consortium.
N.B. data for this Q is missing 1 respondent, so base = 28.
Only 25 evaluation roles – an issue?
Most common ‘other’ roles are finance (3) and communications (2).
‘Other’ comprises 6 single-responsibility roles and 3 multiple-responsibility roles (e.g. “Finance, Web, Marketing, Coordination of satellite staff“)
We asked consortia to express the extent to which they agree with the following statements about the strategic priorities for their consortia. (Q28)
Bases vary: 299 to 323
Not much difference between these priorities – all highly rated.
Some variation in levels of agreement:
Least variation in agreement for ‘Understanding NCOP aims & objectives’;
greatest variation in agreement for ‘Clear targets have been set’
Open question. (Q37) 141 responses.
Common themes:
Wide range of views, which reflects different capability and capacity of different consortia.
More time to set up would have been better.
Communication and clarity needed (for many but not all)
Challenge is developing partnerships/relationships with consortia members and partners.
Q33 (schools & colleges): Consortia suggest that schools and colleges have limited understanding of how NCOP outreach activity aligns with other WP activity (mean = 4.3 on a 7-point scale). Base = 278-302
This slide: Q34 (NCOP positive impact): Just under half of all responses say “too early to say” for all categories. 2nd most frequent is “Some impact”. Base = 107-196
Q36 (on track): Consortia perceive that local evaluation is more on track than national (5.9 compared with 5.1). Base = 109 and 228
Q33 (schools & colleges): Consortia suggest that schools and colleges have limited understanding of how NCOP outreach activity aligns with other WP activity (mean = 4.3 on a 7-point scale). Base = 278-302
This slide: Q35 (Other impact on consortia): NCOP doesn’t duplicate much, but does add value. Base = 252-287
Q36 (on track): Consortia perceive that local evaluation is more on track than national (5.9 compared with 5.1). Base = 109 and 228
Q36 (whether on track): Consortia perceive that local evaluation is more on track than national (mean = 5.9 compared with 5.1).
1/3 of consortia think “too early to say” about national evaluation being on track (base = 228).
¼ think “too early to say” for local eval (base = 109)
N.B. Chart shows frequency, not %.
Q4b. Only asked of consortium leads (29 responses).
Q30. Bases = 286-324.
Q31. Bases = 289-313.
N.B. About min/max number of student interns: Survey limited numeric responses to 2 digits, so 99 was max response. Min = 1. Mean = 43.
Describe what this will entail (we should be able to share who the first round of visits will be with following our case-study meeting on Tuesday and agreement from the consortia)
The plan for this Webinar is to share a few examples of well-development evaluation frameworks and ask the relevant consortia to contribute to the Webinar. Date TBC before presentation