Co-creation and self-evaluation: An accountability mechanism process in water, sanitation and hygiene services delivery in childcare centres in Nairobi's informal settlements

Background: Accountability strategies are expected to enhance access to water, sanitation and hygiene (WASH) service delivery in low-and middle-income countries (LMIC). Conventional formal social accountability mechanisms (SAMs) for WASH service delivery have been inadequate to meet the needs of residents in informal settlements in LMICs. This has prompted growing interest in alternative informal SAMs (iSAMs) in Nairobi's informal settlements. To date, iSAMs have shown a limited effect, often due to implementation failures and poor contextual fit. In childcare centers in Nairobi's informal settlements, co-creation of the iSAMs process, where parents, childcare managers, researchers and other WASH stakeholders, contribute to the design and implementation of iSAMs, is an approach with the potential to meet urgent WASH needs. However, to our knowledge, no study has documented (1) co-creating iSAMs processes for WASH service delivery in childcare centers and (2) self-evaluation of the co-creation process in the informal settlements. Methods: We used a qualitative approach where we collected data through workshops and focus group discussions to document and inform (a) co-creation processes of SAMs for WASH service delivery in childcare centers and (b) self-evaluation of the co-creation process. We used a framework approach for data analysis informed by Coleman's framework. Results: Study participants co-created an iSAM process that entailed: definition; action and sharing information; judging and assessing; and learning and adapting iSAMs. The four steps were considered to increase the capability to meet WASH needs in childcare centers. We also documented a self-evaluation appraisal of the iSAM process. Study participants described that the co-creation process could improve understanding, inclusion, ownership and performance in WASH service delivery. Negative appraisals described included financial, structural, social and time constraints. Conclusion: We conclude that the co-creation process could address contextual barriers which are often overlooked, as it allows understanding of issues through the ‘eyes' of people who experience service delivery issues. Further, we conclude that sustainable and equitable WASH service delivery in childcare centers in informal settlements needs research that goes beyond raising awareness to fully engage and co-create to ensure that novel solutions are developed at an appropriate scale to meet specific needs. We recommend that actors should incorporate co-creation in identification of feasible structures for WASH service delivery in childcare centers and other contexts

Designing a Framework for Training Teachers on Mobile Learning in Sub-Sahara Africa

Mobile technology has the potential to enhance the capabilities of students and educators in effective teaching and learning process. Understanding the factors that hinder integration of mobile technology in instructional delivery is key to the effective uptake of mobile technology for instructional purposes. The benefits of using mobile technology in the classroom can only be fully harnessed when teachers and other educational stakeholders are guided by framework that captures factors that enhance and hinder it use. It is against this background that this study seeks to design a framework for training teachers in the uptake of mobile learning in classrooms in Sub-Sahara Africa. The interactions among the factors considered suggest that Personal and Societal beliefs, Ownership of devices, Cost of devices and Type of devices contribute significantly to the teachers’ technology self-efficacy, mobile phone self-efficacy and readiness to use mobile learning for instruction. Training on pedagogy could also enhance uptake, likewise, technical, and instructional support need to be considered in content development, delivery and evaluation. Feedback constitutes an important variable throughout the process leading up to uptake. Therefore, these factors need to be properly considered in the uptake of mobile learning in classrooms in sub-Sahara Africa. This would engender seamless integration of mobile learning in instructional delivery at different levels of education. Keywords: Mobile learning, readiness, pre-service teachers training, mobile learning model, self-efficacy DOI: 10.7176/JEP/11-32-07 Publication date: November 30th 202

Assessing chronic disease management in European health systems. Country reports

Many countries are exploring innovative approaches to redesign delivery systems to provide appropriate support to people with long-standing health problems. Central to these efforts to enhance chronic care are approaches that seek to better bridge the boundaries between professions, providers and institutions, but, as this study clearly demonstrates, countries have adopted differing strategies to design and implement such approaches. This book systematically examines experiences of 12 countries in Europe, using an explicit comparative approach and a unified framework for assessment to better understand the diverse range of contexts in which new approaches to chronic care are being implemented, and to evaluate the outcomes of these initiatives. The study focuses in on the content of these new models, which are frequently applied from different disciplinary and professional perspectives and associated with different goals and does so through analyzing approaches to self-management support, service delivery design and decision-support strategies, financing, availability and access. Significantly, it also illustrates the challenges faced by individual patients as they pass through the system. This book complements the earlier published study Assessing Chronic Disease Management in European Health Systems; it builds on the findings of the DISMEVAL project (Developing and validating DISease Management EVALuation methods for European health care systems), led by RAND Europe and funded under the European Union’s (EU) Seventh Framework Programme (FP7) (Agreement no. 223277)

Supported accommodation evaluation framework (SAEF) guide

High hopes for the NDIS are that people with disability will be able to live as independently as they choose, with the housing of their choice, and with the paid support that suits their preferences and life goals. Research conducted by the Social Policy Research Centre for the NSW government about disability housing support that is like the NDIS found that most people did achieve some positive outcomes. Least change was evident in people’s interpersonal relationships and employment, and some people did not live in housing that met their needs.&nbsp

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

A review of service quality and service delivery: Towards a customer co-production and customer-integration approach

© 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to provide researchers with an overview of the service quality and delivery domain, focussing on the inclusion of customer co-production and customer integration. Specifically, this paper concentrates on service quality (including quality measurement), the service environment, controls and their consequences. Design/methodology/approach: A comprehensive review of the literature is conducted, analysed and presented. Findings: The review shows that service delivery is both complex and challenging, particularly when considering the unique characteristics of services and the high level of customer involvement in their creation. The facilitation, transformation and usage framework identifies how failures can occur at each stage of service delivery, beginning with the characteristics of the service environment, while control theory offers insights into the formal and informal controls that may be applied in the facilitation and transformation stages, which may reduce the likelihood or extent of such failures. Originality/value: Despite the fact that it is widely accepted that service quality is an antecedent to customer satisfaction, it is surprising that this customer co-creation aspect has been largely neglected in the extant literature. As such, the role that customer co-production plays in service quality performance has been examined in this paper. It is hoped that this examination will enhance both theoretical and practical understanding of service quality. It would be useful to find modern tools that can help in improving service quality performance

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Evaluation of Services Our Way

An evaluation of Services Our Way, a NSW Government service model designed to build the capacity of Aboriginal people to have greater access to mainstream and disability services and encourage self-directed support. Overview Services Our Way is a NSW Government service model designed to build the capacity of Aboriginal people to have greater access to mainstream and disability services and encourage self-directed support. The Social Policy Research Centre was commissioned to evaluate the Services Our Way pilot in Nowra, New South Wales, and did so through interviews with families and service providers. Services Our Way had positive impacts on Aboriginal people with disability and their families. The program helped Aboriginal people access a range of services, meeting immediate priorities of the families. The program was successful in engaging with the Aboriginal community using a culturally appropriate approach – an approach which could be shared with other staff and services to improve the appropriateness of service delivery more broadly. Through the program, families were able to access support and services to participate in social, economic and cultural activities, that helped strengthen and support community and social relationships. The evaluation could not determine the degree to which families transitioned to mainstream services – the research found that families had urgent needs to be met prior to transitioning to other services. The Services Our Way program in Nowra was a pilot, which developed from the initial concept in response to local needs. The evaluation identifies a range of issues in providing person centred approaches to Aboriginal people with disability and their families and communities which should influence the future directions under the National Disability Insurance Scheme (NDIS).&nbsp

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Principles of inspection and review

"This document tells you about the principles which HM Inspectorate of Education (HMIE) is committed to following in the design and implementation of our inspection and review frameworks. The principles have been developed in the context of Scottish Government policy on scrutiny improvement1 and in line with the UK Cabinet Office principles for inspection bodies2 and for better regulation3. The inspection and review frameworks cover all the different sectors of education and children’s services provision which HMIE works in. They are in line with frameworks set up with other partners such as Audit Scotland for scrutiny of local authority services. The ten principles have been approved by HMIE’s Management Board which includes independent members. These principles provide a key point of reference to inform the development of any new approaches to inspection or the review of any of HMIE’s existing approaches. Beneath this set of principles, HMIE will develop and maintain a set of more specific inspection and review guidance which describes how we work in particular sectors or areas of provision. These show how our general inspection and review principles are being put into practice in the particular sector/area concerned. The full set of inspection and review frameworks will be placed in the relevant sector/area sections of the HMIE website as they become available. We have in place a range of mechanisms by which we evaluate and monitor our performance against these ten principles of inspection and review" - page 1