Primary health care for Aboriginal and Torres Strait Islander children

This final report presents the findings from each of the phases of the Engaging Stakeholders in Identifying Priority Evidence-Practice Gaps and Strategies for Improvement in Primary Health Care (ESP) Project. This report is designed for people working in a range of roles including national and jurisdictional policy makers, managers, community-controlled organisations and government health authorities, peak bodies, clinical leaders, researchers, primary health care staff and continuous quality improvement (CQI) practitioners who may have an interest in the interpretation and use of aggregated CQI data to drive decision making. Stakeholders across services and systems that deliver Aboriginal and Torres Strait Islander primary health care (PHC) engaged in a process to analyse and interpret national continuous quality improvement (CQI) data from 132 health centres. We used a consensus process to identify priority evidence-practice gaps in child health care, based on these data. Stakeholders drew on their knowledge and experience working in Aboriginal and Torres Strait Islander PHC to identify barriers and enablers to addressing the priority evidence- practice gaps, and to suggest strategies to overcome barriers and strengthen enablers to addressing the priority evidence-practice gaps. Important messages emerge from these findings

Adapting structuration theory to understand the role of reflexivity: Problematization, clinical audit and information systems

This paper is an exploratory account of the further development and application of a hybrid framework, StructurANTion, that is based on Structuration Theory and Actor Network Theory (ANT). The use of social theories in general and their use in information systems (IS) research in particular is explored leading to the use of the framework to examine the concept of what are termed humanchine networks in the context of clinical audit, within a healthcare Primary Care Trust (PCT). A particular focus is on the manner in which information systems-based reflexivity contributes to both entrenching a networks’ structurated order as well as contributing to its emancipatory change. The case study compares clinic-centric and patientcentric audit and seeks to further extend the understanding of the role of information and information systems within structurated humanchine activity systems. Conclusions indicate that the use of more socially informed IS methods and approaches can incorporate more emancipatory ideals and lead to greater adoption and usage of more relevant and useful clinical information systems and practices

Healthy Universities: Concept, Model and Framework for Applying the Healthy Settings Approach within Higher Education in England

As part of a Department of Health funded project, the University of Central Lancashire (UCLan) – working with Manchester Metropolitan University – was commissioned by the Royal Society for Public Health (RSPH), to: - articulate a model for Healthy Universities whereby the healthy settings approach is applied within the higher education sector - produce recommendations for the development and operationalisation of a National Healthy Universities Framework for England - to ensure effective co-ordination of initiatives and propose next steps for progressing the Healthy Universities agenda. In fulfilment of these objectives, this report provides a background to Healthy Universities, outlines the project implementation process, presents a model, discusses the key dimensions for consideration in formulating a framework, and makes recommendations for taking things forward

Provenance-based trust for grid computing: Position Paper

Current evolutions of Internet technology such as Web Services, ebXML, peer-to-peer and Grid computing all point to the development of large-scale open networks of diverse computing systems interacting with one another to perform tasks. Grid systems (and Web Services) are exemplary in this respect and are perhaps some of the first large-scale open computing systems to see widespread use - making them an important testing ground for problems in trust management which are likely to arise. From this perspective, today's grid architectures suffer from limitations, such as lack of a mechanism to trace results and lack of infrastructure to build up trust networks. These are important concerns in open grids, in which "community resources" are owned and managed by multiple stakeholders, and are dynamically organised in virtual organisations. Provenance enables users to trace how a particular result has been arrived at by identifying the individual services and the aggregation of services that produced such a particular output. Against this background, we present a research agenda to design, conceive and implement an industrial-strength open provenance architecture for grid systems. We motivate its use with three complex grid applications, namely aerospace engineering, organ transplant management and bioinformatics. Industrial-strength provenance support includes a scalable and secure architecture, an open proposal for standardising the protocols and data structures, a set of tools for configuring and using the provenance architecture, an open source reference implementation, and a deployment and validation in industrial context. The provision of such facilities will enrich grid capabilities by including new functionalities required for solving complex problems such as provenance data to provide complete audit trails of process execution and third-party analysis and auditing. As a result, we anticipate that a larger uptake of grid technology is likely to occur, since unprecedented possibilities will be offered to users and will give them a competitive edge

Early Learning Innovation Fund Evaluation Final Report

This is a formative evaluation of the Hewlett Foundation's Early Learning Innovation Fund that began in 2011 as part of the Quality Education in Developing Countries (QEDC) initiative.  The Fund has four overarching objectives, which are to: promote promising approaches to improve children's learning; strengthen the capacity of organizations implementing those approaches; strengthen those organizations' networks and ownership; and grow 20 percent of implementing organizations into significant players in the education sector. The Fund's original design was to create a "pipeline" of innovative approaches to improve learning outcomes, with the assumption that donors and partners would adopt the most successful ones. A defining feature of the Fund was that it delivered assistance through two intermediary support organizations (ISOs), rather than providing funds directly to implementing organizations. Through an open solicitation process, the Hewlett Foundation selected Firelight Foundation and TrustAfrica to manage the Fund. Firelight Foundation, based in California, was founded in 1999 with a mission to channel resources to community-based organizations (CBOs) working to improve the lives of vulnerable children and families in Africa. It supports 12 implementing organizations in Tanzania for the Fund. TrustAfrica, based in Dakar, Senegal, is a convener that seeks to strengthen African-led initiatives addressing some of the continent's most difficult challenges. The Fund was its first experience working specifically with early learning and childhood development organizations. Under the Fund, it supported 16 such organizations: one in Mali and five each in Senegal, Uganda and Kenya. At the end of 2014, the Hewlett Foundation commissioned Management Systems International (MSI) to conduct a mid-term evaluation assessing the implementation of the Fund exploring the extent to which it achieved intended outcomes and any factors that had limited or enabled its achievements. It analyzed the support that the ISOs provided to their implementing organizations, with specific focus on monitoring and evaluation (M&E). The evaluation included an audit of the implementing organizations' M&E systems and a review of the feasibility of compiling data collected to support an impact evaluation. Finally, the Foundation and the ISOs hoped that this evaluation would reveal the most promising innovations and inform planning for Phase II of the Fund. The evaluation findings sought to inform the Hewlett Foundation and other donors interested in supporting intermediary grant-makers, early learning innovations and the expansion of innovations. TrustAfrica and Firelight Foundation provided input to the evaluation's scope of work. Mid-term evaluation reports for each ISO provided findings about their management of the Fund's Phase I and recommendations for Phase II. This final evaluation report will inform donors, ISOs and other implementing organizations about the best approaches to support promising early learning innovations and their expansion. The full report outlines findings common across both ISOs' experience and includes recommendations in four key areas: adequate time; appropriate capacity building; advocacy and scaling up; and evaluating and documenting innovations. Overall, both Firelight Foundation and TrustAfrica supported a number of effective innovations working through committed and largely competent implementing organizations. The program's open-ended nature avoided being prescriptive in its approach, but based on the lessons learned in this evaluation and the broader literature, the Hewlett Foundation and other donors could have offered more guidance to ISOs to avoid the need to continually relearn some lessons. For example, over the evaluation period, it became increasingly evident that the current context demands more focused advance planning to measure impact on beneficiaries and other stakeholders and a more concrete approach to promoting and resourcing potential scale-up. The main findings from the evaluation and recommendations are summarized here

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Excellence for all: A gifted and talented approach to whole-school improvement

"This booklet is one of a series of publications designed to support secondary schools in developing Gifted and Talented (G&T) education as part of a whole-school approach to improving provision and outcomes for all pupils. They form part of a suite of National Strategies guidance and resources supporting school improvement and raising attainment." - Prefac